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Ageism in the Workplace
Patricia Brownell
Older workers make important contributions to the workplace, its productivity, and its culture. Work remains important for older adults for financial security, to give meaning to later life, to maintain social networks, and to promote lifelong learning. However, ageist beliefs about the capacity of older adults to remain productive and contributing workers in the workforce can create barriers for older workers. Understanding how older workers experience ageist behavior in the workplace can help employers, policy makers, and social workers learn more about how to address this social problem. Organizations can become more age friendly through enabling workplace programs, supportive management, and proactive human resource managers. Social workers serving older adults in employee assistance programs and in private practice can help them to challenge ageism in the workplace. Finally, legislation such as the Age Discrimination in Employment Act protects the rights of older workers; however, more legislation is needed to address bullying and harassment of older adults in the workplace.
American Social Security System
Eric R. Kingson, Dana Bell, and Sarah Shive
This entry examines why our nation's Social Security system was built, what it does, and what must be done to maintain and improve this foundational system for current and future generations. After a discussion of the social insurance approach to economic security and its underlying principles and values, the evolution of America's Social Security system is reviewed—beginning with the enactment of the Social Security Act of 1935, through its incremental development, to the changed politics of Social Security since the mid-1990s. Next, program benefits and financing are described and contemporary challenges and related policy options are identified, in terms of both the program's projected shortfall and the public's need for expanded retirement, disability, and survivorship protections. The entry concludes by noting that social workers have an important role to play in shaping Social Security's future.
Capacity Development and Building
DeBrenna LaFa Agbényiga
As a profession, social workers must understand and work well within the realms of capacity development. This understanding is important because it provides a foundation for working at the micro and macro levels to engage communities, organizations, systems, and individuals. However, the complexity of capacity development has made it difficult for social workers to fully engage from this stance. This entry discusses the historical development of capacity development and building while linking it to social justice. It also provides a theoretical perspective and methods for understanding and utilizing capacity development and building in social-work practice.
Charitable Foundations
Helmut K. Anheier and Marcus Lam
Foundations are private institutions for public benefit. With a long history that reaches back to antiquity, foundations are experiencing a renaissance and increased attention paid to them by policy makers. Already by the mid-1980s, observers had begun to report the end of the relative decline in the overall size and importance of the foundation sector—a trend that had characterized the previous decades. Some analysts suggest the possibility of a new, third "foundation wave," after a first growth period in the late Middle Ages, alongside the rise of commerce and finance, and a second period of growth in the late 19th century, following the industrial revolution. Political stability, an increase in demand for social, educational, and cultural services of all kinds, and economic prosperity are certainly significant factors behind this growth. Yet a more immediate reason is the way in which foundations have been suggesting themselves as instruments of welfare state reform in the broadest sense.
Contracting Out of Social Services
Hillel Schmid and Yeheskel "Zeke" Hasenfeld
Contracting out of social services is defined as the purchase of services by government agencies from for-profit and nonprofit organizations. It has a long history beginning with the English Poor Law of 1723 and becoming a major policy during Reagan's administration. Both the advantages and shortcomings of contracting out are described and analyzed. The effects on providers' accountability to government and clients and the implications for social work practice and ethics are discussed. Special emphasis is given to the social workers' dilemma facing a dual loyalty to contractor–employer on the one hand and to clients on the other.
Disaster Preparedness for Organizations
Becky S. Corbett
Social workers are well trained to respond to natural and man-made disasters. They use their strengths-based perspective to assist individuals, families, organizations, and communities after a disaster. They are called on to assess the situation, provide counseling and support, and link affected individuals to resources. However, they may not think about preparing for disasters in their own organization or practice, including workplace safety. This article discusses why social workers need to create a business disaster preparedness plan, describes potential hazards, identifies workplace safety guidelines and patient safety standards, explains how to establish a disaster preparedness plan for business continuity, and examines the idea of ethical responsibility.
Foster Care
Joyce E. Everett
Social work has long been involved in child foster care. Though its initial involvement de-emphasized the importance of infant–caregiver attachment, Bowlby's theory of attachment is particularly relevant for child-welfare practice. This entry chronicles the history of child foster care and describes the evolution of legislation most pertinent for the provision of foster care. The characteristics of children in foster care since 2000 and the dynamic flow of children entering and exiting care are described. A brief account of foster care services and future trends in the field are highlighted.
Fundraising for Human-Services Nonprofits
Kirsten A. Grønbjerg
Of the 1.6 million tax-exempt organizations registered with the IRS as of March 2012, about one-fourth are human service nonprofits, including some 254,100 charities with about $134.5 billion in total revenues. In 2011 human-service charities received about $35.4 billion in charitable contributions. This represents 12% of all charitable contributions (Giving USA Foundation, 2012) and is about 15% of the combined revenues reported by the roughly quarter million registered human-service charities. While government funding is a major driving force for human-service nonprofits, philanthropic funding clearly is important as well. Securing such funding requires solid understanding of the fundraising process and dedicated time and effort, however. Moreover, competition for donations (and fundraising expertise) appear to be growing across the board, with donations from individuals, United Way, and corporate contributions most at risk for human-service nonprofits.
Hunger, Nutrition, and Food Programs
Kristine Siefert
Food insecurity and hunger are serious problems around the world, with an estimated 870 million people chronically undernourished. The vast majority of these people—an estimated 14.9%—live in developing countries. Although federal food and nutrition assistance programs and the generally high standard of living in the United States have eliminated the more extreme forms of hunger found in developing countries, less severe but nonetheless serious forms of hunger and food insecurity affect millions of households. Food and nutrition programs require adequate funding, increased access, and further evaluation, but to achieve the goals of ending hunger and assuring food security for all, multisectoral strategies that address the macro-level determinants of food security are needed.
International Social Welfare: Organizations and Activities
Doreen Elliott
The major international governmental and nongovernmental organizations and their activities are discussed with reference to their global co-coordinating, advocacy, service, and research functions. Attention is also given to the work of international professional associations.
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Community Fair Helps Students Acclimateby Howard Hewitt • August 30, 2011 Share:
The sixth-annual Wabash Community Fair drew a big student crowd Tuesday to sample products and register for drawings. The Schroeder Career Services office sponsors the fair to introduce Wabash men to opportunities outside campus in Montgomery County.
Each year two Career Services interns organize the event.
"We had a lot of students," Mark Osnowitz '12 said. He helped organize the fair with Nathanal Borden '13. "We had two big rushes with an athletics meeting (ending at noon) and all the other students coming right at the beginning. We gave away a lot of prizes. We just hope students got to see what the Crawfordsville community has to offer."
Each year the student organizers are given a template to plan the event but the details are left up to each year's leaders. "We get the basic game plan then we're left to fill in all the blanks ourselves," Osnowitz said. "It's organizing and making sure we have everything written down. We keep track of who has given us sponsorship money. It's a lot to keep track of but that was biggest hurdle initially, just getting the process started.
Merchants expressed appreciation for the opportunity to get their businesses and services in front of students. The crowd is always freshman dominated as the new Wabash men learn their way around town. Plenty of upper classmen make the Knowling Fieldhouse rounds looking for bargains and new businesses.
In photo: Borden and Osnowitz pass out participant t-shirts
More News
- Ryder '71 Returns for Peck Medal/Lecture
- 2019 Commencement Schedule
- Trustee Jennifer Evans Establishes Mothers' Fund
- Fearless: Q&A with Aaron Embree '19
Photo Galleries
2011 Community Fair

subset: commoncrawl


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It was the beginning of summer. It had to be a few years before I married, because once I met Kaitzer in 1988, I wouldn't try something foolish that just might get me killed.
At the time I was throwing down shooters with my buddy Gerry George in our favorite honky-tonk bar. I'm not sure what came over me, but I stole a line from Gandalf, a character in "The Hobbit" by J.R.R. Tolkien: "I am looking for someone to share an adventure."
I pulled that quote like a pistol. Sometimes you wait a lifetime for the opportunity to grab a piece of literature and insert it into one's circumstance.
"What do you have in mind?" Gerry asked.
"I want to hop a freight train and travel across the country."
He looked at me as though I was out of my mind. "Joe, are you crazy? We could get killed on an adventure like that!"
I thought of the Pony Express advertisement of 1860: "…willing to risk death daily." That's what made my idea so intriguing.
I explained to Gerry that when I was young I memorized every song from Arlo Guthrie's "Hobo's Lullaby." Guthrie sang about hobos traversing the iron veins of the country and the oral tradition that binds the culture together. It was an age-old, uniquely American underdog tale of life on the rails. Hopping a freight connects the rider to something vital and elemental about the country, something with a powerful, driving rhythm wrapped in the exhilaration of motion. Part of the draw in hopping a freight is that you don't know where you are going. You travel for the sake of travel. The aphrodisiac is movement.
"When do we leave?" Gerry asked.
We packed a couple of travel bags, strapped straight-edge razors to our boots to ward off those who would do us harm and began our journey in Redding, Calif. I took the following from my travel journal: "We ran from the police and hid underneath a coal car. When the coast was clear we hopped on a slow-moving train. The police didn't see us. We fell asleep in the freight car and when we woke up, we were crawling slowly around the side of the Rocky Mountains and everywhere we looked were elk and rainbows."
We were underway; home was definitely behind us. In front of us lay the rest of the world. As I dangled my feet from the door of the boxcar, I recorded one of my favorite Tolkien quotes in my journal: "There are no safe paths in this part of the world. Remember you are over the Edge of the Wild now, and in for all sorts of fun wherever you go."
I'll save my adventures on the rails for another day.
I read Tolkien's "Lord of the Rings" and "The Hobbit" when I was in elementary school. They are a connected body of tales, poems, fictional histories, invented languages and literary essays about a fantasy world. It had to be his work that shaped my philosophy, a way of laying out the world and planting yourself in it. It's a way of gaining insight about the self through an understanding of the natural world. One's personage is defined through experience and challenges — an immersion into a life of adventure, so to speak.
"The Hobbit" is a major motion picture; it speaks to those qualities that are innate to man. See the movie, maybe you'll identify with Bilbo Baggins as he casts his fate to the wind and joins Gandalf and his dwarf warriors in an adventure of a lifetime.
Having an adventure is a good way to begin 2013. Let me know what you plan. I might have a few thoughts on how to get there.
JOE PUGLIA is a practicing counselor, a retired professor of education and a former officer in the Marines. Reach him at firstname.lastname@example.com. Visit his website at doctorjoe.us.


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Given the general sluggishness and overall er... crashing issues many -- including us -- have raised about the new iPhone 2.0 update, it can't come as any surprise that Apple is prepping a 2.0.1.
But could we already have confirmation? Intrepid Boy Genius Reporters scoured their server logs and came across:
[S]ome interesting build numbers for the iPhone and iPhone 3G. It appears that AT&T and Apple are testing iPhone device software version 2.0.1, builds 5B101 (iPhone) and 5B103 (iPhone 3G). Although we are not certain of much more information than this little bit, we do know that testing began prior to the launch of device software 2.0 and the iPhone 3G on July 11th. We have also narrowed down the known test users to the San Francisco (40 mins from Cupertino) and Atlanta (HQ of AT&T Mobility) areas. Hmm.
Doubtless it will include Apple's usually opaque description along the lines of "Fixes compatibility and general stability". Fortunately, this time around that's just what we need!


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I'm in the market for a new camera and needs some help with finding a good camera. The camera will primarily be used to capture photos of events I do and for personal use, can anyone suggest a good camera or brand?
Good Camera
Can't go wrong with either a Nikon or Canon. I would go for a DSLR model if at all possible.
I enjoy my Fuji DSLR camera, it takes great pictures. Love the burst mode, where it take a number of pictures one after another. I find with action it looks great if I create a flash movie. For stills I find that each shot is a bit different, where I can select one or create my own with a couple of shots.
I love my camera the Canon S90. I talk about it in the first post in this thread: http://www.pixelscrapper.com/forum/general-discussion/cameras
"They" say you can't beat a DSLR, but it does depend on what you want your camera for and how fiddling around with lenses you want to do. I have just bought a canon powershot x 50. If I was able to go to nature reserves and spend hours waiting for that perfect shot, I would have gone for a DSLR. I have just got rid of my Panasonic Lumix G1. Technology has moved on so much that most top entry point and shoot or better still bridge cameras will do an excellent job.
I agree with Angela, but it really depends on your personal preference, I like both of mine, I have a Canon sx120 and an Olympus ELP1, both were nice to my wallet.
i have a Canon Powershot S100 and it takes wonderful pictures. it has all these manual controls that i haven't even used yet and is so small that it's easy to bring around. it also has a built in GPS unit so you can tag the location of your pics. it's perfect for my needs!
Thank you everyone for your suggestions.
Just thought I would say I hate my new camera! It's rubbish at indoor photography, I feel I have been totally misled. Shutter lag is lengthy, pictures are grainy and th only thing good about it is the zoom! Don't know what to do now:(
@Angela Maybe there are forums who encountered the same problems as you did and have found solutions?
I only have a cheap digicam, probably top of the line 2 years ago. (nikon coolpix L21) But it takes great pictures so Im happy with it. I just probably wish I could do that instagram effect (dark around the edges).
@Angela wow, I am surprised usually Canon powershots are pretty good???? When I was looking for a simple P&S (for in my purse-also have a Canon T4i recently purchased) I considered the powershot. I called Canon and spoke to a tech there regarding my options as I could not decide based on what I had read. I ended up getting a Canon Elph 530 which is absolutely WONDERFUL. I cannot say enough good about it. It is HD which is great though I don't take video with it. When we went to Disneyland I used it without the flash in It's A Small World and the photos came out better than expected. Many times I take indoor photos without the flash and have been very happy with it. It is a little more pricey and the only other thing that is a bit of a con is that the batteries are quite expensive and I think because of the HD they tend to run low faster than others that I have had. But it is okay with me because I always get a couple extra batteries and all the other pluses completely outweigh the con.
@Angela: What camera did you buy? Indoor photography isn't easy to do. Have you played around with the settings?
Marisa I have a Canon Powershot SX50. Today I have gone through a lot of reviews which I had already before buying, they confirmed that thus was the camera I wanted! However when I read some of the comments, low light seems an issue. I read more than one review which said low lighting shooting was good, one said they hadn't found any red eye in their sample shots, whereas I have had stacks. Without the flash you lose all sharpness. I am going to re read the manual - I am not so conceited as to think it isn't me!! So I shall start again! Will a 72 dpi preview be able to show you the problems I am having?
I never use the flash. I generally prefer the grainy high ISO shots to things washed out by flash. Here are some tips for low-light shooting: http://digital-photography-school.com/how-to-get-better-digital-photos-in-low-light-conditions-without-using-a-flash
I have an older model Canon Rebel EOS XT DSLR that's about 5 years old and a Kodak EasyShare C1550 and I love them both! The Kodak was about $85 brand new when I bought it January 2012 and the Canon was $65 off Craigslist, which is quite fantastic for a camera that was hundreds of dollars brand new.
Well I re read all the reviews and found my camera is supposed to take good pictures in low light on auto. So I then googled troubleshooting canon powershot 50. The solution seems to be the setting for Aperture priority and ISO in the range of 50-190 depending on individual answers. My previous camera (Panasonic lumix G1) there was no discernible difference between auto and using the settings, so I lost interest in learning them. There was a pro photographer there with a great big flash on top of her camera, but I agree with Marisa in not liking the bleached out look a flash can give. So okay, maybe I don't quite hate my camera after all. Maybe I need to do a little work on the settings for indoors regardless of whether it is supposed to do on auto or not.
@Angela I am so glad that you are finding some resolution. Especially since I really love Canon products and they are many professional's choice too. I love auto but am still trying to learn all of the features of both of my cameras!
@Sharilynn: wow, you really lucked out on that Canon buy! One of these days I will get a Canon EOS DSLR camera (and a KoAloha ukulele - but that's another story!), but right now we have other financial matters that take precedence...
I know! I was pretty shocked when the woman responded to my email and said it was still available. I always check Craigslist for stuff like that. A lot of people will sell their older models when they upgrade to a newer one so it's a great idea to check Craigslist before going out and spending hundreds to thousands on a brand new camera.


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We are pleased to introduce the branded Insurance program "ENSURE" that intends to offer premium quality and hassle free services to our valued customers, through our authorized dealer and service network, in association with our preferred insurers.
The objectives are:
- To offer unique and premium experience to customers for their car insurance requirements.
- To offer enhanced satisfaction for new as well as existing customers in processing their claims.
- To offer focused and hassle free renewal services to customers for their existing policies.
- Better sales retention for Dealers by having a branded product that offers varied choice and superior pre and post sales experience to the customer
Uniform Product Offering - The product offering across the category offers a Unique and Uniform product all across the JLR range across cities offering a premium brand experience.
Hassle free service - Dedicated surveyors appointed at each workshop by participating insurance companies for speedy settlement of claims in case of an event occurring.
Dedicated Helpline- Dedicated helpline by participating insurers for customers in case of need at any hour delivering a premium and swift resolution to their queries.
In addition to the above, assured quality repair of accident claims and near cashless benefits at our workshops.


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BSU Catalog Home
Section II
Application Summary
Admission Policy
High School Preparation Requirements
Freshman and Special Students
Transfer Students
International Students
Readmission of Former Students
Classification of Students
Veterans/Veterans' Dependents
Senior Citizens
Bemidji State University welcomes applications for admission. Detailed procedures and guidelines appear in the next few pages. For help with the application process, or other admission information, or to arrange a visit to the campus, please contact the Office of Admissions and Scholarships.
Prospective students should submit a completed application for admission (see www.bemidjistate.edu/admissions/undergrad/submit/forms/), the application fee, official electronic ACT score if graduated in the last two (2) years, and official transcript(s) from each previously attended secondary and/or post-secondary institution at least four (4) weeks prior to the semester of initial enrollment.
International students are requested to initiate the application process at least four (4) months prior to the intended semester of enrollment (see International Students section).
Admission Policy
Applicants who meet the admission standards stated in this section are eligible for admission to the University. Admission to a specific major may require that additional criteria be satisfied. See specific major sections of this catalog for any additional criteria.
Full Disclosure
Failure to disclose and submit all documents required for admission, including transcripts from each institution in which the applicant has enrolled, or falsification of information required for admission confirmation may result in immediate suspension and loss of all credit earned at Bemidji State University.
I. Admission of High School Students
Admission to the University is open to qualified seniors from approved high schools pending verification of the satisfaction of preparatory standards and receipt of ACT scores. Applicants who complete their secondary education through home study, home school, or other programs will be reviewed individually. Submission of ACT scores is required of all applicants who have completed high school requirements within the last two (2) years.
A. Application ProceduresAll high school students are required to complete the Bemidji State University Application, available from the Office of Admissions and Scholarships and through the Bemidji State University Web site at www.bemidjistate.edu/admissions/undergrad/submit/forms/. The completed application, along with a $20.00 non-refundable application fee and official high school transcripts, should be returned to the BSU Office of Admissions and Scholarships. All applicants who have been out of high school for less than two years, including home school and GED applicants, are required to submit ACT scores. Students are required to submit ACT scores electronically for admission. Bemidji State University's ACT school code is: 2084. Only applicants who have been out of high school for more than two years are not required to submit ACT scores.
B. Admission GuidelinesAdmission is open to students who rank in the upper half of their graduating class or who achieve a composite score of 21 or above on the ACT. In addition, college preparation courses must be satisfied. See "High School Preparation Requirements" below.
High School Preparation Requirements
New entering freshmen are required to have a minimum high school rank of 50 percent or a composite score of 21 on the ACT. In addition, the following preparation standard requirements must be satisfied.Preparation Standard Requirements for New Entering Freshmen
Required academic core consisting of:
Specified electives chosen from at least one (1) of the following:
Students who transfer into a Minnesota State University with an Associate of Arts degree or the completed Minnesota transfer curriculum from a Minnesota Community College or the University of Minnesota will have met the preparation requirements.
C. Conditional Admission for High School GraduatesA student who does not meet the minimum admission criteria may be offered conditional admission status. Factors considered in granting conditional admission include the student's overall academic record, the nature of the curriculum, assessment/achievement test scores, date of graduation, work and/or military experience.
Conditionally admitted students need to adhere to the Student Academic Progress policy. The student may be required to enroll in prescribed courses. See Academic Procedures in Section IV for additional information.
II. Admission of Students Who Are Not High School Graduates
A student who has not finished high school must first successfully complete the General Educational Development examination (GED) and secure a diploma or certificate from a qualified state or local agency before completing the Bemidji State University Application.
A. Application ProceduresAn applicant who has successfully passed the GED is required to complete the Bemidji State University Application, which is available upon request from the Office of Admissions and Scholarships and through the BSU Web site at www.bemidjistate.edu/admissions/undergrad/submit/forms/. The completed application, along with a $20.00 non-refundable application fee and official GED scores, must be provided to the Office of Admissions and Scholarships. All GED applicants who have been out of high school for less than two years are required to submit ACT scores. Only applicants who have been out of high school for more than two years are not required to submit ACT scores.
B. Admission GuidelinesAdmission is open to applicants who have successfully passed the GED. Placement in special courses may be required.
III. Special Students
Students are classified as undergraduate special students if they are taking undergraduate courses for enrichment, general interest, credit to transfer to another school, or if they have no intention of earning a degree at Bemidji State University. The special student must also have no financial obligations from another post-secondary institution. Special students do not qualify for financial aid and are not eligible to participate in intercollegiate athletics.
A. Application ProceduresStudents seeking admission as special students are required to complete the Special Student Application Form, along with a $20.00 nonrefundable application fee. These students are not required to provide an official secondary or post-secondary transcript or record. Students admitted as special students who later decide to pursue a degree are required to complete the Bemidji State University Application and satisfy all remaining admission requirements.
B. Admission GuidelinesAdmission as a special student requires that an applicant has graduated from an approved secondary school or has successfully passed the GED. Applicants who are under suspension or financial obligation at a previous institution are not eligible for special admission.
C. ProvisionsStudents who have been denied admission may not be considered for immediate special student admission.
IV. Access to Excellence: The Postsecondary Enrollment Options Program
As enacted by the 1985 Minnesota Legislature, a Minnesota high school junior or senior may enroll in academic year course work at Bemidji State University as part of the student's full-time high school enrollment. Participation in this program requires the approval of the parent or legal guardian, the high school, and the University. The guidelines for participation in the Postsecondary Enrollment Options Program are subject to change without notice.
A. Application ProceduresStudents seeking admission to this program are required to submit a PSEO application, official high school transcript, and the Minnesota Department of Education Notice of Student Registration Form. The application process is initiated through the high school guidance/career counselor. The application is subject to final approval by the University.
B. Admission GuidelinesBemidji State University has established the following admissions eligibility criteria for students participating in the PSEO program:
- Traditional High School Participants--Students who are currently enrolled as juniors and seniors at Minnesota public or private high schools, who rank in the upper 25 percent of their graduation class, are eligible for admission.
- Charter School, Alternative/Area Learning Center (ALC), or Home School Participants--For juniors or seniors with less than one academic year of attendance at a charter, ALC, or home school, eligibility for admission will be based on the high school rank of the most recent high school attended. The rank must be in the top 25 percentile.
For juniors or seniors with at least one academic year of attendance at a charter, ALC, or home school, eligibility for admission will be based on the composite score on either the nationally recognized ACT or the SAT test. A minimum composite score of 24 on the ACT and 1170 on the SAT (both scores are equivalent to each tests top 25 percent) will be required for admission in the PSEO program. For juniors applying to the program, a minimum score of 168 on the PSAT or a minimum composite score of 21 on the PLAN will be accepted if the ACT or SAT has not yet been taken. For admission eligibility, the only nationally standardized tests that are recognized are the ACT, SAT, PLAN, and PSAT.
- Cultural Exchange--Students from other countries participating in cultural exchange programs at Minnesota high schools are not eligible for the PSEO program. [MS 124D.09].
C. Registration Guidelines
Before registering for courses, all PSEO students must complete a nationally standardized test and submit scores to BSU. Students have the option of taking the ACT, SAT, PLAN, PSAT, or Accuplacer test. PSEO students may take the Accuplacer test through the BSU Advising Success Center.
PSEO students are not eligible for distance learning courses (i.e., courses offered through WebCT, Guided/Self-Directed Study, ITV, etc.).
PSEO students are not eligible to take courses with additional fees, for example, a private music lesson (MUS 1109) that requires a $400 per credit lesson fee.
Students are not required to reapply each semester. However, students must complete the Minnesota Department of Education Notice of Student Registration Form for each semester attended. All attempted course work and student progress is subject to the academic regulations and policies of the University.
V. Early Enrollment of High School Students
Bemidji State University does permit high school junior and senior students with demonstrated high academic ability to enroll in 1000- and 2000-level courses. Enrollment in 3000- and 4000-level courses is not permitted.
A. Application ProceduresStudents must complete and return the Special High School Student Application, available in the Office of Admissions and Scholarships. This form requires the approval of the high school principal, high school counselor, and each University course instructor. Official transcripts must be submitted with this application. There is no application fee.
B. Admission GuidelinesStudents with junior or senior status who rank in the top 30 percent of their high school class are eligible for this program. All semester credits and grades earned as an early enrollment student become part of the student's permanent record. An early enrollment student normally may register for one course per semester or summer term.
I. Admission of Transfer Students
A student who has completed course work for credit at either a regionally or non-regionally accredited postsecondary institution(s) must request admission with advanced standing as a transfer student.
A. Application ProceduresAll transfer applicants are required to complete the Bemidji State University Application, which is available at all Minnesota community colleges, at the Office of Admissions and Scholarships, and through the Bemidji State University Web site at www.bemidjistate.edu/admissions/undergrad/submit/forms/. The completed application, along with the $20.00 non-refundable application fee, should be sent to the Office of Admissions and Scholarships. An official transcript from each postsecondary institution previously attended must also be submitted directly from the postsecondary institution(s). A transfer student will be considered for admission once all official transcripts have been received in the Office of Admissions and Scholarships. Students MAY NOT DISREGARD ANY RECORD OF PREVIOUSLY ATTEMPTED STUDY. The student who does so is subject to suspension from the University.
Students who have attended another post-secondary institution and have taken fewer than twenty-four (24) semester or thirty-six (36) quarter credits are required to have their official high school records or GED scores sent directly to the Office of Admissions and Scholarships.
B. Admission GuidelinesThe evaluation of courses and recognition of postsecondary credits by Bemidji State University follow MnSCU transfer policies.
All credits attempted at other colleges will be evaluated to determine the admission of an applicant to the University, even though that credit may not be accepted in transfer.
College credit from other institutions accepted in transfer into the major or minor field of study is subject to departmental approval. Credits earned ten (10) or more years ago may need to gain departmental approval.
A minimum cumulative grade point average of 2.00 ("C") must have been achieved for all credits attempted to be admitted to BSU. All credits with letter grades of "A," "B," "C," "D," or "P/S" will be accepted in transfer. Transfer courses with "D" grades are not accepted as fulfilling requirements in those majors that specifically state that "D" grades are not accepted as satisfying major requirements. The acceptance of credits with a "D" grade became effective for students starting fall 2007 or subsequent terms.
C. Conditional Admission of Transfer Students
A conditional admission may be offered to a student who has compiled a grade point average of less than 2.00 ("C"). Conditionally admitted students need to adhere to the Student Academic Progress policy. The student may be required to enroll in prescribed courses. See Academic Procedures in Section IV for additional information.
II. Evaluation of College Transfer Credits
In order for credit to be accepted in transfer, a minimum grade point average of 2.00 ("C") must have been achieved for all credits attempted. Credit earned at a regionally accredited institution will be evaluated in accordance with MnSCU transfer policies. Credit earned at a non-regionally accredited institution may be evaluated on the comparability of the nature, content, and level of learning experience to that offered by Bemidji State University. A transfer student who is working toward a baccalaureate degree and who has transferred from a four-year college or university must complete a minimum of thirty (30) semester credits, two (2) academic semesters, in residence at Bemidji State University. A minimum of seven (7) semester credits in residence must be completed during the semester or summer term immediately preceding graduation.
A transfer student who has earned an Associate in Arts (A.A.) degree from a regionally accredited college or university may be determined to have satisfied the Bemidji State University liberal education requirements, provided the A.A. degree program includes at least forty-two (42) semester credits of comparable liberal (general) education requirements. In addition, the A.A. program must include a minimum of sixty (60) semester or ninety (90) quarter credits of completed course work defined as college level and designated to constitute the foundation of a baccalaureate degree. Completion of the Minnesota Transfer Curriculum that is validated on the official transcript will satisfy Bemidji State Universitys liberal education requirements. COURSES NUMBERED LESS THAN 1000 (100 AT SOME INSTITUTIONS) WILL NOT BE RECOGNIZED IN TRANSFER.
III. Transfer Credits from Community Colleges, Junior Colleges, and Two-Year Institutions
A. Associate in Arts DegreeA transfer student who earned an Associate in Arts (A.A.) degree or completed the Minnesota transfer (general education) curriculum at a Minnesota community college in 1986 or later will have satisfied the liberal education requirements of Bemidji State University. An Associate in Arts (A.A.) degree earned at a Minnesota community college prior to 1986 or from another regionally accredited community or junior college will be recognized as having satisfied the Bemidji State University liberal education requirements provided the degree includes a minimum of forty-two (42) semester credits of comparable liberal (general) education requirements. In addition, the A.A. program must include a minimum of sixty (60) semester or ninety (90) quarter credits of completed course work defined as college level (courses numbered 1000/100 or above) and designated to constitute the foundation of a baccalaureate degree. A transfer student enrolled in an A.A. degree program who has not completed all degree requirements will have each completed course evaluated on an individual basis.
A graduate of a community college, junior college, or other two-year institution with an A.A. degree, must complete a minimum of forty (40) semester credits at the 3000 level or above, from a four-year degree-granting college or university, to include a minimum of thirty (30) semester credits, two (2) academic semesters, in residence at Bemidji State University. (A four-year degree-granting college or university is defined as one which grants the Bachelor of Arts, Bachelor of Science, and/or Bachelor of Fine Arts Degree[s].) A minimum of seven (7) semester credits in residence must be in the semester or summer term immediately preceding graduation.
B. Minnesota Transfer (General Education) CurriculumA student who has successfully completed the Minnesota transfer (general education) curriculum as determined by the institution(s) at which the credits were earned will have satisfied the liberal education requirements of Bemidji State University.
C. Associate in Science Degree, Associate in Applied Science, or No DegreeA student who has earned an Associate in Science (A.S.) degree or an Associate in Applied Science (A.A.S.) degree, or who has not completed the requirements for an Associate in Arts degree from a regionally accredited college or university will have each completed course evaluated on an individual basis. Any remaining Bemidji State University liberal education requirements and a minimum of forty (40) semester credits at the 3000 level or above, must be completed from a regionally or professionally accredited four-year degree granting college or university. A minimum of thirty (30) semester credits, two (2) academic semesters, must be completed in residence at Bemidji State University, with a minimum of seven (7) semester credits completed in residence during the semester or summer term immediately preceding graduation.
IV. Transfer Credits from Technical Colleges/Institutes
The student who has attended an accredited technical college or institute is eligible for transfer credit consideration. A maximum of sixteen (16) semester credits may be awarded; however, a department may recommend that additional credits be applied toward the major. MnSCU-approved liberal education credits from Minnesota technical colleges will transfer and will meet Minnesota Transfer Curriculum requirements. Specific articulation agreements with Minnesota technical colleges and Dunwoody Institute are in place which determine additional credits that will be granted to students choosing specific majors, mostly located within the Technological Studies department. (See also "Proficiency Credit" in Section IV.)
V. Additional Transfer Policies
VI. Preparing for Transfer
For the student currently enrolled in a college or university:
For the student not currently enrolled in a college or university, begin by meeting with a transfer specialist or admissions representative at the college/university to which you intend to transfer.
VII. Understanding How Transfer of Credit Works
VIII. Applying for Transfer Admission
IX. Your Rights as a Transfer Student
For assistance with your transfer questions or problems, see your campus transfer specialist (Office of Admissions and Scholarships).
Bemidji State University encourages international students with a strong academic record of achievement to apply for admission. All admitted international students whose first language is other than English are required to participate in the Bemidji State University English as a Second Language assessment during the International Student Orientation, which is held prior to the beginning of each semester. The level of proficiency achieved in each area (i.e., reading, writing, speaking, listening) determines whether or not a student is required to enroll in English as a Second Language course work. If a student is required to enroll in English as a Second Language course work, all University proficiency requirements must be satisfied within the student's first three (3) semesters. International students must initiate their enrollment fall or spring semester (not summer).
A. Admission ProceduresUndergraduate students who are not permanent residents or citizens of the United States will be considered for admission after submitting the following:
- A completed and signed International Student Admission Application Form, including the Financial Affidavit Form and supporting bank documents.
- The $20.00 (U.S.) non-refundable admission application fee.
- English translations of all official educational records.
- TOEFL (Test of English as a Foreign Language) results with a minimum Internet-based score of 61, a minimum paper-based total of 550, or a minimum computer-based total of 213; or IELTS (International English Language Testing System) results with a minimum of 6.0; or SAT scores – undergraduate students' minimum combined score range of 980-1010 in critical reading and math.
- A 300-word essay outlining the student's academic background and educational objectives.
B. Admission GuidelinesStudents applying for admission must have a strong record of academic achievement. International students must meet academic requirements equivalent to those for all freshmen or transfer students as described in this catalog. Bemidji State University may accept academic course work and credit in transfer completed at recognized international institutions. A professional evaluation may be required for each record. International students are not required to provide results from the ACT.
C. English as a Second LanguageBemidji State University offers remedial courses in ESL for the non-native English speaking student. The ESL courses are designed to encourage the learning of the structure and usage of the English language and to improve the student's overall skills in listening, speaking, reading, and writing. These courses assist the non-native English speaking student by providing individualized learning strategies and an ongoing support system while making cultural adjustments.
Previously admitted Bemidji State University students who are in good academic standing are not required to reapply upon returning to the University. Students absent for one semester or more (summer excluded) will be classified as returning students. Returning students who have attended other post-secondary institutions must submit for evaluation official transcripts from each previously attended institution.
Returning students who have been academically suspended must petition for readmission and should refer to "Reinstatement/Appeal Process" in Section IV.
Returning students are requested to notify the Records and Registration Office of their re-enrollment decision.
Students at Bemidji State University are classified as regular, special, or auditor.
Regular: A regular student is one who is admitted and follows a curriculum that normally leads to a degree. Some majors may require a special application (e.g., nursing and education).
Special: A special student is not working toward a degree. A special student must meet the same academic progress requirements as a regular student. Undergraduate special students are encouraged to apply for regular student status if they plan to pursue a degree program.
Auditor: A student who audits a course does not take it for credit. Such a student must indicate intention to audit a course at the time of registration. A student who audits a course is subject to the same fees as credit students. For further discussion, see "Grade Explanations" in Section IV.
The Minnesota State Approving Agency has approved Bemidji State University for the education of veterans.
Bemidji State University assists veterans with enrollment procedures and obtaining educational assistance allowance (GI Bill), as well as other benefits provided by the Veterans Administration (VA).
A. Admission Procedures
- Application for veteran's benefits can be submitted through the Veteran's Assistance Center in Sanford Hall.
- Students who have obtained a VA certificate of eligibility for Bemidji State University should attach a copy at the time of application for admission.
- The University will complete the enrollment certificate once the student has registered for classes. Enrollment for full-time students is normally semester by semester. Summer term and/or workshops are separate enrollment periods. Date of enrollment is based on the school calendar, workshop dates, or contract periods.
- Bemidji State University is approved for veterans by the State Approving Agency. Recipients of VA educational benefits must successfully complete the number of semester credits for which they are certified (12 semester credits equals full-time, 9-11 equals 3/4 time, 6-8 equals 1/2 time), with satisfactory progress according to BSU academic standards. A reduction of training time from full- to part-time will be reported to the Veterans Administration and the veteran will experience a corresponding decrease in payment. A notice of unsatisfactory progress will be sent to the Veterans Administration if a student is academically suspended and has had one trial semester.
- Each veteran is responsible for immediately reporting any change in his or her academic load to the Records and Registration Office.
- Payment of benefit allowances is made monthly, based on satisfactory progress in approved courses and conduct. Payments are released on the basis of the enrollment certification furnished by the school to the Veterans Administration.
In addition to this enrollment certification provided by the school to the VA, most veterans receiving Montgomery GI Bill Active Duty benefits, as well as those in the Selected Reserve, must personally verify their enrollment to the VA on the last calendar day of each month to receive payment for that month. This is done by using the VA's Web Automated Verification of Enrollment (WAVE) system at https://www.gibill.va.gov/wave, or by calling the toll-free Interactive Voice Response (IVR) telephone line at 1-877-823-2378.
- When a student completes, drops out, or interrupts the course of training, the Records and Registration Office and the Veterans Service Office must be notified by the veteran.
- Advance payment is possible only if the veteran specifically requests it at the time of application for benefits. To receive advance payment, the application must be received by the Veterans Administration at least thirty (30) days prior to the beginning of the semester and not more than one hundred twenty (120) days prior to the beginning of the semester.
B. Additional ConsiderationsThe spouse and child of a veteran who died in service or from a service-connected disability may be entitled to educational benefits under VA regulations. Further information may be obtained from the Veterans Administration or the Bemidji State University Veterans Service Office.
Minnesota residents 62 years of age or over may enroll in courses for credit, audit any course offered for credit, or enroll in non-credit courses. Courses taken for credit require $18.00 per semester credit. Students are also responsible for the cost of books, materials, and for all student fees except the Student Activity Fee. No limit is placed on the number of terms senior citizens may attend, and no income limitation is imposed in determining eligibility. Enrollment is contingent, however, on space availability after all other tuition-paying students have been accommodated. This means that senior citizens must register during the add/drop period that begins the day after the first day the class meets.
Admission Procedures
Minnesota senior citizens are requested to complete the appropriate data form at registration in compliance with Public Law 1974, Chapter 479. This information will be used for advising purposes, statistical information, and to locate students in case of an emergency or necessity.


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Taylor Swift Dazzles in Oscar de la Renta While Hanging With the Kennedys
Taylor Swift positively dazzled in a gold Oscar de le Renta party frock at the Robert F. Kennedy Center for Justice and Human Rights 2012 Ripple of Hope fete, which was held at The New York Marriott Marquis last night (Dec. 3) in NYC. The singer was honored by the Kennedy family, even though she is only a few months removed from her split with family member Conor. How awkward was this situation?
Turns out, it was not uncomfortable at all. That is, if you believe those diplomatic, super nice Kennedys.
But first things first. Swift has been knocking 'em dead on red carpets lately. She shone in a striped Kate Spade frock in Los Angeles and this short-sleeved, short-hemmed dress, which showed off those gorgeous gams and complimented her porcelain skin, turned our heads with it's leaf-like overlay. It's like someone sprinkled gold dust all over her bodice. It's also a silhouette she is most comfortable with, as we've seen it on her multiple times this year.
Know who else's head this look probably turned? That of her new BF, One Direction cutie Harry Styles! Those two were spotted clutching hands at 4AM in NYC, so Swift made a mad dash to be with him after her ex's family bestowed an honor on her for her activism and her commitment to social change.
Oh, T. Swizzle. You live the life. We hope that the Directioner death threats don't flood your Facebook and Twitter.
Her actions beg the question. Was it tacky for her to hang with the Kennedy family even though she and Conor are no more and she moved on with the hottest member of the hottest boy band on earth?
Swift accepted the award from members of his family, including Conor's dad, Robert F. Kennedy, Jr., and Patrick Kennedy said she is still held in high regard by the family. "Taylor is a friend of the family and still is," Conor's uncle told Us Weekly. "To speak for my Aunt Ethel and the whole family, that friendship and her support for Robert Kennedy's legacy is something that we're very grateful for."
So the Kennedys still love Taylor and harbor no hard feelings. Um, did anyone stop and ask young Conor how he feels? Or perhaps he is enjoying status as the BMOC (aka big man on campus) at his school, since he dated T. Swizz? Go forth and discuss.
Watch the Taylor Swift 'We Are Never Getting Back Together' Video


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Vietnamese Grilled Shrimp Summer Rolls
Fire up your grill and get ready for some serious smoke.
Get the Recipe
Vietnamese summer rightfully earn their name—the combination of fresh greens, tangy pickles, and grilled seafoods or meats that fill their thin rice wrappers certainly delivers seasonal flavors.
For these particular summer rolls, I marinated shrimp in a ubiquitous Vietnamese combination of fish sauce, sugar, garlic, and black pepper. Next I grilled the shrimp over high heat until just cooked through, then laid three out on top of a softened sheet of rice paper. I then topped each with quick pickled daikon, carrot, and cucumber, followed by rice vermicelli, bibb lettuce, cilantro, and mint and wrapped them up. I repeated that for the all shrimp I grilled and then served them alongside a peanut dipping sauce.
The shrimp had a slight salty and briny flavor from the marinade, with a touch of added sweetness. They served as a light base that got a lot of freshness from the herbs and lettuce, and a contrasting tang and crunch from the pickles. They were fine on their own, but even better when dipped into the nutty peanut sauce that heightened their complexity and added the right amount of extra moisture to really make them awesome.
Get the Recipe
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A new Government Accountability Office study says farm program payments and federal crop insurance have played a major role in the opening up of new farm land in the upper Midwest.
Prohibitions on the plowing up of more grassland are already the subject of the new "sodsaver" language in the House-passed farm bill, but the study could lead to even more far-reaching legislation in the Senate version of the law, activists say.
"We need to have farm policy that protects farmers from the vagaries of economic and weather cycles, but also protects the environment from unintended consequences like encouraging crop production on land that should remain in conserving uses," said Iowa Sen. Tom Harkin in his weekly press conference with ag reporters.
"Rising prices for commodities are creating powerful incentives to put marginal acres into crop production. So the need for federal policy to actively promote good conservation on working land is greater than ever."
Harkin, chairman of the Senate Agriculture Committee, has been pushing for more funding for conservation programs in the new farm bill although the lower budget baseline for the new legislation requires the Senate Finance Committee to find offsets for such spending.
One eyebrow-raising finding of the GAO study is that between 1982 and 1997, 1.69 million acres of cropland in South Dakota were enrolled in the Conservation Reserve Program and converted to grassland. During the same period, the study says, South Dakota farmers plowed up 1.82 million acres of grassland for new cropland.
Harkin and House Agriculture Committee Chairman Collin Peterson, D-Minn., requested the GAO study after hearing reports farmers were converting more grassland to crops than into conserving uses.
"This report confirms what I've been hearing in the region about the conversion of marginal land into cropland," said Peterson. "The farm bill has to balance the demand for land in production with the equally important goals of conservation, and this report points out the need to constantly re-evaluate and improve federal policy on these issues."
The GAO found that crop insurance, in particular, is motivating conversion by greatly limiting the risk of producing crops in areas that are considered to be marginal as far as producing crops.
For example, in the 16 South Dakota counties with the highest rate of conversion, the average net crop insurance payment was more than $13 per acre, nearly twice the payments received in all other counties in the state, according to the GAO.
The study says conversion of grassland with no cropping history disproportionately adds to the cost of federal disaster payments. From 1998 through 2004, 40 percent of South Dakota's disaster payments went to the 16 counties with high conversion rates. These 16 counties received nearly $200 million in disaster payments in that seven-year time period.
Grassland, and particularly native grassland, is a vital part of the American landscape, according to conservation groups.
"Over the last three centuries, half of the native grassland making up 1 billion acres of land in the United States has been converted to human usage, most of which has been to cropland," said Ferd Hoefner, policy director for the Sustainable Agriculture Coalition.
"Despite this trend and the significant value of native grasslands, there is no comprehensive data on grassland conversion to cropland or the amount of farm program payments related to newly converted cropland."
Hoefner said the GAO study highlights the situation in South Dakota, but environmental groups such as the Sustainable Agriculture Coalition believe the situation is widespread in the upper Midwest.
"Land retirement programs such as the Conservation Reserve Program and the Grasslands Reserve Program are intended to protect marginal land, but the study finds that farm program payments, growing ethanol demand, new technology and GMO crops have driven farmers to convert more marginal land into cropland," he notes.
"These incentives, added to lowered risks from crop insurance and commodity program payments, have made it profitable for farmers to farm on marginal or previously unsuitable farmland while raising the overall costs of farm payments to U.S. taxpayers."
For that reason, Hoefner and other environmental advocates have argued that current farm policy has "one foot on the accelerator and one foot on the brake.
"We subsidize conversion of grassland to cropping and then attempt to offset the loss through the Conservation Reserve and Grassland Reserve. As good as those programs are, they have trouble keeping up with subsidies and force the taxpayer to pay a second time to try to preserve the resource. Then when the subsidized new cropping on marginal land fails to produce, the taxpayer is called upon a third time to provide disaster payments."
Farm programs need to be made more consistent, instead, says Hoefner. "The Senate overwhelmingly approved sodsaver in 2002 only to see the provision stripped from the bill by House conferees," says Hoefner. "This time, the House has adopted a limited version of sodsaver and the pending Senate conservation title includes full-blown sodsaver provisions."
The "sodbuster" and "swampbuster" provisions of current law prevent producers from receiving farm program payments if they break out highly erodible soils or wetlands or fail to apply conservation practices to prevent erosion to those lands.
But the GAO study says the "sodbuster" provisions have had little success in conserving grasslands because much of the grassland in the Northern Plains is not considered highly erodible land and does not come under payment restrictions.
The report also quotes USDA Natural Resources Conservation Service officials who say that for lands under the highly erodible land protection, the cost of controlling soil erosion is low relative to the potential profits from $4 corn and $8 wheat.
Wildlife enthusiasts also are concerned about the impact the loss of grasslands is having on habitat for ducks and other game birds.


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Difference between revisions of "Citing Data"
From Dryad wiki
(→Comments on the proposed format)
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* 7/13/09 - based on May 09 board meeting discussions
* 7/13/09 - based on May 09 board meeting discussions
When using data from Dryad, please cite the original article. Additionally, please
When using data from Dryad, please cite the original article. Additionally, please '''data package''', multiple files from one article are used, or '''data file''' only one is used. The citation should include the following elements:
# Author(s).
# Author(s).
Revision as of 11:47, 11 December 2009
Proposed Data Citation Guidelines
Revision history
- 12/11/09 - based on executive committee dicussions
- 8/25/09 - based on Dryad internal discussions
- 7/13/09 - based on May 09 board meeting discussions
When using data from Dryad, please cite the original article. Additionally, please cite the data package, when multiple files from one article are used, or cite the data file when only one is used. The citation should include the following elements:
- Author(s).
- The date on which the data were deposited.
- The name of the data file, if applicable.
- The title of the data package, which in Dryad is always "Data from: [Article name]".
- The name "Dryad Digital Repository".
- The data identifier"
Example data package citation:
Sidlauskas, B. 2007. Data from: Testing for unequal rates of morphological diversification in the absence of a detailed phylogeny: a case study from characiform fishes. Dryad Digital Repository. hdl:10255/dryad.20
Example data file citation
Sidlauskas, B. 2007. Landmark consensuses. Data file from: Testing for unequal rates of morphological diversification in the absence of a detailed phylogeny: a case study from characiform fishes. Dryad Digital Repository. hdl:10255/dryad.57
Comments on the proposed format
- The display of a record in Dryad will need to change as follows to model & encourage the desired citation behavior:
- Preface the publication title at the top of the page with Data from.
- Change the label for the article citation from Full Citation to Publication.
- Prominently display a new field, labeled Data Citation with an appropriate citation string for the item (be it a data package or data file).
- Questions
- Should we encourage using the "hdl:" form or the URL for the identifier?
- Under current policy, different versions of a data file will get different identifiers, so deposition and access date are, technically, redundant information. Is this the agreed version policy, and if so, what if any date needs to be reported?
See also
- Peter Buneman's thoughts on making identifiers citable.
- A Proposed Standard for the Scholarly Citation of Quantitative Data by Micah Altman and Gary King.
- Summary of article: Citations to numerical data should include, at a minimum, six required components. The first three components are traditional, directly paralleling print documents. They include the author(s) of the data set, the date the data set was published or otherwise made public, and the data set title. The other three are: a unique global identifier, a universal numeric fingerprint, and a bridge service. They are also designed to take advantage of the digital form of quantitative data.
- Sample citation based on minimum recommended components:
- Micah Altman; Karin MacDonald; Michael P. McDonald, 2005, "Computer Use in Redistricting", hdl:1902.1/AMXGCNKCLU UNF:3:J0PkMygLPfIyT1E/8xO/EA== http://id.thedata.org/hdl%3A1902.1%2FAMXGCNKCLU
- Useful comments on versioning: "We recommend versions of the same data set be given new identifiers and treated as separate data sets, with links back to the prior version kept in the metadata describing that data set. Forward links to new versions from the original are easily accomplished via a metadata search on the unique global identifier. New versions of very large data sets (relative to available storage capacity) can be kept by creating a new object that contains only differences from the original, and describing how to combine the differences with the original on the object's metadata description page. Version changes should be reflected by a change in the date, and may also be noted in the title, or by using the extended citation elements."
- We Need Publishing Standards for Datasets and Data Tables - White paper from OECD publishing.
- Advocates a slightly more verbose citation standard than Altman & King. (includes a comparison table for the two standards)
- In the new system being built by OECD, "All the DOIs for the datasets and tables will be deposited with CrossRef, ready for other publishers to use."
- Interuniversity Consortium for Political and Social Research (ICPSR) - Citing Electronic Data Files
- National Center for Health Statistics (NCHS) - How to Cite Electronic edia
- MIT Libraries - Social Science Data Services
- International Polar Year How to Cite a Data Set
- Socioeconomic Data and Applications Center (SEDAC) Guide for Citing Data, Applications and Web Resources
- STD-DOI project from the German Science Foundation
- Citation of Data
- Nozawa, Toru (2004): IPCC-DDC_CCSRNIES_SRES_B2: 211 YEARS MONTHLY MEANS, National Institute for Environmental Studies and Center for Climate System Research Japan, WDCC. doi:10.1594/WDCC/CCSRNIES_SRES_B2
- Kamm,H; Machon, L; Donner, S (2004): Gas Chromatography (KTB Field Lab), GFZ Potsdam. doi:10.1594/GFZ/ICDP/KTB/ktb-geoch-gaschr-p
- Stein, R.; Fahl, K. (2003): Distribution of grain size and clay minerals in surface sediments of the Kara Sea, PANGAEA, doi:10.1594/PANGAEA.119754.
- ORNL DAAC users cite both the paper and the dataset.
- Dataverse has a model citation format [1]
- Pangaea:
- From the About page: Each dataset can be identified, shared, published and cited by using a Digital Object Identifier (DOI). Data are archived as supplements to publications or as citable data collections. Citations are available through the catalog of the German National Library of Science and Technology (TIBORDER).
- There is a statement at the top of most pages: Always quote citation when using data! When looking at a record, the following is listed:
- Citation: Barker, Peter F; Kennett, James P; Shipboard Scientific Party (2005): Core section summary of Hole 113-690C, doi:10.1594/PANGAEA.253771
- Reference(s): Barker, Peter F; Kennett, James P; et al (1988): Proceedings of the Ocean Drilling Program, Initial Reports, College Station, Texas (Ocean Drilling Program), 113, 785 pp
ODP/TAMU (2005): Janus Database (data copied from JANUS to PANGAEA February to June 2005), Ocean Drilling Program, Texas A&M University, College Station TX 77845-9547, USA, http://odp.pangaea.de/database/
- Example: Stein, R.; Fahl, K. (2003): Distribution of grain size and clay minerals in surface sediments of the Kara Sea, PANGAEA, doi:10.1594/PANGAEA.119754.
- Encyclopedia of Life citation recommendations
- Listed example: Hancock, John. 2009. "Xysticus posti: Diagnostic description." Edited by David Shorthouse. In The Nearctic Spider Database. Accessed 15 January 2009, available from Encyclopedia of Life, http://eol.org/pages/1210360.
- NOAA Paleoclimatology Program - Data Citation
- Example:
- General form for citing published World Data Center for Paleoclimatology Data: Anderson, D.W., W.L. Prell, and N.J. Barratt. 1989. Estimates of sea surface temperature in the Coral Sea at the last glacial maximum. Paleoceanography 4(6):615-627. Data archived at the World Data Center for Paleoclimatology, Boulder, Colorado, USA.
- Related: Notices when using National Climate Data Center data:
- "Please acknowledge contributors and where appropriate, data cooperatives (e.g. International Tree-Ring Data Bank), when using these data."
- Also offered by NCDC:
- SUGGESTED DATA CITATION: Shen, G.T. and E.A. Boyle. 2004.
Lead in Corals Data.
IGBP PAGES/World Data Center for Paleoclimatology
Data Contribution Series #2004-096.
NOAA/NGDC Paleoclimatology Program, Boulder CO, USA.
- ORIGINAL REFERENCE: Shen, G.T. and E.A. Boyle. 1987.
Lead in corals: reconstruction of historical industrial fluxes to the surface ocean.
Earth and Planetary Science Letters 82: 289-304.
- SUGGESTED DATA CITATION: Shen, G.T. and E.A. Boyle. 2004.
- Example:
- U.S. Geological Survey's Earth Resources Observation and Science (EROS) Center/NASA's Land Processes Distributed Active Archive Center (LP DAAC)
- Only request acknowledgement, i.e., "Data available from the U.S. Geological Survey" or "These data are distributed by the Land Processes Distributed Active Archive Center (LP DAAC), located at USGS/EROS, Sioux Falls, SD. http://lpdaac.usgs.gov."
- SIMILARLY: the Goddard Earth Science Data and Information Services Center requires a statement like: "The data used in this study were acquired as part of the activities of the NASA Earth-Sun System Division, and are archived and distributed by the Goddard Earth Sciences (GES) Data and Information Services Center (DISC)"
- SIMILARLY: PO.DAAC - Crediting PO.DAAC Data Products, Images and Services
- "Please provide acknowledgement of the use of PO.DAAC data products, images, and services in publications or presentations."


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- 2001 Château Beau-Séjour Bécot - France, Bordeaux, Libournais, St. Émilion Grand Cru (7/27/2006) 13% 55€
Very dark red - very youthful (duh!).
The nose is quite lovely: there is much fruit, rather dark toned in nature, there is certainly perceptible oak but it is unintrusive, but also there is a delightful fresh, herbal nuance and even the tiniest hint of earth. I also get a hint of dill, which usually I don't like, but here works in harmony with all else.
The palate is rather full bodied, very fruity, again darker toned than I usually find St.-Emilions to be, but with nice acidity and rather soft tannins. The aftertaste is moderate in length and delightfully savoury from the herbal nuances.
Not profound, but very nice; walks a fine line between modern and traditional but is likeable even for me. I understand that Rolland consults here. This is the first Rolland wine that I have truly enjoyed. It unfortunately totally fell apart the next day, with no signs of the lovely herbal character. What a dashed shame.
- 1999 Château Pichon-Longueville Baron - France, Bordeaux, Médoc, Pauillac (7/28/2006) 13% c.50€
Quite lovely! The nose is fresh and lifted but pleasantly shitty. It has all the classic features of young (but open) Pauillac. The palate is fleshy, fruity, open and quite a delight to drink even though obviously young. Very nice! This didn't fall apart when tasting on the second day with a different Antti, but was not as lovely and fresh as on the first day - it had closed down. I hope that one more day will open it up again. Young Bordeaux can be a bit fickle.
Then I met up with a different Antti (must be one of the most common names in Finland!). We had a few very nice wines and a nice meal and a nice cigar as well.
- 2005 Celliers de la Pauline Sancerre La Côte Blanche - France, Loire Valley, Upper Loire, Sancerre (7/29/2006) 12,5% c.15€
I'm not really a fan of the grape, but this wine was pretty nice. The wine was the colour of water. The nose was true to the grape and appellation but had a more fruity profile than in cooler years, but the minerality was still there. On the palate the acidity was as nice as ever despite the strong fruit and the minerality was very evident - especially on the finish. Very nice and very friendly thanks to the great fruit!
- 2005 Domaine les Hautes Noelles Muscadet-Côtes de Grandlieu - France, Loire Valley, Pays Nantais, Muscadet-Côtes de Grandlieu (7/29/2006) 12% c.15€ (rip off: the ex-cellar price is about 3€!)
A very pleasant fruit forward Muscadet with all the classic elements of sea breeze and minerals. The palate isn't as zippy as one would hope, but is still acidic and mineral. A friendly wine and much fun.
- 1990 Château Beau-Séjour Bécot - France, Bordeaux, Libournais, St. Émilion Grand Cru (7/29/2006) 12,5% c.60€
Very dark red - no real signs of age. The nose is quite lovely: ripely fruity as expected from the year, but not raisiny and no signs of sur maturité. There is a lovely hint of damp earth and cigar. The palate is full bodied, with lovely acidity - again something I didn't expect from this year, with noticable but soft tannins. This is drinking very well now, but I would have hoped for a little more age and a little more aged characteristics. Very good.
Posted from CellarTracker


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Brent H. needed a new logo design and created a contest on 99designs.
A winner was selected from 123 designs submitted by 52 freelance designers.
EcoFresh Growers
EcoFresh Growers is an environmentally-sustainable grower, importer and marketer of superior fresh produce. We grow nutritious, safe, sustainable vegetables and fruits from pristine lands of Central America.
EcoFresh Growers works with only the best local farmers who gently nurture the soil, care deeply about the land and pay close attention to every detail. The result is a bounty of fresh produce of unparalleled quality, taste, appearance and nutritional value.
Our commitment to social responsibility and creating win-win relationships continually keeps us inspired. Beyond the obligations to our growers, we are committed to improving the lives of the people in their communities. We are agents of change that arouse entrepreneurship, create jobs and provide resources to grow the local economy.
EcoFresh Growers seeks to change the world by growing and importing wholesome, fresh produce and being a positive force for change in the lives of our farmers, their communities and all our stakeholders.
Our logo will be seen by both consumers and the wholesale produce trade.
In the way that a Chiquita logo is immediately recognizable, we seek to have a logo that will stand out and speak to consumers. Our logo will be displayed on the little stickers you see on fruits and vegetables in supermarkets.
In addition, we will use this logo on our web site and for our all corporate communications.
We want our name to be clearly recognizable and for supermarket shoppers to immediately recognize our logo sticker and associate it with freshness, satisfying taste and well being.
The logos of most competitive produce brands are often tired and unimpressive so we want a modern feel to the logo.
We are certainly open to imagery of unspoiled settings that closely associate our products with natural purity and environmental sustainability. Then again, we do not do this for a living so we are open to all ideas. Please note that most stickers on supermarket produce are round or oval.
The logo needs to look good both in multiple-color and in a one-color printing (on our cardboard cartons). To that end, we may need both options.
Find out how a design contest works or learn more about our logo design services.


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Source: Charlotte Observer
January 26, 2007
Under a tent on a brisk, windy January day, NASCAR ushered in the work on its hall of fame in Charlotte with a procession of people whose busts and memorabilia will surely occupy it.
The event was a formal groundbreaking Thursday for the NASCAR Hall of Fame project in uptown Charlotte. But before the shovels were passed out, about 40 of the people who built the sport -- drivers, crew chiefs, team owners, promoters -- were summoned to the stage and introduced.
Among them: Raymond Parks, a Georgia car owner who won his first race in 1938; Ned Jarrett, the former driver and beloved broadcaster from Hickory; and, of course, the sport's iconic figure, Richard Petty.
"I want some autographs," Rick Hendrick, the owner of Hendrick Motorsports, said when his turn came behind the microphone. "I've never seen an assembly of history like we have here today."
Then he turned to NASCAR President Mike Helton, sitting with the rest on stage. "Mr. Helton," Hendrick said, "you wouldn't have 10 percent of these folks in Atlanta, Georgia."
The crowd of about 500 whooped and applauded. Atlanta was Charlotte's main competitor for the hall.
"Charlotte is the place. That's where it started," Petty said.
NASCAR considered proposals from not just Atlanta but Daytona Beach, Fla., Richmond, Va., and Kansas City.
Not everyone in Charlotte is thrilled about the hall, scheduled to open in late 2009 or early 2010. Minutes after the ceremony, the conservative John Locke Foundation sent a mass e-mail criticizing the controversial hotel-motel tax hike providing much of the project's funding.
Fans, though, said they see something that'll last for years and cement Charlotte's status as the hub of motorsports. David Buchner, a 43-year-old stock trader, drove from Asheville with his 5-year-old son, Bradley.
"I wanted to just be part of the history of the hall of fame, to see something he'll spend the rest of his life coming to," said Buchner, whose son wore a tiny Jeff Gordon jacket. "It'll be fun, like Disney World for NASCAR fans."
When it came time for the breaking of ground, two cars on each side of the stage -- a 1972 Dodge Charger of Petty's and a 2000 Chevrolet Monte Carlo once driven by the late Dale Earnhardt Sr. -- were cranked up and revved.
Appropriately enough, you could barely hear yourself think.
"What distinguishes athletes in other sports is when you're in the hall of fame," broadcaster and former championship driver Darrell Waltrip said. "It's going to be grandioso, and that's good. I like big."
Hall of Fame Figures
$154.5 million: Overall cost of the project.
$102.5 million: Amount contributed to the project by the hotel-motel tax increase.
130,000: Square footage of the hall.
2,500: Number of people the new, $43 million Charlotte Convention Center ballroom, to be built as part of the hall project, will seat. The current ballroom, which will remain, seats about 1,500.
1,060: Parking spaces slated for an adjacent office tower.
Reach Greg Lacour at email@example.com


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Introduction: Mary Harrell-Sesniak is a genealogist, author and editor with a strong technology background. In this guest blog post, Mary searches old newspapers for articles and ads about trains and locomotives, and discusses how important railroads were in the lives of our ancestors.
Trains & Railroads Shaped Early America
The importance of train travel cannot be overstated in the development of America, and its effect on how and why our ancestors traveled on land. Stagecoaches were an early transportation option, but once locomotives and steam engines proved their worth, travel by stagecoach became less frequent.
Our nation's great westward expansion took off, and trains became the favored mode of transportation until automobiles and air travel took over. Reading old newspaper articles to explore the history of train travel is a good way to better understand our ancestors' lives and the times they lived in.
Steam Powers the Way
Early trains were powered by steam, but it may surprise you to learn that steam power was not a 19th Century invention. English inventor Thomas Savery (c.1650-1715) is given the credit for inventing steam power for transportation. He didn't work on steam-powered trains, but this 1848 Connecticut newspaper article notes he did develop a steam engine for a rowing ship.
Although Savery received his steam engine patent in 1698, the first steam-powered engine didn't arrive in the American Colonies until 1752 or 1753. Evidence of such a machine can be found in this 1753 Massachusetts newspaper article reporting that the Town of Charlestown was:
"so kind as to bring over their fine Water-Engine, which was of great Service in suppressing and preventing the Progress of the Fire."
A screw-driven steamboat was invented around 1802 by John Stevens. A Wikipedia article mentions he created a steam carriage around 1826 that ran on a track, but he was not the only one working on the concept.
There are several early newspaper reports of inventors working on steam carriages, including this 1822 New Jersey newspaper article about a petition for a steam carriage being presented on behalf of Isaac Baker, of Ohio.
The illustration below, from an 1826 Massachusetts newspaper, shows a 12-horsepower "loco-motive engine" used by the Helton Railroad in England.
Early Train & Railroad Companies
If you've played that famous board game "Monopoly," you can surely guess the first railroad thought to have provided regularly-scheduled service.
Yes, it was the Baltimore and Ohio Railroad (B&O), chartered on 28 February 1827, to provide service from Baltimore, Maryland, to the Ohio River. It was capitalized with 15,000 shares at $100 each ($1,500,000), what must have seemed like a tremendous fortune at that time.
Perhaps your ancestors traveled on the great B&O, credited to have been the first U.S. company to offer scheduled passenger and freight service?
However, B&O was not the first charted train company. A search of GenealogyBank's historical newspaper archives finds mention of other train companies. This 1825 Pennsylvania newspaper article reports a petition to incorporate and provide service from Wilkesbarre, Pennsylvania, "to the nearest point on the Delaware."
This advertisement was published in an 1856 South Carolina newspaper, showing the Virginia Springs Central Railroad's announcement that its opening line will travel 56 miles. Until the rail line is completed, the company's stage coaches will continue to operate at fares ranging from $10 to $13.
We can all imagine the excitement generated by the completion of the Transcontinental Railroad on 10 May 1869 at Promontory Summit, in Utah Territory!
To commemorate the final joining, the railroad placed a golden spike and a silver railroad tie. This article from an 1869 New York newspaper reports that that the last spike would be engraved as follows:
"The last spike. The Pacific Railroad—ground broke January 8, 1863, completed May–, 1869. May God continue the unity of our country as this railroad unites the two great oceans of the world."
There were many other train "firsts," such as this article from an 1898 Minnesota newspaper commemorating the first Minneapolis Locomotive crossing the first railroad bridge across the Mississippi River "at this point."
Railroad Family History for Kids (and Adults)
The children of today may never know the joy of train travel, except as a novelty. To connect your children with this important part of American history, search the newspaper archives to see if any of their ancestors were connected with the railroad industry—that may spark their interest.
In addition to their surname, be sure to search for your railroad ancestors by their job title, such as conductor or switchman. Also search for railway pension records (which are in a separate system from Social Security).
Here is an example of an old newspaper article that may show your ancestors in the context of railroad travel. This 1857 Pennsylvania newspaper wedding announcement notes that the marriage of William C. Pitman and Miss F.A. Fuller occurred on a moving train that exceeded 40 miles per hour!
This is just the tip of the iceberg for conducting research on how our ancestors were connected to trains, either by occupation or their desire to travel.
Websites and Documents of Interest
Cyndi's List: Railroads >> Records: Administrative, Employment and Pensions
U.S. Railroad Retirement Board
"I've Been Working on the Railroad"
The original title of "I've Been Working on the Railroad" was "The Levee Song," published in 1894 in a book of songs published by Princeton University titled Carmina Princetonia. If you search GenealogyBank you can locate several references to this famous song, including this one.
Have fun filling in the lives of your ancestors and the times they lived in with railroad and train stories. You never know what you'll discover about your family history!


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Ageism and Retirement
Lynn McDonald
Retirement is a modest social institution that appeared in most industrialized nations near the start of the 20th century. The aim of retirement was to solve the societal dilemma of an increasingly aged labor force by moving older workers systematically out of their jobs so as to not cause them financial harm (Atchley, 1980, p. 264). Although retirement has been considered benign since its inception, the history of retirement indicates that it is one of the main progenitors of ageism in society today (Atchley, 1982, 1993; Haber & Gratton, 1994; McDonald, 2013; Walker, 1990). Retirement and its accompanying stereotypes have been used as a tool for the management of the size and composition of the labor force contingent on the dictums of current markets in any given historical era. Ever-changing ideologies about older adults that extend from negative to positive ageism have been utilized by business, government, the public, and the media to support whatever justification is required in a particular era, with little thought to the harm perpetrated on older adults. Unfortunately, society has subscribed to these justifications en masse, including older adults themselves. In this article the ageism embedded in retirement is examined to make what is implicit explicit to social work practitioners and policymakers in the field of aging.
Contexts/Settings: Corporate Settings
David Stoesz
Human service corporations provide opportunities that social workers are just beginning to recognize. Although the commercial provision of services has negative features, expansion of the for-profit sector bodes well for those professionals willing to consider it as a practice setting. Corporations have become prominent service providers in hospital management, nursing home care, managed care, child care, welfare, and corrections. Because for-profit firms are often more competitive than nonprofit agencies, privatization is likely to contribute to corporatization human services.
Leadership and Leadership Development
James Woolever and Jim Kelly
The study of leadership has a long history in disciplines outside of social work. Theorists have struggled with a myriad of definitions of leadership, as well as trait, behavioral, and situational leadership models. They have identified leadership types from transformational and charismatic to motivational. There has been much speculation and some study of the traits and characteristics of effective leaders, as well as effective leadership styles, abilities, and practices. Social-work theorists have contributed to this field by identifying the critical and unique characteristics of social-work leadership, such as adherence to social-work norms and orientation to the needs of disadvantaged groups. In the early 21st century, social workers have begun to elaborate technologies for creating tomorrow's leaders through practices such as formal training, mentoring, and peer networking. There has always been, and will be, a critical need for leadership in social-work endeavors. Leadership development can be viewed from two perspectives: the individual and organizational. From the individual perspective, the system begins with a critical assessment of the individual's strengths and limitations, along with the opportunities and threats for professional growth. Ultimately, the organization is responsible for providing resources to enable individual development. The long-term goal is to implement a developmental mind-set throughout the organization. Leadership development must be intended for all employees, not just a select few. Both individual and organizational job performance are ultimately dependent on the leadership developmental structures embedded within each organizational unit. The issue at hand is designing and delivering leadership development programs that meet the leadership requirements for today's complex, yet changing organizations.
Leadership, Foundations of
Darlyne Bailey, Katrina M. Uhly, and Jessica Schaffner Wilen
The concept of leadership has evolved from focusing on innate abilities, to learned skills, to recognition that leadership is composed of both skills and abilities. Recently, theorists and practitioners have identified core elements of leadership for social-work organizations. These elements encourage social-work leaders to understand their organizations as living systems within an interdependent world and aid them in connecting humanistic intentions with effects. Acknowledgment and enactment of these competencies secure skills of communication and guidance needed for engagement in dialog and action. Social-work students and leaders can learn and hone these qualities in social-work programs, schools, and professional development opportunities for effective leadership in the field.
Social Planning
Jon Simon Sager
Social planning emphasizes the application of rational problem-solving techniques and data-driven approaches to identify, determine, and help coordinate services for target populations. Social planning is carried out by a myriad of organizations—from federal agencies to community organizations—attempting to solve problems ranging from child welfare to aging. The advantages and disadvantages of this empirically objective data-driven approach, including different forms, will be discussed along with past, current, and future trends within the field of social work.


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Let's suppose for a moment the New York Mets don't sign Curtis Granderson. What then?
There will undoubtedly be cries of the Mets not wanting to spend and others that they don't have the resources they claimed they had. It is hard to say which is true.
As far as outfielders go, there aren't a lot of remaining options. We know they won't bring back Carlos Beltran or pay through the nose for Nelson Cruz or Shin-Soo Cho.
I've always like Nate McLouth, but heard nothing in that regard from the Mets. There was some reported interest in Corey Hart, but that has cooled.
What are they going to do, have an encore with Rick Ankiel, Xavier Nady, Jeff Francoeur or Jason Bay?
Honestly, if they don't get Granderson and aren't interested in McLouth, they might be better off going with Matt den Dekker, Juan Lagares and Eric Young in their outfield.
There's some school of thought that if the Mets can't be competitive this year, they might just wait until next winter to spend. This idea can't be any worse.
The Mets have been pointing to this winter as one in which they would spend and the fan base bought into that promise. To come away empty again would be destructive and only increase the sense of distrust between the Mets and their fans.
Matt Harvey's absence this summer isn't the issue anymore. The Mets must accept that and put a representative team on the field, one in which they can develop for the future, because there's still the matter of selling tickets and putting a product worthy of watching on television. Currently, they need starting and bullpen help; and outfielder with pop; a shortstop; a back-up catcher; and a decision at first base.
They've accomplished none of that with the Winter Meetings three days away.
Even with Harvey, they wouldn't have filled all these holes this winter. They must fill some holes now because they won't be able to fill them all next year.
It would have been great to see the Mets compete for the wild card this year. While that likely won't happen, there's no reason to believe there can't be some improvement. They won 74 games in 2013, and for all the good Harvey did, he still had 13 no-decisions.
Surely, one more victory a month could push them to 80 victories or even reach .500. It is possible with some help.
That's why getting Granderson is important, and even if they don't, they can't cash in their chips. It might not be the playoffs, but there is something to play for.


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Anatolia College Green Chemistry Activities PresentationActivity by Elias Kalambokis | added on Oct 22, 2011 | Greece
Sponsor(s): Board of Trustees of Anatolia College
The green efforts of Anatolia College High School , with the emphasis put on Green Chemistry, will be presented by the " Go Green" club advisor Dr.Elias Kalambokis and a small group of the 140 total students-club members. More than ten green projects will be demonstrated.
Anatolia College, a non-profit private educational Institution located in Thessaloniki, Greece will make a presentation of its High school division green efforts celebrating the 2011 International Year of Chemistry .
The "Go Green" club advisor Dr. Elias Kalambokis and a selected group of students, out of the 140 total members of the club will demonstarte the" State of the Art" green activities, focused mostly on Green Chemistry and Green Education, they have already accomplished (projects include the greening of the chemistry labs, the introduction of micro-scale and microwave chemistry, the implementation of the 12 principles of Green Chemistry in the curriculum, the construction of a chemical based solar cell, the synthesis of soaps, body and face creams out of natural ingredients, the synthesis and evaluation of biodiesel,etc. ).
The students have also been exposed to lectures by distinguished scientists on the fields of green chemistry, solar power, green school buildings, hydrogen technology etc.
The event will take place on Saturday, November 5, 2011, 6.30 pm at the Downtown Harvard Club in Boston,MA. It is organized by the Anatolia College Board of Trustees in celebration of the 125th anniversary of the founding of Anatolia College. Governor Michael Dukakis and First Lady Kitty will be attending. University Professors, graduate students,educators, graduate students and high school students will discuss green chemistry issues.
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