text:
Lakehead 2009-2010 Admission Requirements II Requirements for Admission to Undergraduate Degree Programs
II Requirements for Admission to Undergraduate Degree Programs
The following admission guidelines apply to all first-year entry programs. Applicants below the entrance average may be considered on an individual basis. Information regarding admission to other programs and year levels can be found under the sections entitled Special Consideration, Mature Students, Extraordinary Admissions, Transfer Credit, or Graduate Degree Programs.
General Admission Requirements
Ontario Secondary School Requirements
All undergraduate first-year entry degree programs
Completion of the Ontario Secondary School Diploma (OSSD), or equivalent. A minimum of 6 Grade 12 U or M courses, or equivalent, including program specific prerequisite courses with a minimum 70% overall average.
Honours Bachelor of Arts
(see also Music, and Visual Arts below)
Anthropology:
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits
Economics:
- 1 credit each in Gr. 12 U English and Math; 4 additional Gr. 12 U or M credits
French:
- 1 credit each in Gr. 12 U English and French; 4 additional Gr. 12 U or M credits
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits (Gr. 12 U Canadian & World Issues: A Geographic Analysis OR Gr. 12 U World Geography: Human Patterns & Interactions recommended)
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits (Gr. 12 U Canadian History or World History recommended)
- 1 credit each in Gr. 12 U English and Advanced Functions; 1 credit chosen from: Gr. 12 U Calculus and Vectors or Math of Data Management; and 3 additional Gr. 12 U or M credits (Gr. 12 U Calculus and Vectors recommended)
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits; an audition and theory entrance test are required
Visual Arts:
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits; a portfolio is required
All Other Majors:
Bachelor of Administration
Honours Bachelor of Commerce - 1 credit each in Gr. 12 U English and Math; 4 additional Gr. 12 U or M credits (a second credit in Gr. 12 U Math recommended)
BA/BEd, HBA/BEd
BSc/BEd, HBSc/BEd
BA/BEd Native Education
BSc/BEd Native Education
HBEd
HBFA/BEd
HBK/BEd
HBOR/BEd
BA/BEd, HBA/BEd:
- see Arts
BSc/BEd, HBSc/BEd:
- see Science
BA/BEd Native Education:
BSc/BEd Native Education:
HBEd Aboriginal Education:
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits and aboriginal ancestry
- see Visual Arts
- see Kinesiology
- see Outdoor Recreation
Common Year in Applied Science:
- 6 Grade 12 U or M credits; Grade 11 U or M Mathematics required, Grade 10 Academic or Applied Science required (Grade 12 U or C Physics and Chemistry recommended
Students who do not meet the admission requirement above may be considered for admission under the following requirements until 2006-2007:
- 1 credit Grade 11 U in each of: English, Functions & Relations, Chemistry, Physics OR
- 1 credit Grade 12 C in each of: English, Mathematics for College Tech., Chemistry, Physics OR
- any combination of the above
Bachelor of Engineering:
- 1 credit Gr. 12 U in each of: Advanced Functions, Physics, Chemistry; 3 additional Grade 12 U or M credits; 1 credit in Gr. 11 U English (Gr. 12 U Calculus & Vectors and Gr. 12 U English are strongly recommended; 1 credit in Gr. 12 U or M Math, Science or Tech. Educ. recommended)
Note: A 60% mark in Advanced Functions is required. Students who have completed Gr. 12 U Calculus and Vectors with a minimum mark of 60% will be exempted from MATH 1071 - Vectors and Matrices. Students who do not meet all of the above admission requirements will be evaluated on an individual basis.
Honours Bachelor of Environmental Science
Honours Bachelor of Environmental Studies
HBESc Biology:
- 1 credit each in Gr. 12 U English and Gr. 12 U Advanced Functions; 4 additional Gr. 12 U or M credits (Gr. 12 U Biology and Chemistry recommended)
HBESc Earth Science:
- 1 credit in Gr. 12 U English, 1 credit from Grade 12 U Advanced Functions, Grade 12 U Calculus & Vectors, Grade 12 U Math of Data Management; 4 additional Gr. 12 U or M credits (Gr. 12 U Chemistry or Physics recommended)
HBESc Geography:
- 1 credit each in Gr. 12 U English and Advanced Functions; 4 additional Gr. 12 U or M credits (Gr. 12 U Biology, Earth and Space Science and Canadian & World Issues: A Geographic Analysis OR Gr. 12 U World Geography: Human Patterns & Interactions recommended)
HBES Geography:
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits (Gr. 12 U Biology, Earth and Space Science and Canadian & World Issues: A Geographic Analysis OR Gr. 12 U World Geography: Human Patterns & Interactions recommended)
Honours Bachelor of Science in Forestry
Bachelor of Environmental Studies
Honours Bachelor of Science in Forestry:
- 1 credit in Gr. 12 U English; 3 credits from: Gr. 12 U Biology, Gr. 12 U Chemistry, Gr. 12 U or M Geography*, Gr. 12 M Computer & Info Science, Gr. 12 U Advanced Functions, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management, Gr. 12 U Physics; plus 2 additional Gr. 12 U or M credits
*Only one Gr. 12 U or M geography course may be used.
Bachelor of Environmental Studies (Forest Conservation):
- 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits (Biology Gr. 12 U recommended)
Honours Bachelor of Environmental Studies (Forest Conservation):
Honours Bachelor of Kinesiology
- 1 credit Gr. 12 U in each of: English and Math; 2 credits from Gr. 12 U Biology, Chemistry, Exercise Science, Physics; 2 additional Gr. 12 U or M credits
-for admission starting September 2011, 1 credit Gr. 12 U in each of: English and Math; 2 credits from Gr. 12 U Biology, Exercise Science, Physics; 2 additional Gr. 12 U or M credits
Honours Bachelor of Music
(see also Arts) - 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits; an audition and theory entrance test are required
- 1 credit Gr. 12 U in each of: English, Chemistry, Biology; 1 credit Gr. 11 U or M Math; 3 additional Gr. 12 U or M credits
- Current Basic Cardiac Life Support Certificate
Honours Bachelor of Outdoor Recreation
HBOR/Bachelor of Arts
HBOR/Bachelor of Science
Honours Bachelor of Outdoor Recreation:
- English (Biology and Geography recommended); 5 additional Gr. 12 U or M credits
HBOR/Bachelor of Arts (Geography or History or Women's Studies):
HBOR/Bachelor of Science (Natural Science):
Honours Bachelor of Science
Anthropology, Applied Bio-Molecular Science, Biology, Geography, Northern Studies, Physics:
- 1 credit each in Gr. 12 U English and Gr. 12 U Advanced Functions; 2 credits from: Gr. 12 U Chemistry, Gr. 12 U Biology, Gr. 12 U Physics, Gr. 12 U Earth & Space Science, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management (Gr. 12 U Biology, Chemistry & Physics recommended); 2 additional Gr. 12 U or M credits
Bioinformatics:
- 1 credit each in Gr. 12 U English, Gr. 12 U Advanced Functions, Gr. 12 U Chemistry and Gr. 12 U Biology; 2 additional Gr. 12 U or M credits
- 1 credit each in Gr. 12 U English, Gr. 12 U Advanced Functions, Gr. 12 U Chemistry; 1 credit from: Gr. 12 U Biology, Gr. 12 U Physics, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management (Gr. 12 U Biology & Physics recommended); 2 additional Gr. 12 U or M credits
- 1 credit each in Gr. 12 U English, Gr. 12 U Advanced Functions; 1 credit from: Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management, Gr. 12 M Computer & Info Science; 3 additional Gr. 12 U or M credits (Gr. 12 U Calculus & Vectors and Gr. 12 M Computer & Info Science recommended)
General Program, Geoarchaeology, Earth Science, Natural Science:
- 1 credit in Gr. 12 U English; 2 credits from: Gr. 12 U Advanced Functions, Gr. 12 U Chemistry, Gr. 12 U Biology, Gr. 12 U Physics, Gr. 12 U Earth & Space Science, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management (Gr. 12 U Biology, Chemistry or Physics recommended); 3 additional Gr. 12 U or M credits
- 1 credit Gr. 12 U English; 1 credit Gr. 12 U Advanced Functions; 2 credits Gr. 12 U from: Earth and Space Science, Chemistry, Biology, Physics, Math of Data Management; 2 additional Gr. 12 U or M credits (Gr. 12 U Canadian & World Issues: A Geographic Analysis OR Gr. 12 U World Geography: Human Patterns & Interactions recommended)
Geology:
- 1 credit in Gr. 12 U English; 1 credit from Gr. 12 U Advanced Functions, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management; 4 additional Gr. 12 U or M credits
- 1 credit each in Gr. 12 U English and Gr. 12 U Advanced Functions; 1 credit from: Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management; 1 credit from: Gr. 12 U Calculus and Vectors, Gr. 12 U Math of Data Management, Gr. 12 U Physics, Gr. 12 U Chemistry, Gr. 12 U Biology; 2 additional Gr. 12 U or M credits (Gr. 12 U Calculus and Vectors recommended)
Psychology:
- 1 credit each in Gr. 12 U English and Gr. 12 U Advanced Functions; 2 credits from: Gr. 12 U Chemistry, Gr. 12 U Biology, Gr. 12 U Physics, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management (one of Gr. 12 U Biology or Chemistry recommended); 2 additional Gr. 12 U or M credits
Water Resource Science:
- 1 credit in Gr. 12 U English, 3 credits from: Gr. 12 U Advanced Functions, Gr. 12 U Chemistry, Gr. 12 U Biology, Gr. 12 U Physics, Gr. 12 U Earth & Space Science, Gr. 12 U Calculus & Vectors, Gr. 12 U Math of Data Management (Gr. 12 U Biology, Chemistry and Advanced Functions recommended); 2 additional Gr. 12 U or M credits
Honours Bachelor of Social Work - 1 credit in Gr. 12 U English, 5 additional Gr. 12 U or M credits
Honours Bachelor of Fine Arts - 1 credit in Gr. 12 U English; 5 additional Gr. 12 U or M credits
- a portfolio is required
Applicants who lack a required subject for their planned program or major, may be considered if the level of achievement in other subjects is substantially better than average. Each applicant in this category is considered on an individual basis.
Admission to one University course as a special student
The University is prepared to consider bright young students for admission to one degree course while registered in Grade 12 U or M courses, providing they attained a minimum 80% average in a Grade 12 U or M course previously. The student must be recommended by his/her principal or school counsellor.
Successful completion of the Ontario Secondary School diploma (OSSD), or equivalent, and 6 Grade 12U or M level courses including program specific prerequisites (at the Grade 12U or M level) with an acceptable overall average.
A High School Student is:
- currently attending high school on a full-time basis or has recently graduated
- has not completed any post-secondary studies at another institution
University/College Transfer Student
A University/College Transfer Student:
- has completed a minimum of 1 year of full-time academic studies at an accredited community college since leaving high school, with a minimum overall average of B/70% or equivalent
- has attended a university and successfully completed university level course work since leaving high school/college, with a minimum overall average of C/60% or equivalent
- successfully meets the minimum program specific preparatory course prerequisites at the Grade 12U or M level or equivalent*
Students who have completed a college diploma or university credits will be considered under the category of "III Requirements for Admission to Degree Programs with Transfer Credit".
A Mature Student:
- is a Canadian citizen or permanent resident
- has not been engaged in full-time studies for at least 2 years
- has attempted less than 1 full year of academic studies at an accredited community college
- has no prior university enrolment
- does not meet the General Admission Requirements
and successfully meets the minimum program specific preparatory course prerequisites at the Grade 12U or M level or equivalent*
- is considered by the Admissions Committee to hold promise of academic success (At the request of the Admissions Committee, Mature Student applicants may be required to submit an Admissions Profile**)
*Please contact the Office of Admissions and Recruitment for details.
**The Admissions Profile provides the applicant with the opportunity to detail his/her skills and experience which demonstrates his/her potential for success at university. Please contact the Office of Admissions and Recruitment for more information.
A Visiting Student:
- is a student who is currently attending another university and wants to take courses on a Letter of Permission or as an Exchange Student
- meets the course prerequisite/minimum required average requirements for specific courses/programs
EXTRAORDINARY ADMISSIONS
The University is prepared to consider applicants for admission who have not attended an educational institution on a full-time basis for two years prior to their admission because of reasons beyond their control. Applicants will be interviewed by the Office of Admissions and Recruitment. Each case is considered on its own merits.
PROFICIENCY IN ENGLISH LANGUAGE
Minimum Score
TOEFL - Test of English as a Foreign Language (paper based) 550 (no component score less than 50)
TOEFL (computer based) 213 (no component score less than 17)
TOEFL (internet based) 80 (no component score less than 19)
IELTS - International English Language Testing System 6.5 (no individual score less than 6.0)
MELAB - Michigan English Language Assessment Battery 85
CAEL - Canadian Academic English Language Assessment 60
Please be advised that some academic units may require a higher score and that meeting the minimum requirements does not guarantee admission to Lakehead University.
Lakehead University's Institution Code for TOEFL scores is 0888.
CO-OPERATIVE EDUCATION PROGRAMS
Total enrolment in the Co-operative Education undergraduate degree programs is limited and selection will be primarily based upon academic credentials. In addition, consideration is given to relevant background information which demonstrates the applicant's aptitude for Co-operative Education.
Students are admitted to Co-op programs on application to the academic unit sponsoring the particular degree program sought. This will occur at times and under conditions determined by the academic units. Students enroled in traditional degree programs in which a Co-op/Apprenticeship/Internship option exists, may apply through the Office of Academic Advising on a Request for Program Change Form. In addition, a Co-op Work Term Application Form (which is available in Career and�Co-operative Education Services) must be completed. Both forms are to be submitted by the first day of the academic term preceding the first work term. For further admission information, please see the curriculum sections of the Calendar for the Department, Faculty or School responsible for the program.
Co-op students register on a Co-op Work Term Registration Form which is available in Career and�Co-operative Education Services. The Co-op Work Term Registration Form must be completed in full and include the applicable (Summer and/or Fall and /or Winter) Work Term(s) along with signatures of the Academic Unit Co-op Advisor and the Co-op Co-ordinator. The Co-op Work Term course numbers are identified in the course description sections for each academic unit in the calendar.
Continuation in a Co-op program will be contingent on maintaining the academic performance required by the Department, Faculty or School responsible for the program as outlined in the curriculum sections of the Calendar. The process of confirming students who are eligible to continue in the Co-op/Apprenticeship/Internship option, will be completed no later than two weeks into the academic term preceding each work term.
Final dates for registration and withdrawal from work terms without financial penalty are indicated in the Academic Schedule, Other Important Dates, Co-operative Education Work Terms.
For further information contact the Co-ordinator of Co-operative Education at (807) 343-8903.
PROGRAM PATTERNS
The following is only a summary, and complete details may be found under appropriate departmental or division entries later in this calendar.
The programs leading to the Bachelor's degree in Arts or in Science require a minimum of three years' work (15 full course equivalents). These programs are designed to acquaint students with a broad range of thought in the liberal arts or the sciences. Programs are either major (specialist) or non major. In the specialist programs, a selection of subjects from several fields of knowledge is unified with a measure of concentration in one subject called the major. Students with a single major are required to take between five and nine full equivalents courses in one discipline. Some specialist programs involve an equal concentration in two related disciplines (double or joint major) with at least five full course equivalents in each discipline. It is advisable that students wishing to pursue a double major consult both departments involved before registering in the program.
Students have the option of including a minor in specific areas as part of their four-year degree program. A minor is an optional collection of coursework within a four-year degree program, completion of which will be shown on the student's academic record, but not the student's parchment.
A minor will consist of a minimum of at least three (3) full course equivalents different from and in addition to the courses in the student's major; however, only courses outside the major can be counted towards a minor. At least one of the full course equivalents must be at the 3rd year level, or beyond. If the student is unable to maintain the major average required to graduate from the four-year degree, he/she will not be awarded the minor designation.
Beginning in September 2007, a student entering Year 1 will be recommended to declare, by the end of Year 2, any minor he/she chooses to take while in a four-year degree program. All minors and changes to minors must be declared by the end of September registration in Year 4.
Students taking a three-year bachelor's degree may not declare a minor program. Students may not declare a minor before being admitted to, or after graduating from, a four-year program.
A certificate is defined as an approved course of study which will have a professional or an applied focus and will provide learning outcomes that are distinct from any other program. A certificate course of study will consist of a minimum of two FCEs, and normally a maximum of three FCEs, or the equivalent in non-credit programming, offered by one or several academic units. These courses must be different from, and in addition to, the required courses in the student's major; only courses outside the major can be counted towards a certificate. Students must be registered in the certificate prior to the completion of 50% of the course requirements for the course of study.
Certificates will be given as evidence of satisfactory completion of a series of credit-bearing courses and/or non-credit workshops or seminars. For certificates consisting of credit courses, a minimum overall average of 60% is required. All courses for the certificate must be taken from Lakehead University. A maximum of 0.5 credits may be applied to more than one certificate.
An honours program which satisfies the requirements for an honours degree in one discipline and also satisfies the major requirements of a second discipline will be called an Honours degree in the first discipline with a Major Concentration in the second discipline.
The four year Honours degrees in Arts, Visual Arts, Music, Science, or Social Work require the satisfactory completion of at least twenty approved full course equivalents. These programs demand of the student a high professional standard in either one rather specialized discipline or in a limited interdisciplinary field. Honours graduates in Arts or in Science are competent to compete for industrial, business, government, research, or high-level teaching careers.
In both Arts and Science there is a non major program (General Program) with less rigidly defined course requirements than in the specialist programs. This allows the student greater flexibility in drawing on the resources of different departments within the university and in building a program that is innovative, challenging and unique. However, students ought to keep in mind that:
1. Many courses in Year II and above involve prerequisites which must be fulfilled before taking the desired courses.
2. Anyone considering a career in teaching should take careful note of the requirements for admission to schools or faculties of Education. If in doubt, consult the Office of Admissions and Recruitment.
A. Business Administration Programs
Honours Bachelor of Commerce (four years)
Bachelor of Administration (three years)
Honours Bachelor of Commerce
Human Resources Management/Industrial Relations
Honours Bachelor of Commerce Co-operative Program
Students interested in pursuing the Co-operative Education option should contact Career and Co-operative Education Services for further information.
Students who wish to pursue the three year Bachelor of Administration degree are admitted as Commerce students. The first two years of studies are common to both degree programs.
See also Admission to Degree Programs with Transfer Credit.
B. Education Programs
Honours Bachelor of Arts, Bachelor of Education (five years)
Honours Bachelor of Science, Bachelor of Education (five years)
Honours Bachelor of Education (four years)
Honours Bachelor of Fine Arts, Bachelor of Education (five years)
Honours Bachelor of Kinesiology, Bachelor of Education (five years)
Honours Bachelor of Outdoor Recreation, Bachelor of Education (five years)
Bachelor of Arts, Bachelor of Education (four and five years)
Bachelor of Science, Bachelor of Education (four and five years)
Bachelor of Education (one year)
Bachelor of Education (Extension Program)
Students holding Early Childhood Education Certification with first class standing may be granted substitution credit, to recognize work previously completed, for up to five full courses upon admission to a BA/BEd or HBA/BEd program.
Education components of an NTEP program, except the Professional Year, may be granted to students holding Native Language Teachers' Certification.
Ontario schools require that teacher candidates present a police background check to school officials prior to starting a professional placement. Tuberculosis documentation is not required for teacher certification, but may be required by a partnership board for a placement.
The one-year program leading to a Bachelor of Education degree requires a minimum of one full year of professional study after an approved university degree. The previous degree should include courses which fulfill the requirements for teachable subjects.
The concurrent BA/BEd and BSc/BEd degree programs require a minimum of four full years' work and the HBA/BEd and HBSc/BEd degree programs require a minimum of five full years' work. The programs encompass studies in the liberal arts and sciences along with professional studies. The selection of courses will depend on the area of specialization that the student selects.
A candidate chooses one of three (3) teaching specializations at Lakehead University. Specific admission requirements and available teaching subjects ("teachables") within each level are listed below.
1. Primary/Junior (JK-Grade 6)
No specific teachable subject is required.
Candidates wishing to pursue the One-Year Bachelor of Education Degree Program in the Primary-Junior specialization should include in their undergraduate degree a broad background of courses in those subjects taught in the Primary-Junior grades. Preference for entrance into the One-Year BEd program will be given to those candidates who have completed a�minimum of three (3) core curriculum subjects which include English, French, History, Mathematics, Geography, pure Science, Art, Music, and Physical Education.
2. Junior/Intermediate (Grade 4-10)
Candidates interested in teaching in the Junior-Intermediate specialization will be required to have one specific teaching subject ("teachable") consisting of a minimum of three (3) full course equivalents in the "teachable" area (five (5) full course equivalents for French as a Second Language and a music degree for Music).
Preference for entrance into the One-Year BEd program will be given to applicants who have also completed a minimum of three (3) core curriculum courses in subjects such as English, French, Geography, History, Mathematics, Native Language (Second Language), pure Science, Art, Music and Physical Education.
Junior-Intermediate teaching subjects available at the Faculty of Education at Lakehead University include: Computer Studies, English, French as a Second Language (5 FCEs required), Geography, Health and Physical Education, History, Mathematics, Music - Instrumental (Music Degree required), Music - Vocal (Music Degree required), Native Languages, Native Studies, Science - General*, and Visual Arts.
*Sciences used towards the General Science teachable may be a combination of: Anthropology (Science courses only), Biology, Chemistry, Environmental Studies (Science Stream only), Geology (Earth Sciences) and Physics.
The Professional Year includes a methodology course on the curriculum and instruction of the teachable subject.
3. Intermediate/Senior (Grade 7-12)
Intermediate/Senior students must take courses in two teachable subjects, Students must have a minimum of 5 FCEs in their first teachable and a minimum of 3 FCEs in their second teachable. In either case, at least 1 FCE must be at a senior level and exceptions to this are noted below. ("Senior level" denotes courses at a third- or fourth-year undergraduate level.)
The following Intermediate/Senior teachable subjects are available at the Faculty of Education at Lakehead University:
Business Studies - Accounting
French (as a Second Language)
Music - Instrumental
Music - Vocal
Native Languages (with the language stipulated)
Science - General
Social Sciences - General
Students may take any combination of two teachables except Chemistry with Physics and�Music-Instrumental with�Music-Vocal.
Business Studies - Accounting - Business can only be taken as a first teachable. At least 1 FCE of the Business courses must be in Accounting.
Environmental Science - Students who designate Environmental Science as a teachable will be streamed into the Outdoor Ecological and Experiential Education (OE3) cohort. Entry into OE3 requires either 5 FCEs (first teachable) or 3 FCEs (second teachable) from any combination of Environmental Science , Environmental Education, Ecological Education, Ecology, Biology, Chemistry, Geography, Geology, Outdoor Recreation, Physics, or up to three from any of the following disciplines: Anthropology; English; Forestry; French, History; Native Studies; Philosophy; Physical Education/Kinesiology; Sociology, or Psychology. At least 1 course must be at a senior level.
French (as a Second Language) - Requires 5 FCEs in French for a first or second teachable, at least 1 FCE of which must be at a senior level.
Health and Physical Education - Students applying for health and physical education as a second teachable are not required to have 1 FCE at a senior level.
Music - Requires a Music degree.
Native Languages (with the language stipulated) - Students may use a Native Language Teacher Certificate of Qualification from the Ontario College of Teachers to qualify for Native Language as a second teachable.
Science - General - Courses used toward General Science may be any combination of at least two of: Anthropology (Science courses only), Astronomy, Biology, Chemistry, Environmental Studies (Science Stream only), Geology (Earth Sciences), Meteorology and Physics.
Social Sciences - General - Can only be taken as a second teachable (requiring 3 FCEs, at least 1 FCE of which must be at a senior level). Courses counted toward this teachable may be any combination of at least two of: Anthropology, Philosophy, Psychology and Sociology.
Visual Arts - Requires a Visual Arts or Fine Arts degree.
The Professional Year includes methodology courses on the curriculum and instruction in the teachable subjects. In I/S the teachable subject is normally, but not necessarily always, the same as the major subject of the bachelor's degree. The second teachable may be the second major of a double major degree, a minor with the major in a bachelor's degree, a recognized minor noted on the student's transcript, or merely the required 3 FCEs (except French, which requires 5 FCEs).
Honours Bachelor of Arts, Bachelor of Education
See Admission Requirements table, Arts Degree Programs.
Honours Bachelor of Science, Bachelor of Education
See Admission Requirements table, Sciences Degree Programs.
Honours Bachelor of Education (Aboriginal Education)
The HBEd (Aboriginal Education) P/J program prepares people of Aborginal ancestry to become teachers with particular expertise to meet the needs of Aboriginal learners. The program emphasis is on teaching Aboriginal children, including the courses that constitute the program of Professional Teacher Education. Graduates will be recommended to the Ontario College of Teachers for teacher certification at the Primary/Junior Division.
Admission to the HBEd (Aboriginal Education) for candidates from High School requires Grade 12 U English and 5 additional Grade 12 U or M credits with an overall average of 70%. Admission to the HBEd (Aboriginal Education) for non-high school candidates requires Grade 12 U English. Aboriginal ancestry is required.
See Department of Aboriginal Education, Honours Bachelor of Education (Aboriginal Education)�P/J.�
Bachelor of Fine Arts, Bachelor of Education
Bachelor of Kinesiology, Bachelor of Education
Bachelor of Outdoor Recreation, Bachelor of Education�
Bachelor of Arts, Bachelor of Education
See Admission Requirements table, Arts Degree Programs. Also note Bachelor of Arts (General) and Bachelor of Education (Native Education) in the Department of Aboriginal Education, Native Teacher Education Programs.
Bachelor of Science, Bachelor of Education
The extension program leading to a Bachelor of Education degree enables teachers who hold a teacher's certificate without a Bachelor of Education degree to qualify for the degree through part-time study. See Faculty of Education, Department of Lifelong Learning in Education, Professional Development.
C. Engineering Programs
Bachelor of Engineering (four year program)
Bachelor of Engineering (two year Post-Diploma program)
Bachelor of Engineering (Co-operative Education/Internship Option)
Common Year in Applied Science
After the Common Year, candidates must transfer to First Year of the Bachelor of Engineering in one of the five majors shown above.
Native Access Program for Engineering (NAPE)
(No applications will be accepted for 2009-2010.)
Those who will be considered for admission to the program will be of Aboriginal ancestry (Status, Non-status, Inuit and M�tis) and admissible to the University as mature students or under the guidelines for extraordinary admission. Students may also meet the normal admission standards for engineering programs.
For admission to the Common Year in Applied Science, students who have completed the Native Access Program for Engineering require satisfactory completion of their assigned program of study with an average of at least 65%. Upon completing the Common Year, candidates must transfer to First Year of the Bachelor of Engineering in one of the five majors shown above.
Bachelor of Engineering Post-Diploma Program
1. Applicants must have a Diploma in Engineering Technology from a Community College or the equivalent with an average* of at least 70% (GPA=3.0 on 4 point scale, B grade) in the final year of their program to be eligible for admission consideration.
2. Applicants must have two or more years of relevant industrial experience acquired after the completion of a Diploma in Engineering Technology from a Community College or the equivalent with an average* of at least 65% (GPA=2.5 on 4 point scale, C+ grade) in the final year of their program to be eligible for admission consideration.
*This average is based on the marks/grades received by applicants on their first attempt in the required courses of the final year of their technology program.
Co-operative Education/Internship Option
Total enrolment in the Co-operative Education/Internship Option (Co-op/Internship) is limited and the number of students admitted is based in part on projected employment opportunities. Students interested in pursuing the Co-op/Internship Option should contact Career and Co-operative Education Services for further information.
D. Forestry and the Forest Environment Programs
Bachelor of Environmental Studies (Forest Conservation) (three years)
Honours Bachelor of Environmental Studies (Forest Conservation) (four years)
Honours Bachelor of Science in Forestry (four years)
Honours Bachelor of Science in Forestry Co-operative Program (five years)
Bachelor of Environmental Studies (Forest Conservation)
Honours Bachelor of Environmental Studies (Forest Conservation)
Co-operative Education Program
Co-operative Education Option
Total enrolment in the Co-operative Education option is limited and the number of students admitted is based in part on projected employment opportunities.
Students interested in pursuing the Cooperative Education option should contact Career and Co-operative Education Services for further information.
E. Health and Behavioural Sciences Programs
Bachelor of Arts (three or four years)
Bachelor of Science (three or four years)
Honours Bachelor of Arts (four years)
Honours Bachelor of Kinesiology (four years)
Honours Bachelor of Kinesiology Co-operative program (five years)
Bachelor of Science in Nursing (four years)
Honours Bachelor of Science (four years)
Honours Bachelor of Social Work (one or four years)
Psychology (three year and four year programs)
Psychology and Philosophy
MAJOR (INCLUDING DOUBLE MAJORS)
Psychology (three and four year programs)
MAJORS (INCLUDING DOUBLE MAJORS)
Gerontology and Psychology
Gerontology and Women's Studies
Psychology and Women's Studies
Specialized Honours in Psychology
MAJOR CONCENTRATIONS
Specialized Honours in Psychology with Major Concentration in Women's Studies
Sociology with Major Concentration in Gerontology
1. High School Students
Candidates from high school must meet the following criteria for admission:
(a) satisfactory completion of an OSSD including 6 Grade 12 U or M level courses, including program specific prerequisite courses with a minimum 70% overall average (see General Admission Requirements table).
(b) Applicants must include Grade 12 U level Biology, Chemistry and English in their program. Grade 11 U or M Mathematics is required. The minimum grade for each of these prerequisites is 60%.
(c) Current Basic Cardiac Life Support certificate will be required within the first month of classes.
(d) Proof of up-to-date immunization status, including Hepatitis B, is required for all students prior to beginning clinical placements. There may be additional costs associated with this immunization.
2. Mature Students
(see General Admission Requirements, for Mature Students, and Extraordinary Admissions):
(a) Candidates are required to have Grade 12 U level Chemistry (or equivalent), with a minimum grade of 60%.
(b) Grade 11 U or M Mathematics and Grade 12 U English are strongly recommended.
3. Three Year Compressed Program
Candidates for the Three Year Compressed program must meet the following criteria:
(a) Candidates from high school are required to have:
(i) Satisfactory completion of an OSSD including 6 Grade 12 U or M level courses or equivalent with a minimum overall average of 80%.
(ii) Applicants must include Grade 12 U level Biology, Chemistry and English in their program. Grade 11 U or M level Mathematics is required. The minimum grade for each of these prerequisites is 60%.
(iii) Current Basic Cardiac Life Support certificate will be required within the first month of classes.
(iv) Proof of up-to-date immunization status, including Hepatitis B, is required for all students prior to beginning clinical placements. There may be additional costs associated with this immunization.
(b) Candidates with previous post-secondary education are required to have:
(i) A minimum average of 70% or equivalent in post-secondary coursework.
(ii) Grade 12 U Chemistry (or equivalent).
(iii) Grade 11 U or M Mathematics and Grade 12 U English are strongly recommended.
(iv) Current Basic Cardiac Life Support certificate will be required within the first month of classes.
(v) Proof of up-to-date immunization status, including Hepatitis B, is required for all students prior to beginning clinical placements. There may be additional costs associated with this immunization.
4. Registered Nurses
Candidates who are Registered Nurses must meet the following criteria:
(a) Registered Nurse - Certificate of Registration (or equivalent as approved by the College of Nurses)
(b) Have a minimum "B" standing (or equivalent grade point average) in their diploma program or have completed two university courses (FCEs) with a minimum "B" grade in each course
(c) Grade 12 U level Chemistry (or equivalent) is recommended.
(d) Grade 12 U level English is strongly recommended.
(e) Current Basic Cardiac Life Support certificate will be required within the first month of classes.
(f) Proof of up-to-date immunization status, including Hepatitis B, is required for all students prior to beginning clinical placements. There may be additional costs associated with this immunization.
5. Native Nurses Entry Program
The Native Nurses Entry program is a nine month preparation program for individuals of Aboriginal descent (status, non-status, M�tis or Inuit) who plan to enter the BScN program. The preparation program is designed to provide the necessary skills and academic preparation required for successful completion of the four (4) year nursing degree program.
The program is based on two (2) terms of twelve (12) weeks each, as well as a two (2) week field experience. The student may choose field experiences in their own community or other Native health settings.
Those who will be considered for admission to this program include:
1. mature students, extraordinary students or college/transfer students NOT meeting the BScN required admission criteria (see Admission Requirements, General Admission Requirements and Extraordinary Admissions)
2. health care workers, e.g. Community Health Representatives (CHRs) and Registered Practical Nurses (RPNs), who have a minimum of Ontario Grade 10 or equivalent.
As well, all applicants are required to submit proof of recent upgrading (within the last 5 years) in Biology and Chemistry - preferably Gr. 10 Academic or Applied Science and Gr. 11 U or C Chemistry, or the equivalent.
6. BScN from Native Nurses Entry Program
Students must attain:
(a) a mark of 60% in Nursing 1110, 1130 and 1150,
(b) a grade of "pass" for Nursing 1092
(c) a minimum mark of 50% in each other course,
in addition to
(d) a minimum overall average of 70% (Applicants below this level may be considered on an individual basis.),
for entry to Year 1 of the Bachelor of Science in Nursing program.
7. English Language Proficiency�
Applicants whose native language is not English will be required to demonstrate competency in the English language. If an applicant, whose native language is not English, has attended full-time studies at an English language institution for three (3) or mor years, the English language proficiency requirement may be waived on a case-by-case basis. The following scores will be required:
TOEFL: Internet-based: total score of 103 and minimum individual score in the following areas:
Writing��
28 (possible 30)
IELTS: Overall score of�7 and minimum individual score in the following areas:
8. Nursing Transfer Protocol
Candidates who are requesting to�transfer from aother nursing program�must complete the Nursing Transfer Protocol of the Office of Admissions. Potential transfer students must provide written consent for Lakehead University to seek information about the student's academic and clinical performance in his/her previous program(s).
Co-operative Program
Honours Bachelor of Social Work
Four Year Program
All students seeking admission into the third year of the professional years (third and fourth years) of the program are required to formally apply with documentation to the Admissions Committee of the School of Social Work, in order that professional and academic suitability may be determined. The candidates receiving the highest ratings will be offered admission, depending on the availability of field work placements, qualified field instructors and class size limitations.
Students who are graduates from diploma programs relating to social services should consult with the Office of Admissions and Recruitment to determine their eligibility for transfer credit in the social work program.
Students are advised to choose courses towards a second area of specialization so that if they are not offered admission to the Social Work program, they may continue working towards the Bachelor of Arts degree, in the major of their choice. Students who have met the requirements for an undergraduate degree and are eligible to graduate, may not apply for admission to year 3 of the HBSW program.
One Year Program
The one year program requires a minimum of one full calendar year of professional study for individuals with an approved degree and related practice experience.
Social Work with Major Concentration in Gerontology
Social Work with Major Concentration in Indigenous Learning
F. Science and Environmental Studies Programs
Honours Bachelor of Environmental Science (four years)
Honours Bachelor of Environmental Studies (four years)
Economics and Mathematics
Geography - with Honours Bachelor of Outdoor Recreation
Mathematics (three year and four year programs)
Northern Studies
Statistics (see Department of Mathematical Sciences)
Anthropology (three year and four year programs)
Biology (three year and four year programs)
Computer Science (three year and four year programs/may be cooperative education stream)
Geology (four year program)
Natural Science - also available with Honours Bachelor of Outdoor Recreation
Physics (three year and four year programs)
Water Resource Science (four year program)
MAJOR CONCENTRATION
Geology with Major Concentration in Physics (four year program)
(The student's attention is drawn to courses in General Science which do not come under the aegis of a department.)
(COMPUTER SCIENCE)
Students interested in pursing the Co-operative Education option should contact Career and Co-operative Education Services for further information.
Applied Bio-Molecular Science
Computer Science - may be cooperative
Geography - with Geology minor
Geology with Major Concentration in Physics
Physics with Major Concentration in Applied Bio-Molecular Science
Geology (only in HBSc (Geography with Geology Minor) program)
(PHYSICS)
G. Social Sciences and Humanities Programs
Honours Bachelor of Fine Arts, Visual Arts (four years)
Honours Bachelor of Music (four years)
Honours Bachelor of Outdoor Recreation (four years)
History - with Honours Bachelor of Outdoor Recreation
Indigenous Learning
Philosophy and Psychology
Philosophy and Religious Studies
Political Science and History
Political Science/Pre-Law
Women's Studies (three year and four year programs)
Art History (see Visual Arts)
Classics (see Department of Languages)
Drawing (see Visual Arts)
Finnish (see Department of Languages)
French (see Department of Languages)
German (see Department of Languages)
Information Studies
International Politics (see Department of Political Science)
Law and Politics (see Department of Political Science)
Native Language (see Department of Languages)
Ojibwe (see Department of Languages)
Professional Ethics (see Department of Philosophy)
Spanish (see Department of Languages)
English and Philosophy
English and Women's Studies
French and Philosophy
History and Political Science
History and Women's Studies
Indigenous Learning and Women's Studies
Sociology and Women's Studies
Women's Studies and Gerontology
Women's Studies and Psychology
English with Major Concentration in Women's Studies
Gerontology with Major Concentration in Women's Studies
History with Major Concentration in Women's Studies
Indigenous Learning with Major Concentration in Women's Studies
Sociology with Major Concentration in Women's Studies
(See Bachelor of Arts)
Honours Bachelor of Fine Arts
Equivalent Certificates
The academic credentials listed below are considered acceptable equivalents to the OSSD, including 6 Grade 12 U (university)�or M (university/college) preparation�courses. The list is not all inclusive. Candidates, with other backgrounds, should write to the Office of Admissions and Recruitment for an evaluation.
Subjects studied must follow requirements for Ontario candidates. For example, a candidate applying for a Science degree program on the basis of his/her General Certificate of Education, must have two Advanced "A" Level passes in mathematics or sciences.
(a) INTERNATIONAL BACCALAUREATE PROGRAM (IB)
Applicants who have completed an International Baccalaureate Diploma will be considered for admission provided that the completed diploma includes the subject area requirements for the chosen program of study.
Applicants must possess a total score of 28 in six subjects, three of which must be at the higher level with no score less than four in any subject.
Applicants presenting the International Baccalaureate Diploma may be considered for advanced standing credit in some higher level subjects provided a score of 5 or better has been attained in the higher level subject.
A list of the courses which are eligible for advanced standing credit consideration is available from the Office of Admissions and Recruitment.
(b) ADVANCED PLACEMENT PROGRAM (AP)
Advanced Placement courses and examinations may be used to determine admissibility and the granting of credit or exemption.
Applicants who have achieved a minimum grade of 4 on certain advanced placement exams will be eligible to receive university credit.
A list of advanced placement courses considered for advanced standing is available from the Office of Admissions and Recruitment.
(c) CERTIFICATES EQUIVALENT TO OSSD INCLUDING SIX GRADE 12 U OR M COURSES
Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Nova Scotia, Prince Edward Island, Saskatchewan - Grade 12
Quebec - First year of CEGEP General Program (the Collegial Program) or successful completion of grade 12 in a recognized private school (Senior High School Leaving Certificate).
United Kingdom and Commonwealth
General Certificate of Education with passes in at least five subjects, two of which must be at the Advanced Level; School or Higher School Certificates (Credits in the School Certificate and subsidiary passes in the Higher School Certificate are equivalent to GCE 'O' Level passes). Principal or main subject passes on the Higher School Certificate are equivalent to GCE Advanced Level passes; the Scottish Leaving Certificate.
Hong Kong Certificate of Education (English), or equivalent, and the University of Hong Kong Matriculation (Advanced Level) with passes in at least five subjects, two of which must be at the Advanced Level OR passes in four subjects of which three must be at the Advanced Level. (Applicants with three or more University of Hong Kong Advanced Level subjects will also be considered). Chinese University of Hong Kong - First Year standing with courses appropriate to program.
Applicants graduating with a B average (3.0 GPA) from Grade 12 at an accredited secondary school in the U.S. or a U.S. overseas school and presenting EITHER a minimum SAT score of 1100 (minimum 550 verbal, minimum 550 math) OR an enhanced composite ACT score of 24 will normally be considered for admission.
All applicants must successfully meet the minimum program specific preparatory course prerequisites at a level equivalent to the Grade 12U or M level.
Certificates other than those mentioned above may be submitted to the Office of Admissions and Recruitment for examination and evaluation.

redpajama_set_name: RedPajamaCommonCrawl


text:
Operations against KPLT suspended
By Staff Reporter - 15 Sep 2010 12:00 AM GMT
GUWAHATI, Jan 30 - The State Government has decided to withhold counterinsurgency operations by the security forces against the Karbi Peoples� Liberation Tiger (KPLT) till April 20 this year.
The KPLT had declared unilateral ceasefire for a period of six months with effect from October 20, 2016 till April 20, 2017, which they communicated through a letter signed by the outfit�s general secretary Vojaru Hanjang.
The outfit has also expressed its desire to come to the mainstream in the interest of restoring peace and allround development in Karbi Anglong, a government statement said today.


Presented by: MEG Events Inc.
Ticket Prices: $ 20.00 - $ 25.00. SERVICE CHARGES NOT INCLUDED.
Los Borrachitos "Zona de Desastre" on Saturday, May 25, 2019 at Centro de Bellas Artes in Humacao. With performances by Lolo Bond and Berengueno.
In order to receive handicap discount tickets must be purchased in person, presenting certification of the disability issued by the Department of Health of Puerto Rico. The parking carnet is not valid for this discount. Only one (1) discount per person per ticket will be granted.


Factoring is an excellent financial tool to help you continue business as usual, even before your clients pay their invoices. Making payroll, accounts payable, and growing you business is all stress free when an invoice factoring company is involved.
· No Application Fee: Do not let a company charge you to fill out an application. Look for a company that has no application fee, but wants to help you grow your business and help you succeed instead.
· Quick Turnaround: While all factoring companies will want to vet your companies credit standing and viability, do not let the application process take too long. Look for a company that will turn your application around in less than 48 hours with a response. Crown Financial will actually do you one better and will respond within 24 hours of the recipient of all paperwork.
· Quick Funding: The point of invoice factoring in Houston is to give you the cash flow to continue business as usual and take advantage of new business opportunities. Look for a company that pays cash quickly. Crown Financial will begin paying cash via wire transfer as soon as all paperwork is approved. When invoices are submitted, you can expect payment with 24 hours of submission.
· Information at Your Fingertips: Do not let your factoring company keep you in the dark. Look for a company that is going to keep you informed on invoice payment status, changes in your clients' credit rating, approvals, funding, etc. You want to know that your factoring company is a part of YOUR team and has your best interests in mind.
· Experience: Factoring companies may all seem the same, but look for those that have been in business for quite some time and can prove their solvency. Crown Financial has been helping clients succeed for over 25 years, working with all industries and types of businesses. Our experience and depth of capital make us an obvious choice above the competition.


WHAT: A solo evening-length dance-theater performance dissecting declarations of fraud and dreams of gratification.
Malinda LaVelle's Project Thrust is excited to present Cover Girl, the company's fifth evening-length dance-theater performance. Cover Girl is a one-woman solo show performed by founding member and dancer Emmaly Wiederholt. The piece dissects declarations of fraud, dreams of gratification, and the facades people often put on for themselves and for others. In March 2016, artistic director Malinda LaVelle and dancer Emmaly Wiederholt created Cover Girl during a weeklong artist residency together at The Peñasco Theater in Peñasco, NM.
Originally based in San Francisco, CA, Malinda LaVelle's Project Thrust splashed onto the Bay Area dance scene in 2010 with its brazenly unapologetic and culturally relevant content. The company quickly generated support and acclaim from audiences and funders within the community. Malinda is an ongoing guest faculty member and artist-in-residence at the San Francisco Conservatory of Dance and her work has been shown in Ben Levy's Salon, in The Garage's raw and uncut residency, in the Women on the Way Festival, in CounterPULSE's 2nd Sundays, at ODC Theater, at the San Francisco Conservatory of Dance, and at Z Space. Project Thrust has been nominated for an Isadora Duncan Award, and Malinda has been commissioned by the University of San Francisco to create new work. Project Thrust has received grants from CA$H Theater Bay Area, the Zellerbach Family Foundation, and the ODC Kenneth Rainin Scholarship Fund.
Malinda now resides in Durango, CO, and Cover Girl marks Project Thrust's first performance in the Southwest.
Emmaly Wiederholt, a native New Mexican, returned to the Land of Enchantment in 2014 after a performance career in San Francisco. Locally, she has performed at the Railyard Performance Center as part of Ground Series and at the Santa Fe Community Gallery as part of the Strangers' Collective. Also a writer, she contributes dance and theater reviews to the Santa Fe Reporter, as well as serves as editor of Fine Lifestyles Santa Fe Magazine. Emmaly is the founder and editor of Stance on Dance (stanceondance.com) and the author of "Beauty is Experience: Dancing 50 and Beyond." She is glad to perform with Project Thrust again.


Flow chart: A process flow chart is simply a tool that graphically shows the inputs, actions, and outputs of a given system.
Process improvement involves taking action on the causes of variation. With most practical applications, the number of possible causes for any given problem can be huge. Dr. Kaoru Ishikawa developed a simple method of graphically displaying the causes of any given quality problem. His method is called by several names, the Ishikawa diagram, the fishbone diagram, and the cause and effect diagram.
Develop a flow chart of the area to be improved.
Define the problem to be solved.
Brainstorm to find all possible causes of the problem.
Organize the brainstorming results in rational categories.
Once these steps are complete, constructing the cause and effect diagram is very simple.
Draw a box on the far right-hand side of a large sheet of paper and draw a horizontal arrow that points to the box. Inside of the box, write the description of the problem you are trying to solve.
Write the names of the categories above and below the horizontal line. Think of these as branches from the main trunk of the tree.
Draw in the detailed cause data for each category. Think of these as limbs and twigs on the branches.
A good cause and effect diagram will have many "twigs,".If your cause and effect diagram doesn't have a lot of smaller branches and twigs, it shows that the understanding of the problem is superficial. Chances are you need the help of someone outside of your group to aid in the understanding, perhaps someone more closely associated with the problem.
Cause and effect diagrams come in several basic types. The dispersion analysis type is created by repeatedly asking "why does this dispersion occur?" For example, we might want to know why all of our fresh peaches don't have the same color.
The production process class cause and effect diagram uses production processes as the main categories, or branches, of the diagram. The cause enumeration cause and effect diagram simply displays all possible causes of a given problem grouped according to rational categories. This type of cause and effect diagram lends itself readily to the brainstorming approach we are using. Cause and effect diagrams have a number of uses. Creating the diagram is an education in itself. Organizing the knowledge of the group serves as a guide for discussion and frequently inspires more ideas. The cause and effect diagram, once created, acts as a record of your research. Simply record your tests and results as you proceed. If the true cause is found to be something that wasn't on the original diagram, write it in. Finally, the cause and effect diagram is a display of your current level of understanding. It shows the existing level of technology as understood by the team. It is a good idea to post the cause and effect diagram in a prominent location for all to see.
Check sheets are devices which consist of lists of items and some indicator of how often each item on the list occurs. In their simplest form, checklists are tools that make the data collection process easier by providing pre-written descriptions of events likely to occur. A well-designed check sheet will answer the questions posed by the investigator. Some examples of questions are the following: "Has everything been done?" "Have all inspections been performed?" "How often does a particular problem occur?" "Are problems more common with part X than with part Y?" They also serve as reminders that direct the attention of the data collector to items of interest and importance. Such simple check sheets are called confirmation check sheets. Check sheets have been improved by adding a number of enhancements, a few of which are described below. Although they are simple, check sheets are extremely useful process-improvement and problem-solving tools. Their power is greatly enhanced when they are used in conjunction with other simple tools, such as histograms and Pareto analysis. Ishikawa estimated that 80% to 90% of all workplace problems could be solved using only the simple quality improvement tools.
Check sheets are great tools for organizing and collecting facts and data. By collecting data, individuals or teams can make better decisions, solve problems faster, and earn management support.
The check sheet can be broken down to indicate either shift, day, or month. Measured data may be summarized by the means of a check sheet called a tally sheet. To collect measured data, the same general check sheet form is used. The only precaution is to leave enough room to write in individual measurements.
The second major type of check sheet is called the checklist. A grocery list is a common example of a checklist. On the job, checklists may often be used for inspecting machinery or product. Checklists are also very helpful when learning how to operate complex or delicate equipment.
These check sheets are used to create frequency distribution tally sheets that are, in turn, used to construct histograms. A process check sheet is constructed by listing several ranges of measurement values and recording a mark for the actual observations. Notice that if reasonable care is taken in recording tick marks, the check sheet gives a graphical picture similar to a histogram.
Here the different types of defects are listed and the observed frequencies observed. If reasonable care is taken in recording tick marks, the check sheet resembles a bar chart.
These check sheets stratify a particular defect type according to logical criteria. This is helpful when the defect check sheet fails to provide adequate information regarding the root cause or causes of a problem.
These "check sheets" are actually drawings, photographs, layout diagrams or maps which show where a particular problem occurs. The spatial location is valuable in identifying root causes and planning corrective action. In the Figure below, the location of complaints from customers about lamination problems on a running shoe are shown with an "X." The diagram makes it easy to identify a problem area that would be difficult to depict otherwise. In this case, a picture is truly worth a thousand words of explanation.
Defect location check sheet lamination complaints.
Cause and effect diagrams can also serve as check sheets. Once the diagram has been prepared, it is posted in the work area and the appropriate arrow is marked whenever that particular cause or situation occurs. Teams can also use this approach for historic data, when such data is available.
A histogram is a pictorial representation of a set of data. It is created by grouping the measurements into "cells." Histograms are used to determine the shape of a data set. Also, a histogram displays the numbers in a way that makes it easy to see the dispersion and central tendency and to compare the distribution to requirements. Histograms can be valuable troubleshooting aids. Comparisons between histograms from different machines, operators, vendors, etc., often reveal important differences.
1. Find the largest and the smallest value in the data.
2. Compute the range by subtracting the smallest value from the largest value.
3. Select a number of cells for the histogram. Table below provides some useful guidelines. The final histogram may not have exactly the number of cells you choose here, as explained below. As an alternative, the number of cells can be found as the square root of the number in the sample. For example, if n=100, then the histogram would have 10 cells. Round to the nearest integer.
4. Determine the width of each cell. We will use the letter W to stand for the cell width. The number W is a starting point. Round W to a convenient number. Rounding W will affect the number of cells in your histogram.
by adding W to the previous boundary. Continue until the upper boundary is larger than the largest value in the data set.
6. Go through the raw data and determine into which cell each value falls. Mark a tick in the appropriate cell.
7. Count the ticks in each cell and record the count, also called the frequency, to the right of the tick marks.
8. Construct a graph from the table. The vertical axis of the graph will show the frequency in each cell. The horizontal axis will show the cell boundaries. Figure below illustrates the layout of a histogram.
9. Draw bars representing the cell frequencies. The bars should all be the same width, the height of the bars should equal the frequency in the cell.
Assume you have the data on the size of a metal rod. The rods were sampled every hour for 20 consecutive hours and 5 consecutive rods were checked each time.(20 subgroups of 5 values per group).
1. Find the largest and the smallest value in the data set. The smallest value is 0.982 and the largest is 1.021.
2. Compute the range, R, by subtracting the smallest value from the largest value. R= 1.021 -0.982 = 0.039.
3. Select a number of cells for the histogram. Since we have 100 values, 7 to 10 cells are recommended. We will use 10 cells.
4. Determine the width of each cell, W. Using Equation V.I, we compute W=0.039 / 10 = 0.0039. We will round this to 0.004 for convenience. Thus, W= 0.004.
5. Compute the cell boundaries. The low boundary of the first cell must be below our smallest value of 0.982, and our cell boundaries should have one decimal place more than our raw data. Thus, the lower cell boundary for the first cell will be 0.9815. Other cell boundaries are found by adding W = 0.004 to the previous cell boundary until the upper boundary is greater than our largest value of 1.021.
6. Go through the raw data and mark a tick in the appropriate cell for each data point.
7. Count the tick marks in each cell and record the frequency to the right of each cell.
Histograms can be used to compare a process to requirements if you draw the specification lines on the histogram. If you do this, be sure to scale the histogram accordingly.
Histograms should not be used alone. Always construct a run chart or a control chart before constructing a histogram. They are needed because histograms will often conceal out of control conditions since they don't show the time sequence of the data.
Evaluate the pattern of the histogram to determine if you can detect changes of any kind. The changes will usually be indicated by multiple modes or "peaks" on the histogram. Most real-world processes produce histograms with a single peak. However, histograms from small samples often have multiple peaks that merely represent sampling variation. Also, multiple peaks are sometimes caused by an unfortunate choice of the number of cells. Processes heavily influenced by behavior patterns are often multi-modal. For example, traffic patterns have distinct "rush-hours," and prime time is prime time precisely because more people tend to watch television at that time.
Frequency column graphs that display a static picture of process behavior. Histograms require a minimum of 50-100 data points.
A stable process is frequently characterized by a histogram exhibiting unimodal or bell-shaped curves. A stable process is predictable.
An unstable process is often characterized by a histogram that does exhibit a bell-shaped curve. Obviously other more exotic distribution shapes (like exponential, lognormal, gamma, beta, Weibull, Poisson, binomial, hypergeometric, geometric, etc.) exist as stable processes.
When the bell curve is the approximate distribution shape, variation around the bell curve is chance or natural variation. Other variation is due to special or assignable causes.
Determine the classifications (Pareto categories) for the graph. If the desired information does not exist, obtain it by designing check sheets and logsheets.
Select a time interval for analysis. The interval should be long enough to be representative of typical performance.
Compute the percentage for each category by dividing the category total by the grand total and multiplying by 100.
Rank-order the categories from the largest total occurrences to the smallest.
Compute the "cumulative percentage" by adding the percentage for each category to that of any preceding categories.
Construct a chart with the left vertical axis scaled from 0 to at least the grand total. Put an appropriate label on the axis. Scale the right vertical axis from 0 to 100%, with 100% on the right side being the same height as the grand total on the left side.
Label the horizontal axis with the category names. The leftmost category should be the largest, second largest next, and so on.
Draw in bars representing the amount of each category The height of the bar is determined by the left vertical axis.
Draw a line that shows the cumulative percentage column of the Pareto analysis table. The cumulative percentage line is determined by the right vertical axis.
The data in Table below has been recorded for boxes of apple arriving at Super Duper Market during August.
The Pareto table for the data is given in the Table below.
Definition—A scatter diagram is a plot of one variable versus another. One variable is called the independent variable and it is usually shown on the horizontal (bottom) axis. The other variable is called the dependent variable and it is shown on the vertical (side) axis.
Usage—Scatter diagrams are used to evaluate cause and effect relationships. The assumption is that the independent variable is causing a change in the dependent variable. Scatter plots are used to answer such questions as "Does vendor As material machine better than vendor B's?" "Does the length of training have anything to do with the amount of scrap an operator makes?" and so on.
1. Gather several paired sets of observations, preferably 20 or more. A paired set is one where the dependent variable can be directly tied to the independent variable.
2. Find the largest and smallest independent variable and the largest and smallest dependent variable.
3. Construct the vertical and horizontal axes so that the smallest and largest values can be plotted. Plot the data by placing a mark at the point corresponding to each X-Y pair.Figure below shows the basic structure of a scatter diagram.If more than one classification is used, you may use different symbols to represent each group.
1. Organize the data into X-Y pairs, as shown in Table V.4. The independent variable,X, is the number of days the fruit has been on the tree. The dependent variable, Y, is the weight of the peach.
3. Construct the axes. In this case, we need a horizontal axis that allows us to cover the range from 75 to 90 days. The vertical axis must cover the smallest of the small weights (4.4 ounces) to the largest of the weights (6.1 ounces). We will select values beyond these minimum requirements, because we want to estimate how long it will take for a peach to reach 6.5 ounces.
Scatter diagrams display different patterns that must be interpreted;Figure below provides a scatter diagram interpretation guide.
Be sure that the independent variable, X, is varied over a sufficiently large range. When X is changed only a small amount, you may not see a correlation with Y, even though the correlation really does exist.
If you make a prediction for Y, for an X value that lies outside of the range you tested, be advised that the prediction is highly questionable and should be tested thoroughly. Predicting a Y value beyond the X range actually tested is called extrapolation.
Watch for the effect of variables you didn't evaluate. Often, an uncontrolled variable will wipe out the effect of your X variable. It is also possible that an uncontrolled variable will be causing the effect and you will mistake the X variable you are controlling as the true cause. This problem is much less likely to occur if you choose X levels at random. An example of this is our peaches. It is possible that any number of variables changed steadily over the time period investigated. It is possible that these variables, and not the independent variable, are responsible for the weight gain (e.g., was fertilizer added periodically during the time period investigated?).
Beware of "happenstance" data! Happenstance data is data that was collected in the past for a purpose different than constructing a scatter diagram. Since little or no control was exercised over important variables, you may find nearly anything. Happenstance data should be used only to get ideas for further investigation, never for reaching final conclusions. One common problem with happenstance data is that the variable that is truly important is not recorded. For example, records might show a correlation between the defect rate and the shift. However, perhaps the real cause of defects is the ambient temperature, which also changes with the shift.
If there is more than one possible source for the dependent variable, try using different plotting symbols for each source. For example, if the orchard manager knew that some peaches were taken from trees near a busy highway, he could use a different symbol for those peaches. He might find an interaction, that is, perhaps the peaches from trees near the highway have a different growth rate than those from trees deep within the orchard. Although it is possible to do advanced analysis without plotting the scatter diagram, this is generally bad practice. This misses the enormous learning opportunity provided by the graphical analysis of the data.
Inputs—the factors of production: land, materials, labor, equipment, and management.
Actions—the way in which the inputs are combined and manipulated in order to add value. Actions include procedures, handling, storage, transportation, and processing.
Outputs—the products or services created by acting on the inputs. Outputs are delivered to the customer or other user. Outputs also include unplanned and undesirable results, such as scrap, rework, pollution, etc. Flow charts should contain these outputs as well.
Does duplication or redundancy exist?
Are there control points to prevent errors or rejects? Should there be?
Is this process being run the way it should?
The flowchart in Figure below shows a high-level view of a process capability analysis. The flowchart can be made either more complex or less complex. As a rule of thumb, to paraphrase Albert Einstein, "Flow charts should be as simple as possible, but not simpler." The purpose of the flow chart is to help people understand the process and this is not accomplished with flow charts that are either too simple or too complex.
Clearly define where the process under study starts (input) and ends (final output).
Team members should agree to the level of detail they must show on the Flowchart to clearly understand the process and identify problem areas.
The Flowchart can be a simple macro-flowchart showing only sufficient information to understand the general process flow, or it might be detailed to show every finite action and decision point. The team might start out with a macro flowchart and then add in detail later or only where it is needed.
the beginning of the process to the end.
Arrange the steps in the order they are carried out. Use Post-it® Notes so you can move them around. Don't draw in the arrows yet.Unless you are flowcharting a new process, sequence what is, not what should be or the ideal. This may be difficult at first but is necessary to see where the probable causes of the problems are in the process.
Draw the Flowchart using the appropriate symbols.
An oval is used to show the materials, information, or action (inputs) to start the process or to show the results at the end (output) of the process. A box or rectangle is used to show a task or activity performed in the process. Although multiple arrows may come into each box, usually only one output or arrow leaves each activity box.A diamond shows those points in the process where a yes/no question is being asked or a decision is required.
A circle with either a letter or a number identifies a break in the Flowchart and is continued elsewhere on the same page or another page.Arrows show the direction or flow of the process.
A half or torn sheet of paper for a report completed and/or filed.
A can or computer tape wheel for data entry into a computer database.
A large "D" or half circle to identify places in the process where there is a delay or wait for further action.
Be consistent in the level of detail shown.
A macro-level flowchart will show key action steps but no decision boxes.
An intermediate-level flowchart will show action and decision points.
A micro-level flowchart will show minute detail.
Label each process step using words that are understandable to everyone.
Add arrows to show the direction of the flow of steps in the process. Although it is not a rule, if you show all "yes" choices branching down and "no" choices branching to the left, it is easier to follow the process. Preferences and space will later dictate direction.
Don't forget to identify your work. Include the title of your process, the date the diagram was made, and the names of the team members.
Are the symbols used correctly?
Are the process steps (inputs, outputs, actions,decisions, waits/delays) identified clearly?
Make sure every feedback loop is closed, i.e.,every path takes you either back to or ahead to another step.
Check that every continuation point has a corresponding point elsewhere in the Flowchart or on another page of the Flowchart.
There is usually only one output arrow out of an activity box. If there is more than one arrow, you may need a decision diamond.
Validate the Flowchart with people who are not on the team and who carry out the process actions. Highlight additions or deletions they recommend. Bring these back to the team to discuss and incorporate into the final Flowchart.
Is this process being run the way it should be?
Are people following the process as charted?
Are there obvious complexities or redundancies that can be reduced or eliminated?
How different is the current process from an ideal one? Draw an ideal Flowchart. Compare the two (current versus ideal) to identify discrepancies and opportunities for improvements.
Special cause variation is identified by points falling below the lower limit or above the upper limit, trends, runs or any unusual patterns. Any indication of a special cause should be investigated to see if the process has changed. Here is a control chart with all points in control.
An important consideration when using a control chart is the subgroup size to use with the chart. In each time period, the data collected could be an individual value or a small sample, or subgroup. The determination of the size of the subgroup will be based on practical issues such as the cost of sampling, how quickly a change needs to be detected and the cost of investigating false alarms (false indications of instabilities).
Determine the subgroup size so that the samples in the subgroup are produced under essentially the same conditions. The goal is for the effect of an assignable cause (x) to show up between subgroups, not within a subgroup. The variation within a subgroup should be due to non-assignable chance causes only.
Ensure that the observations included in the subgroup are independent. Some processes may contain auto correlation as a natural function of the process (e.g., chemical processes). Autocorrelation is the dependence of a current data point on previous data points within a given single stream of data.
Determine the frequency of sampling so that the control chart can detect any changes in the process over time. As an initial starting point, sample twice as frequently as a change in the process could happen (e.g., if a change from shift-to-shift is possible, take two samples every shift.) Then, as the process proves to be stable over a period of time, consider reducing the frequency of sampling. Typically, for high-volume processes, taking small samples frequently is the best strategy.
Selecting the right control chart is based on whether the data to be plotted are continuous or discrete. If the data are continuous, two charts are suggested – one to monitor the location of the data and one to monitor the spread of the data. The typical charts for data collected in subgroups are an X-bar and an R chart. In other words, the two charts are a plot of the subgroup means and a plot of the ranges of the subgroups. If the data are collected one value at a time, typical charts are an Individuals chart and a Moving Range chart; in other words, a plot of the individual values and a plot of the moving ranges. For the moving range chart, the moving range is defined as the range between two adjacent data points.
If the data are discrete, one chart is usually plotted. The chart type is dependent on the nature of the data – whether the data are counts of defects or defective units. There are four traditional charts for discrete data. C and U charts are used for defects, where c is the count of defects and u is the average number of defects per unit. P charts and NP charts are used for defective units where p is the proportion of defective units and np is the count of defective units.
Identify the process quality characteristic to be charted and the potential sources of variation of that characteristic.
Ensure that the data collected are appropriate for the construction of the control chart. Two common assumptions about the data are that they are independent and normally distributed. If these assumptions are not true, then a non-traditional control chart should be used.
a. Initially, calculate the control limits using 25-30 data points. If that much data are not available, establish the limits with what is available. However, re-evaluate the limits as more data are obtained.
If a special cause is found, eliminate that data point and recalculate the limits.
If no special cause is found, keep the data point in the calculation of the limits.
Document the details of the complete control plan for the process.
Document the specific tests used to indicate out-of-control conditions and the associated corrective actions in the Out-of-Control Action Plan. This plan is described below.
Decide when the control limits should be revised. Revise the limits if there has been a change in the process. Also, consider re-evaluating the limits after some time has passed since they were calculated (e.g., 3-6 months).
An important tool to use with a control chart is an Out-of-Control Action Plan (OCAP). An OCAP documents how instabilities will be detected and resolved.
b. Test for a run – several points in a row on one side of the center line.
a. Set up specific and clear guidelines to follow. These guidelines may include what corrective actions to take, procedures for documenting the out-of-control situation, procedures for notifying those who are responsible for maintaining and improving the process, etc.
b. A flowchart format for the plan is recommended. Indicate which path was followed to stabilize the process. Data can be collected on this information to determine if there is a need for a more permanent corrective action. The figure below shows a section of an example OCAP.
3. Establish how to determine whether the corrective action has been effective. In other words, has process been re-stabilized? This may include extra data collection.


Diploma of Beauty Therapy Online.
Joining the beauty therapy industry at any level is a thrilling prospect in its own right, but how about starting up your own salon? If you've the drive, determination and relentless passion to succeed in one of the world's most dynamic and rewarding industries, why not go into business for yourself? What makes the sector so appealing in general is how regardless of growing political and economic pressures, people all over the world still want to look and feel their best. Which in turn means that while so many industries waver, the successful salon manager enjoys rock-solid stability and long-term job-security.
As professional beauty therapy services continue to become the everyday norm for men and women of all ages, there's never been a better time to consider joining this extraordinary industry. This Diploma of Beauty Therapy Online, has been designed for those who wish to transform existing passions and interests into rewarding careers for life. With no relevant industry knowledge or prior experience required, a series of 11 in-depth modules gradually guide candidates through the most important skills, talents and theoretical teachings to build their own successful beauty therapy brand.
Beginning with an overview of the contemporary beauty salon, candidates are summarily introduced to key anatomical and physiological teachings, along with the identification of common skin problems and the respective treatments for each. Course content on this diploma beauty online, covers professional makeup application, the performing of manicure and pedicure treatments, essential hair care and styling tips, the basics of hair removal and ultimately how to build and manage a private beauty salon. Those already working within the beauty therapy sector will find their career advancement prospects improving exponentially upon successful completion of this diploma.
The introductory module of the diploma introduces candidates to the contemporary beauty salon and a variety of associated health and safety considerations. An investigation of the workplace environment is accompanied by an overview of personal appearance guidelines and general salon hygiene requirements.
In the second course module, the primary core focus is that of essential anatomical and physiological insights of relevance to the professional beauty therapist. Candidates are gradually guided through the way in which anatomical features like the bones, blood, skin and muscles influence external beauty and health.
Carrying out professional skin analysis and effective consultations enters the discussion in Module 3, in which subtopics include knowing which questions to ask clients and when, carrying out visual and manual examinations of patients, the breakdown of each of the most important stages in the consultation process and an overview of various different skin types.
The core focus of Module 4 is the maintenance of common facial skin conditions, which further explores the identification of skin problems and introduces candidates to skin-preparation techniques to maximise the benefit of facial treatments. The application of facials is also explored in-depth, along with the importance of effective skin cleansing, exfoliation and moisturising.
The central theme of the prior module continues into Module 5, which provides candidates with an overview of professional facial mask therapy and a series of facial massage techniques. Course content includes further exploration of the correct application of facial masks, along with an overview of the most commonly used mask types and their respective properties.
In the following module, candidates begin to explore professional makeup application techniques, beginning with an introduction to contemporary salon tools and equipment. Along with a broad overview of professional contouring, a variety of concealing cosmetics and examples of eye and lip makeup are also introduced.
Make-up continues as the primary core focus of the seventh module, which guides candidates through professional-standard application techniques and how to effectively identify specific facial shapes and features, in order to select the appropriate makeup. Other subtopics covered include special occasion makeup, photographic makeup and the use of false eyelashes.
A variety of essential pedicure and manicure skills are introduced in the following module. Beginning with the very basics as to how and why manicures and pedicures are performed, candidates are guided through a variety of hand and foot treatments, how to carry out professional consultations, professional nail polish application techniques and essential salon equipment.
The ninth diploma module is dedicated exclusively to professional-level hair care. Along with learning how to identify and work with a variety of different hair types, candidates explore a variety of effective hair and scalp cleansing and conditioning methods, along with how to style the hair in a variety of ways in conjunction with customer demands.
Course content in Module 10 explores the topic of temporary body hair lightening removal methods, as practiced in the majority of contemporary beauty studios. Candidates are guided through sugaring depilation and warm wax application techniques, along with a series of related preparatory essentials.
In the closing course module, course content shifts focus to the basics of salon management and ultimately, how to go into business as a private beauty salon manager. Candidates explore how to recruit and build a professional team, providing essential training and support, building and managing strong client relations and a wide variety of essential advertising/marketing techniques.


text:
Paddling out there with the Big Boys…
I don't know exactly how or when the idea to write a book first came to me. It's been there for as long as I can remember, coiled in the back of my brain, waiting. Sometimes it lay dormant for many years and sometimes it whispered to me in the night, like a siren's call that was becoming harder to ignore.
If I had a measure of clarity, I could have figured this out ages ago and saved myself years of floundering, wondering what to do with my life. But to be fair, who has clarity in their early twenties? In the end, those difficult years filled with career angst and bad boyfriends provided plenty of material to work with.
When I look back, perhaps there were signposts pointing me in directions other than the one I was interested in going. I didn't see the signs at the time, or I wasn't ready to see them. I wanted to be an actress (never mind the fact that acting jobs were few and far between). I had come all the way to America from Australia and surely there was a reason for all of this traveling. I expected it to pay off, damn it! Sometimes fate would place me in unusual circumstances and expose me to mentors and other talented, colorful characters, but it was only later that I realized how fortuitous those events actually were. Some significant moments in life become illuminated only in hindsight.
Here's one of them: In '96 or '97 I had dinner with a writer friend of mine from New York. After dinner we went to visit his buddy, another successful writer. Over a glass of wine, I listened to these world-class raconteurs and drank in the splendor of the way they played with language. They served up beautifully constructed, witty sentences and lobbed them effortlessly at each other. It was intoxicating. As the evening was winding down, this older gentleman asked me what I did for work. I told him that I was pursuing an acting career but so far had been fantastically unsuccessful at it. Then, without thinking, I blurted out that what I really wanted to do was write. Where I got the nerve to tell an accomplished writer that I longed to join the ranks of his profession remains a mystery. I half expected him to fall off his chair with laughter. But he didn't. Instead, he treated this lofty declaration with kindness and grace. He said, "You seem like a bright girl. Too bright to be content just pursuing an acting career."
"Ooooh," I said, backtracking under the weight of my statement. After all, a statement that grand required a bold commitment behind it – and I wasn't big on commitments. "I would love to write a book but I don't know if I have the courage to paddle out there with the Big Boys."
"Aha… " he nodded. "You have it in you. You're a writer or you wouldn't have phrased it quite that way," he said, with a satisfied smile.
I thanked him and was quietly thrilled that he even considered it a possibility.
I didn't think about it again until I happened to drive by the apartment building years later and remembered the exchange. By that time I was deep in the process of writing Synchronized Breathing and had long since given up any acting aspirations. I wanted to yell out the window that after all these years I was finally paddling!
Who knows where that fellow is these days. I doubt he'd remember me, nor could he possibly know the impact of his words on an impressionable young woman, but the point is that sometimes other people can see our path and where we're headed before we can. And sometimes we need to let go of old dreams before new ones can come to life.
What is your 'Paddle out there with the Big Boys' moment?
Los Angeles, the muse that trumps them all
Los Angeles has always been a muse to me. Long before I lived here, I would fantasize about what it might be like. As a girl growing up in Sydney and Hong Kong, American culture ruled my heart. I conceived all sorts of creative plots about how I might get to LA – since LA was clearly the center of the universe. When I was 10 or 11, I wrote to Aaron Spelling and told him he needed to do a children's version of Charlie's Angeles (I was obsessed) and that he needed to cast me and my girlfriends in the roles. I helpfully included photos of us – a beautiful Eurasian friend, a feisty brunette and me – and added Charlie's Angels stickers to the pitch to make it look like an official letterhead. This mammoth effort, I felt sure, would result in tickets to Hollywood, if not a series. Alas, I checked the mail each day, but there was no response from Mr Spelling.
It took a while but I finally got here.
Years and years of acting classes and auditions followed. I got small acting jobs here and there but to my dismay they weren't handing out TV or movie roles on every corner, as I had hoped – at least not to me – although I came very close a few times. This meant that I juggled years of unfulfilling waitressing gigs and temp jobs and then finally switched gears and found fairly consistent work as a makeup artist. Life in LA is like that, full of twists and turns – which is what can make it so mesmerizing. Opportunities can fall right into your lap and alter the course of everything.
There are so many colorful characters and outrageous scenarios that are uniquely LA. In this town, you can be at a movie with a date and then at a restaurant afterwards, you discover that the leading actress from the film (whom your date happens to know) is dining at the next table. This has happened to me. I was on my third (and last date) with an agent who left me at the table to hob-nob with a table of celebrities while I drank wine and plotted my escape. (To be fair, this escape did not hinge on the schmoozing aspect, it was not going anywhere regardless of his antics.)
Stories like that abound in LA and for years I have been observing and soaking up funny LA moments like a sponge. I started writing Synchronized Breathing as a creative outlet but also because I desperately needed a bit of humor in my life. SB is my first novel and I will be sharing the story here of how it came to life and all the steps along this very long and arduous journey to publication (11.11.13).
I hope you'll join me!
The Wrong-Way Around Cake
This picture was taken from my 9th Birthday. We were living in Hong Kong at the time. My mother had painstakingly sewn my Wonder Woman costume by hand, all my friends showed up and the party was a great success. I love this photo but when I look at it closely, I am irritated by the fact that the cake is facing away from me. That seems so odd – it was my birthday! But what I suspect really bothers me about it is that it represents the way I concluded I was supposed to live my life – as if for the benefit of everyone else.
I was an agreeable girl and never wanted to rock the boat or be unpleasant. This image reminds me of how much work I had in front of me – even to learn to have my own birthday cake facing me. That simple life lesson: to always have your own damn cake facing you – became a simple but powerful metaphor for a lot of things I was going to have to learn (or unlearn) as I got older.
It took many years to develop out of that mindset but I'm happy to report that now when it's my birthday and my cake, I make sure it's facing me.
This was taken on the set of the television show The Wonder Years. I earned my SAG card playing an Earth Mama. If I'm not mistaken, the episode was called The Wedding.
It was a good lesson on the ups and down of the business. I was so excited to get the job but due to time constraints, my best scene got cut from the shooting schedule before we even had a chance to shoot it. On the other hand, I got to spend two days on a set in a fun costume – and was paid for it.


text:
#ifndef __ASM_H__
#define __ASM_H__

int asmAssemble(const char *str, unsigned int PC, unsigned int *inst);

#endif

redpajama_set_name: RedPajamaGithub


This is a placeholder page for Josh Tayler, which means this person is not currently on this site. We do suggest using the tools below to find Josh Tayler.
You are visiting the placeholder page for Josh Tayler. This page is here because someone used our placeholder utility to look for Josh Tayler. We created this page automatically in hopes Josh Tayler would find it. If you are not Josh Tayler, but are an alumni of Chase High School Chase, KS, register on this site for free now.


European coastal areas offer a variety of recreational and economic opportunities to the continent's citizens and these depend largely on maintaining the environmental quality and character of beaches and coastal systems. With the continuing migration of citizens towards coastal areas however, the character and quality of the shoreline is changing. High population density is affecting the natural processes that govern both environmental and geological processes. This, in turn, has increased public exposure to the risks associated with coastal storms and erosion, such as property damage.
Despite efforts by many European public authorities to compile information on the hazards facing coastal systems, there is still much to discover and suggests the need for increased partnership amongst European coastal authorities.
Ultimately, MESSINA aims at maximizing the benefits of future investments in coastline management and raise the public awareness about the need to manage the coastline in a sound and sustainable way. The expected outputs of the project include a "coastal manager toolkit" made of 4 practical guides ("Monitoring and modelling the shoreline", "Valuing the shoreline", "Engineering the shoreline", "Integrating the shoreline into spatial planning policies") and a demo CDROM featuring a GIS-based prototype of shoreline management planning.


The hotel base In Dve Mogili Municipality is still not good enough developed.
Rest-house "Orlova Chuka" is 35 km south of Ruse near the village of Pepelina. It is located on the rock next to coniferous forest in the valley of the Cherni Lom River. It was built in 1983. It is a massive two- storeyed house, water-supplied and electrified, for 27 people. It has a kitchen and a dining room with a fire place, outer toilets, inner and outer sink and bathroom. The area has coniferous forests and beautiful glades. It offers excellent conditions for rock climbing, orienteering, opportunities for green school, archery, horse riding, interesting eco trails, conditions for barbecue, etc. Starting points: Dve Мogili - 9km and Tabachka Station - 5km. There is a road and two parking places next to the village. The rest-house near Orlova Chuka Cave belongs to the municipality. It has beds for 27 people: two rooms for 4 people, one big room for 8 people and there are 11 beds in the attic. It has new furnishing with double-decker beds, fridge, cable TV, new kitchenware. Near the house there are bar and terrace with 70 places.
In the town of Dve Mogili there is one 2-star hotel. It has 3 rooms and 12 beds, a restaurant, summer garden and parking. Its address is: Dve Mogili, 2 Elba Str.