text:
Augmentt
Built for MSPs
Why Manage SaaS?
Control Shadow IT
Solutions by job function
Integration Partnerships
For MSPs
Modern MSP
Augmentt Academy
Augmentt Assist
Discover Pricing
Optimize Pricing
Engage Pricing
NewsNewsroomOttawa's Augmentt Technology looks to manage 'SaaS sprawl'
https://www.obj.ca/article/techopia-ottawas-augmentt-technology-looks-manage-saas-sprawl
Gavin Garbutt (left) and Derik Belair are the co-founders of new software startup Augmentt Technology. Photos provided
While a pandemic-induced economic downturn might not seem like the best time to launch a new tech startup, veteran entrepreneurs Derik Belair and Gavin Garbutt say the market is right where they want it as they begin test-driving their new product.
Belair and Garbutt are the co-founders of Augmentt Technology, a brand-new venture that aims to help SMEs better manage the wide array of cloud-based software applications they use on a daily basis.
The new platform provides customers with a detailed breakdown of all the cloud-based tools they employ, showing exactly who uses them and how often. Belair and Garbutt say the system is designed to offer a sober second look at the multitude of software applications – think everything from file-sharing platforms like Dropbox to the Microsoft 365 suite of products – that enterprises often buy without considering whether they really need them.
Even before the COVID-19 pandemic caused the global economy to crater, SMEs were already casting a critical eye on their monthly software spending, Belair says. Now that more employees are using videoconferencing tools such as Zoom to work remotely and cash-strapped companies are looking to pinch every penny they can, "the demand for this type of solution has been meteoric," he explains.
"It's been just (an) incredible amount of interest in understanding how to manage that SaaS sprawl. That's really what we're all about."
Belair also says too many companies fail to rein in the use of unauthorized software, which can open the door to hackers and other security risks. He says Augmentt's platform can help detect such chinks in a company's armour before they become major fault lines.
"Why is somebody using Dropbox and what are they putting in there? We help shed light on what is truly the usage of these applications, why they're being used, how they're being used and how that lines up with corporate policy."
Garbutt says the average company probably spends 30 to 40 per cent more on SaaS applications than it needs to. Many applications are never used at all, too often more licences are bought than are required, competing software is often used to perform similar tasks and many companies subscribe to the "gold level when they need the silver level," he explains.
He says the fledgling firm's sweet spot is companies that have between 200 and 2,000 employees.
"That's really where SaaS usage tends to be very rampant," he says, noting larger corporations tend to have tighter controls on software usage. "Organizations are leveraging a lot more tools than they know what to do with."
Started from the bottom
When it comes to risks, Garbutt is well aware that the current economic environment poses more than a few of them for a bootstrapped startup that has yet to record an official sale. But Garbutt says he and Belair have got a bit of history on their side as they take their latest entrepreneurial leap of faith.
Twenty years ago – right when Ottawa's original dot-com boom went bust and scores of companies disappeared seemingly overnight – Garbutt launched IT management software firm N-Able Technologies. Belair joined the young enterprise soon afterward as its head of marketing.
Despite the seemingly grim prospects of the local economy at the time, N-Able grew to more than 150 employees and had annual revenues of nearly $30 million when it was sold to Texas-based SolarWinds in 2013 for $120 million. Garbutt says he sees no reason why Augmentt can't have similar success.
"To be honest with you, I kind of like the idea of starting a business at the bottom of the cycle and building it up through the growth of the next cycle," he says, adding he feels he and his longtime business partner are debuting their newest project in "exactly the right place at exactly the right time."
The company now has about a dozen employees and expects to at least double that number within a year. Belair and Garbutt have already begun tapping into their business networks in a bid to drum up angel investment, and they say they're committed to Augmentt for the long haul.
"We're very excited about building this business the way we did with N-Able and making this a huge tech business in Ottawa," Belair says.
Derik Belair
As President and CEO, Derik leads the vision, strategy and growth of Augmentt. Prior to founding Augmentt, Derik was the Vice President at SolarWinds, leading the digital marketing strategy for SolarWinds' Cloud division. Derik has been working in the channel for over 20 years, starting his career as a channel sales rep at Corel Corp. and eventually becoming the first employee at N-able Technologies in April of 2000.
Ottawa High-Tech Veterans Start New Venture Amid COVID-19
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Why manage SaaS
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WhatsApp is one of the most popular messengers for making voice calls and sending messages for free, and users can connect with each other by creating different groups.
WhatsApp Messenger is a famous application for making voice calls and sending voice and text messages to Android phones and tablets. The Watts App today is used by all Iranian users, and one of the reasons that made this Messenger one of the best is its interface and application environment, which has a very simple yet fast structure! This Android messenger is much faster and more practical than most applications like Viber and Line. Working with this app is very convenient and whenever you change your phone, you can easily retrieve your account by entering your number and sending the number that the program sends you, and your previous account on the new phone. Enable! WhatsApp is a FREE Messenger application that can use 3G or Wi-Fi or GPRS / Edge to send messages to your friends who have this software for free, and send out different things, such as photos and videos. Keep in mind that the program is completely free and there is no additional charge for additional services. If you are looking for an incredible, simple, fast and user-friendly messenger, we suggest you never miss this app. To download more and more images from the program environment, see Continue reading.
WhatsApp Messenger is provided by Android-based WhatsApp Inc developer, and has so far scored 4.4 out of 5, and has recorded more than 1 billion official downloads.
Note: If you want to use the Windows version, be sure to read the installation tutorial!
– No cost: This app is completely free and only connects to the Internet.
Ability to add descriptions for groups, so that members of the group are able to view it and when they invite new members they can also see the description via the link.
The ability to switch between voice and video calls simply by tapping the video button during a call.
You can search from the member list in the group's info field.
1- First you need to know about your 32-bit or 64-bit Windows. Right-click on my computer for this purpose and select Properties.
2. Now in the window that opens, find System type as System Type. In front of this option, the number is 32 or 64, which specifies your 32 or 64 bit Windows.
3. Once you've gotten this item, download the WhatsApp app to fit your system.


The Attivo Networks Deception and Response Platform provides substantiated, actionable alerts. Its decoys record all attacker interactions to capture the forensic evidence analysts need to conduct and report on their investigations. With the Informer solution, the built in analysis engine automatically correlates attack data, enriches the information with native threat intelligence feeds, and delivers an accurate chronological session view of all attacker activity. The system automates incident response with integrations that provide automatic threat intelligence sharing, blocking, and threat hunting. The ThreatOps module can be activated to provide repeatable playbooks, providing consistent and rapid responses from a deception-based detection. These functions all simplify and increase the efficiency of the incident response process.
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text:
(Rossetti, Dante Gabriel, 1828-1882)
Online books about this author are available, as is a Wikipedia article.
Rossetti, Dante Gabriel, 1828-1882: Ballads and Sonnets (London: Ellis and White, 1881) (HTML and page images with commentary at rossettiarchive.org)
Rossetti, Dante Gabriel, 1828-1882, trans.: Ballads Done Into English From the French of Francois Villon (third edition; Portland, ME: Thomas B. Mosher, 1916), by François Villon, also trans. by Algernon Charles Swinburne and John Payne (multiple formats at Google)
Rossetti, Dante Gabriel, 1828-1882: The Blessed Damozel (HTML with commentary at rossettiarchive.org)
Rossetti, Dante Gabriel, 1828-1882: The Collected Works of Dante Gabriel Rossetti (2 volumes; London: Ellis and Scrutton, 1886), ed. by William Michael Rossetti (HTML and page images with commentary at rossettiarchive.org)
Rossetti, Dante Gabriel, 1828-1882, ed.: The Early Italian Poets From Ciullo D'Alcamo to Dante Alighieri (1100-1200-1300) in the Original Meters, Together With Dante's Vita Nuova (London: Smith, Elder, and Co., 1861), contrib. by Dante Alighieri (HTML and page images with commentary at rossettiarchive.org)
Rossetti, Dante Gabriel, 1828-1882: The House of Life (Gutenberg text)
Rossetti, Dante Gabriel, 1828-1882: Jenny (in manuscript and as published in Poems; with commentary) (HTML and page images at rossettiarchive.org)
Rossetti, Dante Gabriel, 1828-1882, trans.: Lenore , by Göttfried August Bürger (HTML at doyleandmacdonald.com)
Rossetti, Dante Gabriel, 1828-1882: Poems (multiple editions, with commentary) (page images and HTML at rossettiarchive.org)
Rossetti, Dante Gabriel, 1828-1882: Selected Works and Criticism (multiple formats at rossettiarchive.org)
Additional books from the extended shelves:
Rossetti, Dante Gabriel, 1828-1882: [Poems / (New York : J. W. Lovell co., 1884.]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Alas! so long! / ([England? : s.n., 189-?]), also by Mary Augusta Salmond (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Ballads (London, Ellis, 1906) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads & sonnets. (Boston : Roberts, 1882) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads & sonnets / (Portland, Maine : T. B. Mosher, 1903), also by Walter Pater (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads / (Portland, Me. : T. B. Mosher, 1904), also by François Villon, John Payne, and Algernon Charles Swinburne (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads and sonnets. (Boston, Roberts brothers, 1882) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads and sonnets / (Leipzig : B. Tauchnitz, 1882), also by Francis Hueffer (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Ballads and sonnets / (London : Ellis and White, 1881), also by William Sharp and Chiswick Press (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads by Dante Gabriel Rossetti: Rose Mary. The white ship. The king's tragedy. (London, Ellis and Elvey, 1899) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Ballads done into English from the French of Francois Villon. (Portland, Me., T. B. Mosher, 1907), also by François Villon, John Payne, and Algernon Charles Swinburne (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: Ballads done into English from the French of Francois Villon. (Portland, Me. : T. B. Mosher, 1916), by François Villon and Thomas B. Mosher (Firm), also trans. by John Payne, Algernon Charles Swinburne, John Payne, Algernon Charles Swinburne, and Dante Gabriel Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: Ballads done into English from the French of Francois Villon. (Portland, Me. : T. B. Mosher, 1916), by François Villon and Thomas B. Mosher (Firm), also trans. by John Payne, Algernon Charles Swinburne, Dante Gabriel Rossetti, John Payne, and Algernon Charles Swinburne (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel. (Paris, Durand, 1908), also by Claude Debussy (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel, (London; New York, John Lana, 1904) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel, (New York, M. F. Mansfield, 1898) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel. (Portland, Me., 1905) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel, (New York, Dodge Publishing, 1917), also by Mrs. Schuyler Van Rensselaer and Kenyon Cox (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The Blessed Damozel , illust. by Percy Bulcock (Gutenberg ebook)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel, & other poems. (London, J. Long, 1905), also by Hannaford Bennett (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel / (London : Duckworth ; Boston : L. C. Page, 1898), also by Turnbull & Spears. Book producer (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel. [music] : lyric poem for women's voices (soli and chorus with orchestra) / (New York : G. Schirmer, c1908), also by Claude Debussy (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel; a book of lyrics chosen from the works of Dante Gabriel Rossetti. (Portland, Maine, Thomas B. Mosher, 1895) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel : a poem / (Park Ridge, Ill. : Printed & bound by Fred W. and Bertha M. Goody at the Village Press, 1903), also by Donald Pritchett. Associated name. CU-BANC Bean and Village Press. Book producer (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel, by Dante Gabriel Rossetti. (Portland, Maine, Thomas B. Mosher, 1905) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel, by Dante Gabriel Rossetti. (New York, The Roycrofters, [c1917]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessèd damozel, by Dante Gabriel Rossetti. (Aiken, S.C., Ye Palmetto press, 1900) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel : lyric poem for women's voices (soli and chorus with orchestra) / (New York : G. Schirmer, c1908), also by Claude Debussy and Frank Damrosch (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The blessed damozel; lyric poem for women's voices (soli and chorus) with orchestra. (New York, G. Schirmer, [c1903]), also by Claude Debussy (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The Blessed Damozel : set to music for solo voice, chorus & orchestra : op. 6 / (London : Stainer & Bell, c1907), also by Ernest Bristow Farrar (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Canute the Great : The cup of water / (London : G. Bell ; Clifton : J. Baker, [1887]), also by Michael Field and Michael. Cup of water Field (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Chefs-d'oeuvre de D.G. Rossetti. (Paris : A. Perche, 1912) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Collected works; (London, Ellis and Scrutton, 1886), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti. (London : Ellis and Elvey, 1890), ed. by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti. (London, Ellis, 1911) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti; (London, Ellis and Elvey, 1887), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti; (Boston, Roberts brothers, 1887), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti : (London : Ellis and Elvey, 1888), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti ; (London : Ellis and Scrutton, 1886), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti / (London : Ellis and Scrutton, 1886), ed. by William Michael Rossetti and William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti / (London : Ellis and Scrutton, 1886), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti / (London : Ellis and Elvey, 1887), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The collected works of Dante Gabriel Rossetti / (London : Ellis and Elvey, 1897), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works / (Boston : Little, Brown and Co., 1898 [cop.1887]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Complete poetical works / (Boston : Roberts Brothers, 1887), ed. by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works / (Boston : Roberts Brothers, 1917), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti; (Boston, Little, Brown, 1903), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti. (Boston, Roberts Bros., [1882]), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti; (Boston, Little, Brown, and company, 1903) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti / (Boston : Little, Brown, 1899, [c1887]), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti / (New York : J.W. Meyer, [18--?]), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti / (Boston : Little, Brown, 1907, c1887), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The complete poetical works of Dante Gabriel Rossetti / (Boston : Little, Brown, and company, [1887]), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Dante and his circle, with the Italian poets preceding him (1100-1200-1300) a collection of lyrics, (London : Ellis and Elvey, 1900), also by Dante Alighieri and Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Dante and his circle, with the Italian poets preceding him (1100-1200-1300) a collection of lyrics, (London, Ellis and Elvey, 1908), also by Dante Alighieri and Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Dante and his circle, with the Italian poets preceding him (1100-1200-1300) a collection of lyrics, (London, Ellis and Elvey, 1892), also by 1265-1321 Vita nuova. English. Rossetti Dante Alighieri and 1265-1321 Rime. English. Rossetti Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Dante and his circle, with the Italian poets preceding him (1100-1200-1300) : a collection of lyrics / (Boston : Roberts Bros., 1893), also by Dante Alighieri and Dante Alighieri (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Dante and his circle : with the Italian poets preceding him (1100-1200-1300) : a collection of lyrics / (Boston : Little, Brown, 1899), also by Dante Alighieri and Dante Alighieri (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Dante and his circle : with the Italian poets preceding him. (1100-1200-1300). A collection of lyrics / (London : Ellis and White..., 1874), also by John. pbl Strangeways, Dante Alighieri, Dante Alighieri, and Ellis & White. prt (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Dante Gabriel Rossetti, an analytical list of manuscripts in the Duke University library : with hitherto unpublished verse and prose / (Durham, N.C. : Duke University Press, 1931), also by Duke University. Library (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Dante Gabriel Rossetti; his family-letters, (Boston, Roberts brothers, 1895), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Dante Gabriel Rossetti, his family-letters / (London : Ellis and Elvey, 1895) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: Dante's Vita nuova : together with the version of Dante Gabriel Rossetti / (London : Chatto & Windus, 1908), by Dante Alighieri and Herman Oelsner, also trans. by Dante Gabriel Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Dante's Vita nuova, together with the version of Dante Gabriel Rossetti / (New York : Bar & Hopkins, [1908?]), also by Dante Alighieri and Herman Oelsner (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Das Haus des Lebens : eine Sonettenfolge / (Leipzig : E. Diederichs, 1900) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: A day with Dante Gabriel Rossetti / (New York : Hodder & Stoughton, [1911]), also by May Clarissa Gillington Byron (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The Divine comedy (New York, Boston, T.Y. Crowell & company, [c1897]), by Dante Alighieri, 1265-1321 Vita nuova Dante Alighieri, Oscar Kuhns, and Henry Francis Cary (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The Divine comedy of Dante Alighieri, (New York, T. Y. Crowell, [c1897]), also by Dante Alighieri, Dante Alighieri, Oscar Kuhns, and Henry Francis Cary (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: The Divine comedy of Dante Alighieri / (New York, Boston : T. Y. Crowell & company, 1897), by Dante Alighieri, Dante Alighieri, and Dante Alighieri, ed. by Oscar Kuhns and Oscar Kuhns, also trans. by Henry Francis Cary, Dante Gabriel Rossetti, and Henry Francis Cary (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: The Divine comedy of Dante Alighieri / (New York, Boston : T. Y. Crowell & company, 1897), by Dante Alighieri, Dante Alighieri, and Dante Alighieri, ed. by Oscar Kuhns and Oscar Kuhns, also trans. by Dante Gabriel Rossetti, Henry Francis Cary, and Henry Francis Cary (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, illust.: Drawings of Rossetti , by T. Martin Wood (Gutenberg ebook)
Rossetti, Dante Gabriel, 1828-1882: Early Italian poets / from Cuillo D'Alcamo to Dante Alighieri (1100-1200-1300) in the original metres together with Dante's Vita Nuova / (London : George Newnes ; New York : C. Scribner's sons, 1904) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The early Italian poets from Ciullo d'Alcamo to Dante Alighieri (1100-1200-1300) in the original metres, together with Dante's Vita nuova, (London, Smith, Elder and Co., 1861), also by Dante Alighieri (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The early Italian poets from Ciullo d'Alcamo to Dante Alighieri (1100-1200-1300) in the original metres, together with Dante's Vita nuova. (London : G. Routledge, [1905?]), also by Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The early Italian poets, together with Dante's Vita nuova. (London, J.M. Dent and Co., 1904), by Dante Alighieri, ed. by Edmund Garratt Gardner (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Exhibition of Pictures Ancient and Modern by Artists of the British and Continental Schools : including a special selection from the works of Dante Gabriel Rossetti : The New Gallery. (London : The Gallery, [1897]), also by England) New Gallery (London (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Flower pieces and other poems / (London : Reeves and Turner, 1888), also by William Allingham (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Flower pieces and other poems / (London ; New York : Longmans, Green, 1893), also by William Allingham (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, illust.: Goblin market and other poems / (Cambridge ; London : Macmillan and Co., 1862), by Christina Georgina Rossetti, Bradbury & Evans. prt, and Macmillan & Co. pbl (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Goblin market, The Prince's progress, and other poems. (London, Macmillan, 1884), also by Christina Georgina Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Hand and soul. (N.Y., London : G.P. Putnam's Sons, The Knickerbocker Pr., [189-?]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Hand and soul / (Portland, Me. : T. B. Mosher, 1900), also by Thomas Bird Mosher (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Hand and soul / (London : At the sign of the Unicorn, 1900) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Hand and soul / (London : De La More Press, 1902) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Henry the leper (Der arme Heinrich) (Boston : Printed for members only, the Bibliophile society, 1905), also by von Aue Hartmann, William Peterfield Trent, and Mass.) Bibliophile Society (Boston (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Henry the leper (Der arme Heinrich) (Boston, printed for members only, the Bibliophile society, 1905), also by von Aue Hartmann, William Peterfield Trent, and Mass.) Bibliophile Society (Boston (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The house of life, (New York London, G.P. Putnam's sons, [1900?]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The house of life, ([Boston, Copeland and Day, 1894), also by John Wilson and Mass.) University Press (Cambridge, illust. by Bertram Grosvenor Goodhue (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The house of life. (Boston : H.M. Caldwell, 1903) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The house of life; (London, Ellis and Elvey, 1898) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The house of life, a sonnet-sequence (Portland, Me., T.B. Mosher, 1903) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The house of life : a sonnet-sequence / (Portland, Me. : T. B. Mosher, 1908) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The house of life, by Dante Gabriel Rossetti; a sonnet-sequence; with an introduction by Howard V. Sutherland. (New York, G.A.S. Wieners, [1902]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The hovse of life, a sonnet seqvence (Boston, H.M. Caldwell co., [1903]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Italian poets chiefly before Dante : the Italian text with translation by D.G. Rossetti. (Straford-on-Avon : Shakespeare Head Press, 1908) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Jenny, by Dante Gabriel Rossetti. (Wausau, Wis., The Philosopher press, [1899]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: La damoiselle élue. [music] / (Paris : Durand & Cie ; U.S.A. : Elkan-Vogel, Philadelphia, Pa., [1906]), also by Claude Debussy (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: La vita nova di Dante Alighieri. (Torino, Sten Editrice, 1921), also by Dante Alighieri, Marco 1885- Rossi, and A. Agresti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: La vita nuova, (Torino-Roma, Roux e Viarengo, 1903), also by Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: La vita nuova / (Torino : Roux e Viarengo, 1902), also by Dante Alighieri and A. Agresti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Lenore / (London : Ellis and Elvey, 1900), also by Göttfried August Bürger and William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Letters of Dante Gabriel Rossetti to William Allingham, 1854-1870, (London, T.F. Unwin, 1897), also by George Birkbeck Norman Hill and William Allingham (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Letters of Dante Gabriel Rossetti to William Allingham, 1854-1870 / (New York : [F.A.] Stokes Co., 1897) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Letters of Dante Gabriel Rossetti to William Allingham, 1854-1870 / , ed. by George Birkbeck Norman Hill (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The new life. (London, G. G. Harrap,[, 18--?]), also by Dante Alighieri and Evelyn Paul (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The new life (La vita nuova) (London, Ellis and Elvey, 1899), also by Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The New Life (La Vita Nuova) , by Dante Alighieri (Gutenberg ebook)
Rossetti, Dante Gabriel, 1828-1882, trans.: The new life : (La vita nuova) / (New York : The National Alumni, 1907), by Dante Alighieri, Michelangelo Buonarroti, Giovanni Boccaccio, Francesco Petrarca, Michelangelo Buonarroti, Giovanni Boccaccio, and Francesco Petrarca, also trans. by John Addington Symonds, James C. Brogan, John Addington Symonds, James C. Brogan, and Dante Gabriel Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The new life : (La vita nuova) / (New York : The National Alumni, 1907), by Dante Alighieri, Michelangelo Buonarroti, Giovanni Boccaccio, Francesco Petrarca, Michelangelo Buonarroti, Giovanni Boccaccio, and Francesco Petrarca, also trans. by John Addington Symonds, James C. Brogan, Dante Gabriel Rossetti, John Addington Symonds, and James C. Brogan (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The new life (La vita nuova) of Dante Alighieri, (London, Ellis, 1903), by Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The new life (La vita nuova) of Dante Alighieri, (New York : Crowell, [1904?]), also by Dante Alighieri (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The new life (La vita nuova) of Dante alighieri / (London : Ellis and Elvey, 1899), also by Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The new life = la vita nuova / (London : Ellis and Elvey, 1903), also by Dante Alighieri (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The New life of Dante Alighieri, (Portland, Me. : Thomas B. Mosher, 1912), by Dante Alighieri and Mosher Press (1912-1923) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: The new life of Dante Alighieri; (New York, R. H. Russell, 1901), by Dante Alighieri (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: The new life of Dante Alighieri, (Portland, Me., T.B. Mosher, 1900), by Dante Alighieri (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The new life of Dante Alighieri; ([Coventry] George G. Harrap, [1915?]), also by Dante Alighieri and Evelyn Paul (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882, trans.: The New life of Dante Alighieri / (Portland, Me. : T.B. Mosher, 1896), by Dante Alighieri, also trans. by Dante Gabriel Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, trans.: The New life of Dante Alighieri / (Portland, Me. : T. B. Mosher, 1905), by Dante Alighieri, Thomas Bird Mosher, and Thomas B. Mosher (Firm), also trans. by Dante Gabriel Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: An old song ended : composed for voice and pianoforte / (London : Elkin ; New York : Galaxy, [c1911]), also by Cyril Scott (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Pictures & poems, (New York, R. H. Russell, 1899), also by Fitz Roy Carrington (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems (Portland, Me., T. B. Mosher, 1902), also by Thomas Bird Mosher, William Michael Rossetti, and Algernon Charles Swinburne (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems, (New York, Burt, [1883.]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems (New York, London, G. P. Putnam, [1903]), also by Elisabeth Luther Cary (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems. (Boston : Roberts brothers, 1882) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems, (New York, T. Y. Crowell & co., [1884?]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems (London, F.S. Ellis, 1871) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems, (Leipzig, B. Tauchnitz, 1873), also by Francis Hüffer (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems, (Boston, Roberts brothers, 1870) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems, (New York, J.W. Lovell Company, [c1883]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems & translations / (London : Dent ; New York : Dutton, 1912) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems & translations, 1850-1870, (London, New York [etc.] Milford, Oxford university press, [1914]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems & translations, 1850-1870 / (London, New York [etc.] Milford : Oxford University Press, [1914]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems & translations, 1850-1870, together with the prose story ʻHand and soul,ʾ (London, New York [etc.] H. Milford, Oxford university press, [1913]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems & translations,1850-1870, together with the prose story "Hand and soul", (London, New York [etc] H. Milford, Oxford university pres, [1913]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems / (New York : A.L. Burt, [1909?]), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems / (London : Ellis & White, 1881) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems / (Boston : Roberts Brothers, 1870) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems / (New York : A. L. Burt, [189-]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems / (London : Ellis and Elvey, 1900-1901) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems and translations, 1850-1870, together with the prose story Hand and soul. (London, New York, Oxford University Press, 1913) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems by Dante Gabriel Rossetti, (New York & London, G. P. Pvtnam's sons, [1903]), also by Elisabeth Luther Cary (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems, by Dante Gabriel Rossetti. (New York, J. B. Alden, 1883) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems, by Dante Gabriel Rossetti. (New York, T. Y. Crowell & co., [1884?]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poems by Dante Gabriel Rossetti : with illvstrations from his own designs / (New York ; London : G. P. Pvtnam's sons, [1903]), also by Elisabeth Luther Cary (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The poems of Dante Gabriel Rossetti. (Troy, N.Y. : Pafraets Book Co., 1903), also by Herbert Copeland (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poems of Dante Gabriel Rossetti ... (New York : Bretano's, 1909), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poems of Dante Gabriel Rossetti / (London : Ellis, 1910), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poems. : With a memoir of the author by Franz Hüffer. (Leipzig : B. Tauchnitz, 1873) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poems with illustrations from his own pictures and designs, (London, Ellis & Elvey, 1904) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Poetical works. (Boston, Little Brown, 1905 [c1887]) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poetical works. (Boston : s.n., 1905, c1887) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poetical works. / (New York : Crowell, [1904?]), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poetical works of Coleridge, Poe and Rossetti : containing only those poems which time has proven immortal. (New York : Clover Press, 1910), also by Samuel Taylor Coleridge, Gurtrude Flower, and Edgar Allan Poe (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rosseti / (London : Ellis and Elvey, 1893), ed. by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti. (London, Ellis, 1907) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti. (London, Ellis, 1910), ed. by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti. (Boston : Little, Brown, 1905), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti. (Boston : Little, Brown, 1913, c1887), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti, (London, Ellis and Elvey, 1891), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti / (New York : Hurst & Co., Publishers, [188-?]), also by William L. Keese (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Poetical works of Dante Gabriel Rossetti / (New York : T. Y. Crowell, [189-?]), also by William Michael Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti / (London : Ellis and Elvey London, 1903), ed. by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti / (London : Ellis and Elvey, 1910), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: The poetical works of Dante Gabriel Rossetti, edited with preface by William M. Rossetti. (Boston, Little, Brown, 1907), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Præraphaelite diaries and letters, (London, Hurst and Blackett, limited, 1900), also by William Michael Rossetti and Ford Madox Brown (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Rossetti. (London : A.L. Humphreys, 1912) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Rossetti papers, 1862-1870; (New York, C. Scribner's sons, 1903), also by William Michael Rossetti and Christina Georgina Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Rossetti papers, 1862-1870; (London, Sands & co., 1903), also by William Michael Rossetti and Christina Georgina Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Rossetti papers, 1862 to 1870; (New York, C. Scribner's sons, 1903), also by William Michael Rossetti and Christina Georgina Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Rossetti papers, 1862 to 1870 / (London : Sands, 1903), also by William Michael Rossetti and Christina Georgina Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Rossetti papers, 1862 to 1870 : a compilation / (London : Sands, 1903), also by William Michael Rossetti and Christina Georgina Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Rossetti's poems & translations / (London : J.M. Dent & Son ; New York : E.P. Dutton & Co., 1912), also by Dante Gabriel Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Selected poems / (New York : Maynard, Merrill, c1899), also by Edna Henry Lee Turpin (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The Siddal edition ... [Works] (London, Ellis and Elvey, 1900-1906), also by William Michael Rossetti (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Silent noon / (London : Edwin Ashdown, [19--]), also by Ralph Vaughan Williams (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Silent noon / (London : E. Ashdown, c1903), also by Ralph Vaughan Williams (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Sister Helen; a ballad, (Oxford, Printed for private circulation, 1857) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882, illust.: Some poems by Alfred Lord Tennyson; (London : Freemantle, 1901), by Alfred Lord Tennyson, Joseph Pennell, and William Holman Hunt, also illust. by John Everett Millais (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Some scraps of verse and prose / by Dante Gabriel Rossetti ; [edited] by William Rossetti. ([New York? : William Rossetti?], c1898) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Sonette auf bilder aus dem englischen von Otto Hauser. (Weimar, Duncker, 1919), trans. by Otto Hauser (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Sonnets and lyrical poems / ([Hammersmith, Kelmscott Press, 1894]) (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Sonnets of this century : ed. and arranged, with a critical introduction on the sonnet / (London ; New York : W. Scott, [1886 or 87?]), also by William Sharp, William Michael Rossetti, and Christina Georgina Rossetti (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: Sorrow & song / (London; New York: Ward, Lock & Bowden, 1894), also by Coulson Kernahan, Philip Bourke Marston, Frederick William Robertson, Mrs. Louise Moulton, and Heinrich Heine (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: Viktorianische Dichtung : eine Auswahl aus E.B. Browning, R. Browning, A. Tennyson, M. Arnold, D.G. Rossetti, W. Morris, A. Ch. Swinburne, Chr. Rossetti / (Heidelberg : Carl Winter, 1907), also by Otto Luitpold Jiriczek, Alfred Lord Tennyson, Algernon Charles Swinburne, Christina Georgina Rossetti, William Morris, Robert Browning, Elizabeth Barrett Browning, and Matthew Arnold (page images at HathiTrust; US access only)
Rossetti, Dante Gabriel, 1828-1882: A Welcome: original contributions in poetry and prose. (London, Emily Faithfull, 1863) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The white ship; a little book of poems selected from the works of Dante Gabriel Rossetti. (Boston, Mass., W. G. Colesworthy, 1896) (page images at HathiTrust)
Rossetti, Dante Gabriel, 1828-1882: The works of Dante Gabriel Rossetti. (London, Ellis, 1911) (page images at HathiTrust)

redpajama_set_name: RedPajamaCommonCrawl


text:
MSU's School of Hospitality Business Breaks World Record—with Tacos
Demonstration Hall on the campus of Michigan State University was the site of a world record-breaking line of—believe it or not—tacos. And two students in The School of Hospitality Business demonstrated their perseverance, persuasive powers and organizational skills by spending nearly eight months orchestrating the memorable event, which occurred on September 30 and fulfilled the Guinness Book of World Records requirements.
Nate Redner (BA '12) and Luke Magnini (BA '12) came up with the idea when they watched a YouTube video detailing the record set by Dining Services at Emory University, which was 260 tacos, totaling 121 feet. They worked with alum and MSU Culinary Services' corporate chef Kurt Kwiatkowski (BA '96, MS '05) on the project.
Using only MSU ingredients, the line contained 150 pounds of beef, 35 pounds of cheese and 50 pounds of pico de gallo. All the ingredients added up to a 490-foot taco line with 847 tacos placed on tables in the shape of a block "S" and created with the help of almost 60 volunteers. The project covered nearly the whole length of Dem Hall, which served for years as MSU's ice-hockey rink.
(l. to r.) Cichy, Kwiatkowski, Magnini, Redner. Photo by Lindsey LaTour Bliss, MSU Culinary Services
Culinary officials were required to record an exact measurement of the taco line. Additionally, a video had to be taken of the lineup, and each individual taco had to be counted and documented. Several witnesses and MSU workers also were required to fill out forms documenting the event.
School director Ron Cichy was one of those witnesses. He was amazed, but not surprised, by the students' accomplishment and sense of fun. "It seems as though there is nothing Nate and Luke can't accomplish when they put their minds to it," he said. "And it's great to see that they made it a total Spartan effort."
Recognized as the top-ranked hospitality-business school, the school has a unique and independent position within Michigan State University's Eli Broad College of Business. Celebrating its 85th anniversary in 2012, the school boasts nearly 10,000 graduates worldwide, including a number of leading academicians and industry executives who have earned both undergraduate and graduate degrees.
MSU's School of Hospitality Business Breaks World ...


N Barwick Locksmiths Ltd - Locksmith based in Wirral, Merseyside.
I live in Port Sunlight and run a local company.
I have been working in the industry for about 5 years.
I work on all aspects of locks.
And give free estimates on all work.
Working in a 30-mile radius.


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On Sunday, February 10, 2019 we'll welcome Dr. Thomas Webster, professor of entomology at Kentucky State University. Dr. Webster has done extensive research on varroa and honey bee maladies. It'll be a great opportunity as he discusses, "Understanding the Honey Bee-Inside & Out." High-powered microscopes will provide detailed illustrations. *Beekeepers are welcome to bring samples of their bees (no more than 20 per hive) for Nosema exams.
Our meeting begins at 2:00pm at Belmont. Click for directions.


text:
EvangelicalReformedTheology & Spirituality
God, James Dolezal, and the boy who cried 'Scholasticism!'
Timon Cline 2017-12-15
Timon Cline
0 26 3.8k 1
It's finals season, which means for every procrastinating graduate student like myself, that it's time to find other things to devote attention to other than studying for finals. Accordingly, instead of studying for my evidence exam I have found welcome distraction in the budding theological debate over the doctrine of God taking place in Reformed and evangelical circles. Ironically, this past spring when I should have been studying for my doctrine of God final I was engrossed in the Trinity Lutheran case then before the Supreme Court.
It is both fascinating and somewhat discomforting to me that debates surrounding the doctrine of God continue to rise to the surface in modern (orthodox) Christianity. Last year it was the eternal subordination of the Son. This year it's divine immutability and impassibility. Both doctrines, at least in my apparently naive mind, were solidified early in the church's history (the Nicene Creed [325] and the Caledonian Creed [451], respectively; and the Athanasian Creed on both fronts). Yet doctrinal controversy has historically served the church well as a catalyst for strengthening and specifying doctrine. Many of our ecumenical creeds were products of such, as were several of the Reformed confessions (e.g. The Canons of Dort, 1618-19). And, to paraphrase Thomas Aquinas, theological debate is just good fun. Whether the fun is also clean or not is the primary subject of this post.
I did end up studying for my doctrine of God final last spring, and so I can, for what it's worth, state my position on the current debate as being firmly in the classical theism camp. I must also admit that I find it immensely gratuitous that a Reformed Baptist (James Dolezal) is the one correcting the Presbyterians and supposedly Reformed evangelicals (John Frame, Scott Oliphint, Bruce Ware, Wayne Grudem, D.A. Carson) on behalf of historic orthodoxy. Ronald S. Baines and Richard Barcellos have been doing similar work in recent years. Given that I attend a Presbyterian seminary, this provides me with at a least a semester's-worth of fun in debates in the lobby after class. This leads me to my main point.
I will not take the time to recount the debate in its entirety as it now stands. It has primarily taken place between John Frame (and to a lesser degree Scott Oliphint), and James Dolezal (and to a lesser degree Paul Helm). Analysists of superior intellect and ability, like Keith Mathison in his aptly titled response "Unlatched Theism," more robust summary and comment than will be found here.
Dolezal first challenged some of Oliphint's "covenantal properties thesis" back in 2014. The debate has heated up since, most notably after Dolezal's publication of All That Is in God: Evangelical Theology and the Challenge of Classical Theism, which is largely a repackaging of his God Without Parts: Divine Simplicity and the Metaphysics of God's Absoluteness for a popular level audience.1 John Frame, former professor of systematic theology at Reformed Theological Seminary, entered the debate with a lengthy review of Dolezal's book, dubbing it "Scholasticism for Evangelicals" (for Catholic readers, that is meant as a pejorative).
Debate Syllabus
As stated, others have summarized and analyzed the debate well already. But to put things in context, the basic positions are as follows.
Dolezal has accused Frame and others of what he calls "Theistic Mutualism," a departure from classical theism. Classical Christian theism has historically championed the doctrines of divine aseity, immutability, impassibility, simplicity, eternality, and substantial unity of the divine persons, as well as the belief that God does not derive any aspect of His being from outside Himself and is not compelled or caused to act or be what he is by anything outside Himself.
Theistic mutualism, on the other hand, attempts to redefine or totally supplant many of these doctrines. Theologians of this persuasion are usually concerned with making God relatable and personable, and hence are willing to ascribe some change to his attributes inside the context of "a genuine give-and-take relationship with His creatures."2 Dolezal states that "Theistic mutualism is committed to univocal thinking and speaking with regard to God and the world and thus conceives God as interacting with the world in some way like humans do, even if on a much grander scale."3
Theistic mutualists see God as a real agent in history, and since history changes, God himself must change (and adapt?). In pursuit of what could be called Biblicism, or a pure biblical literalism sensus literalis, theistic mutualists wish to do away with anthropomorphic reading of scriptural descriptions of God's actions and emotions, etc. Instead, when scripture describes God in language that implies a "change" or human likeness, then God really does change and really is human-like in that particular way. It is no longer God lisping to us in scripture, as Calvin said. It is a real representation of God's changing attributes, character, and relations with His people. For most theistic mutualists, this applies to God as he relates to man and acts inside of time and history, though they want to preserve some sort of changeless eternal nature of God at the same time. Yet, both are equally and accurately expressions of God's nature, thus expressing real change and real duality in God's nature.
Frame states, "we should not say that his atemporal, changeless existence is more real than his changing existence in time, as the term anthropomorphic suggests. Both are real."4 Paul Helm has also addressed this innovation by the mutualists (regarding Scott Oliphint's writings). Mathison clarifies in his response, however, that while the theistic mutualists are distinct from process theologians, there are troubling (from the classical theist perspective) similarities.
A Critique of Approach
The position of the theistic mutualists and Frame's response to Dolezal present many problems. Mathison and others have addressed the theological components thoroughly. The three methodological issues relevant to this post are (1) Frame's "confused and confusing" definition of scholasticism; (2) Frame's shortsighted weighing of authorities for purposes of his position; and (3) Frame's approach to Dolezal in general.
First, Frame's discombobulated definition of "scholasticism," which is summarized as cogently as possible by Mathison:
"He speaks of it initially as 'a type of theology.' He then speaks of 'the methods and conclusions of scholasticism,' 'the doctrines characteristic of scholasticism,' and 'aspects of the doctrine of God that were stressed in the scholastic tradition.' In a later section, Frame speaks of 'classical Christian theism' (i.e. the scholastic approach).' In short, more often than not, scholasticism is equated with a particular doctrinal content, specifically classical Christian theism. Second, throughout the response the reader observes a not-so-subtle attempt to equate 'scholasticism" with something bad or dangerous (e.g., 'a slippery slope that could end only in Roman Catholicism'). In short, he seems to equate classical Christian theism with scholasticism while also implying that scholasticism is a dangerous slippery slope to Rome."
In response to this, Mathison rightly specifies that "scholasticism has to do with method, not any particular theological content. It is a method that involves careful and precise definition, distinctions, and argumentation, and it doesn't always take an identical form." Furthermore, scholasticism has been employed by both Catholic and Protestant theologians for centuries, and has never been the sole method of practice for either camp. Thus, as Mathison notes, to equate the use of scholastic method or affirmation of conclusions made by scholastics with the crossing of the Tiber is misleading at best.
I initially found this mistake by Frame to be surprising, given that he is the author of a textbook called A History of Western Philosophy and Theology. But I subsequently found that his definition of both medieval and Protestant scholasticism therein suffers from the same issue. Tellingly, in A History, he first paints scholasticism as a sort of cosmopolitan, "school theology" in direct contrast to an allegedly more biblically rooted monastery theology. Scholasticism (in his definition) seems to be driven only by the need to rectify logical inconsistencies between all relevant authorities on a given theological issue.5 Frame traces these theological (rather than methodological) tendencies through Abelard, Lombard, culminating in Aquinas, Duns Scotus, and William of Occam, all of whom were bound by a commitment to autonomous human reason according to Frame.6 Despite the theological contributions made by some of those figures, to Frame their names are sullied because of their inability to cast of the chains of non-Christian thought, instead weaving it into their theology.
Frame then finds scholasticism popping back up in post-Reformation Reformed scholarship (apparently is was wholly absent in the golden age of the Magisterial Reformers). Like the medievals, the theologians of this era were driven into scholasticism by a desire to make their beliefs academically respectable, which Frame cedes is not all bad.7 And while Frame notes that it has not been definitively proven that the post-Reformation theologians deviated from Luther and Calvin et al in any significant way, the quest for academic respectability (in Frame's eyes) leads down a dangerous road, often compromising with non-Christian thought.8
But if Frame wants to find the real beginnings of "Christian thought" employing "non-Christian thought," he would be forced to look back to figures as early as Clement of Alexandria. Adopting Frame's definition of scholasticism, Clement would arguably be the first true scholastic. Frame ends the section leaving the reader to decide whether the descent into scholasticism and philosophy by Protestants is connected to the later declension of churches into theological liberalism.
This narrative in Frame's book corroborates his position in his Dolezal critique, meaning that it was no fluke, and exposes a fundamental misunderstanding of scholasticism. His use of the concept in his critique is an erroneous red herring.
Second, there is an issue with the weighing of authorities by Frame regarding the two sides of the debate. In his critique of Dolezal he says,
"Dolezal thinks that "theistic mutualism" (TM) is very common among evangelical writers today and in the recent past. He cites as examples Donald MacLeod (21), James Oliver Buswell (23), Ronald Nash (23), Donald Carson (24), Bruce Ware (24), James I. Packer (31), Alvin Plantinga (68), John Feinberg, J. P. Moreland, William Lane Craig (69), Kevin Vanhoozer (72), Ryan Lister (92), Scott Oliphint (93), and, yes, John Frame (71-73, 92-95). Wayne Grudem joins the group later for his adherence to "eternal functional subordination" in the Trinity (132-33). This group brings together many of the most important thinkers in evangelicalism today, and I am honored to be included in it, though I do not agree with all of them on everything. Dolezal, I think, should be more respectful of this group than he is. Is it not even a little bit daunting to stand against such a consensus?"
I will come back to the "respect" issue next, but first I wish to make the same point that Mathison does in his observations. Frame may have a deep roster of prominent evangelicals on his side, but Dolezal has Augustine, Aquinas, all the orthodox Reformed, and many more great saints of the faith throughout (most) of history. Mathison also notes the robust collection of Reformed confessions that support Dolezal. This includes both Frame's and Dolezal's own Reformed confessions, the Westminster Confession and the Second London Baptist Confession, respectfully.9
It remains unclear as to how Frame can argue that theological authority is so much behind him that Dolezal should capitulate under the sheer force of its weight.
Third, from Frame's point of view, Dolezal is both immature and disrespectful of fellow theologians (his superiors?) for challenging their views and critiquing them on the basis of classical theism.
"… I am hoping that in time Dolezal will develop a more mature way of responding to his colleagues. What he has done has been to adopt scholasticism, one philosophical model of the relation of God to the world, and demand that his colleagues agree with this model in detail, if they are to maintain their orthodoxy."
If Dolezal's approach is all of the things Frame says it is then there is no room for debate of any kind inside academy, much less the church writ large. Frame's critique could be viewed as capitulation to modern culture's aversion to this kind of controversy; telling someone they are wrong is fundamentally a disrespectful attack on the receiver's very person.
What is Frame's suggested alternative? That Dolezal stifle his own convictions for the sake of his opponents' feelings or harmony within evangelicalism? The situation recalls a passage in J. Gresham Machen's Christianity and Liberalism in which Machen is reflecting on the splitting of Protestantism at the Marburg Colloquy (1529) over the real presence of Christ in the Lord's Supper. He laments the outcome as a "great calamity," but then states,
"[I]t would have been a far greater calamity if being wrong about the Supper [Luther] had represented the whole question as a trifling affair. Luther was wrong about the Supper, but not nearly so wrong as he would have been if, being wrong, he had said to his opponents: 'Brethren, this matter is a trifle; and it makes really very little difference what a man thinks about the table of the Lord.' Such indifferentism would have been far more deadly than all the divisions between the branches of the Church. A Luther who would have compromised with regard to the Lord's Supper never would have said at the Diet of Worms, 'Here I stand, I cannot do otherwise, God help me, Amen.' Indifferentism about doctrine makes no heroes of the faith."10
This is instructive for all Christians regarding theological controversy. Though in the present case Frame is clearly stating a position of his own; it is his position to which Dolezal was initially responding. Yet, one infers from Frame's response that indifference, or at least the turning of a blind eye, is required on Dolezal's part. According to Machen, Dolezal's silence would be a far greater calamity than any feathers he might ruffle, or alleged disrespect he might project, with his stance. As Mathison adds, "If theistic mutualism is unbiblical (and I believe it is), it would be disrespectful to Christ and His church to remain quiet."
Let's Get Scholastic!
It seems to me that our theological institutions (and all Christians, for that matter) could do with a good dose of scholasticism. Maybe then we would learn how to debate well, accurately engage the position of our opponents, not fear adverse opinions, avoid ad hominem attacks, and value historical consistency in our dogma. For as Luther held, we are a religion of dogmatic assertions. Take away assertions and you take away Christianity. Most of the figures involved in the current doctrine of God debate, to some extent, are Reformed. I suggest that the best way these theologians can honor the five hundredth anniversary of Martin Luther's invitation to debate on indulgences would be to debate well themselves.
In Luther's day, being a great orator and debater was like being a professional athlete. Though there were periods of the famous debates he "competed" in that literally put attendees to sleep, there were many moments that exhibited true brilliance. Like a gladiator, Luther understood how to make his case well and win the crowd. He didn't shy away from taking his opponents (even those in his own camp like Zwingli) head on and defending himself with strong, sometimes colorful arguments. But he almost always debated well. He had a firm grasp on the position of his opponents and did not purposely misrepresent them. In fact, he was most frustrated when his opponents failed to identify the true points of contention in the various debates, or understand his (Luther's) positions accurately. He praised Erasmus in the Bondage of the Will for Erasmus' singular ability to do so and strike at the root of the disagreement (i.e. the freedom of the will).
We can all learn a great deal from reading the records of Luther's debates, as well as his written disputations (the Heidelberg Disputation is especially good). I'm sure of particular interest to John Frame is Luther's critique of scholastic theology, published in September of 1517 to little or no fanfare. Though it should be noted that Luther remained a classical theist despite his distaste for the use of Aristotle in medieval theology (his real issue was not the scholastic method as such).
Even those who disagree with the conclusions of Luther can glean from him principles for disagreeing and debating well, something that has not been exhibited from one pole (which will remain nameless) of the present doctrine of God debate, whether intentionally or not. Debating well obeys the Biblical command to love one another and communicates to the audience that discourse on God (theos + logos = theology) matters and must be handled with all the charity, care, and conviction that can be mustered by our feeble minds and corrupt wills.
(1) This is a good podcast from "Mortification of Spin" discussing Dolezal's book and outlining the primary points of contention: http://www.alliancenet.org/mos/podcast/43356.
(2) Dolezal, All That Is in God: Evangelical Theology and the Challenge of Classical Theism (Grand Rapids, MI: Reformation Heritage Books, 2017), 2.
(4) Frame, Systematic Theology, 377.
(5) A History of Western Philosophy and Theology, 141.
(6) Ibid., 160.
(9) Frame does note that the confessions, and their defense, of the later Reformed church became a focus of their (scholastic) theology. I do not wish to put words in Frame's mouth, but that statement seems to insinuate a causal connection between the resurgence of scholasticism and the Reformed devotion to confessionalism; see A History of Western Philosophy and Theology, 175 n. 22; Peter J. Leithart via Willem van Asselt, however, has pointed out the concern for "catholicity" of the Reformed scholastics, which created some tension with their confessionalism. So, it was not only their confessionalism that led to scholasticism, if such be the case.
(10) Machen, Christianity and Liberalism (Eerdmans, 2009), 42.
Tags:D.A. CarsonDoctrine of GodJ. Gresham MachenJames DolezalJohn FrameKeith MathisonMartin LutherMedieval ChristianityPaul HelmReformedScholasticismTheistic MutualismTheology ProperWayne Grudem
Timon Cline is a native of Memphis, TN and grew up in Dakar, Senegal. He is a graduate of Wright State University, and is concurrently pursuing a J.D. at Rutgers Law School and a M.A. in Religion at Westminster Theological Seminary. He lives in Philadelphia with his wife, Rachel.
Waiting for Resurrection
Luther's Human Sides
Going Beyond "A Secular Age"
Not So "Young, Restless, Reformed" Anymore?


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Q: how to bind two keys, like Control+z="<" with xev and xmodmap Im trying to find how to something like :
Control+z="<" Control+x=">"
Is this possible? my keyboard doesnt have the ISO missing key that in Portuguese matches the <> key.
the keycode for <> key is 94, being that without shift is <(less) and with shift pressed is >(greater)
the keycode for control left is 37, Control_L the keycode for z is 52 and for x is 53.
How can i do this using xmodmap:
xmodmap -e "keycode 37 + keycode 52 = less" xmodmap -e "keycode 37 + keycode 53 = greater"

A: I suggest you use xmacro instead, it seemed to work in this similar question:
How to create a unicode combination of keys by pressing one key (Simplify unicode adding)

redpajama_set_name: RedPajamaStackExchange


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Home travel for ever 18 ex-NBA players charged with fraud in $4M health care scheme
18 ex-NBA players charged with fraud in $4M health care scheme
NEW YORK (AP) — Eighteen former NBA players have been charged with defrauding the league's health and welfare benefit plan out of about $4 million, according to an indictment Thursday.
Federal prosecutors planned a news conference to describe the case that was brought in Manhattan federal court. It wasn't immediately clear whether all those charged had been arrested.
Former NFL players, including Clinton Portis of Fort Mill, pleads guilty to health care fraud scheme
According to the indictment, the ex-players engaged in a widespread scheme to defraud the plan by submitting false and fraudulent claims to get reimbursed for medical and dental expenses that were never actually incurred.
The 18 players were among 19 individuals charged in the indictment. It said that the scheme was carried out from at least 2017 to 2020, when the plan received false claims totaling about $3.9 million. Of that, the defendants received about $2.5 million in fraudulent proceeds.
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McCrory's comments on higher education echo statements made by a number of Republican governors -- including those in Texas, Florida and Wisconsin -- who have questioned the value of liberal arts instruction and humanities degrees at public colleges and universities. Those criticisms have started to coalesce into a potential Republican agenda on higher education, emphasizing reduced state funding, low tuition prices, vocational training, performance funding for faculty members, state funding tied to job placement in "high demand" fields and taking on flagship institutions.
Does such a movement suggest the erosion of education in the liberal arts at public institutions of higher learning? In previous blogs I have repeatedly described how the politicization and corporatization of universities is eroding intellectual quality. Universities have become institutions that increasingly measure excellence by the number of students processed rather than by the capacity of graduates to think critically and write clearly.
In this rather repressive intellectual climate, what can be done to salvage the liberal arts? Beyond very necessary grassroots movements of students, faculty and parents to protest the politicization -- and slow deaths -- of world-class public institutions of higher learning, there is a number of things that professors can do to enhance the public profile of the liberal arts, giving them a measure of social and political potency.
The challenge for the social sciences -- at least for me -- is to simultaneously maintain rigorous standards while producing works that clearly and powerfully articulate important insights to broad audiences across a variety of media. In my discipline, anthropology, the challenge is to communicate critical insights about social life in such a way that moves audiences to think and to act.
Many of my colleagues devote considerable energy to debate the whys and wherefores of nature, culture, social change, globalization and ontological turns. These debates are usually articulated in specialized languages that may demonstrate brilliance but often limit the reach of insight. There is no reason that theoretically informed findings cannot be communicated to broad audiences.
I present two recent examples from authors who are anthropologists. The first is David Graeber's book Debt: The First 5,000 Years. Although the multidimensional subject of debt can be frustratingly complex, Graeber presents his anthropologically informed ideas in a conversational manner, which means he is able to transform a complex tangle of information, some of which is highly abstract, into a readable history of how the notion of debt has shaped economic, social, religious and political relations. The upshot is that this highly sophisticated but accessible work is beginning to change the way we think about something fundamentally human. Such an impact has broad implications for the future of our social, economic and political relations. In short, Debt is a book that is both academically rigorous and broadly appealing. It showcases the power and the reach of the social sciences.
This is a story that is also a history. ... It is a portrait of a charming, funny, wounded, and difficult man, his relationships with those he loved, and his most sacred beliefs. And it is a reflection on the forces of history, the power of memory, and meanings people attach to events, things and others.
In this book Waterston employs the considerable power of narrative -- a daughter's intimate but thoroughly anthropological account of her father's fascinatingly troubled life -- to connect with her readers. In so doing she demonstrates how powerful historical forces have a tangible impact on the everyday dramas of family life. Such a tack gives her book broad appeal. Although Debt and My Father's Wars are very different kinds of books, they share one import feature: they both demonstrate quite palpably how the forces of history or of debt -- abstract forces -- have a real impact on our everyday lives. These are works that engage the public. They are works that compel readers to think, feel and act.
The public advocacy of anthropology's founding father, Franz Boas, long ago set the standard for social scientific public engagement. He expended his considerable academic capital on a long battle against racism and social intolerance. As a 2014 challenge, it is perhaps time for more social scientists to follow his lead in order to demonstrate the indispensability of the social sciences. Our future depends upon it.


8:08 Er Bongaon Local is a 2012 Indian Bengali drama film released on Apr 27, 2012. The film is directed by Debaditya, produced by Tarun Rauth.
Ananta Das is a normal middle class man like any other common man. Everyday he avails the 8:08 A.M Bongaon Local to Kolkata to attain his office.
Some known and unknown common people are his companions throughout his journey everyday. He has seen many incidents, which created a deep impression in his life. One such incident was the murder of a brother who protested against a group of drunkards who were teasing his elder sister ("Rajiv murder case in Barasat").
Preliminarily he remained silent against all these incidents. But on one day, his protesting nature, inside him, burst out. He started protesting against each and every wrong deed, irrespective of the level of crime. As a result he stands out as a protesting person in front of other common people. He turns out to be the target of the leaders of the society.
Check out this page for more updates on 8:08 Er Bongaon Local.
This page provides latest and updated information about 8:08 Er Bongaon Local (2012) movie which released on Apr 27, 2012. 8:08 Er Bongaon Local (2012) is directed by , produced by , starring .We have also provided 1 trailers and videos, 3 photos, 11 user reviews, and 0 critic reviews.8:08 Er Bongaon Local (2012) has received 2.5 rating from user reviews.The overall rating of 8:08 Er Bongaon Local (2012) is 50 and movie is 2.5.You can review, like, dislike this movie and also can add to favorites. You can also find information on showtimes, CDs, DVDs, online rental, online free watching.


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Call of the Wild: Protecting and Conserving America's Wilderness
Students will explore what wilderness is, why it's important, understand its scientific and cultural value, and brainstorm ways to protect and conserve it for future generations.
Students will learn what wilderness is and why it is important.
Students will learn about the Wilderness Act of 1964 and its implications for protected areas, including Frank Church River of No Return Wilderness in Idaho.
Students will understand the scientific and cultural value of protecting and conserving the wilderness and brainstorm ways to protect and conserve it for future generations.
Individual work
Students will have a basic knowledge of the following:
Wilderness Act of 1964
Frank Church River of No Return Wilderness
The United States Mint kids website (www.usmint.gov/kids), including the following pages:
www.usmint.gov/learn/kids/coins-and-medals/america-the-beautiful-quarters/frank-church-river-of-no-return
Appropriate websites, texts, videos, and other resources for researching wilderness and Frank Church River of No Return Wilderness, including:
U.S. Forest Service website (www.fs.fed.us), including the following page on wilderness: www.fs.fed.us/managing-land/wilderness.
U.S. Forest Service's videos found at: www.fs.fed.us/managing-land/wilderness/wilderness-stories. These short videos (3-5 minutes in length) include excerpts from the Forest Service's Untrammeled, an inspiring film about passing the torch for wilderness to the next generation. Links to the trailer for Untrammeled and the full version are listed below.
Episode 1: Wilderness, Preservation & Protection
Episode 4: The Value of Wilderness
Episode 5: Our Wilderness Heritage
U.S. Forest Service's Untrammeled trailer: www.youtube.com/watch?v=N8WkutlYxlU
U.S. Forest Service's Untrammeled full film: https://www.youtube.com/watch?v=krtp5gFvixc
Wilderness Connect (www.wilderness.net), including the following pages:
Benefits of Wilderness: www.wilderness.net/learn-about-wilderness/benefits/default.php
Threats to Wilderness: www.wilderness.net/learn-about-wilderness/threats/default.php
Find a Wilderness: www.wilderness.net/visit-wilderness/find-a-wilderness.php
Wilderness Areas of the United States map tool: www.umontana.maps.arcgis.com/apps/webappviewer/index.html?id=a415bca07f0a4bee9f0e894b0db5c3b6
Access to computer(s) for student-conducted research
Access to SmartBoard or projector for multimedia presentations (i.e., display images, play video)
Copies of the following worksheets about Frank Church River of No Return Wilderness:
What is Wilderness? Journaling Activity
Exploring Wilderness Worksheet
Why is Wilderness Important? Journaling Activity
Wilderness Benefits Worksheet
Wilderness Threats and Solutions Worksheet
Bookmark the links above in advance.
Make copies of the worksheets about Frank Church River of No Return Wilderness.
Worksheets and Files
Session One
Essential Questions: What is wilderness? What does wilderness mean to you?
Write or project the word "wilderness" on a dry erase board, chalkboard, and/or interactive whiteboard. As an individual warm up activity, ask students to write 2-3 sentences and/or draw a picture about what they think wilderness is. Use the "What Is Wilderness?" Journaling Activity worksheet, as needed.
Ask students to share out their responses to what wilderness is, either by sharing their 2-3 sentences with the class or by conducting a word association exercise, where you ask students to state the first thoughts that come into their mind when they hear or read the word "wilderness". If needed, underline or put a square around "wild", and have students contribute words that they associate with "wild" to infer or predict the meaning of "wilderness".
Introduce the definition of wilderness using the United States Forest Service's video, "Episode 1: Wilderness, Preservation & Protection" at www.fs.fed.us/managing-land/wilderness/wilderness-stories.
After watching the video, revisit the original wilderness definition. Ask students to define what wilderness is or make revisions to their original prediction or definition. Definitions of wilderness include:
The video defines wilderness as, "a federal designation of a piece of land that is within a national forest, a national park, a national wildlife refuge, or part of the Bureau of Land Management system. It's a place where we can go and not see the impacts of humans, for the most part, and see how the landscape of our country is supposed to be."
The video also defines wilderness as, "Wilderness is a place where we can go and see nature as it should be where it's acting on its own terms."
The Wilderness Act of 1964 defines wilderness as, "an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain."
Explain to students that today, there are over 760 wilderness areas covering more than 109 million acres that are part of the National Wilderness Preservation System, which is managed by the Forest Service and three other federal land management agencies. One example of a national wilderness is the Frank Church River of No Return Wilderness in Idaho.
As part of the America the Beautiful Quarters® Program, the U.S. Mint features many national parks and historical sites on quarters that are specific to a state, territory, or district. In 2019, the Idaho quarter features the largest contiguous wilderness in the lower 48 states – the Frank Church River of No Return Wilderness, which is approximately 2.3 million acres. Show students a visual of the quarter, including the reverse, found on the U.S. Mint's website: www.usmint.gov/learn/kids/coins-and-medals/america-the-beautiful-quarters/frank-church-river-of-no-return. Ask students to identify what parts of the wilderness they see that are featured on the quarter.
Ask students if they have experienced wilderness before, and if so, how? Did they go camping? Have they hiked before? If students have not experienced wilderness before, ask them to imagine what it would be like. Explain to students that wilderness has a different and unique meaning to everyone. One way to think about what wilderness means to you is to think about the five senses. Using the worksheet "Exploring Wilderness" as a guide, model to students how to think about wilderness using each of the five senses.
For example, "When I was a kid, I went camping with my family in the mountains every summer. We went hiking and saw many different parts of nature, including waterfalls and creeks. I remember everything looking very green and vivid. I also remember hearing lots of sounds, including the sound of water flowing down the creek, birds chirping, and the crunch of leaves under my feet. I remember the smell of honeysuckles and sunscreen. I remember how soft the plants felt and how cool the rocks were when I sat down to take a break. I remember the refreshing taste of water from the creeks when we were refilling our water bottles and the taste of trail mix after a long hike.
Have students complete the worksheet "Exploring Wilderness" either independently or in a small group.
Once students have completed the exercise, have students share out their responses of what wilderness means to them with the whole group.
Session Two
Essential Questions: Why is wilderness important? What are the benefits of wilderness?
Review what wilderness is and remind students that it has a unique and special meaning to everyone. Ask students to answer the question, "Why is wilderness important?" in 2-3 sentences. As needed, use the "Why Is Wilderness Important?" Journaling Activity worksheet.
Ask students to make some predictions as to why wilderness is important and record the responses on a T-chart via whiteboard or chalkboard. Explain to students that in 1964, the government passed a law, the Wilderness Act of 1964, with the purpose to "preserve and protect the natural ecosystems and wild areas and also provide opportunities for solitude and retrospective or primitive recreation."
Explain that the wilderness helps the environment and economy. It provides valuable personal, cultural, and scientific benefits. Tell students that the purpose of this session is to learn more about the benefits of the wilderness and why it is important.
Watch the video, "Episode 4: The Value of Wilderness" found at www.fs.fed.us/managing-land/wilderness/wilderness-stories.
Explain to students that there are a lot of benefits of the wilderness that the video mentioned, as well as some other benefits that the video did not include. Using the T-chart with the predictions, compare student predictions with what was discussed in the video and determine if the predictions are correct; if they are incorrect, revise them as needed.
Using the worksheet "Wilderness Benefits", model to students how to think about listing out some of the benefits of wilderness across three categories: scientific, historical, and personal.
Examples of scientific benefits mentioned include: clean water, clean air, protection of wildlife species and natural habitats. If needed, provide additional resources for students to learn about scientific benefits:
Ecological Benefits of Wilderness: www.wilderness.net/learn-about-wilderness/benefits/ecological.php
Scientific Benefits of Wilderness: www.wilderness.net/learn-about-wilderness/benefits/scientific.php
Examples of historical benefits can include: learning about the human relationship with the wild via archeological sites, cave paintings, burial grounds; what nature is intended to look like without humans; and cultural values including freedom, ingenuity, and independence. If needed, provide additional resources for students to learn about historical/cultural benefits:
Historical/Cultural Benefits of Wilderness: www.wilderness.net/learn-about-wilderness/benefits/historical-cultural.php
Examples of personal benefits include: self-reflection, self-reliance, refuge, and being present. If needed, provide additional resources for students to learn about personal benefits:
Benefits of Wilderness (see: Direct v. Indirect): www.wilderness.net/learn-about-wilderness/benefits/default.php
Allow students to complete the worksheet "Wilderness Benefits" either individually or in a small group. Once completed, ask students to share some of their answers with the large group.
Session Three
Essential Questions: What are threats to wilderness? How can you protect and preserve wilderness for future use?
Review with students what wilderness is from Session One and discuss some of the benefits of wilderness as explored in Session Two. Explain that during this session, students are going to discuss various threats to wilderness and brainstorm ways to protect and conserve it for future use.
Ask a student to define what a "threat" is. Explain to students that a threat is a person or thing likely to cause damage or danger. For example, a hurricane can pose a major threat to coastal cities and towns. Wilderness also faces many threats. Although the Wilderness Act of 1964 protects the land, there are many factors that still threaten the wilderness. Ask students to brainstorm what types of factors may affect the wilderness.
Examples of threats include: climate change, invasive species and disease, lack of public awareness, overuse, pollution, and technology. If needed, provide additional resources for students to learn more about the threats to wilderness for the following topics:
Climate Change: www.wilderness.net/learn-about-wilderness/threats/climate-change.php
Invasive Species and Disease: www.wilderness.net/learn-about-wilderness/threats/invasive.php
Lack of Public Awareness: www.wilderness.net/learn-about-wilderness/threats/lack-public-awareness.php
Overuse: www.wilderness.net/learn-about-wilderness/threats/overuse.php
Pollution: www.wilderness.net/learn-about-wilderness/threats/pollution.php
Technology: www.wilderness.net/learn-about-wilderness/threats/technology.php
Fire: www.wilderness.net/practitioners/toolboxes/fire-management/default.php
Write the word "conserve" on the Board. Ask students to brainstorm or discuss what the definition of conserve is. Conserve is a verb meaning "to protect something, especially and environmentally or culturally important place or thing from harm or destruction." Ask students why they think it's important to conserve something like the wilderness and include examples of threats they previously identified in the session.
Watch the video, "Episode 5: Our Wilderness Heritage" found at www.fs.fed.us/managing-land/wilderness/wilderness-stories. After the video, ask students to identify things they can do today to help protect and conserve the wilderness. Examples include:
Set a good example
Keep the areas wild
Visit the wilderness
Help to preserve the wilderness
Join conservation programs
Using the worksheet, "Wilderness Threats and Solutions", model to students how to complete the graphic organizer. Using one of the threats discussed earlier in the session, discuss with students a potential solution. For example, a threat to the wilderness is pollution. A potential solution to pollution is to clean up after yourself and encourage others to do the same.
Have students complete the worksheet "Wilderness Threats and Solutions" either individually or in small groups and share their responses once complete.
Group students together during the research phase.
Have students present their research and written response orally.
Allow students to use a scribe or computer to complete graphic organizer, project, and/or presentation.
Have students research a wilderness near them or within the United States using the interactive map tool from Wilderness Connect (www.wilderness.net) and research key facts about the wilderness, including the name, date established, location, size, geographic features, and natural resources. Discuss the findings with the larger group.
Have students complete a journaling activity, where they are on their own imaginary wilderness journey. They must include sensory statements for each of the five senses and descriptive words detailing their journey.
Have students design and write a postcard from a wilderness in the United States. Have students describe their wilderness adventure and the reasons why it's important to preserve the wilderness for future generations.
Have students imagine what their local community, neighborhood, or school may have looked like before humans developed it. Have them either write a description of what it would have looked like or a picture with a caption describing the scenery.
Have students research the various components of nature in a local or national wilderness area. This can include the species of trees, artifacts, rivers, fish, insects, etc. Assign or have each student choose one component to research and learn more about their role in the larger ecosystem. Have each student present their information in a creative manner (i.e., banner, PowerPoint slide, social media feed, website mock-up, journal, newspaper article, diorama, model, etc.) and share with the larger group the role their species plays in the larger ecosystem. Discuss potential dependencies that each species has within their environment and how it can be disrupted by threats to wilderness.
Watch the U.S. Forest Service's full film, Untrammeled, an inspiring film about passing the torch for wilderness for the next generation. After watching the film, ask students to reflect on the narratives in the film and write or discuss the reasons why wilderness is important, both now and to future generations. The videos include the film's trailer (https://www.youtube.com/watch?v=N8WkutlYxlU) and full version (https://www.youtube.com/watch?v=krtp5gFvixc).
Evaluate the research, project/presentation, and students' participation to assess how well the students have met the lesson objectives.
Connections to Related Material
Frank Church River of No Return Wilderness Quarter Coin Coloring Page PDF (U.S. Mint kids site)
Learn about the Frank Church River of No Return Wilderness Quarter (U.S. Mint kids site)
Integrated Standards
Idaho State Standards: Social Studies
Standard 2: Geography
Grade(s): 3, 4, 5
Goal 2.1: Analyze the spatial organizations of people, places, and environment on the earth's surface.
By the end of Grade 3, the student will be able to:
Find the United States, Washington, D.C., Idaho, the state capital Boise, and your own community on a map (3.SS.2.1.2);
Locate on a map waterways, landforms, cities, states, and national boundaries, using standard map symbols (3.SS.2.1.3).
Describe the physical regions of Idaho, and identify major natural resources (4.SS.2.1.4).
Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information (5.SS.2.1.1);
Identify the regions of the United States and their resources (5.SS.2.1.2).
Goal 2.3: Trace the migration and settlement of human populations on the earth's surface.
Identify the geographic features of Idaho, and explain their impact on settlement (4.SS.2.3.3).
Standard 3: Economics
Grade(s): 3
Goal 3.2: Identify different influences on economic systems.
Explain how land, natural resources, labor, trade, and/or technology affect economic activities in the local community (3.SS.3.2.1).
Standard 4: Civics and Government
Grades: 3, 4, 5
Goal 4.1: Build an understanding of the foundational principles of the American political system.
Explain that rules and laws can be used to protect rights, provide benefits, and assign responsibilities (4.SS.4.1.2).
Goal 4.2: Build an understanding of the organization and formation of the American system of government.
Distinguish and compare responsibilities among state, national, and tribal governments in a federal system. Idaho Content Standards/Social Studies/08-11-16 27 (5.SS.4.2.1);
Explain the difference between State public lands and Federal public lands (5.SS.4.2.3).
Goal 4.3: Build an understanding that all people in the United States have rights and assume responsibilities.
Identify ways children and adults can participate in their community and/or local governments (3.SS.4.3.1).