A self-described "design buff," Nancy can't help but gaze at a structure and consider what its features suggest of "builders and users." Yet, this San Francisco native undoubtedly has the credentials to back up her conclusions. Nancy earned a PhD in Art History from Columbia University before teaching architectural history at several colleges and universities, including Mills College and UC Davis.
Now, as Save The Bay's newest board member, Nancy wants to ensure people of all backgrounds and from all parts of the Bay Area can relish the beauty of our Bay – up-close. Her vision is to reach people who "don't really have access to it, can't see it from where they are, don't necessarily understand how their lives are so connected to it." Nancy, after all, is a firm believer that small acts can spark major change.
During her strolls in San Francisco, she sometimes finds herself "picking up pieces of soft plastic on the street." She brings them to Recology or Trader Joe's to ensure they don't harm wildlife. Nancy says she can't help but: "think about [them] ending up in the digestive tract of a bird or fish or a sea lion down on Pier 39." She's optimistic that with exposure to Save The Bay's programs, communities around the region can develop the same drive to protect our awe-inspiring Bay, bit by bit.
Indeed, it's why she puzzled over friends in New York expressing a mix of curiosity and bewilderment over her leaving Manhattan: "What is it about San Francisco?" "Nothing happens in San Francisco." Nancy's epiphany came on Treasure Island shortly after her return to the Bay Area – it was the bay. "I find the Bay grounding, uplifting. I breathe a little deeper when I'm near it. It makes me feel hopeful." Now, she wants everyone who calls the Bay home to experience the same sensation.
The South Bay Salt Pond Restoration Project has restored about 3,000 acres of habitat in the past 12 years, and the local bird population has doubled. With adequate funding, this project would restore 15,000 acres. Measure AA would fund critical restoration projects like this one. Photo courtesy of NASA.
The ambitious South Bay Salt Pond Restoration Project, the largest tidal wetland restoration project on the West Coast, is already seeing some impressive results, according to biologists who have surveyed the area.
The populations of ducks and shorebirds in the area have doubled over 12 years, from 100,000 in 2002 to 200,000 in 2014, according to a report issued in October by researchers with the U.S. Geological Survey and other agencies.
"It shows that what's been done so far appears to be working. It's really great," said Susan De La Cruz, a wildlife biologist with the USGS who did much of the research told the Mercury News.
"The success of the California Coastal Conservancy's South Bay Salt Pond Restoration Project is an example of how wetland restoration can improve habitat for wildlife such as birds, fish, seals, and sharks, in addition to reducing the risk of flooding due to sea level rise associated with climate change," says Donna Ball, Habitat Restoration Director for Save The Bay.
Historically, diking off wetlands along the bay's shore for production of salt was a major factor in losing much of the bay's tidal marshland. Starting in the 1850s, salt production became a major industry, covering some 16,500 acres, most of which was owned by Cargill Inc. In 2003, Cargill sold 15,000 acres to state and federal agencies and private foundations, which drew up plans to restore the salt ponds to a more natural condition.
Already the South Bay restoration project has reconnected about 3,000 acres of salt ponds to the bay with the goal of revitalizing them as tidal marshes. When complete, the project will have restored 15,000 acres of former salt ponds to wetlands and other vital habitats.
The South Bay Salt Pond Restoration Project is scheduled to be completed over the next 50 years if funding is available. Measure AA on the June 7 ballot is designed to generate $500 million over the next 20 years to provide funds for this project and many others throughout the Bay Area.
All around San Francisco Bay, there are more than 30,000 acres awaiting restoration. Your YES vote for Measure AA will help provide the funding needed for many of these much-needed projects.
Can you remember the last time you thought about your lungs?
For me, most days pass without giving a pause of consideration to them. That is, until I recently visited one of our restoration sites at Eden Landing Ecological Reserve and saw a murmuration of American Avocets smoothly gliding above the marsh. Their comfort and ease navigating the sky renewed my awe for our feathered friends' coveted gift of flight. Beyond all of the physiological reasons I can't make it on my own into the sky, just the idea of flying has me winded.
Birds have adapted to experience breath very differently than us. Like other living beings, they rely on good ole air to stay kicking. But what's special about the avian species is a highly efficient ability to get the most out of each breath.
Ok, take a deep breath in. I'm about to get technical.
Let's start with us. Human (mammalian) lungs are bidirectional. This means that the pathway for air to enter our lungs is the same pathway used to leave our lungs. Picture our lungs working like balloons that inflate and deflate. In contrast, the avian species have unidirectional flow, made possible by separate entry and exit points to the lungs. Rather than a balloon, picture a bird's lung as a windsock that has air continually flowing through in one direction.
Let's take a Great Blue Heron for example. When the bird breathes in, the inhaled air passes down the throat just like it does for us, but right before it reaches the lungs, it splits. Some of the air enters the lung, where the oxygen is absorbed, and some of the air enters multiple adjacent cavities called air sacs. These air sacs do not absorb the oxygen and function as storage tanks for the air. When the Great Blue Heron exhales, the old air in the lungs is released into different air sacs and eventually out through the beak and nostrils, and the fresh air stored in the first air sacs enters the lung. In this way, the Great Blue Heron always has fresh air entering its lungs, regardless if it's inhaling or exhaling.
And here's another twist, birds don't have diaphragms. So to push all this air around they rely on the simple physics of air pressure. The multiple air sacs (up to nine in some species!) exist to offer changes in air pressure, which moves air into the lungs at regulated frequencies that maximize oxygen absorption. Relative to their body mass, birds do not breathe as fast as we do. However, this respiratory system allows birds to have consistent oxygen absorption. It's this unwavering air flow that contributes to their ability to sustain the high energy costs of flying.
Now breathe out. How do your lungs feel?
To learn more about avian respiratory systems check out this site.
San Francisco Bay is home to many bird species and offers habitat to migratory birds making their way along the west coast on the Pacific Flyway. Watch this video featuring the Birds of San Francisco Bay.
Alameda resident Rick Lewis has been a Bay Area birder and a wildlife photographer for more than 30 years. His gorgeous photos often grace Save The Bay's calendars, email communications, and website. Rick is passionate about preserving bird habitat in the Bay Area, so he created and narrated the slideshow below to convey the beauty of Bay Area birds. Through his photos, poetry, and this blog post, he hopes to remind Bay Area residents how fortunate we are to live in this region, and to inspire everyone to advocate for wetland restoration and habitat preservation–for future generations of people and birds to enjoy.
There are good birding spots five minutes away. That's not exactly correct – if I simply open the front door I can watch towhees, black phoebes, warblers, sparrows, crows, and various raptors. Skunks, squirrels, raccoons, and gopher snakes sometimes visit. This isn't the 'country', this is Alameda. From here I can smell low tide. It's all about habitat around the bay.
Many years ago I was photographing a pair of young Brown Pelicans at the Berkeley Aquatic Park. They were quite chummy with each other and were enthusiastic subjects. Time and again they would walk towards me to investigate the camera. I would back up and they would rub bills inquisitively. This intimate encounter sealed my fate as a life-long birder and left me charmed, thrilled, and honored.
We almost lost pelicans, but they came back from the brink of extinction once we banned DDT. The story of the pelican indicates our positive influence when we decide to act. And also the resilience of nature. There are dozens of other stories like this out on the marsh. Take note of the wintering waterfowl and shorebirds near the base of the bay bridge as you approach from Oakland. The birds are content to feed and loaf as they ignore the traffic and surrounding activity. It is imperative that we preserve and restore what little habitat these birds have amidst the bridges and the cars. We just need to act now.
I believe that our very existence depends on the ability to experience nature close to our homes. Photographing birds along the shoreline is what I thrive on. I hope everyone who lives here will find something that inspires them in the wildness just beyond their doorstep. I am happy to share my inspiration through my slideshow and poetry. Please take a moment now to tell the Bay Restoration Authority to put a measure on the ballot to fund Bay restoration.
Thank you for all you do for the Bay.
Every section of the Bay shoreline has a story….A story of what could have been, a story of future potential, a story of conflict and inspiration. Behind many of these stories is a powerful 90-year-old Palo Alto woman named Florence LaRiviere.
Florence and her late husband Philip first fell in love with the marshland as a young, married couple. They'd take a picnic down to the water's edge to near the old Palo Alto Marina with their children to catch a breeze on hot days. They'd watch the tides wave in and out of the cord grass, and feel the gentle breezes. It was their special place, but it was in danger of being paved over and lost forever. Though they weren't activists at the time, they would spend the next half-decade of their lives fighting for such places.
Some of the protected places we take for granted wouldn't exist without Florence. The Don Edwards San Francisco Bay National Wildlife Refuge is one such place. The refuge covers 25,902 acres and spans a large part of the South Bay from Redwood City to Fremont. It's the largest urban wildlife refuge in the country in an area that could easily have become an ugly mass of parking lots, convention centers, and tract housing.
After over 50 years of working on behalf of San Francisco Bay, what advice would Florence give to ordinary citizens who want to make a difference in their communities?
• The old Palo Alto Marina and its destructive dredge were shut down, and now that area is the Palo Alto Baylands Nature Preserve, which covers approximately 1,940 acres in both Palo Alto and East Palo Alto. Hundreds of species of wildlife live there and it's considered to be one of the best bird-watching sites on the West Coast.
• LaRiviere marsh near the Don Edwards Visitor Center in Fremont was once a series of crusty salt ponds. Today it's lush with native marsh plants and home to endangered species like the California clapper rail and hundreds of other migratory birds.
• As the leader of the Citizens Committee to Complete the Refuge, Florence was instrumental in expanding the Refuge boundaries to include Bair Island, the Redwood City salt ponds, and the remaining wetlands into the refuge. The recent restoration and reopening of Bair Island to public access is an inspiring example of what can be accomplished when people work together.
There's still much more to accomplish. For the past two decades, the Citizens Committee to Complete the Refuge has been fighting to defeat the City of Newark's plan to pave over a large section of restorable baylands in the South Bay for an 18-hole golf course and luxury houses. This area is within the expansion boundaries of the Refuge, home to crucial wildlife habitat, and adjacent to a harbor seal pupping site at Mowry Slough. You can help defeat the plan by signing onto our petition Florence asking the Water Board to deny permits for this development.


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About the Tracking Project
Message from the Director 2020
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Dreams and Dreaming
Nurturing the Roots
Native Communities
Remembering Jake Swamp
Native Leadership Camps
Ganondagan Festival
Indian Time – 1985
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Australia Honors Dookie O'Loughlin and Uncle Jimmy James
Navajo San Bushmen Leaders
Hawai'i Arts of Life 2010
Brazil Arts of Life 2008
Panday Buhat 2000
John Stokes Radio Interview on Living Juicy
Nala and the Big Storm
Natural Spirituality: Opening the Book of Nature
A Theft of Spirit?
Finding Our Place on Earth Again: An Interview with John Stokes
A Profile of The Tracking Project: Positioning Ourselves in a Changing World
Real-Life Role Models: Young and Dauntless
Apparel (Hats & Shirts)
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Able West
Able was born and raised in northern New Mexico. While growing up, he spent much of his time in the mountains, from which he developed a deep respect for the natural world. At a young age he was exposed to Eastern and Native American internal practices, which have helped him to be centered and open-minded.
he began studying the healing arts from his stepfather in 1985, and has continued to learn ever since. In 1992, he traveled to China as a foreign exchange student and began to study acupuncture. In 1996 he received a Master's Degree in Oriental Medicine and henceforth has had a private acupuncture and bodywork practice.
Since 1992 he has also been apprenticing with a master of a Taoist internal lineage with roots in ancient China. Working with a daily internal practice that enhances well being, he continues to study, practice, and teach this lineage on a regular basis.
Able has been involved with John Stokes and The Tracking Project since 1986.
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La XIII edición de los X Games de Invierno se celebró en Aspen (Estados Unidos) entre el 22 y el 25 de enero de 2009 bajo la organización de la empresa de televisión ESPN.

Se disputaron pruebas de esquí acrobático y snowboard.

Medallistas de esquí acrobático

Masculino

Femenino

Medallistas de snowboard

Masculino

Femenino

Referencias

Enlaces externos
Pág. oficial .

2009
Esquí en 2009
Snowboard en 2009

redpajama_set_name: RedPajamaWikipedia


What Is Diamond In Kickball?
The diamond in kickball is the area of the field that includes the infield, four bases (1st base, 2nd base, 3rd base, home plate), and pitcher's mound. The four bases are in the shape of a diamond.


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The City of Albuquerque, NM, Did Not Administer Its Community Development Block Grant Program in Accordance With Requirements
We audited the City of Albuquerque's Community Development Block Grant (CDBG) program based on our risk analysis and as part of the Office of Inspector General's annual audit plan to review community planning and development funds. The audit objective was to determine whether the City administered its CDBG program in accordance with U.S. Department of Housing and Urban Development (HUD) requirements. The City did not always properly…
#2017-FW-1010
The Mesilla Valley Public Housing Authority, Las Cruces, NM, Miscalculated Housing Choice Vouchers and Incorrectly Paid Rental Assistance
At the request of the U.S. Department of Housing and Urban Development's (HUD) Office of Public Housing in Albuquerque, NM, we conducted a review of the Mesilla Valley Public Housing Authority. The Office of Public Housing estimated that the Authority could lose nearly $1 million by the end of 2014 because it had leased only 983 of its 1,607 vouchers. Our objectives were to determine the extent, cause, and impact of not leasing all…
The City of Albuquerque, NM, Generally Administered Its Continuum of Care Program in Accordance With Applicable HUD Regulations and Grant Agreements
We reviewed the City of Albuquerque, Department of Family and Community Services' Continuum of Care program. We initiated the review based on a complaint alleging misconduct in the City's program. Specifically, the complainant alleged the City's Continuum of Care failed to comply with conflict of interest and procurement requirements, did not maintain accurate Homeless Management Information System reports, and expended funds for…
The Truth or Consequences Housing Authority's Financial Controls Were Not Adequate To Ensure That It Used Its Low-Rent Funds Appropriately
We audited the Truth or Consequences Housing Authority of Truth or Consequences, NM, in response to an anonymous complaint alleging that the Authority inappropriately transferred ownership of some of its properties to the New Mexico Housing and Community Development Corporation and used its assets to support the Corporation's activities. Our audit objective was to determine whether the Authority had adequate controls to ensure that it…
The Executive Director and Board of Commissioners of the Grants Housing Authority, Grants, NM, Mismanaged the Authority
We audited the Grants Housing Authority located in Grants, NM, at the request of U.S. Department of Housing and Urban Development's (HUD) Public Housing Program Center in Albuquerque, NM. Our objective was to determine whether the Authority used its capital funds and operating funds for allowable costs, performed contracting activities in accordance with program requirements, and correctly processed and paid for Section 8 housing…
Weststar Mortgage Corporation, Albuquerque, NM, Did Not Comply With HUD FHA Single Family Requirements for 10 Loans Reviewed
We audited Weststar Mortgage Corporation, a Federal Housing Administration (FHA) nonsupervised direct endorsement lender located in Albuquerque, NM. We selected Weststar for review based on a risk assessment of lenders in New Mexico. Our objective was to determine whether Weststar complied with U. S. Department of Housing and Urban Development (HUD) and FHA loan origination requirements for loans on which the borrowers defaulted and…
The Housing Authority of the City of Las Cruces, NM, Complied With Recovery Act Capital Fund Obligation and Expenditure Requirements but Had Environmental and Reporting Exceptions
In accordance with our goal to review funds provided under the American Recovery and Reinvestment Act of 2009, we audited the Housing Authority of the City of Las Cruces Public Housing Capital Fund Stimulus (formula) Recovery Act-funded activities. Specifically, our objectives were to determine whether the Authority (1) properly followed Recovery Act rules and regulations when obligating and expending its Recovery Act formula grant…
Albuquerque Housing Services, Albuquerque, NM, Mismanaged Its Recovery Act Funding
In accordance with our goal to review funds provided under the American Recovery and Reinvestment Act of 2009 (Recovery Act), we audited Albuquerque Housing Services' (Housing Services) Public Housing Capital Fund Stimulus (formula) Recovery Act-funded activities. Our audit objectives were to determine whether Housing Services (1) properly obligated and expended its Recovery Act formula grant in accordance with requirements, (2)…
(-) New Mexico (8)


We're going back to Lao Sze Chuan for Christmas Eve. We hope you can join us.
RSVP: In this thread, by PM, or by email before the evening of Monday, 12/17. I will be calling the following day to make our reservation.
Why is it labeled "Jewish"?
Because many Jews in the US traditionally go out for Chinese food on Christmas night.
So, why is this dinner on Christmas Eve?
The year that we started this, Chanukah and Christmas were synchronized so I was spending Christmas night celebrating Chanukah with my family. We moved the Chinese food dinner a night earlier that year and I've come to like the idea.
Do I have to be Jewish to attend?
We usually break up into ad-hoc tables of 10-12. Each table is responsible for its own ordering and its own bill.
How successful were the past two events?
Street parking is often available and LSC validates for the Chinatown lot at Archer and Wentworth.
Last edited by eatchicago on December 23rd, 2007, 3:01 pm, edited 2 times in total.
Rockin' good news! There will be five of us, no we didn't discover we had a third child all along, add my sister visiting.
You are my hero for arranging this again! I will be there!
Last edited by eatchicago on December 24th, 2007, 4:06 pm, edited 19 times in total.
The Chow Poodle and I will be there for Chinese Food on Christmas.
Mike, please don't be modest. We must have this as the LTH banner quote. ASAP!
Since the 'spouse is on-shift for Christmas Eve, and my brother is in town, this sounds like a lovely way to sidestep cooking - but I have one major reservation: will Sparky and I (both capsaicin-averse, me less so than him) be able to eat? Obviously, I'm willing to work on my tolerance, but unfortunately Sparky is barely comfortable sitting near a jalapeno.
LSC has an enormous menu, full of Chinese food standards which are not hot.
Note that each table orders for itself, so you may want to pick who you dine with based on similar spice-aversion. But it's certainly doable.
Mike G wrote: Note that each table orders for itself, so you may want to pick who you dine with based on similar spice-aversion. But it's certainly doable.
Certainly. If I remember correctly, we had a few people a couple years ago that weren't big spicy eaters.
There's plenty on the menu and the general attitude of this event is to order whatever you want.
You and I will share the same table.
I can has forum headline?
Maybe we need to set aside tables for spice-averse, and offal-averse?
Two years ago, the other side of the table was as close as I wanted to get to TonyC's pork blood cake and intestine hot pot. But bring on the chicken crack! And I heartily recommend the cold spicy rabbit appetizer.
Last year when I suggested, gently, that folks with similar tastes try to sit at tables together (heat vs non-heat, etc) based on our experience with a 1/2 and 1/2 table in 2005 I was roundly excoriated. Glad to see a kinder reception this year.
Back to the op, as much as I owuld love to attend after Thanksgiving's mini debacle, I must go to the family gathering lest the tenderloin be cooked to 175.
Before anyone gets roundly excoriated again, remember, this is a non-menu-planned event. Set up whatever you want with the dining companions you choose or get due to chance, but don't expect Eatchicago to plan a spicy table, a non-spicy table, a peanut allergy table, a non-dairy table, a double no-whip caramel mocha frappucino table, and a no more than $27 table.
If that qualified as round excoriation, allow me to offer square expiation.
Umm... I hope this isn't letting "the more the merrier" get out of hand, but my wife's entire clan thinks this is a grand idea.
If we come as a party of 12 (instead of 5), should we make our own reservation?
I will be there with tatterdemalion (Nab) as it is on his list of "places I must eat at while visiting Chicago".
Octarine wrote: . . . I must go to the family gathering lest the tenderloin be cooked to 175.
This sounds like a blast and I wish I could attend, but I too will be protecting a section of beef from falling into the perilous clutches of my family.
OK, thus far the mhays party will be 3 - we may be adding friends.
JoelF wrote: Umm... I hope this isn't letting "the more the merrier" get out of hand, but my wife's entire clan thinks this is a grand idea.
That's really your call. If you want to guarantee that you all sit together and order the food that you want to order (and control costs to your satisfaction), then you're probably best off making your own reservation.
If your group is comfortable with the ad-libbed nature of this event, then I'll happily put you down for 12.
We're in! We'll forego our usual Christmas Eve tradition of a movie double-header for our first semi-official LTH event. Two adults, one critter.
Mike G wrote: don't expect Eatchicago to plan a spicy table, a non-spicy table, a peanut allergy table, a non-dairy table, a double no-whip caramel mocha frappucino table, and a no more than $27 table.
Oh, well, you pays your money and you takes your chances.... Please put me down for 1.... Thanks, Eatchicago, for organizing this!
Loved it, Iris. That is a catchy song and a talented musician. At least to this goy, the most offensive part is that they're eating at a buffet instead of LSC.
So what was my link, chopped liver?
Last edited by stevez on December 12th, 2007, 6:36 pm, edited 1 time in total.
Iris and I both must have missed it, sorry, Steve!


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Home»Sports»Wisconsin Badgers»REPORT: Wisconsin Sends Offer To Distinguished Four-Star Wide Receiver
REPORT: Wisconsin Sends Offer To Distinguished Four-Star Wide Receiver
By McQuade Arnold December 21, 2022 Updated: December 21, 2022 No Comments2 Mins Read
The Wisconsin Badgers are adding some serious offensive weapons to their 2023 class. As it looks, Wisconsin will not only remain "Offensive Line University" for the foreseeable future, but they are adding weapons as well. On December 20th, it was announced that Wisconsin sent an offer to a four-star wide receiver that is generating buzz throughout the nation. Jaden Reddell has officially received an offer from the University Of Wisconsin.
Reddell Announces Offer From The Wisconsin Badgers
Jaden Reddell, 2024 Wide Receiver – Rivals.com
With the commitment of four-star QB Nick Evers, it seems Wisconsin is more "in" on wide receivers than ever before. This is something that Luke Fickell said he is going to bring to Madison and so far he hasn't disappointed. Now Wisconsin has officially made an offer to Jaden Reddell, a four-star wide receiver.
I am extremely blessed to have received an offer from Wisconsin! @GinoGuidugli pic.twitter.com/NokU6TFYP6
— Jaden Reddell (@JadenReddell) December 21, 2022
Jaden Reddell is a four-star wide receiver/tight end that has 26 offers (currently). Some of those schools include Alabama, Georgia, Missouri, and Oregon. Reddell is 6'5″ and 230 pounds. He is ranked the 13th-best player in the state of Missouri and the number-one tight end in the state. These are the type of offers that Wisconsin would have had no business even entertaining prior to Luke Fickell. However, with the new brand of offense that is expected in Wisconsin, it no longer feels far-fetched.
Badgers Jaden Reddell Wisconsin Badgers
Badgers Football Offer Roundup
Wisconsin Wrestling Struggles Crushing 24-11 Loss to Nebraska
Badgers Host Epic 2022 Wisconsin Gatorade Player of The Year


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This page is designed to inform students about department, graduate school and university policies, procedures, requirements and regulations that are in place to earn a graduate degree at American University.
It is the student's responsibility to see that her/his program of study and academic file is complete and up-to-date at any given time. Current students' files are kept in the main Anthropology office and may be accessed by asking the administrative assistant to get the file. If a student has difficulty getting a faculty member to process a form or complete an evaluation, see the Graduate Program director or the Department Chair.
Students must:
Get to know and keep themselves up to date on program requirements. The department voted to terminate the Race, Gender, and Social Justice Concentration in 2013, so the only track now is the Cultural/Social Anthropology or Archaeology Concentration
Become familiar with the university's Graduate Academic Regulations
note schedules and deadlines for comprehensive exams, stages of dissertation preparation, etc.
secure appropriate forms and submit them in a timely fashion to the correct University office
make appropriate payments to the university upon completion of a stage of graduate work
It is the advisor's responsibility to be accessible to students and advise them well. Graduate advisors must know program requirements and become intimately familiar with the university's Graduate Academic Regulations. Where needed, advisors must fill out and process forms promptly and accurately. They must also verify that all appropriate paperwork is put into the student's academic file in the main office.
It is the faculty's responsibility to evaluate student work promptly and thoroughly, to make themselves accessible to students, and to provide frequent feedback and advice to students. All faculty who work with graduate students should familiarize themselves with program degree requirements and the Graduate Academic Regulations.
It is the Graduate Director's responsibility to insure that regulations are followed and, together with the Graduate Studies Committee, evaluate exceptional cases and recommend decisions to the Anthropology Council. Final graduate clearance is carried out by individual advisors and overseen by the Graduate Program Director.
Files and forms are kept in the main Anthropology office. Advisors are responsible for making sure that all materials generated in the course of study (e.g. copy of student's Program of Study, copy of thesis proposal or SRP form, copies of all other forms) are put into the student's file. Students should verify that their own files that are kept up to date. The files are found, alphabetically, in the filing cabinet marked "Graduate Files A -Z" in the main office. The department must have copies of everything for your file or you risk problems and hang-ups later on.
All graduate school and university forms needed to record progress through the graduate programs are available online on the AU web site. Most relevant forms are also available on the page marked Administration and Forms under Student Resources on the Department of Anthropology web page. Internal department forms are also available here. Many forms are also available in hard copy in the Department's main office. See the Administrative Assistant for help if you cannot find a form.
Your Faculty Advisor
Students are assigned a faculty advisor upon admission. These assignments are considered "best matches" based on admissions material, but students may change advisors as their interests develop. If a student wants to change advisors, s/he should first contact the potential new advisor to get her/his agreement to serve as advisor. Faculty members are not required to serve as advisors to any particular student, so this agreement is vital. After a student has procured the agreement of a new advisor, the student should then inform the former advisor of the change. Advisors should be faculty from the Department of Anthropology.
The choice of an advisor is very important for a doctoral student. Since doctoral training is oriented around producing self-directed research in the form of a dissertation, the advisor ideally plays a strong mentoring role, not only for course choice, but also for choosing the dissertation topic, field site, and research methods, analyzing data, and producing the final dissertation. Advisors can also offer mentoring about occupational choices. Students are recommended to consider these issues carefully as they consider their choice of dissertation advisor. For many, the initial advisor does indeed prove to be the best match, but this is not always the case.
If a faculty member is going on leave, it is her/his responsibility to work with each advisee to arrange for another faculty member to serve as advisor during the absence. Advisors can provide information regarding internships, career development, courses outside the department (in the University and Consortium), field schools, conferences, grant applications, selection of committees for comprehensive exams and dissertations. Be sure to maintain a close relationship with your advisor!
Students' advice about advisors
To ensure good relations with your advisor, be persistent and clear about communications. Come to your advisor with plans and options. Sometimes pertinent information can be obtained from the department administrative assistant, department committee chairs, and more senior students.If you experience communication problems, talk to the Graduate Program Director, the department chair, or identify a professor to whom you can talk. More senior students often offer good advice, but they do not have authority to implement departmental actions. Please see a professor, the Graduate Program Director, or Department Chair if you have a serious problem.
Program of Study Form
Students may be admitted to the doctoral program directly after their BA or after receiving an MA degree. Students admitted from the BA usually take 3 years of full-time course work followed by work on their dissertation. Students admitted with an MA in anthropology generally take 2 years of full-time course work followed by work on their dissertation. Students with an MA in another discipline take between 2-3 years of full-time course work followed by work on their dissertation. The decision about required years of course work should be discussed between the student and her/his advisor in the first semester of the program, entered on the Program of Study Form, and approved by the Graduate Committee. Further information about PhD requirements can be found on the program Admissions & Requirements page.
Each student should fill out a program of study form with her/his advisor during the first semester of the graduate program. The decision of to require less than 3 years of full-time course work must be approved by the Graduate Director, who consults the Graduate Studies Committee. The Program of Study lays out planned coursework and other activities during the entire graduate program. This program should be revisited (and changed) as necessary, but students should consult with their advisors at least once a year. A copy of the program of study (and any updated versions) should be placed in the student's academic file in the main office.
Students register online for regular courses. Students cannot register until their advisors have authorized them to register (online). Students should consult their advisors about their planned schedule for the subsequent semester before requesting authorization to register. Professors may grant permissions and waivers online for specific courses; please contact individual professors if this is necessary.
For variable credit courses (e.g., independent studies, internships, Dissertation Preparation Workshop), students cannot register online. A variety of other forms exist for these courses.
Independent Studies and Internships have special forms and require a number of signatures.
Students signing up for ANTH 898 or ANTH 899 should use the Graduate Continuous Registration form.
For all other courses, including ANTH 897, where online registration is not possible or where additional signatures are required, students should use the Request for Registration Action form.
Schedule of Degree Completion
Generally, students are expected to complete the Ph.D. in Anthropology after 2-3 years of full-time course work or its equivalent and another 2-3 years to carry out research and write the doctoral dissertation. Doctoral students, whether full-time or part-time, are expected to complete all degree requirements in no more than 9 years after the date of first enrollment in the degree program.
Under compelling circumstance, doctoral students may apply for one-year extensions beyond the expected time to degree, for a maximum of three extensions. Students must petition the Graduate Program Director for each one-year extension. Petitions must include a timetable listing specific goals to be accomplished during the extension. Each extension must be approved by the Associate Dean of CAS and the Vice Provost for Graduate Studies and Research. Additional extensions beyond three years will not be approved.
Extensions of candidacy are not automatic. The petition should be prepared thoughtfully and in sufficient detail to justify the additional year of study. Prepare the petition in close collaboration with your advisor. Refer questions to your advisor, the Graduate Studies committee, or the department chair.
Full-Time and Part-Time Enrollment
All students must maintain their matriculation by registering for at least one credit hour every spring and fall semester through graduation. A course load of nine credit hours is considered "full-time." Full-time study is required for international students and most students with university financial aid awards. Since most doctoral students are funded, most are expected to be full-time students during their course work years.
Students who have finished course work may maintain full-time status by signing up for ANTH 898 (before they have defended their dissertation proposal) or ANTH 899 (after they have successfully defended their dissertation proposal and become Ph.D. candidates). ANTH 898 is a 1-9 credit course that can be repeated once and may be taken with or without regular coursework. Tuition is assessed at the 1 credit rate. ANTH 899 a 9 credit course, but tuition is assessed at the 1 credit rate. Both courses are graded SP/UP and allow students to maintain full-time status. See Graduate Continuing Enrollment form for more information. Students who are still pursuing course work and working on dissertation preparation should sign up for ANTH 897 Dissertation Preparation Workshop for the appropriate number of credit hours.
The department itself does not formally differentiate between full-time and part-time status. Unfunded students may move between full-time (3 courses/semester) and part-time (1-2 classes/semester) status as they wish, if they are not required to be full-time for other reasons. Students who attend school less than full-time may become responsible for paying back earlier school loans; please contact your loan provider or Financial Aid for further information.
As of September 2013, three comprehensive exams are required of PhD candidates, the last of which is the defense of the dissertation proposal. Students admitted before this date, including those admitted under Race, Gender, and Social Justice Concentration, should contact their advisors for further information about comprehensive examinations.
Comp 1 ANTH 016 (Ethnographic Theory) OR ANTH 017 (Archaeological Theory)
Comp 2 ANTH 020 Subfield of Specialization
Comp 3 ANTH 021 Defense of Dissertation Proposal
Note that passage of each comprehensive exam (for MA or PhD) requires completion of the "Comprehensive Completion Form".
Once the candidate has successfully passed all three comprehensive exams and completed all course work, the candidate is officially a Ph.D. Candidate, or ABD (all-but dissertation). S/he may fill out the necessary forms to receive an MA in Anthropology if s/he does not already have that degree.
***When preparing bibliographies for comprehensive exams, first give them to your advisors. Once the advisor's advice is incorporated, get advice from other faculty.
***Oral exams begin with the student's brief introductory statement after which the committee asks questions, altogether lasting about 1.5 hours. Exam results are made known the same day.
***Generally, oral examinations will not be scheduled between June 1-August 31.
First Comp: ANTH 016 (Ethnographic Theory) OR ANTH 017 (Archaeological Theory)
The first comprehensive exam is a serious critical literature review in which the student must synthesize and analyze a broad body of literature relevant to one's field of study. The body of literature that is the focus of this examination can vary widely; it should be decided by students in collaboration with their advisors before students begin drafting a required bibliography (see below). Students who know what they wish to research for their dissertation may concentrate on a related theme, but this is not a requirement of the first comp. Generally speaking, the body of literature should not be at the level of "Culture," "Urban Anthropology," or "Race and Anthropology," but at a greater level of specificity, such as "Neoliberalism and Quality of Life," "Homelessness and Race," or "Imperialism, Capitalism, and Displacement."
The literature review should identify and discuss major authors and works in the identified body of literature. The literature review should not simply discuss authors and works with which the student agrees. Students should approach all scholarly positions from a critical standpoint, analyzing the strengths and the weaknesses of each argument. Like all literature reviews, this comp is not an annotated bibliography. Instead, it must discuss the relation between and among authors and texts, identifying key debates and areas of contention.
The literature review should clearly identify the concepts central to the identified body of literature, with clear definitions of key concepts and terms. The literature review should discuss the lines of similarity and difference in the meaning of concepts by authors on various sides of the literature. The discussion should situate the meaning of relevant concepts in the historical development of anthropology. The literature review should also discuss the history of scholarship within the body of literature (i.e., the history of the production of knowledge in the literature).
This literature review is not a place to write in the first person or to explicitly discuss one's own opinions. Comp #1 is not a forum for proposing a new theory or for discussing one's own fieldwork plans. The strength of the student's analysis and overall writing in demonstrating a thorough command of the relevant literature is what determines a successful first comp.
Administration and timeline
Coordination of this examination is normally undertaken by the professors of the three foundation courses. During the fall semester, coordinators work with students to develop potential topics for their focus. Coordinators will offer a workshop on writing a compare and contrast essay. Finalization of topics will depend upon student interests; all students should work closely with advisors. Students should choose a second reader, in collaboration with their advisor as well. Both advisor and reader should be involved in student discussions about potential topic and bibliography. The second reader should be identified on the Comprehensive #1 Tracking Form.
During the Fall semester, students will identify a topic for their exam. They will develop a preliminary bibliography, which represents a number of different approaches to the issue identified. All students will provide a final topic identification and a draft bibliography to the advisor and second reader by December 1.
After this, the plan for students who enter the doctoral program with an M.A. in anthropology and those who come with a B.A. will diverge.
Students who come with an M.A. in Anthropology should provide a final bibliography to their advisor and second reader by January 30. Bibliographies should include and students, in their papers, should refer to primary sources, e.g., seminal articles, important books. Advisor and reader should approve quickly, e.g., in the following 2 weeks.
The due date for this exam for students who come with an M.A. in Anthropology is 4:30 p.m. on May 15 of the spring semester. The exam should be submitted online as a WORD document to the Department Administrative Assistant.
Students who come with a B.A. can take more time, because the department recognizes that some of them may have less familiarity with the anthropological literature. These students should consult regularly with their advisor and reader over the spring semester to develop an appropriate bibliography. Their final bibliography is due on March 20.
The due date for this exam for students who come with a B.A. in Anthropology is 4:30 p.m. on September 10 of the fall semester of their second year in the program. The exam should be submitted online as a WORD document to the Department Administrative Assistant.
If any due dates fall on the weekend, the examination is due on the Monday following the weekend at 4:30 p.m.
The examination should be typed doubled-spaced. It is limited to 20 pages of text plus bibliography. Bibliography should be prepared in a style of a professional journal in your sub-discipline.
Students should know that faculty will not be available to discuss essays over the summer.
Students who hand in late exams will be deemed to have failed the examination. Students who face truly exceptional circumstances and find they need to hand in the First Comprehensive Examination late should send a petition well in advance to the Graduate Studies Committee requesting an extension of the date;this petition should be supported by a letter from the Advisor.
Second Comp: Subfield of Specialization (ANTH 020)
The second doctoral comprehensive exam focuses on current issues and central debates that surround the student's research area and that provide theoretical and substantive context for dissertation research. The content of the exam is based on a bibliography compiled by each student and approved by her or his advisor at least one month before the exam is taken. In agreement with each student's advisor, the second comp is usually fulfilled by one of the three options:
A take-home written essay that reviews the literature and scholarship within and outside anthropology relevant to research interests. This exam should synthesize a clearly defined segment of the anthropological literature to assist you in constructing a research problem for your dissertation. The review should problematize the literature you discuss. It should look for contradictions, debates, and different points of view, with the goal of discovering an issue, the resolution of which will address an outstanding question in the discipline of anthropology. This literature review should not simply summarize the literature, but should synthesize multiple works, with an eye toward understanding what is not known as well as what is known.
The exam should have a clear and well defined focus. The problem should be clearly stated and all important terms clearly defined. Do not choose a topic that is too broad or that simply considers literature that has already been well-studied. Identify a focus that will lead you toward the kind of research question that can be researched as a doctoral project. The exam should identify a set of literature relevant to your interests, accurately render the arguments presented in the literature chosen, and clarify the underlying assumptions of the literature discussed. It should present relevant and convincing evidence to support the points made.
The exam should show clearly that you have understood the literature;it should also illustrate an understanding of its importance to you. Thus, the exam should be written primarily in ordinary English, without excessive jargon. Quotations should be used to support arguments, rather than to substitute for them.
Students should attend to quality of written language as well as the quality of argument. Writing should be clear, effective, and show accurate use of technical terminology. Citations should be complete, using the appropriate citation formation for publication in the student's subfield. When documenting specific points, page numbers should be included. The bibliography, also in the citation formation appropriate for the subfield, should include all in-text citations. Students should proofread the exam carefully, paying close attention to homonyms, grammar, and punctuation.
The exam essay should be 20 pages long, double-spaced, plus a bibliography. Two readers, including the advisor, will normally grade the take-home exams, but a third reader will be employed if a tie-breaker is needed. The literature review will not be graded during the period May 15-August 31.
An oral exam based on material that covers the student's research specialization. Candidates may not use notes but may have a copy of their bibliography with them. The advisor will appoint two additional examiners, to make up a committee of three faculty, to conduct the oral exam.
A take-home written exam based on material that covers the student's research specialization, composed in a one-week period. Each student chooses a question from a set of questions developed by faculty and addresses it in a double-spaced 20-page essay. Two readers, including the advisor, will normally grade the take-home exams, but a third reader will be employed if a tie-breaker is needed.
Most students will work on this examination during their second year and submit in May of their second year or September of their third year. Well prepared students who come with an MA in Anthropology and have submitted their first comprehensive the previous May may submit in January. This examination should be used to help define a research problem for the dissertation and provide the literature needed to write a convincing research proposal.
Third Comp: Defense of Dissertation Proposal (ANTH 021)
The third comprehensive exam is an oral defense of the dissertation proposal. The student schedules the exam in conjunction with her/his dissertation committee. Students should plan to defend their dissertation proposals sometime during the third year (second year if coming with an MA). As is the case now, some would defend the department proposal before they applied for outside funding, but many would defend the formal proposal afterward. Students should use their final year of coursework to fill in intellectual and skills gaps that they discover as they work on their second comprehensive and proposal.
Training in research methods is provided in many of the department's graduate courses. Additionally, the department offers specific courses in research methods relevant for professional development and for doctoral dissertation projects. ANTH 652 Anthropological Research Methods is offered in the spring semester, and should be taken in the first year in residence. ANTH 637, Discourse Text and Voice, provides a range of methods for analyzing cultural, social and historical content in spoken and written texts. ANTH 531 orients students to specific modes of analysis of material culture. Some sections of ANTH 544 provide training in forms of ethnographically related, community-centered film-making. ANTH 640 Ethnography for Social Change addresses the tasks of interpretation and summation, emphasizing different formats in which research findings can be made available to audiences inside and outside academe.
Research methods options can also be found in Sociology, in MATH/STAT, in SIS and elsewhere on campus. Discuss your research training needs with your faculty advisor and integrate relevant choices into your Program of Study.
Tool of Research
University regulations require that doctoral students demonstrate proficiency in two different tools of research. Generally these are two languages, or one language and statistics or another research "tool." According to academic regulations, these tools should relate to research in the discipline in which the student is studying.
The department faculty strongly believe that a well-educated anthropologist will:
become competent in a language used in the field of research;
be able to read anthropological literature in a language other than English; and
know technical and methodological tools needed to do appropriate data collection and analysis.
Ideally, one tool will be a language other than English.
The second tool may either be a second language or a technical tool. The student and his/her advisor jointly determine which additional tool is appropriate and useful in the student's dissertation research. The Department Chair approves the selection of research tools by signing the "Application for Certification of Proficiency in a Tool of Research" form. Once the Chair's signature is registered on this form, the form is forwarded to the registrar and a copy placed in their academic files.
Certifying Language Competence
A. Certification of commonly taught languages with a literate tradition may be made by:
Course work at an appropriate level, with a grade of B or better;
Examination administered by the Department of Language and Foreign Studies at AU;
Examination administered at another appropriate institution;
Translation examination administered by the Department of Anthropology;or
Departmental certification of status as a native speaker.
In general, students must demonstrate a sufficient level of language competence to be able to read anthropological literature in that language;certification of such competence must be registered on the "Tool of Research" form.
B. Certification of field languages that are not widely taught and may not have broadly known literate traditions may be certified by:
The same means as commonly taught languages (as above);or
Written certification by a teacher or native speaker that the student's competence is sufficient for fieldwork use.
Non-Language Tools of Research
Tools other than languages may include statistics, particular quantitative or qualitative techniques (e.g., discourse/text analysis), computer languages, or other appropriate techniques as decided on by the student and advisor. Such tools may be certified by appropriate course work with a grade of B or above. Statistics may be certified via the use of appropriate statistical methods in the dissertation. In this case, the tool of research form will normally be filled out after data analysis is completed.
The department recommends:
1-credit modules in the Sociology Department's (on their list of courses, but not recenetly offered) and SIS (e.g., SIS 638 Selected Topics in International Development Skills).
Quantitative methods courses offered by the Department of Mathematics and Statistics, or SIS.
NOTE: ANTH 652 Anthropological Research Design may not be used for certification of the tool requirement.
Students who take courses to fulfill the Research Tool requirement should have the appropriate "Research Tool" form certified immediately after completing the course. However, tools need to be chosen with the dissertation in mind; the department will not certify tools that have no connection to the proposed dissertation topic.
Application for External Funding
In the summer preceding the second year of doctoral study (for those coming with an MA) or the third year (for students entering without an MA), students should begin working with advisors and other faculty (primarily those who will be on the dissertation committee) to prepare proposals seeking external funding for dissertation research. Enrollment in ANTH 897 in fall and spring semesters of that year is strongly recommended of all doctoral students working on developing dissertation proposals. Students who plan to apply for Fulbright awards (or other awards with early deadlines) need to begin the application process during that summer; the Office of merit Awards will provide specific deadline and other requirements.
Proposal development is a difficult and demanding process. You should begin early (some advise 6 months ahead of time) to have sufficient time for comments from committee and for rewrites and reviews of multiple drafts. The on-campus deadline for proposal submission is substantially earlier than the due date at the agency, so adjust your timeline for institutional submissions accordingly.
The doctoral dissertation represents an original scholarly contribution to the field of anthropology. In most cases, the dissertation is based on a program of sustained field research or other first-hand engagement with the issues under discussion in this project.
Dissertation Committee
Dissertations are written and revised under the guidance of a core committee of at least three scholars. The chair of the committee (usually the candidate's academic advisor) must be a tenured member of the full-time faculty in the Department of Anthropology at American U and hold an earned PhD. Untenured, tenure-line faculty may serve as co-chairs of Dissertation Committees, but must serve with a tenured faculty member. At least two of the core committee members, including chair/co-chairs, must be full-time, tenure-line faculty members at American University and preferably from the program in which the student is enrolled.
The dissertation process begins with the preparation of a dissertation proposal. Ordinarily the proposal contains:
a description of the dissertation focus and goals including a summary of the topics to be explored, particulars of the research context, reasons for pursuing the project, etc.
a review of the literature in anthropology and other fields relevant to the dissertation topic
a methodology that discusses the plans for conducting research, analyzing data, and preparing the dissertation text
The candidate prepares the proposal in close consultation with the Chair of his/her dissertation committee and with other committee members. After committee members are satisfied with the proposal, the advisor schedules an oral defense of the proposal. (Note: this defense counts as the candidate's 4th comprehensive examination.)
Before the defense of the proposal can be held, the doctoral student, in consultation with her/his committee chair, must choose faculty for the committee. S/he submits the names of the Chair and other committee members for approval by the Graduate Program Director. Once approved by the Graduate Program Director, the proposed membership of a Dissertation Committee is then approved by the university's Doctoral Council. If the status of any member of an approved Dissertation Committee changes, the doctoral student and the Graduate Program Director will recommend a replacement for approval by the Doctoral Council. See University Office of Graduate Studies and Research for further information and forms.
A satisfactory defense of the proposal allows the student to begin work on the dissertation project, as planned. The Chair of the committee notifies the CAS Dean's office of the successful proposal defense by filling out the appropriate sections of the Graduate Academic Action form. A copy of the dissertation proposal title page signed by the Chair and other members of the committee must be included with this submission. A copy of the signed dissertation proposal title page and a copy of the proposal should be put into the student's academic file in the main department office.
Dissertation Credits
As noted, students who are ABD must continue to register every fall and spring semester, usually for ANTH 899, until they graduate.
Regular communication with your committee and especially with your dissertation advisor is expected throughout the research and writing period. Some advisors want to see drafts of individual chapters as soon as they are prepared while others prefer to read all the chapters at one time. Committee members should be asked for their preferences and about how involved they wish to be in the earlier writing stages. The candidate should heed the commentary and suggestions of advisors and committee members. Candidates may want to ask staff, e.g. in the university's Writing Center, to review text and make suggestions regarding style and clarity of presentation.
The format for the dissertation is strictly defined by university regulation. All dissertations are now required to be formatting electronically. Requirements are outlined on the University Graduate Studies web page, Guide to Electronic Theses and Dissertations. It is the candidate's responsibility to ensure that the dissertation meets American University's requirements. Documents that do not conform to university stipulations will not be accepted.
Once the advisor is satisfied, chapters are circulated to other members of the dissertation committee for their review and critique. When the committee determines that the dissertation is near completion, the advisor arranges for the formal dissertation defense. At the time of the final examination of the dissertation, at least one additional member will join the core of the dissertation committee as an outside reader for the final examination. The purpose of the outside reader(s) is to provide a review of the dissertation by a colleague with the appropriate terminal degree who is an expert in the subject matter of the dissertation. The outside reader should have no direct association with the student. An outside reader serves an advisory role, and the charge to the outside reader is to determine if the dissertation meets general standards in the field, not necessarily to critique the work in detail.
The dissertation defense is open to the public. It opens with the candidate describing the dissertation research. Then the advisor and other committee members pose questions about the project, after which the advisor invites questions from other members of the audience. If the committee decides that the candidate has successfully defended the dissertation, members sign the title page of the document. The defense usually concludes with the committee giving the candidate a list of changes and additions that need to be made to the dissertation document.
Final Formalities
Deadlines for completing the final dissertation manuscript are published in the Academic Calendar each semester. In order for a dissertation to be completed, the dissertation must be accepted by the Thesis/Dissertation coordinator in the CAS Dean's Office. For this to happen, the advisor and other committee members must be satisfied with the finished product and the CAS Dean's Office must have approved final formatting. The CAS Dean's Office will notify the student of other requirements for final graduation.
Students are also responsible for filing an Application for Graduation with the Office of the Registrar, in which they indicate how their name should appear on the diploma, etc. This application must be submitted early, at the latest during the registration period of the last semester the student is enrolled at AU. Submit for the semester that you plan to graduate;you can always resubmit if you don't finish in time!!!!
Graduate ceremonies occur only in May, but a student can graduate (receive a diploma) in August or December as well. Please consult the yearly Academic Calendar to see the dates for filing the graduation application and the doctoral dissertation.
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João Pereira Cardoso made a courageous move to America in 1960 with his wife, Maria Cardoso, and their four daughters, Arlete, Alyce, Adalgisa, and Alda. He was determined to begin a new life providing better educational and social opportunities. Life in New York City was not without its hardships. Learning a new culture, way of life, and language was challenging and required persevering through many adversities. The endeavors and accomplishments of these times, and those that followed further influenced Vovôspersona and unique character. It strengthened his character of respect, resilience, hard work, integrity, charisma, honor, kindness, and charm.
João Cardoso attended night school to learn English in addition to attending several trade schools acquiring certifications and licenses in plumbing, heating/air conditioning, and electrician work. These efforts placed him on a path that led to a very successful career. He was able to own multiple real estate properties and had many hobbies. His hobbies often included spending quality time with his family. Through many family gatherings Vovôslove for cooking, crushing grapes to make homemade wine, fishing, reading, traveling, and watching futebol matches daily were all activities he shared and passed on to us all. Respect and value for family and strength of family unity were passed down and reflected through family generations. This was enhanced by his connections, relationships, and contributions to Our Lady of Fatima and The Portuguese Instructive Social Club of Elizabeth, New Jersey. Similar to Vovô, the Portuguese immigrants maintained strong ties to the Catholic Church and Portuguese Social Clubs to help preserve a strong sense of community and identity to heritage, culture, and country. It was this continuous foundation and support that led to the significant contributions of the Portuguese community to the American culture. Their involvement and friendships had forever a permanent and special place in their hearts. You were all family. They would travel from Park Avenue and 91stStreet in Manhattan to Elizabeth, New Jersey frequently, making it a priority in their lives. This was their second home. Vovôand Vovo rarely missed a Sunday or event in Elizabeth, New Jersey; they were avid members of Our Lady of Fatima and the Portuguese Social Club. Members and friends speak of high levels of commitment by never saying no when asked to engage in a task or asked to give their time in support of events. João Cardoso had given his time, energy, and heart to countless events and activities for over 40 years. As a dedicated contributor within the community, Vovôpreferred often too subtlety and humbly step aside to praise and credit others. João Cardoso was devoted to responding to necessary maintenance or handy-work requests made by the church or club, generously sharing his skills and trades. João Cardoso was also an active member of The Elizabeth Portuguese Lions Club, The Knights of Columbus, Decorating Committee, and assisted the church and club committees in setting up for all events. Vovôwas instrumental in collecting and providing materials for the committee and Vovo who created beautiful centerpieces, wreaths, floral arrangements, and other décor. One of Vovôsfavorite activities was to contribute and care for the flowers in church and placed to Our Lady of Fatima Statue. They were also active participants in fundraising events including organizing bus trips to Atlantic City. Friends and members speak highly of his great personality and sense of humor. He loved interacting with people, especially during the opportunities he had to bartend during events. He took such pride and joy in this task and all event activities. Vovôwas a passionate supporter of the Portuguese community, advising members to assist each other and grow together. He also engaged with other organizations and businesses in Elizabeth, New Jersey and in New York City hence uplifting the Portuguese community.
João Cardoso is survived by his beloved wife, Maria Cardoso of 67 years, who passed away in 2017, his four daughters, eleven grandchildren, and seven great-grandchildren. João Cardoso was a true gentleman again and again emphasized as his greatest attribute by all who knew him. He is remembered in the Portuguese community for his dedication, compassion, inspirational stories, kindness, contagious energy, sense of humor, and uplifting character. João Cardoso believed in family and loyalty. The many friends and family that hold him in their hearts reflect his positive influence on the community. This is his legacy.


Welcome, thanks for visiting the website and the lovely Hamptons! Where else to get Zen and do yoga? Lets practice together, whether on the beach, out in the water on paddleboards, or at your location or even my pool and place! Privates and group lessons available! Bachelorette, wedding parties, get together, family reunion, any type of celebration is a fun memorable moment with yoga!
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text:
John D. Shearer  is a freelance photographer.

His work has been published in numerous publications including Rolling Stone, Spin, Paste, Signal to Noise Magazine, People, Teen People  and Vanity Fair.

Shearer graduated from Ball State University in 2003 with a B.A. in photojournalism and telecommunications.

While his work has mostly centered on still photography, he has directed and produced a handful of short films as well. The Jingo Factor which he wrote, directed and produced, and which headlined the 2004 Oranje festival in Indianapolis. It is an experimental propaganda film that centered on events directly after September 11, 2001. Shearer is he an associate member of the American Society of Media Photographers.

References

External links

http://www.prx.org/pieces/79272-feature-report-im-too-young-for-this

Living people
People from Kokomo, Indiana

Year of birth missing (living people)


This story, "WD Blue SN500 NVMe SSD review: Great bang for the buck" was originally published by PCWorld.
Even WD's bargain NVMe SSDs provide excellent bang for the buck. Unlike some cheap competitors, the Blue SN500 maintains a reasonable 750MBps write speed when it runs out of cache. That alone makes it our favorite entry-level NVMe SSD.


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1755, as Roman Catholicism is still outlawed in Newfoundland, priests disguised as fishermen, minister to the spiritual needs of the community.
1836, the first official census of Newfoundland puts the population at 542, of which 540 were Roman Catholic.
1845, Roman Catholic Church opens.
1860, the Presentation Sisters open a convent and a school for girls.
1960s, people are re-settled from Gallows Cove at the southern headland of Witless Bay to the community of Witless Bay.
• The East Coast Trail is a coastal scenic walking and hiking experience that follows 220 kms of rugged coastline along the scenic shores of the Avalon Peninsula. It takes you past breathtaking scenery of whales, icebergs and puffins. This beautiful trail is within walking distance of Witless Bay Suites.
• Whale and Bird Watching Tours- Several Whale and Bird watching tours available in the area. Take a voyage aboard one of the many boat tours engaging in an unforgettable tour of the Witless Bay Ecological Reserve, seeing tens of thousands of seabirds and the largest Atlantic Puffin Colony in North America.
• O'Brien's Dinner Theatre located in Bay Bulls, just a five minute drive from Witless Bay Suites - Enjoy a lovely meal while being entertained by local performers.
• Several local Restaurants - Fully licensed family restaurant offering the best in delicious Newfoundland seafood dishes.
• The Irish Loop Coffee House- If you enjoy a good cup of coffee and either a snack or a meal we can fulfill your needs. Within minutes walking distance from our suites.
• La Manche Park- Picnic Day use, Swimming, Hiking, and Canoeing.


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The 2015–16 New Hampshire Wildcats men's basketball team  represented the University of New Hampshire during the 2015–16 NCAA Division I men's basketball season. The Wildcats, led by 11th year head coach Bill Herrion, played their home games at Lundholm Gym and were members of the America East Conference. They finished the season 20–13, 11–5 in America East play to finish in a tie for third place. They defeated Binghamton in the quarterfinals of the America East tournament where they lost to Vermont. They were invited to the CollegeInsider.com Tournament where they defeated Fairfield in the first round to advance to the second round where they lost to Coastal Carolina.

Roster

Schedule

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!colspan=9 style="background:#191970; color:#FFFFFF;"| Non-conference regular season

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!colspan=9 style="background:#191970; color:#FFFFFF;"| America East regular season

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!colspan=9 style="background:#191970; color:#FFFFFF;"| America East tournament

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!colspan=9 style="background:#191970; color:#FFFFFF;"| CIT

References

New Hampshire Wildcats men's basketball seasons
New Hampshire
New Hampshire
Wildcats men's b
Wildcats


Abstract: Book reviewed in this article: A Collection of Close to-Death Analysis Readings: Scientijic Inquiries Into the Experiences of Persons Near Physical Death. If you ask them about other experiences from their life at the similar time, they are very fuzzy memories, if they have any at all. Moody thinks that shared death experiences act as strong proof for the view that the thoughts exists independently of the brain, mainly because the persons experiencing them are in no way getting impaired brain functions at the time. NDEs are encountered by individuals of all backgrounds, and most studies find the prevalence of NDEs to be 10-20 percent of persons who have come close to death.
Investigation on Close to Death Experiences (NDE): The Findings and a Case from an Intensive Care Prospective Study – Penny Sartori, Ph.D. Soon after she came back to life, she gained the ability to see the power around the earth and people's collective consciousness, she stated. Moody very first heard about shared death experiences in 1972 from a healthcare professor of his. Just after more than 30 years of study, Moody estimates that shared death experiences are as common as NDEs.
He compared a group of NDErs' accounts about their NDEs created 20 years apart and discovered that they remained closely identical more than time. The phenomenon was coined near-death experiences (NDEs) in the 1975 book Life Following Life" by Raymond Moody, M.D. and Ph.D. in philosophy and psychology. NDEs frequently include things like cognitive, affective, paranormal, and transcendental experiences. Often, the bystander would also experience the life overview of the dying individual.
A new study suggests that close to-death experiences could be the outcome of increased electrical activity in the brain near the moment of death. If you ask them about other experiences from their life at the very same time, they are incredibly fuzzy memories, if they have any at all. Moody thinks that shared death experiences act as sturdy proof for the view that the thoughts exists independently of the brain, simply because the people today experiencing them are in no way getting impaired brain functions at the time. NDEs are encountered by men and women of all backgrounds, and most studies find the prevalence of NDEs to be ten-20 % of men and women who have come close to death.
As he studied extra of these situations over the years, he identified that the attributes of shared death experiences are related to these of NDEs. A single of the most common capabilities of shared death experiences is that the shared death experiencer sees the spirit of the dying particular person, which appears as a transparent replica of the individual, or an oval or sphere of light leaving from the head or chest of the dying person's physical physique, Moody told The Epoch Occasions in an interview.
Even stronger proof, as Moody recounted through the interview with The Epoch Times, was the case of a priest and a nun in South Africa who had a automobile accident with each other and who each had cardiac arrest followed by an NDE. If you ask somebody about their close to-death expertise that happened 15 years ago, they tell it as if it happened yesterday. However, for the duration of his NDE, Alexander had such vivid experiences involving a number of senses, such as vision, hearing, and smell, that he mentioned he couldn't describe how awesome it was.
A further phenomenon connected to NDEs is shared death experiences, in which a particular person close to a dying individual experiences anything with the identical qualities as NDEs. Bruce Greyson, M.D. and director of the Division of Perceptual Research at the University of Virginia, mentioned NDEs are reputable mainly because the accounts by near-death experiencers (NDErs) of these events stay unchanged more than time.
Near Death Experiences Research – The phenomenon was coined close to-death experiences (NDEs) in the 1975 book Life Just after Life" by Raymond Moody, M.D. and Ph.D. in philosophy and psychology.