An introductory course for Physical Education and Sport Studies majors that will explore history and trends surrounding health related physical activity an dposrt. The diverse professional and scholarly career choice available within the disciplines of sport studies and physical education will be discussed with an emphasis on professional/clinical practice within human delevopment, human movement, coaching, sport management and the teaching professions.
This course is an integration of movement education gymnastics and Olympic- style gymnastics using the medium tumbling and balance skills, small equipment and large equipment. Students will polish their skill abilities, learn to teach and learn to teach spotting techniques. Emphasis will be placed upon cooperative learning creativity and problem solving. Student will develop a working portfolio. Ability level is beginner to intermediate.
This course focuses on common and specialized content knowledge used in the performance and instruction of a variety of dance forms including aerovic, mixers, square and social dances. It is designed for beginning students with little or no previous experience in dance and will focus on exploring history and cultural meanings of dance, individual movement styles and dance as creative and aesthetic practice. In addition, this course will explorebasic kinesiological and physiological principles underlying dances as aesthetic practice.
This course will provide theory and content relative to infant and early childhood gross motor development. Course content will include the developmental perspective, physical growth and maturation and early motor behavior from birth to 5-years. Motor development sequences will be studied in depth comparing infants and young children without and with developmental delays. Students will learn to plan developmentally appropriate lessons for the field experience of this course, Kinder-Kinetics. The field experience will occur each Thursday throughout the semester involving preschool children, including those with disabilities.
This course offers an in-depth look into four components of health-related physical fitness and their relationship to the development of personal fitness and wellness. The focus will be on principles of training, teaching and testing techniques, various models and modes of exercise, nutrition trends related to performance. Students will learn how to develop fitness programs as part of the public school physical education curriculum. This course will include an experimental components. Students will be expose to active learning through classroom instruction and vigorous physical activity.
This course focuses on the common and specialized content knowledge emphasized in the teaching and coaching of select games and sports. In this course, students will be assessed on their knowledge of rules, strategies and techniques of three select games and sports as well as their capacity to demonstrate competent motor-skill performances during game play. Students will also learn to systemically analyze sport skill performances, structure appropriate practice sessions and provide congruent feedback to students and athletes. Activity-specific measures of physical fitness will also be collected during this course.
This course focuses on the common and specialized content knowledge emphasized in the teaching of and participation in select personal performance activites. In this course, students will be assessed on their knowledge and application of skills and their ability to seek personal challenge, while maintaining personal (and partner of group) safety in three select personal performance activities (e.g., In-line skating, indoor wall climbing, tumbling, etc.). Students will also learn to systemically analyze skill performances, structure appropriate practice sessions and provide congruent feedback to fellow participants. Activity-specific measures of physical fitness will also be collected during this course.
This course focuses on the common and specialized content knowledge emphasized in the teaching of and participation in various outdoor pursuits. In this course, students will be assessed on their application of skills, their capacity for personal challenge and decision-making; and their ability to apply safe procedures, etiquette and other conventions common to the activities covered in class (e.g., Canoeing, Backpacking/Camping, Orienteering, Snowshoeing, Cross-Country Skiing) Activity-specific measures of physical fitness will also be collected during this course.
This course focuses on the common and specialized content knowledge emphasized in the teaching of and participation in fitness activities. In this course, students will be assessed on their application of knowledge and skills associated with three fitness activities: weight raining, aerobic conditioning and yoga. Students will also learn to systematically analyze associated skills, organize exercise work-out routines and provide congruent feedback associated with correct technique. Activity-specific measures of physical fitness will also be collected during this course.
A two-course sequence focused on the basic instruction of movement activities. Activities may include archery, badminton, cross-country skiing, cycling, golf, inline skating, orienteering, Tai Chi, tennis, weight training or yoga. This course may require weekend meeting times. In some instances, students will be responsible for providing their own equipment. Some lessons may require students to organize personal transportation and to from off-campus personal instructional venues (e.g. local driving range, state park, etc.). Additional fees for equipment rental or admissions may be required of students.
The study of developmentally appropriate physical education curriculums for elementary, middle and high school programs. Historical and contemporary models be examined. Focus will be provided toward designing curricula based upon the NASPE National Standards for Physical and the New York State Learning Standards for Physical Education.
Prevention and emergency care of injuries incurred in physical education and athletic activities in the environment of children and young adults. A track program including the review of emergency medical treatment and a survey of principles related to the mechanics of athletic injury and the scientific basis of conditioning of specific injuries and their rehabilitation are addressed. Specialized conditioning programs of fitness are discussed.
This course is designed to provide a basic introduction to the field of motor learning. The focus will be toward skill acquisition with primary consideration given to the learning of skills, factors that influence skill learning, and the effectiveness of various instructional strategies. This course shall be directed toward individuals preparing for a career in which motor skill instruction is an important part of the job, as is the case of physical education teachers, coaches, dance instructors, physical and occupational therapists, athletic trainers, and instructors in military and industrial training settings.
A two-course sequence where students learn to teach the fundamental skills, game strategy, officiating techniques, and keeping statistics for team handball, soccer, volleyball, softball, track and field. Students will be introduced to the Sport Education Model.
Designed for physical education majors, this course allows students to study fundamental motors skills/fundamental motor patterns, developmentally appropriate class organization and management techniques, instructional techniques across the preK-6 grades for all methods with the Direct. Combination and Indirect Teaching Styles. Students will learn techniques to integrate subject matter from other academic areas, as well as how to individualize instruction. Take in Elementary Field Block. Students will be evaluated on a series of examinations, lesson plans, teaching assignments, and a working portfolio.
This course provides the student with a comprehensive and practical model for developing principles, program content, motivation, class organization and management techniques, instructional teaching methods and style along with and materials specified to teaching physical education in middle and high schools. Taken in Secondary Field Block. Students will be evaluated on a series of examinations, lesson plans, teaching assignments and portfolio.
This course will cover various forms of criterion reference and norm reference assessments specific to physical education k-12. Focus will be given toward authentic assessment, and matching assessments to the NASPE and New York State Learning Standards for Physical Education. Students will learn to design and administer developmentally appropriate assessments to measure the psychomotor, cognitive and affective domains involving video and computer assisted technology.
This course deals with history, rules, regulations and recommendations; coaching methods, performance skills; technical information; organization and management; methods of training, conditioning; equipment, officiating, and coaching responsibilities.
This course deals with history, rules, regulations, and recommendations; coaching methods, performance skills, technical information; organization and management, methods of training, conditioning; equipment, officiating and coaching responsibilities.
This course deals with history, rules, regulations and recommendations, coaching methods, performance skills, technical information, organization and management, methods of training, conditioning, equipment, officiating and coaching responsibilities.
This course deals with the history, rules, regulations and recommendations, coaching methods, performance skills, technical information, organization and management, methods of training, conditioning; equipment, officiating and coaching responsibilities.
This course includes the history, objectives, rules, regulations and policies of interscholastic sports; coaching methods, technical information (offense, defense, strategies), and national coaching standards; organization and management of practices; special training and conditioning of athletes in the specific sport; care and fitting of equipment; special safety precautions, and officiating methods. Harassment issues specific to coaches, coaching, and athletes will be addressed. Taken in Secondary Field block.
This course deals with history, rules, regulations and recommendations, coaching methods, performance skills; technical information; organization and management; methods of training; conditioning; equipment, officiating and coaching responsibilities.
Scientific concepts and principles of nutrition, nutrition education, and nutrition biochemistry, specific to athletic performance, fitness, and personal wellness of exercising populations will be the focus of this course, which is designed for individuals pursuing careers in athletics and fitness-related fields. Scientific applications based upon laboratory applications will cover the scope and sequence of nutrition for athletic performance and nutrition disorders specific to athletics, fitness and wellness.
This course will focus on the 'hard' and 'soft' skills associated with contemporary outdoor/ adventure education. Activities in the course may include hard skills associated with backpacking, camping, canoeing, orienteering, and/or rock climbing. 'Soft' skills covered in this course may include teaching personal responsibility, group decision-making and/or conflict resolution. This course may require weekend meeting times and will require an overnight experience in a backcountry setting. In some instances, there may be additional costs associated with equipment rental, park admissions or transportation. Some off-campus experiences may require students to provide their own transportation to and from various instructional venues.
Interscholastic athletics and its role in the total physical and general educational program in today's schools will be emphasized. National, state and local organizations directly involved with high school athletics will be examined. Legal implications, safety procedures, principles of budgets, records, purchase and care of athletic equipment will be reviewed and discussed. Personal standards for and responsibilities of the coach as a teacher, leader and public person are discussed.
A course designed to prepare students with the theories and techniques for adapting physical activities in inclusive and alternative settings. Students will study historical and contemporary trends and issues related to programming physical activities for persons with disabilities. Included would be an examination of assessments and the IEP process, parental concerns related to special education, and the nature of the physical, cognitive and emotional/behavioral disabilities. Students will also learn to modify and adapt individual, dual and team sports. Safety concerns will be stressed throughout the course.
A detailed study of biomechanical and kinesiological concepts specific to human movement in physical education and sport. This will include mechanical laws of physics and motor control specific to human movement. The student will learn movement evaluations and analysis techniques.
This course covers the past, present and future of women and sport, addressing subjects such as women's sports in ancient Crete, industrial league sport for women, biomedical considerations, and psychosocial dimensions of women's sport including sociocultural, political, and economic factors that have led to changes in women in sport.
This course involves intensive study in a particular area or topic related to physical education, sport studies, or a specific movement or somatic experience. The content of the course of the course will be announced prior to the semester in which it will be offered. The course may be taken more than once if the content of the course has changed.
Recognition and evaluation of injury/illness common to competitive activity. Students will learn techniques required to assess injury/illness for administering first-aid and emergency care. This course expands on topics covered in PHED 208. Excellent primer for students interested in pursuing careers in physical therapy, athletic training and medicine.
Corequisite(s): Take BIO-211 BIO-212 and PHED-208.
What we eat is influenced by a variety of factors: economics, taste, availability, and desire to be healthy. But how much influence do we have over our food choices? This course will explore how the social ecological theory is evident in every food decision we make. Specific foci include: physiology of digestion and absorption with special emphasis placed on the effects of psychology and food allergies/medical conditions; obesity; eating disorders; environment (GMO's); economics and public health policy. It is suggested that students have taken PHED 309, permission to enroll can be discussed with the professor.
This course involves intensive study in a particular area or topic related to physical education, sport studies, or a specific movement or somatic experience. The content of the course will be announced prior to the semester in which it will be offered. The course may be taken more than once if the content of the course has changed.
This course is designed to give advanced instruction for students wishing to become certified athletic trainers. The course will address clinical evaluation of injuries and illnesses commonly sustained by the competitive athlete. Procedures of all therapeutic modalities commonly used in Sports Medicine and other selected topics on current issues relating to athletics will be explored.
This course is designed to introduce common and specialized theoretical knowledge associated with motor learning and motor development (across the lifespan). Students will descrive and apply motor learning principles related to the instruction of motor skills common to sport and physical activity. Students will also describe and apply theories and principles related to the acquisition and use of motor skills across the lifespan. During this course students will learn to analyze motor skills through multiple means (e.g., visual observation, technology) in order to provide specific, congruent feedback to enhance student learning. Students will also learn, be assessed on and learn to assess developmentally appropriate performances of fundamental motor skills.
This course is designed to prepare physical educators with the groundwork to become successful teachers. In this course emphasis will be placed on understanding and acquiring content knowledge, and then conceptualizing and organizing that content for the purpose of instruction. Drawing from the Shape America Standards, students will learn to plan lessons that address the wide range of developmental abilities found in our elementary schools. We will also learn to create and apply task progressions that help children learn fundamental skills. Through practice teaching we will learn to effectively communicate the critical elements of what we teach, assess how well children learn and reflect upon what worked and what did not. In addition to the development of instructional methods, this course will also offer a survey of curriculum models common to elementary physical education and an overview of the curriculum process in New York State. This course will also require structured observations in local public schools, opportunites to shadow and co-teach with area teachers and the completion of projects, such as the Ed-TPA instructional assessment.
The purpose of this course is for physical education teacher candidates to develop knowledge and skills for planning, implementing, and evaluating appropriate and effective physical education programs at secondary and middle school level. Learning experiences will focus on knowledge and skills related to effective instructional strategies, efficient management and organizational principles, and effective class control and motivational techniques specific to teaching physical education for secondary and middle school students. This course also focuses on all processes involved in the design, implementation and practical applications of the curriculum processes in elementary and secondary school physical education. The course has an attached field experience running a total of 60 hours in include observation, shadowing and teaching in an area partner school at the secondary level. Students will gain valuable planning and teaching experiences in many physical education school environments under the tutelage and supervision of certified physical education teachers in authentic instructional contexts.
This course will cover various forms of criterion reference and norm reference assessments specific to physical education K-12. Focus will be directed toward authentic forms of assessment, and matching assessments to SHAPE and New York State Learning Standards for Physical Education. Students will explore aspects of assessment of school physical education including testing, data collection, data analysis, and data presentation. The use of techonology like wearable technology, monitors etc. to promote physical activity, collect and collate data will be emphasized.
This course provides students the opportunity to do an internship in fields related to physical education and sports studies or health-related professions.
This course provides students the opportunity to serve an internship in fields related to physical education and sport studies.
This course will examine sport in the social and political context of contemporary society. Critical theories relating to race, class, gender, ethnicity, faith traditions, economics, and political structure will be examined in the context of our social responsibility in human movement environments. There will be a service component to this course.
The class will focus on a multitude of factors influencing sport, leisure, and motor behavior. Questions of how social psychological variables influence motor behavior and how physical activity affects the psychological make up of an individual will be explored.
This course is designed to give the individual an opportunity to work on a one-on-one basis with a professor. Study may be directed toward research involving area schools or agencies, creative projects or seminars. Student responsibilities include: identification of the topic/problem to be studied (prior to registration), selection of a faculty member with whom to work, the development of specific course objectives that may be realistically achieved by the end of the semester (in collaboration with the faculty member) and the summary and analysis of findings (also to be completed by the end of the semester).
Student teaching is the culminating experience in the professional preparation of teachers. The elementary student teaching experience consists of approximately seven weeks of full-time experience in an elementary classroom. Students are expected to: apply developmentally appropriate instruction, develop both long and short term plans to implement curriculum, adapt instruction to meet individual needs, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment, and exhibit the characteristics and ethics of a professional educator.
Student teaching is the culminating experience in the professional preparation of teachers. The secondary student teaching experience consists of approximately seven weeks of full-time experience in a secondary classroom. Students are expected to: apply developmentally appropriate instruction, develop both long and short term plans to implement curriculum, adapt instruction to meet individual needs, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment, and exhibit the characteristics and ethics of a professional educator.
This course focuses on professional integrity and right relationships and how they shape our practice as teachers. Emphases include the use of reflection, collaboration and communication, and participation in the physical education professional community. In addition, the course examines ways of gaining access to and helping to sustain community resources, and establishing productive realtionships within the school and community. Finally, this course explores the implementation of various curricula, liability and risk, the use of technology, professionalism, and preparation for the Ed-TPA assessment.


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Contacts that matter
Polish-German stereotypes have varied across time and have been heavily dependent on the period in history, people's personal experiences and the political climate. As such, they have often been used to manipulate Polish and German societies. Formed and transformed by the changing realities, they have influenced the ways in which Polish and Germans view one another.
June 22, 2016 - Kinga Gajda - Articles and Commentary
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The term 'stereotype' was introduced in 1922 by an American journalist, Walter Lippmann. In his book titled Public Opinion Lippmann wrote that everyone carries a small picture inside their heads, which constitutes a form of generalisation of a group whose members are attributed certain features without exception and despite differences between them. Importantly, these features do not have to bear negative connotations, as stereotypes are often positive. Social psychologists and philosophers alike note that stereotypes are often determined by cultural factors and do not always relate to facts, although they may be based on experience.
The development and constant redefinition of Polish-German stereotypes have been highly influenced by travel and social accounts, historical events and political rhetoric. In the 18th century Poland was seen by German travellers as not only underdeveloped but also as linguistically, culturally and religiously homogenous. What they saw upon arrival usually contrasted with their preconceived vision. Thanks to accounts from these travellers, the image of Poland gradually changed. During the partition of the country until the 1830-1831 Polish-Russian war, also known as the November Uprising, Germans were generally sympathetic towards Polish independence movements and used the name "Poland" in a gesture of solidarity with the cause.
Poland at the time was described with reference to its regions while the question of nationality did not appear to be important. According to Bernhard Struck, it was only around the 1830s that the concept of a border and the idea of German unification first arose. After the suppression of the November Uprising in Poland, Poles began to be seen in a negative light and the expression Polnische Wirtschaft was coined, which referred to the supposed wastefulness, bad manners and untidiness of Poles.
Pro-Polish attitudes have also gradually disappeared. Even the German liberals who knew the Polish elite, and saw Poland as the gateway to Europe and an ally against Russia, were soon influenced by the Prussian rhetoric. The liberal pro-Polish narrative with its roots in 1848 was silenced by voices calling for security enhancement and national egoism.
The image of Poland changed completely. The initial view of a multi-ethnic, multicultural entity with a brave, educated and patriotic population was replaced by stereotypes emphasising wastefulness and backwardness.
The cooling of political Polish-German relations and the rise of negative stereotypes have been accompanied by the virtual disappearance of a dialogue. After the uprisings the Polish elite migrated abroad and Germans travelling to Poland lost the opportunity to build lasting contacts in the country. Without the social and cultural elite any exchange of information and mutual understanding became all but impossible. The lack of dialogue resulted in a new way of writing about Poland; from the outside and focused on differences between "us" and "them".
This process of stereotype formation shows how simple it is to manipulate collective images and exploit them for political purposes. It also shows that distance and the lack of dialogue can help negative stereotypes to flourish. When travellers had direct contact with the locals, knew their views and participated in cultural and knowledge exchange – new positive stereotypes were formed and the view of one another improved. On the contrary, negative political narratives and the lack of relations led to the creation of negative stereotypes.
The current attitudes of Poles towards Germans mostly have their roots in the Second World War, and concentration camps still top the polls when it comes to the main connotations with Germany. In 1991, 62 per cent of Poles (according to Allensbach Institute research) pointed to the Second World War as an obstacle in Polish-German relations. In 2009 it was only 39 per cent (Institute of Public Affairs research), 40 per cent responded that the event has had a low influence on the current relations and 12 per cent claimed that it has had absolutely no influence.
These changes have been determined by the emergence of a new generation. The first generation which has not viewed Germans through the prism of the Second World War is the generation of people born in the 1960s; they declare a much more positive attitude to their western neighbours than the older generation. The generational change in the stereotypical view of German people has been historically determined, as those born in the 1970s observed the beginning of reconciliation talks. The generation of the 1980s sees Germany as an ally in Poland's EU aspirations.
The turning point in Polish-German relations was marked by the signing of the German-Polish Border Treaty in 1990, which endorsed the existing borders on the Oder and Neisse rivers. In addition, it included a formula on the resignation of both sides from territorial claims and confirmed the territorial integrity and sovereignty of both countries. The provisions of the treaty were the result of a years-long process which started at the end of the Second World War and which were subject to mutual disagreements. Only after the endorsement of the de facto borders could the two countries start building neutral or positive images of each other.
The Treaty of Good Neighbourship and Friendly Cooperation signed in 1991 constitutes another important event in Polish-German relations. Its purpose was to agree on a common historical narrative and facilitate a new beginning in cooperation between the two countries. Such a reconciliation was necessary given the changes which took place in both countries, such as the unification of Germany and the collapse of communism in Poland. The Treaty endorsed sovereignty of both states, the inviolability of borders and placed citizens in the centre of politics. It also condemned all totalitarian and discriminatory movements. In addition, according to Allensbach Institute research, over half of the German population and 82 per cent of Polish respondents at the time believed that the Treaty would improve relations within Europe.
The 1990s saw a substantial increase in positive attitudes towards Germany in Poland. However, around 1997 these attitudes deteriorated again as Germany started being seen as an economic threat to Polish interests (32 per cent of respondents), a country with territorial claims (16 per cent), or a country which was aiming to buy out Polish land (22 per cent). Nevertheless, Polish-German relations at the time were still referred to as "very good" or "good" by 76 per cent of Poles and by 38 per cent of Germans.
Another turning point in mutual relations was Poland's accession to the European Union. Poles started perceiving Germans as allies in their European aspirations and almost half of Polish respondents thought that Germany was involved in drafting of the Accession Treaty. However, the closer it came to Poland's EU accession, the more the Germans feared it. According to the Allensbach Institute, in 2004 when asked about the consequences of EU expansion, German respondents mentioned the increase in criminality (71 per cent) and unemployment rise (64 per cent). After the accession Germans believed that Poland would stay on the way to further EU integration (42 per cent), try to force its own interests (47 per cent) or intensify internal conflicts within the EU (45 per cent). At the same time, Polish respondents' positive attitude towards Germany did not decrease and in 2008, according to the Institute of Public Affairs, 61 per cent viewed Germany's influence on the EU in a positive light.
Furthermore, Polish knowledge about the German people has improved and so has the frequency of relations which has positively affected the image of the German people in Poland. In 2006, 30 per cent of Poles had a positive view of their western neighbours, who were seen as hard working, orderly, disciplined and wealthy. Among the negative qualities, Polish respondents most often pointed to German attitudes of superiority and arrogance, but also increasingly noticed similarities between the two nations. Nevertheless, while sympathy towards the Germans has been on the rise, the dominant attitude is still neutrality (44 per cent of respondents according to the Institute of Public Affairs).
When it comes to the Germans, the prevailing connotations with Poland were negative or neutral, although the number of positive associations has gradually increased. Poles began to be seen as hard-working, resourceful, tolerant, disciplined and responsible and less Germans now see them as backward or dishonest. After Poland's EU accession in 2004, the country has been increasingly associated with economic growth, but also with poverty. Nevertheless, among those who emphasised the similarities between the two countries, the vast majority attributed positive qualities to Poles. Such an ambivalent positon is related to the fact that few Germans possess detailed knowledge about Poland. According to Mateusz Fałkowski, some Germans might still see Poland as not meeting western standards in the social, economic and political sphere.
For many years positive attitudes towards the Germans have been on the rise in Poland and the co-operation between public institutions, churches and NGOs of the two countries has increased. The mutual relations, however, depend not only on the openness and will of the citizens, but also on small and big issues, as well as political and media rhetoric. Nationalist attitudes often harm such relations. Above all, the view of the other is formed by common history, memory and social awareness. According to research, people with higher levels of education are less likely to be discriminative and xenophobic. The rise in positive attitudes is also generated by close relations with members of the other group. As the Look Beyond Borders – Refugees and Europeans video by Amnesty International shows, even a brief period of close contact might suffice to eliminate simplifying stereotypes and prejudice.
Kinga Gajda is an assistant professor at the Institute of European Studies of the Jagiellonian University in Kraków. She holds a PhD in literature.
*This article has been written as a part of a series marking the 25th anniversary of the Polish-German Treaty of Good Neighbourship, within the framework of "Neighbourhood with a view to the future" project.
Germany, Poland, Second World War, stereotypes, Treaty of Good Neighbourship, Treaty of Good Neighbourship and Friendly Cooperation
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Prince Andrew Assault Case: 2009 settlement between Virginia Giuffre and Epstein to be released
The Prince Andrew sexual assault case currently underway has a new development as prosecutors are opening a 2009 settlement between Virginia Giuffre and Jeffery Epstein in court as evidence in the case.
The civil lawsuit against Prince Andrew made by Giuffre states that the Prince assaulted her when she was under the age of 18, and was part of the many children Jeffrey Epstein and his partner Ghislaine Maxwell were sex-trafficking. A New York federal court has already found Maxwell guilty of five out of the six charges she was facing. She could go for up to 65 years in prison for her sentence. The 60-year-old is guilty of recruiting and grooming several underage girls for Epstein and herself to abuse between 1994 and 2004.
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Prince Andrew however denies all accusations of ever being involved in any such activities, accusing the victim to be looking for a "payday" against not only himself but also Epstein and his associates. The civil case against the prince is still in its early stages, with a trial to begin around September to December of 2022 if a settlement has not been reached until then. There is, however, a hearing on Tuesday morning on behalf of Prince Andrew's appeal to dismiss the case.
The exact accusation made by Giuffre states that Prince Andrew abused her thrice when she was under the age of 18, as part of Epstein's sex trafficking in which he not only abused girls himself but also lent them out to other powerful men, many of them his then friends and associates. Giuffre's ex-boyfriend Anthony Figueroa has backed her accusation against the Duke saying, "I remember the first time Virginia mentioned him in 2001. She knew she'd be meeting him and said she knew what they wanted her to do with him and she didn't want to do it. She said she was scared and nervous. I told her she had to do whatever it took to feel safe."
Due to this ongoing trial, Julian Perreira, a former lance sergeant in the Grenadier Guards has become the first individual to ask the Duke of York to step down from the army. According to him, the Prince's "involvement" in the case will "stain" the regiment's reputation and history. The position has been held by Prince Andrew since 2017, taken from his father the Duke of Edinburgh.
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Stephen King's 'The Outsider': Thriller is a witchy brew of crime, horror
In 'The Outsider,' Stephen King straddles the worlds of crime and horror in the story of a Little League coach accused of murder. A 3.5 star review.
Stephen King's 'The Outsider': Thriller is a witchy brew of crime, horror In 'The Outsider,' Stephen King straddles the worlds of crime and horror in the story of a Little League coach accused of murder. A 3.5 star review. Check out this story on jsonline.com: https://jsonl.in/2s0IiRb
Brian Truitt, USA TODAY Published 1:20 p.m. CT May 21, 2018
"The Outsider" by Stephen King(Photo: Scribner)
There's plenty of shadowy, wormy supernatural goings-on in Stephen King's new novel The Outsider. Yet the most unsettling stuff — that which will leave you uncomfortable when you sit and devour this first-rate read — probes the monstrous side of human nature.
Like his recent Mr. Mercedes trilogy, King continues to walk the line between police procedural and complete horror show in the timely Outsider (Scribner, 560 pp., ★★★½ out of four). The thriller touches on gender dynamics, sexual abuse, pedophilia and the dangers of mob mentality, though the book's sociopolitical aspects won't leave you as shaken as its characters' desperate existences.
Little League coach and teacher Terry Maitland is arguably the most popular man in the small Oklahoma town of Flint City, which means it hurts everybody to their core when he's arrested for the murder of 11-year-old Frank Peterson. The boy's body is found in a local park — throat ripped out, corpse sexually defiled — and Det. Ralph Anderson, whose own kid was coached by Maitland, makes a public show of bringing the accused to justice.
Author Stephen King. (Photo: Shane Leonard)
But with as much evidence pointing to Maitland being guilty — from a positive DNA match to eyewitnesses placing him with the boy the day of his murder — there's equal indication that he clearly didn't do it, since Maitland was out of town with colleagues when the crime occurred. While Anderson and other law-enforcement types wrack their brains to figure out how one person could be in two places at the same time, everybody's lives get wrecked in this town that combusts at just the wrong time.
This is a King tome, so stuff does get very weird, and The Outsider becomes a Midwestern race against time to close the case before another child becomes a victim. The novel has a connection to the writer's earlier work that would be too spoiler-y to reveal, but it's a rousing addition that's key to King's hard-charging second half.
The climax is solid and intriguing but, in a way, anticlimactic to the gut-wrenching drama of The Outsider's meatier chapters. "Like measles, mumps or rubella, tragedy was contagious," King writes, and indeed it's a nefarious virus that infects the population of Flint City.
How does a place deal when the very best of them does the very worst thing imaginable? How does that man's family and the family of the deceased boy go on living? And what of the cops who are faced with what seems like an impossible situation? The author plumbs to the gloomy depths with his cast before letting off the gas and giving them — and the reader — some needed hope.
There are shades of It in the unspeakable evil that presents itself over the course of The Outsider. As one character says, "The world is full of strange nooks and crannies."
In King's hands, real darkness is just as pervasive as the supernatural.
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Best Method Acting Books: The Ultimate List
Below I'll give you my selections for the best Method Acting books by a few categories. I will cover these and other great books more in depth later.
1. On Method Acting: The Classic Actor's Guide to the Stanislavsky Technique as Practiced at the Actors Studio (1989)
Practiced by such actors of stature as Marlon Brando, Robert De Niro, Julie Harris, Dustin Hoffman, and Ellen Burstyn (not to mention the late James Dean) the Method offers a practical application of the renowned Stanislavsky technique.On Method Acting demystifies the "mysteries" of Method acting — breaking down the various steps into clear and simple terms, including chapters on:Sense Memory — the most vital component of Method actingImprovisation — without it, the most integral part of the Method is lostAnimal Exercises — just one…
Author(s): Edward Dwight Easty
2. Sanford Meisner on Acting (1987)
Sanford Meisner was one of the best known and beloved teachers of acting in the country. This book follows one of his acting classes for fifteen months, beginning with the most rudimentary exercises and ending with affecting and polished scenes from contemporary American plays. Written in collaboration with Dennis Longwell, it is essential reading for beginning and professional actors alike. Throughout these pages Meisner is a delight—always empathizing with his students and urging them onward, provoking emotion, laughter, and growing technical mastery from his charges. With an introduction by Sydney Pollack, director of…
Author(s): Sanford Meisner , Dennis Longwell , et al.
3. The Stanislavski System: The Professional Training of an Actor; Second Revised Edition (Penguin Handbooks) (1984)
This clearly written guide to the Stanislavski method has long been a favorite among students and teachers of acting. Now, in light of books and articles recently published in the Soviet Union, Sonia Moore has made revisions that include a new section on the subtext of a role. She provides detailed explanations of all the methods that actors in training have found indispensable for more than twenty years. Designed to create better actors, this guide will put individuals in touch with themselves and increase personal sensitivity as well….
Author(s): Sonia Moore , John Gielgud, et al.
4. A Dream of Passion: The Development of the Method (1988)
"The definitive source book on acting."— Marlon Brando, Al Pacino, Paul Newman, Dustin Hoffman, Dennis Hopper, Robert DeNiro, Marilyn Monroe, and Joanne Woodward—these are only a few of the many actors training in "Method" acting by the great and legendary Lee Strasberg. This revolutionary theory of acting—developed by Stanislavski and continued by Strasberg—has been a major influence on the art of acting in our time. During his last decade, Strasberg devoted himself to a work that would explain once and for all what The Method…
Author(s): Lee Strasberg
5. The Great Acting Teachers and Their Methods (Career Development Series) (Career Development Book) (1996)
With clarity and insight, Richard Brestoff introduces the great acting teachers, explaining their techniques and how ther are applied today. Beginning with Quintilian and Delsarre he guides us to the present with an inside look at what is currently being taught in the major acting schools and private acting studios; The Actor's Studio, Yale University, NYU, Juillard and many more are visited. Great Acting Teachers and Their Methods will help you understand the most important ideas about acting, where they originated and how they are used in training programs today. Some of the teachers focused on are Stella Adler, Stanford…
Author(s): Richard Brestoff
6. The Method Acting Exercises Handbook (2017)
The Method Acting Exercises Handbook is a concise and practical guide to the acting exercises originally devised by Lee Strasberg, one of the Method's foremost practitioners. The Method trains the imagination, concentration, senses and emotions to 're-create' – not 'imitate' – logical, believable and truthful behavior on stage and in film. Building on nearly 30 years of teaching internationally and at the Lee Strasberg Theatre and Film Institute in New York and Los Angeles, Lola Cohen details a series of specific exercises in order…
Author(s): Lola Cohen
7. Acting: A Handbook of the Stanislavski Method (2014)
2014 Reprint of 1947 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. "A wealth of material on the theory and practice of acting … a book which may be read, re-read and absorbed by everyone who assumes the directing of actors or that most difficult task, the teaching of acting." –Quarterly Journal of Speech. Contains early contributions on the craft by Stanislavski, I. Rapoport, M.A. Chekhov, Vakhtangov, Giatsintova, Pudovkin, Zakhava and others. Also includes 25 illustrations related to the stage and the art of acting. Contents include: Introduction / Lee…
8. Acting: The Gister Method (2015)
The long-awaited acting manual by Earle Gister, one America's most respected master teachers of Acting. Gister's students are among the most beloved and celebrated actors of our age. Joe Alberti recounts the Method of his teacher with insight and clarity. This book is the result of years of studio work and hundreds of hours of recordings. A must-have for the actors' bookshelf….
Author(s): Joe Alberti, Gister Earle
9. Acting: Onstage and Off (2015)
Demonstrating how offstage performance can be effectively adapted for the theatre, as well as how onstage training can be applied toward leading a full life outside the theatre, ACTING: ONSTAGE AND OFF, 7e is a humorous yet informative book that discusses the interplay between life on and off the stage. It teaches you all phases of actor training, including scene study, auditioning, observation, and mind, voice and body relaxation techniques. "Breathing for Change" exercises help you practice altering your physical and emotional state to perform, while "Partner…
Author(s): Robert Barton
10. Black Acting Methods (2016)
Black Acting Methods seeks to offer alternatives to the Euro-American performance styles that many actors find themselves working with. A wealth of contributions from directors, scholars and actor trainers address afrocentric processes and aesthetics, and interviews with key figures in Black American theatre illuminate their methods. This ground-breaking collection is an essential resource for teachers, students, actors and directors seeking to reclaim, reaffirm or even redefine the role and contributions of Black culture in theatre arts….
Author(s): Sharrell Luckett, Tia M. Shaffer
11. Method Acting For Writers: Learn Deep Point Of View Using Emotional Layers (2018)
Are you struggling with writing characters readers care about? Critique partners, editors or agents saying you need to write vivid emotions? Do you want to write deep scenes emotional arcs into your stories to keep readers engaged and turning the pages? Writing deep point of view is like handing your reader a virtual reality headset. This fiction writing technique is dynamic, visceral, and immediate. This intimate and emotive style of writing resonates with contemporary readers, if you've got the guts to "go there" with your characters. This writing skill isn't a difficult to master, but it requires a shift in how you tell stories and…
Author(s): Lisa Hall-Wilson
12. On Method Acting (1989)
Mass Market Paperback Publisher: Ivy Books (1989) ASIN: B0029PLLBQ Package Dimensions: 8 x 5.3 x 2.5 inches Shipping Weight: 5.6 ounces (View shipping rates and policies) Average Customer Review: Be the first to review this item Amazon Best Sellers Rank: #3,508,561 in Books (See Top 100 in Books) #2098 in Public Speaking Reference #3375 in Acting & Auditioning Would you like to tell us about a lower price? If you are a seller for this product, would you like to suggest updates through seller support?…
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We highly recommend you to buy all paper or e-books in a legal way, for example, on Amazon. But sometimes it might be a need to dig deeper beyond the shiny book cover. Before making a purchase, you can visit resources like Genesis and download some method acting books mentioned below at your own risk. Once again, we do not host any illegal or copyrighted files, but simply give our visitors a choice and hope they will make a wise decision.
The Method Acting Exercises Handbook
Publisher: Routledge, Year: 2017, Size: 5 Mb, Download: pdf
Method Acting Reconsidered: Theory, Practice, Future
Author(s): NA NA
Publisher: Palgrave Macmillan US, Year: 2000, Size: 30 Mb, Download: pdf
Acting-In: Practical Applications of Psychodramatic Methods, Third Edition
Author(s): Adam Blatner MD
Publisher: Springer Publishing Company, Year: 1996, Size: 4 Mb, Download: pdf
Please note that this booklist is not errorless. Some books are absolutely hot items according to Chicago Tribune, others are composed by unknown writers. On top of that, you can always find additional tutorials and courses on Coursera, Udemy or edX, for example. Are there any other relevant links you could recommend? Leave a comment if you have any feedback on the list.
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Just bought HP DV6736nr Laptop, extended warranty or not?
My first time purchasing a laptop. I've had HP pcs for years with no real issues and if there are, I usually take em apart and fix them myself, however, a laptop for me is a whole new ballgame. Is it sensible to get an extended warranty? I never get em on pcs but I expect laptops might be a bit more iffy.
Only thing is, bought from Best Buy and the warranties are sky high for accidental and pretty high for regular contract as well. An example is $279.99 for accidental protection 3 year and like $150 for just regular extended warranty. Meanwhile I spent 699 on the laptop. So what should I do here, for those with more experience with these things?
Last edited by MJG87; 01-26-08 at 01:11 AM.
View Next Unread Had to reinstall XP...still have all old programs in Program Files...can't use?


I first heard about composting with worms from my daughter, whose science teacher had a worm bin in her classroom. Said daughter started cleaning our refrigerator to feed the worms for extra credit. The more I read about composting with worms (vermiculture) , the more intrigued I became. Mrs. Bidle (who also taught my sister and I in high school) asked if the worms could spend the summer at my house. Of course I said yes, and almost two years later I'm still waiting for her to start a bin of her own. 🙂 Hopefully, this will help.
Because I am not a patient woman. Nor do I have a big budget for gardening. I want to grow the most food and flowers possible for the smallest investment possible, AND I have a chronic health condition that limits my physical ability. (It's like having a 12 year-old ADD brain in an 80 year-old body some days.) It quickly became apparent that worms could be a big part of the answer I was looking for. While I am doing other things-or nothing- those worms are making dirt and fertilizer 24/7. AND eating what would otherwise be taking up space in a landfill to boot.
These aren't just any worms. Eisenia fetida is the Latin name for the worms I wanted. They specialize in eating food scraps and reproducing. And their poo is unbelievable fertilizer. My apple trees, for example, are from Idaho. They are NOT thrilled to be in the icebox of the nation. However, a friend taught me how to prune them and I added castings (worm poo) around the base of the trees and voila!
The biggest, happiest apple I have ever grown, thanks to worm poo.
I am not an expert. See the links at the end of this post for that. This is just a quick overview of what has worked for me.
Keep an ice cream bucket in the freezer for food scraps. This eliminates fruit flies, smell, and best of all, speeds up the whole composting process. When the fruit and veggies freeze, ice crystals split open the cells, so the worms can break it down faster.
Brown and Green. There is a specific formula for how much of each to use, but I wing it and it seems to work fine. "Brown" can be paper grocery bags, newspaper, leaves, etc. The worms need this material for bedding, and it also helps soak up excess moisture. "Green" is food scraps (plant only- no dairy or meat…they attract the wrong kinds of bugs and may also contain pathogens). Whole corncobs and apples will eventually break down, but smaller chunks are faster, so I usually chop up the food for the bins. If I don't have time, it goes in the big compost bin outside, which I add worms to regularly.
Black. Always cover Green with at least two inches of black, again to keep unwanted bugs from being interested. "Black" can be compost that is finished, bagged potting soil, or even garden dirt.
Moisture. I keep my bins outside in the summer, so when it rains I cover them. Too much moisture attracts- again- the bugs you don't want. The drain on my bin keeps clogging, so I just scoop out any extra moisture for super-concentrated fertilizer. A kitchen baster works great for this, too.
Rotating where in the bin I feed the worms has worked best for separating the worms from their castings (poo). For example, I feed only on the left side of the bin for a few weeks, layering brown, green, and black. Once that side gets close to the top, I stop feeding on the left and switch to the right and start over. The worms eat everything on the left and work their way to the other side of the bin. Then I can remove the finished product from the bin, and use it in the gardens.
www.lavermesworms.com is the Duluth company where my worms came from. Ellen has done great things with worms; check it out!


The ED program was revolutionary in my life. I feel like the changes made there, the feelings and struggles explored therein, will provide a foundation for me for all other struggles in my life. It literally and figuratively gave me strength.
My treatment team was absolutely phenomenal. I so appreciate their guidance, and find it especially helpful that they didn't attempt to fix me or my problems- they simply provided tools and encouragement to give me strength and knowledge to fix myself. They were extremely caring, attentive and excellent to work with.


Whether you're a professional modder or still a novice, the Alphacool Eiskoffer offers everyone a comprehensive foundation for bending HardTubes into any desired form. The set is compatible with 13mm and 16mm HardTubes. Every tool is designed for both sizes. A deburring tool and gloves are included, as well as a saw and a mitre box that can be mounted to a table with special screw clamps. A rubberised interior prevents scratches and stops the HardTubes from sliding around inside the mitre box while sawing. A comprehensive set of measuring tools is included so you can get the angles you need, including several angles in a row. The measuring kit is built to be totally flexible and can be used in just about any situation.
Rotterdam, The Netherlands, September 6th, 2017 – With the release of AMD's newest flagship CPU, the X399 Threadripper, Phanteks is excited to introduce the Glacier Series C399a. The full CPU waterblock from Phanteks are designed to work seamlessly with AMD's new X399 Threadripper which allows serious overclocking and extreme performance.


Born into a family of Venezuelan folk musicians, jazz pianist Benito Gonzalez has always had a deep-rooted appreciation for pastimes and traditions. Today, as a rising star of one of America's finest musical traditions, Gonzalez has come to his current status by following in the footsteps of jazz's ancestral forebears. The fusion of world rhythms and straight-ahead jazz makes this passionate performer an audience favorite all over the world.
Gonzalez has a golden touch on the piano, whether he's playing a ballad or swinging for the fences.
Benito Gonzalez is being recognized as an exciting pianist and composer for his well-received debut album 'Starting Point' (Christian McBride, Antonio Sanchez, Rene McLean, Ron Blake) in addition to taking home first prize at the Great American Jazz Piano Competition.
Benito's acclaimed sophomore album, 'Circles' (Ron Blake, Myron Walden, Azar Lawrence, Christian McBride, Jeff "Tain" Watts), reveals a very personal body of work as he emerges as a leader and an accomplished improviser. Recently, Benito received more critical attention for his work on Garrett's Grammy-Nominated album 'Seeds from the Underground'.
anything thrown his musical way.
Benito Gonzalez Trio at Terraza 7. Saturday April 11th, 2015 at 9:30 pm.
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Mirosław Żak (ur. 10 września 1936 w Katowicach) – polski geodeta, profesor nauk technicznych, profesor zwyczajny Akademii Rolniczej im. Hugona Kołłątaja w Krakowie, kierownik Zakładu Geodezji (1991), Katedry Geodezji Wyższej (1992) i Katedry Geodezji (2004–2006) w Akademii Rolniczej w Krakowie.

Życiorys
Absolwent Technikum Geodezyjnego w Katowicach (1953) oraz Wydziału Geodezji Górniczej i Przemysłowej Akademii Górniczo-Hutniczej im. S. Staszica w Krakowie (1958). Profesor nauk technicznych od 1994 roku. Kierownik Zakładu Badań i Doświadczeń w Okręgowym Przedsiębiorstwie Geodezyjno-Kartograficznym w Katowicach. Dyrektor Okręgowego Przedsiębiorstwa Geodezyjno-Kartograficznym w Gdańsku. Kierownik Zakładu Geodezji Wyższej w Akademii Rolniczej im. Hugona Kołłątaja w Krakowie. Autor licznych ekspertyz i opinii technicznych oraz referatów wygłoszonych w kraju i zagranicą na konferencjach naukowo-technicznych. Współautor wielu wynalazków i pomysłów racjonalizatorskich z zakresu geodezji przemysłowej. Od 1992 roku rzeczoznawca majątkowy. Członek Stowarzyszenia Geodetów Polskich od 1958 roku.

W latach 1992–2004 przy kierunku Geodezja i Kartografia na Akademii Rolniczej w Krakowie działało studium podyplomowe pod nazwą Szkoła Wiedzy o Terenie, zorganizowane i kierowane przez prof. dr hab. inż. Mirosława Żaka. Szkoła była formą stałego (cyklicznego) systemu kształcenia w zakresie wyceny nieruchomości i systemu informacji o terenie. Program, w liczbie dwustu dwudziestu godzin wykładów i ćwiczeń, obejmował zarówno naukę specyficznych regulacji prawnych obowiązujących w obrocie nieruchomościami, jak i praktyczne poznanie zasad i metod wyceny różnych typów nieruchomości.

Działalność zawodowa
1958–1967: praca w charakterze wykonawcy pomiarów w Katowickim Okręgowym Przedsiębiorstwie Mierniczym. Równolegle praca jako nauczyciel przedmiotów zawodowych w Technikum Geodezyjnym i Państwowej Pomaturalnej Szkole Geodezyjnej w Katowicach.

1965–1967: lektor programów młodzieżowych w Telewizji Śląskiej.

1967–1972: praca w charakterze głównego specjalisty geodety w Bytomskim Przedsiębiorstwie Budowy Pieców Przemysłowych w Bytomiu. W jej ramach geodezyjna obsługa wznoszenia kominów o wysokości 300 i 250 m. w elektrowniach Thierbach k.Lipska i Hagenwerder k.Gorlitz (dawne NRD).

1972–1979: praca na stanowisku kierownika Zakładu Badań i Doświadczeń w Okręgowym Przedsiębiorstwie Geodezyjno-Kartograficznym w Katowicach.

1979–1991: praca w Okręgowym Przedsiębiorstwie Geodezyjno-Kartograficznym w Gdańsku; w tym czasie zastępca dyrektora ds. innowacyjnych, następnie I zastępca Dyrektora ds. produkcji – naczelny inżynier; w okresie 1.07.1988–31.01.1989: inspektor nadzoru i kontroli robót w samodzielnej pracowni obsługi budowy Elektrowni Jądrowej w Żarnowcu, główny specjalista ds. innowacyjno-wdrożeniowych w OPGK Gdańsk oraz szef Rady Technicznej KONSULTEX ds. systemu zdalnych pomiarów zmian cech geometrycznych obiektów EJ Żarnowiec.

1987: I stopień specjalizacji zawodowej z zakresu geodezji inżynieryjno-gospodarczej.

Działalność naukowa
1980: stypendium naukowe na uniwersytetach w Bonn i Hanowerze (RFN).

1983–1986: praca na stanowisku wykładowcy w Kano State Institute for Higher Education (Kano, Nigeria), równolegle pełnienie funkcji prodziekana i dziekana Wydziału Miernictwa.

luty 1989– marzec 1991: praca na stanowisku profesora kontraktowego w Instytucie Geodezji na Uniwersytecie Leibniza w Hanowerze (RFN).

od 1 maja 1991: praca na stanowisku profesora nadzwyczajnego, kierownika, a od 1 kwietnia 1992 profesora zwyczajnego, kierownika Zakładu Geodezji Wyższej w Akademii Rolniczej im. Hugona Kołłątaja w Krakowie (obecnie Uniwersytet Rolniczy), do czasu przejścia na emeryturę w 2006.

2004–2008: praca na stanowisku profesora zwyczajnego w Wyższej Szkole Inżynieryjno-Ekonomicznej w Rzeszowie, Wydział Przedsiębiorczości w Rzeszowie, Katedra Geodezji i Obrotu Nieruchomościami.

Jest autorem 221 publikacji krajowych i zagranicznych w tym 7 pozycji książkowych o tematyce geodezyjnej oraz w zakresie wyceny nieruchomości.

Działalność wynalazcza
Patent PL 71616 B2: 27.07.1971. Urządzenie ślizgowe do wznoszenia budowli wysokościowych o zmiennym przekroju. Twórcy wynalazku: Włodzimierz Magaczewski, Stanisław Zawadka, Mirosław Żak. Uprawniony z patentu tymczasowego: Bytomskie Przedsiębiorstwo Budowy Pieców Przemysłowych, Bytom (Polska).

Patent PL 77939 B1: 30.12.1972. Sposób ustawiania półpanewek lub cylindrów wzdłuż zadanej osi wału oraz urządzenie do ustawiania półpanewek lub cylindrów wzdłuż zadanej osi montażu wału. Twórcy wynalazku: Mirosław Żak, Mieczysław Smółka, Lucjan Spyra, Wiesław Bęczkowski, Hubert Rak, Józef Janecki. Uprawniony z patentu: Okręgowe Przedsiębiorstwo Geodezyjno-Kartograficzne, Katowice (Polska).

Patent PL 90822 B1: 07.02.1974. Statyw do wtyczania osi celowej lunety instrumentu w zadane dwa punkty. Twórcy wynalazku: Mirosław Żak, Mieczysław Smółka, Lucjan Spyra. Uprawniony z patentu: Okręgowe Przedsiębiorstwo Geodezyjno-Kartograficzne, Katowice (Polska)

Publikacje (wybrane)
 Gocał, J., Żak, M. (1985). Prace geodezyjne w budownictwie maszynowym. Wydawnictwo AGH Kraków
 Praca zbiorowa (1993). Niwelacja precyzyjna. Wydawnictwo PPWK Warszawa
 Żak, M. (2013). Wycena nieruchomości. Wydawnictwo C.H.Beck.

Przypisy

Absolwenci Akademii Górniczo-Hutniczej
Członkowie SGP
Geodeci gdańscy
Polscy geodeci
Polscy nauczyciele przedmiotów zawodowych
Urodzeni w 1936
Wykładowcy Uniwersytetu Rolniczego w Krakowie
Ludzie urodzeni w Katowicach

redpajama_set_name: RedPajamaWikipedia


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Officials welcome Airbus plans to expand Alabama A320 production
Alabama leaders hailed plans announced today by Airbus to increase production of A320 aircraft at the company's Mobile manufacturing facility, where it...
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Aerojet Rocketdyne opens Alabama advanced manufacturing facility
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Atlas V rocket departs Alabama factory for historic crewed mission
DECATUR, Alabama – An Atlas V rocket that's poised to make history emerged for the United Launch Alliance manufacturing facility in Alabama on Thursday and began a trek aboard a unique cargo ship to the legendary launch pad at Cape Canaveral. This Atlas V's mission...
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HUNTSVILLE, Alabama – Governor Kay Ivey joined executives from auto supplier Y-tec Keylex Toyotetsu Alabama (YKTA) at a ceremony in Huntsville today to announce the company's plans to invest $220 million to open a manufacturing facility that will create 650 jobs. The YKT Alabama...
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Milestone: First steel column rises at Mazda Toyota Manufacturing USA
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Alabama officials applaud Bell's plans to build Navy helicopter in Ozark
MONTGOMERY, Alabama — Governor Kay Ivey today welcomed plans by Bell to assemble the U.S. Navy's next-generation training aircraft in Dale County should Bell win a competition for the helicopter. "Bell could have not selected a more ideal location to conduct final assembly of...
Supplier Toyota Boshoku to build Alabama manufacturing facility, creating 400 jobs
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GD Copper USA to add 40 jobs at Wilcox County manufacturing facility
PINE HILL, Alabama -- GD Copper USA announced plans today to invest $3.5 million in its Alabama precision copper products manufacturing facility and create between 30 and 40 new jobs in Wilcox County. GD Copper USA, which operates a $100 million plant in the...


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Watch members of R.E.M., Yo La Tengo and more team up for Big Star tribute concert
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Yo La Tengo share dreamy new single 'Bleeding'
The second release from their forthcoming EP, 'Sleepless Night'
Yo La Tengo announce new EP, 'Sleepless Night'
Their second EP for the year
Yo La Tengo release new ambient track, launch Bandcamp page
The track was recorded back in April
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Yo La Tengo announce covers compilation 'Murders in the Second Degree'
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Yo La Tengo – 'Stuff Like That There'
In 2015, 'Fakebook' might sound like a satirical slogan on a T-shirt worn by someone who lives for internet memes, but it wasn't always...
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Having spent nearly 30 years in a self-sufficient well-liked band is probably fair compensation, but you do wonder if New Jersey indie vets Yo...


It is a tremendous honor to welcome John Glaser, Founder of Compass Box Whisky, to The Crunkleton for a special evening on Wednesday, November 5th. The American ex-pat and entrepreneur started Compass Box in 2000, and since been widely recognized as one of the leading innovators in the Scotch industry. The London-based Compass Box has won dozens of awards from "Innovator of the Year" to "Worlds Best Scotch Blended Malt" and "Best New Scotch Brand". I booked this event with John over a year and a half ago and have been waiting in anticipation ever since. Frankly, I thought hosting him at The Crunkleton to guide us through a tasting of his whisky was too much to ask for such a huge talent, but John's graciousness and enthusiasm for our bar and his whisky set the stage for a "once in a lifetime" like event.
Join us on Wednesday, November 5th at 7pm for an evening with John Glaser and Compass Box Scotch. John will lead us through his Peat Monster, Asyla, Oak Cross, Orangerie, The Spice Tree, and King Street Blend whisky. Come out and enjoy his scotch, meet the maker, and have any of your Compass Box Whisky questions answered.
Tickets for this event are $80 per person with a limited number of seats available. Email me at gary@thecrunkleton.com to reserve your seat.


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Flower City Printing makes another winning call with Colter & Peterson's CHM precision sheeter
In the sports world, the team that makes the better adjustments usually wins the game. It works in the business world as well. When majority owner George Scharr's Flower City Group decided to make some internal adjustments regarding its paper resources, they turned to North America's largest distributor of paper handling equipment. Six months after Colter & Peterson delivered a new CHM 1700 precision sheeter, the Flower City Printing business unit in Rochester, NY is experiencing a trifecta of lucrative benefits.
"The machine is doing what we expected it to do. It also has made us whole," remarked John Humrich, Production Manager for one of the largest graphic service providers in North America. "The make-readies are quicker, we've greatly reduced our footprint, and it allows us to make the transition from paper to board quicker."
The CHM sheeter is built to cut many types of paper and board. Housing the latest technology and Siemens electronics, it offers touch screen control ease, slitter flexibility and servo motor drive systems for smooth and reliable operation. It also has a high accuracy cut rate of +/- .020".
Humrich says FCP normally produces 20 rolls of board in one day but has sheeted as many as 28. Like most new machines, he says it required some early adjustments.
"We had some early difficulties," recalled Humrich. "Colter & Peterson did a fantastic job to get it up and running quickly. It ran great until we had an issue where the knives had to be continuously adjusted and it was determined a bracket was the problem. Once we got it figured out and added the correct part, everything is good."
The CHM is the solution to Flower City Group's decision to consolidate and close Carta USA. The paper converter subsidiary was located about 10 minutes from FCP's facility, with 150,000 square-feet of warehouse space. It sold paper in roll and sheet form to FCP and other customers.
"When the decision was made to shutter Carta, that business unit owned four sheeters and we talked to Bruce Peterson about the CHM," said Humrich. "In the end, the four machines were sold to Colter & Peterson, we bought the new CHM and saved some money, but more importantly we no longer have trucking or downtime issues concerning us. We've reduced our inventory and do more ordered sheeting. We now have 30 rolls on hand, where we used to have 150 for ourselves and others."
FCP is the supplier of choice for several Fortune 500 companies and they have the resources to do so. More than 300 employees take advantage of the high caliber equipment and over 300,000 square-feet of production space available. Humrich says a majority of it is devoted to large format labels, displays and retail packaging. The work requires three larger presses, ranging from a two-year-old, 64" KBA seven-color unit, to a 73" with UV capability and a 62" six-color. A pair of 40" presses include six-color UV and eight-color conventional machines.
Humrich mentioned how FCP also has long-term strategic relationships with printers in Asia, Central America, and the Caribbean Basin for work that is manufactured overseas. That's where having the CHM 1700 sheeter helps. With the smallest footprint of comparably sized machines at 49 feet long, 17 feet wide and eight feet tall, it can sheet 65" wide rolls with a maximum diameter of 72" and a maximum sheet length of 82" for U.S. operations, and serves as a back-up solution for other countries.
"We do a variety of sizes, from 23" x 35" up to 56" x 72". Primarily we do 10 pt. and 12 pt. sheet board work, with lots of top sheet litho," he said. "We are able to sheet litho from 80 pound text up to 24 pt., and we use our four paper cutters (which range in size from 45" to 102") to trim the litho labels. We use our die cutters (six in all) to cut the board work."
Humrich commented on how the CHM has raised FCP's productivity levels.
"Our make-readies are quicker, saving us about 50% in time. We're down to 20 minutes, when it used to take 45. We were hoping to double our speed but we're doing okay with being 75% faster," he said, explaining how it can differ with several factors. "Depending on the stock and length of the sheet, it is specked to run up to 1000 feet per minute or up to 300 cuts, subject to the size and substrate weight."
Humrich acknowledged that more benefits have been realized.
"We also reduced the number of machine operators from eight to four, but we repurposed the remaining four into other areas and it made our operation more efficient. We're running three shifts, five days a week, and use additional shifts for weekends and overtime. It's all good."
Our make-readies are quicker, saving us about 50% in time. We're down to 20 minutes, when it used to take 45.