The influential businessman Peter Sutherland believes there has never been a more perfect time to welcome back to the agenda the divisive topic of joining the Euro. When the case was looked into historically and, with the publication of the Treasury’s Report on the Five Tests, effectively terminated, the case for not joining was strong. It’s accurate to say the case is not even nearly as strong perhaps decisively so. A number of important factors have changed. As it is ever popular to quote Keynes, it is worth bearing in mind the reproof he directed at someone who criticised the apparent inconstancy of the views he expressed: “When the facts change I change my mind. What do you do?” At the time when the case for the Euro was last rehearsed, British citizens could be excused for following the wise old Americans saying “If it ain’t broke, don’t fix it”.

This attitude made perfect sense and was based on a long period of increasing prosperity and moderate inflation. It was reflected in a long run of predominantly negative answers to the question, as administered by polling organizations, “if there were a referendum on joining the Euro would you answer Yes or No to the question ‘Should Britain join the Euro?’ Few would agree this American adage is appropriate today. Attitudes towards joining the Euro seem in flux.

An integral part in the long run of prosperity was without a doubt the high value of the exchange rate of the pound against the Euro (as well as other currencies). Inevitably, things have changed. Where the exchange rate was arguably too high before, now it is debatably too low. It was tricky to recommend locking into the Euro at the rates prevailing in the late ’90s through to 2007 and it would be sensible to await some appreciation before fully committing now - but that some fall in the exchange rate can be welcomed is hardly beyond dispute. Still, while we are on the subject of the exchange rate, it is not just banter about whether the rate is right or not at a particular time that should be important. Instead of that, the lesson that should well be learnt is that the recent behaviour of the exchange rate gives little ground for optimism about its role as a stabilizer when Britain’s exchange rate is floating. It’s true to say that there have been a number of studies which seem to show that the exchange rate may, for many countries, be just as much a source of shocks as a stabilizer of them.

Would you believe the sterling is fetching a little less than a Euro at exchanges, you’d suppose that there would be a lot of excellent skiing break bargains to be found in snowboarding resorts this ski season as snowboarders remain in the UK to avoid the crunch. Provisional facts just now announced highlight that ski towns are 86 percent full across the New year and Christmas time period. 12 % up on the same period of time last year.

You’ll probably have better luck in January which presently has a 35 % reserve rate. The signs of a recession is over the key Feb ski holiday month which has 60 percent reservations, 3 percent lower than last year. Reservation centres in the ski resorts of Grand Massif, Auron, La Plagne and Val Cenis have observed heavy demand in December encouraged by the heavy early on winter season snow. Courchevel has higher reservations in comparison to last season, whilst Auron enjoyed a supreme Christmas.

But there is substantial demand for larger ski chalet, 8 to 9 beds, as folk group together to save the pennies. Early evidence shows that DIY ski holidays are doing well, perhaps pointing to the fact that earnest boarders are not going to fore-go their ski break. Inquiries from package ski holidays are lower than last year.

I have heard that WET FEET are NOT bad for ME-

-says the River Birch tree.

For humans, wet feet are VERY bad and cause “Athlete’s Foot” fungus on the skin. The soles of our feet are where the most sweat cells, the densest concentration in our whole body, are found. That’s why athletes who sweat so much often get the foot problem which also got their name. And what happens to our skin when we stay in the bathtub or swim too long?

As for trees, some trees actually DIE if the soil that immediately surrounds them is very wet. CONSTANTLY wet. Just ask any Norway Spruce tree.

Maybe you want to drink a lot of water when you run, or do a workout, or heavy physical labor. Well, similarly, trees that grow fast and grow large, want to drink a lot of water too. But, they don’t want to stay permanently immersed in it!

That’s part of the problem with clay soil, the poor drainage and moisture retention. Some clays can hold water over 40 times their volume. Wow.

Even when rainfall is below average, there are areas on most any property where water collects and the ground is especially wet.

So, look for low spots, look where perhaps where there are springs where groundwater constantly rises, and what about looking for where gutters and storm drains empty? Then, plant a River birch Tree right there and watch it grow! The following web sites provide River Birch trees in the Plumstead Township area: http://www.seedlingsrus.com http://www.zone5trees.com http://www.highlandhillfarm.com

It may seem kind of strange that you would want to know how to tap your own phone line. After all, aren’t phone taps meant to be used on other people? However, there is a definite advantage to having a tap on your own line, as long as you are the one doing the tapping. The best thing you can do, especially if you are fielding some pretty important or incriminating phone calls, is to record them. You can use them for bargaining, or you can use them as evidence that someone is behaving inappropriately.

It is not too hard to learn how to tap your own phone line using simple and relatively inexpensive items that can be picked up from your local electronics store. You will need one Ferrite split core assembly, 75 feet of 28 AWG magnetic coil wire (enameled), one 1/8th inch mini-lug cable (should have tinned ends), and make sure have heat shrink tubing, tie wraps, and electrical tape.

One you have all of these items, it is time to begin learning how to tap your own phone line. Open the core assembly and wind the coil around the end that does not open. There should be roughly 100 turns of coil. You should leave a six inch tail sticking out before you start winding, and then at the end, create a second six inch tail when you clip the wire.
Use fine grit sand paper on the last half inch of the coil wire to remove the enamel. You have to be careful not to break the wire. Slip the tubing over each end of the wire for insulation purposes. Then, solder the ends of the mini phone plug to the coil wire. Use tie wraps to secure the cable to the tap, and insulate solder joints with electrical tape. Slip one (and one only) of the phone conductor circuit through the split core. You can then attach the core to a tape recorder to record all conversations that you wish.

This is a very simple way that you can create your own effective phone tap quickly and inexpensively. Additionally, you have the peace of mind that comes with being able to record conversations because you know how to tap your own phone line.

(c) 2005 Copyright www.spyassociates.com. This article is about: How to Tap Your Own Phone Line.

To learn more about Spy and Surveillance Products visit www.spyassociates.com Read other related articles at spyassociates.blogspot.com/

With the onset of winter, hikers in California turn to Joshua Tree in the Mojave Desert. Hiking Ryan Mountain is good way to see an excellent summit view of the park.

Joshua Tree - Ryan Mountain

If you’re looking for the best view in Joshua Tree National Park, Ryan Mountain is the undisputed winner. Make it to the top and you’ll find a 360 degree view of the park with mountains on one side and the sprawling desert on the other.

Ryan Mountain is reached by hiking the…drum roll please…Ryan Mountain Trail. The trail is roughly one and half miles and takes 45 minutes to an hour depending on your pace. Easy to follow, the trail winds to and up the mountain, giving you a unique panorama as you climb. The incline is pretty moderate, but hiking the trail can be a good workout if you happen to catch it on a really windy day.

The winds on Ryan Mountain can get very serious. We are talking gale force winds. Even if the winds are roaring on the day you visit, go ahead and make the hike. It is relatively short and the views definitely make the effort worth it.

Once you reach the summit, you are going to be literally and symbolically blown away. It is a rare day the wind doesn’t blow like all get out. Still, you’ll hardly notice since the view is incredible. From the summit, you’ll be able to see Queen Valley, Pinto Basin, Lost Horse Valley and even the snow covered peak of Mount San Jacinto in the distance.

To get to Ryan Mountain, take Park Boulevard out of Joshua Tree Town. After 16 miles or so, you’ll see a sign for Keys View. Turn left and go a bit over two miles till you see a parking lot on the side of the road with a sign for the trail. Crowds are usually at a minimum.

While much of the country is in a deep freeze in the winter, Joshua Tree is at its best. Hiking the Ryan Mountain Trail is a good way to check it out.

Rick Chapo is with http://www.nomadjournals.com - makers of writing journals for hiking, backpacking and camping. Hiking journals are great Christmas gifts for him or her. Visit http://www.nomadjournaltrips.com for more hiking articles and stories.

Virtually every teenager will do it; take a drivers education course to obtain their learners permit and eventually an unrestricted drivers license. Most states have requirements that must be met for a teen to get their learners permit.

What is a learners permit?

A learners permit is a special permit issued by a State Department of Motor Vehicles (often referred to as DMV, but some states have varying titles) office for teenagers to begin “behind the wheel” drivers education training. For many states, the average age you can apply for a learners permit is 15. However, there are a few states where you can apply as early as 14 and as late as 16 years of age. Different states have different requirements. For example, there are a few states that have no formal requirements, where as most require initial written testing of driving basics. Six to eight hours of classroom (or approved home training course) is typically required.

Drivers Education Training

Once you’ve achieved your initial learners permit, you can expect to continue your classroom study, but can typically begin your “behind the wheel” training with an adult; usually a drivers education instructor or parent. During this time, most states require a certain number of hours of “behind the wheel” experience. You’ll learn many of the basics, such as: stopping, watching for traffic around you, turning, identifying various traffic signs, how to parallel park and more. Don’t take these for granted! Your initial drivers education training can set an important track for your driving record.

The trip to your local DMV

Once you’ve completed an approved drivers education course, you’ll be issued a license. This varies from state to state. Some allow you to complete a drivers education course while 15, but must wait until you are 16 years of age to obtain a license. Still others impose conditions for a new driver, such as limited hours of driving, driving with an adult of a certain age, etc. Your local DMV office will let you know any special provisions.

Before you get your license, there are some things you should know about that will be necessary to receive your drivers license. DMV offices are very strict about documentation you must present to get your license. You should always check with them first and even get a checklist. Typical items you will need to bring to your local DMV office to obtain your drivers license:

Your original birth certificate, or a certified copy of your birth certificate with a state seal. Be prepared! Simply taking a photocopied certificate will not work for most states. You should be prepared for this very early on in your drivers education training. If need by, contact the state where you were born to obtain a certified copy if you do not have one, or your original certificate.

Social Security Card. Make sure you have your social security card. Most metropolitans have a local Social Security Office where you can quickly go and obtain an SSN card if you’ve lost your original. Again, make sure you have this early on.

Glasses or contacts. You will be required to take an eye exam when applying for your drivers license. Be sure to bring your glasses or wear your contacts to the DMV office.

Proof of completion of a state approved drivers education course. If you are taking a local classroom drivers education course, they should provide you with a certificate. You should always be sure they are certified by the state, if your state requires such certification. If you have taken a state approved home study course, such as a parent taught course issued by some states, or a third party software training course, they will provide you with a certificate of completion.

Proof of insurance. Check with your local DMV. Some states require this, some states may not. You should have the minimum insurance required for your state, usually liability insurance. Be prepared to present proof of insurance to the DMV clerk.

Proof of enrollment in High School. Many states require that you be enrolled in school and have proof of enrollment to obtain a drivers license under the age of 18. Your school will have the necessary form and can provide it for you to take to the DMV office. In cases where you may no longer be in school, and have opted for a GED, make sure you bring your GED certificate with you.

These are the typical things you will need to take to your local DMV office when applying for your drivers license. Of course, each state can vary and you can visit your State’s DMV website for more specific information.

Driver Education Software

More and more states are offering modern alternatives to the typical classroom drivers education courses. Some states offer a parent taught drivers education where students can study and test at home, as well as “behind the wheel” with a parent or legal guardian. Many states are now allowing students to take an approved CD ROM based or online course.

Wesley Smith is the Product Manager for the Driver Education web site and helps teens with state driving requirements to obtain their learners permit and drivers license.

Coming up on its eighth year, the Great Salt Lake Bird Watching Festival is good get away for birders. Of course, a chance to visit Salt Lake City isn’t so bad either.

Great Salt Lake Bird Watching Festival

The Great Salt Lake Bird Watching Festival is both a mouthful and a great event. Close to Salt Lake City, but actually centered in Farmington, Utah, the festival is put on by the Davis County Tourism agency and typically runs for five days in the last two weeks of May each year.

As with many birding festivals, the Great Salt Lake Bird Watching Festival offers workshops for kids and adults. Workshops include everything from building bird houses, birding for kids, and lectures on a variety of bird species with physical birds present.

Of course, field trips are the key to any bird watching festival and Great Salt Lake Bird Watching Festival doesn’t disappoint. Traditional sighting trips can be taken on land. The added bonus, however, is the fact birders can rent kayaks to float about the lake looking for new life birds.

Common Sightings

While each year will present variations, a birder can expect to see a variety of bird species at Great Salt Lake Bird Watching Festival. A variety of Heron, Pelican, Grebe and Cormorant species are plentiful. White-faced Ibis and Snowy Egrets are also often seen as are a variety of geese and ducks. A variety of falcons and hawks are surprisingly plentiful, but there is one prize sure to make it on you life list.

The rare American Bald Eagle lives in the area. Due to low population numbers, there is no guarantee you’ll see one, but at least four sightings occurred at the 2004 festival.

Whether you attend for the chance to see a bald eagle or the chance to meet other enthusiasts, the Great Salt Lake Bird Watching Festival is a good time.

As a teacher, your class has just finished an intensive unit on
tall tales, or perhaps an author’s study. You’ve read numerous
examples of vivid, powerful writing, discussed these, pointed
out the salient characteristics, listed the aspects of story
that really brought them to life. All in all, an extremely rich,
satisfying, language arts experience. So motivating, in fact,
that you decide a terrific culminating activity would be to have
students use what they learned as a jumping off point for
creating stories of their own. Give the children an opportunity
to apply the stuff of good writing to their own writing - using
literature as the jumping off point.

Your students
begin the writers’ workshop with a little less enthusiasm than
you anticipated. Some students get off to a great start, but are
“finishing” fifteen minutes later. They seem resistant to
revision - after all, they’re “done”. Others spend an inordinate
amount of time “thinking” about what to write about and cannot
seem to put pencil to paper. Another student has visited the
pencil sharpener about seventeen times, grinding the offending
pencil into a stub. Meanwhile, some students, claiming to be
involved in a “peer conference” are disrupting the class with
chatter, another is “illustrating” while another is reading the
latest Harry Potter book, looking for inspiration. Still other
students launch into creative, but rambling tales that become
near epics, from which a successful conclusion seems impossible.
A number of students have their hands raised, or approach your
desk, all wanting your attention and input at the same time. You
have a knot in your stomach and are overwhelmed by the sense
that things are spiraling out of control. Three weeks later
you’ve managed to conduct individual conferences with only a
handful of students, you’re needling, redirecting, challenging,
and somehow it doesn’t seem as though much progress has been
made. The luster has gone out of this project, that seemed so
bright at the start. The students are bored, you’re frustrated,
and most everyone in the class looks forward to being done with
it.

Does this scenario sound familiar? What exactly is
it that can bridge the gap between great literature and its
application to student writing?

The answer is twofold
– skills and a practical methodology that works in the real
world of the classroom.

There is a common misconception
that if we read a lot, talk about what we read, and then provide
plenty of outlets for writing, that in the process, good writing
will emerge. Truthfully, for the extremely well-read, self
motivated, or innately gifted writer, there is some possibility
of this. However, for most students and teachers, something is
missing. Simply encouraging students to engage in “free-writing”
followed by a conference is not enough to produce a community of
strong, enthusiastic writers. What is missing are specific
instructional strategies designed to teach the specific skills
inherent in powerful writing!

During the whole language
era, the idea of teaching discrete skills took on a negative
connotation. Somehow, practicing specific writing skills seemed
to suggest “basel-izing” the writing process. This was
unfortunate, because, in all art forms - in music, theater, the
visual arts, and in writing, powerful communication is delivered
through carefully honed skills. For example, a talented pianist
did not become proficient by simply sitting down and “just
playing”. A skilled teacher will provide the young pianist with
age appropriate, stimulating pieces of music, as well as scales,
arpeggios, and exercises to strengthen the fingers and build
dexterity. The student learns how to read notes, hear pitches,
and learn musical expressiveness through carefully planned
exercises and etudes. All of this “skill-work” does not hamper
creativity, rather, it provides a vehicle for the successful
expression of creative, personal musical thought, sentiment, and
intention. In other words, the skills disappear in an invisible
support and delivery system that informs and empowers the
musician. The same thing is true in writing.

What are
the skills necessary to inform and empower good writing? In
narrative writing (writing characterized by a main character who
experiences a significant event or problem, within a setting,
who grows or changes in the process) the skills necessary to
shape and support a story are as follows:

• an
  entertaining beginning that draws the reader in and gets the
  story rolling
• powerful elaborative detail that focuses
  on story critical characters, settings, and/or objects
• a sense of suspense or anticipation which builds story
  tension, and inspires the reader to read on
• a single,
  significant main event (problem, adventure, or life-changing
  experience)
• a conclusion which draws the main event to
  a close and an extended ending which demonstrates how the main
  character has grown or changed.

Once the
basic skills are identified, educators need to have a practical,
effective methodology for teaching these skills. The methodology
needs to be based on solid educational theory and needs to be
proven successful in the real world of the classroom. During an
instructional improvement program at our school (Mill Hill
School in Fairfield, CT) designed to improve student writing, we
developed a methodology for the delivery of these key writing
skills for our students in grades 2 - 5. The methodology
involved whole class instruction, delivered minimally twice a
week for 30 - 45 minutes. Whole class instruction provided
consistency and assured experiences for all students, that was
often lacking in the teach-on-demand scenario common in the
writers’ workshop conference model. There are also many other
benefits associated with whole class instruction. These include
a greater level of directed conversation between students about
writing, and opportunities for the class as a whole to benefit
from the writerly conversations.

The whole class
instruction looks like this:

1. INTRODUCE/DEFINE SKILL
through the use of literature. (Middle grade novels provide the
best examples of all of the key skills.)

* 2. MODELING
- The teacher models the skill in isolation, asking productive
questions and “thinking out loud” as an author. (The quality of
the questions you ask will determine the quality of student
responses. This also is the most powerful method of building
vocabulary.)

3. GUIDED PRACTICE - Provide students with
an opportunity to practice the skill you’ve modeled. This is a
“before and after” revision exercise. Circulate and offer
suggestions, share strong examples and excellent attempts.

Steps 1, 2, 3 are repeated numerous times before step
4: Application.

4. APPLICATION - Students apply the
skill to a process piece or a timed prompt.

*Most
important step!

This methodology made the teaching of
writing more manageable, provided a common vocabulary for
writing, ensured a greater level of objectivity and
accountability, established a powerful reading writing
connection, and ultimately nurtured a community of confident,
enthusiastic writers. In fact, during the five years we spent
developing the specific skill lessons and delivering these
skills through the methodology described above, our narrative
writing scores for our fourth graders on the Connecticut Mastery
Test improved dramatically:

YEAR Percent of students at
goal
—– —————————
YEAR 1 47%

YEAR 2 65%
YEAR 3 75%
YEAR 4 81%
YEAR 5 92%

These results were not limited to Mill Hill School. In Wilson’s
Mills School in North Carolina, as well as in districts in Rhode
Island and Alberta Province Canada, to name just a few, when
this approach was used consistently, similar results were
common. More importantly, students began to become confident,
enthusiastic, lifelong writers, and teachers began to feel
successful and fulfilled as the facilitators of a practical,
effective instructional program that gets results. Eventually,
the lessons and methodology became available through an
educational consulting firm and publisher, Empowering Writers.

So now think back to the frustrated, disillusioned
teacher and class first described and imagine how her scenario
would be different using the Empowering Writers methodology.

Two of the most productive methods of topwater fishing are using a popper, or chugger type lure, and “walking-the-dog” with a surface walker. When it comes to popper type lures, you may remember the old Heddon Lucky 13, Bass Oreno, or the Heddon Chugger Spook. Lure design has changed drastically since the first production of those aforementioned lures, and now we have such poppers as the Berkley Frenzy Popper, Tsunami Talkin’ Popper, Rapala Skitter Pop and the Lucky Craft G-Splash.

For topwater walking-the-dog applications, we have the Heddon Spook and Super-Spook, which have been around for many years and are, still to this day, top producers. Some other surface walkers include Lucky Craft Sammy, Rapala Skitter Walk, Salmo MAAS Marauder and the Yo-Zuri Banana Boat. While all of these lures produce fish in different situations, I have discovered a lure that is producing topwater hits for me on a consistent basis when water and light conditions are right. The lures I speak of are made by L & S Mirrolure. The popper is called The Humpback Mule and is actually a jointed topwater popper. The walking-the-dog style surface walker I prefer is called the Top Dog Jr. Both lures are extremely good quality and have extra sharp hooks, which can really come in handy when you have a bass that might strike you a little bit short, or not hit the lure very hard.

Let’s start by taking a look at when the best time to use a topwater lure would be, and then the techniques involved in producing the most strikes. I have caught some of my largest bass, by far, on topwater lures. My reasoning behind this occurrence is that back in the old days, everybody I knew threw topwater lures. They threw them for 2 or 3 hours in the mornings and 2 or 3 hours in the evening. From an industry perspective, topwater lures are not among the top sellers these days. The majority of the people I fish with these days mainly throw spinnerbaits, plastics and crankbaits.

Could it be that the big bruiser bass that have been around for several years have seen all of the spinners and cranks, after being caught several times on these lures, and now tend to shy away from them? I think this is possible, and if you go down South to Texas or Louisiana, you will see huge bass being taken on topwater lures. I have a good friend who says that the bass have seen the same lures over and over again for so many years that they have the serial and model numbers on the bottom of the lures memorized. This might be a bit of a stretch, but almost all the bass I have caught that are over 5 pounds are loners, holding on a particular piece of structure in the lake.

I won’t say that you never see large bass schooling up, but it is a rare occurrence. Smallmouth bass are different though…they do tend to school up in certain areas, and there can be many large fish all together at one time.

I use topwater baits mainly when the water temperature is 60 degrees or above, but I have caught bass on topwaters when it was in the high 50’s. Whenever I see a stump, rock, or maybe a bush, further away from other structure, I throw a topwater right to it. The best way to provoke a reaction strike from a big largemouth is to cast the bait right to the cover, not beyond it. If you cast past the target, the bass will be alert before the bait gets there. You may have seen them boil or swirl when you do this, instead of smashing it. They are tentative when you work the bait up to the cover, and then they just swirl at it, or miss. To provoke a big bass into exploding on the bait you must cast right to the cover! The popper is one of my favorite baits to use in places that have a lot of grass or milfoil that is holding bass. When you retrieve a popper, it requires a fast jerk, which spits water out from the front of the cup-lipped bait, and the bait makes a deep pop or bullfrog sound. You then should let the lure sit for a few moments and repeat this process again.

I will never forget, when I was 11 years old I caught my first largemouth bass over 5lbs on a clear popper with a white bucktail. The lure was a Pico Lil’ Pop and what a thrill that was! I watched the fish following my lure, when all of a sudden a topwater explosion occurred, and I was in for a fight. Ever since that moment, I have been a fan of the popper style lure. I like to use it like I would a crankbait from the perspective that you can cover a lot of water when you think of your lure as a search-bait. Simply put, trying to find out where the fish are located.

Walking type topwater lures are another great bait especially in post spawn season, when big bass are around some shallow cover, but they aren’t particularly aggressive yet. I use baits with rattles for this also. I’ve caught a lot of big bass on topwater walkers in prespawn as well as postspawn. Also, on really warm days early in the year, it produces well. I just cast it to the structure, let it sit, twitch it a few times, and they usually just suck it in.

o walk-the-dog, you simply snap your rod in a downward motion over and over again throughout the entire retrieve. This will force the lure to zig-zag back and forth from left to right. This action drives bass crazy as they think an injured baitfish is trying to get away. When I am throwing a lighter weight popper or surface walker, I tend to use spinning gear on a 6 to 7 ‘ rod with a medium action. When I am throwing Spooks or other heavier or larger lures, I switch over to a baitcaster with a 6′6″ or 7′ rod with a medium heavy to heavy action. When I am throwing topwater lures in tight areas, with very specific targets, where there is no room for error, I will downsize to a 6′ casting rod. This length is much more accurate than longer rods and easier to control when working an area with stumps and brush, where one bad cast will tangle your lure up and waste your precious fishing time.

Although most of my really big bass have come from shallow water, they were always in a place that was near deep water, where one or more grasses came together, and near the main creek channel or water inlet. The fish always had some kind of deep-water escape route nearby. I feel that in larger bodies of water the big bass spend much of their time in deeper water, and just move in and out of the shallows as the opportunities arise, when hunting for food.

As I mentioned previously, most anglers use these baits at sunrise or sunset, but I use them all times of the day, especially when the sky is overcast. Big bass are always on the shady side of cover once the sun rises. They can be enticed into striking a popper or surface walker at all times of the day when presented properly. Bigger bass feed more frequently due to their body size, and when they do feed, they want a bigger meal if at all possible. They have to expend a great deal of energy to catch their prey, and want to make sure the size is sufficient to meet their needs. Good luck on your topwater action and e-mail me with any questions.

G. Wayne Byrd is a professional bass tournament fisherman, who lives in Colorado. He is an active contributor to Fishin’ Secrets with Eric Allee and Friends.

http://www.fishinsecrets.com

Graduation Gowns

Graduation Regalia

Doctoral Graduation Robes

During a graduation ceremony, graduating doctoral students wear special doctoral graduation robes that are different from bachelors and masters robes. The difference between the bachelors robe and the doctoral robe is that the doctoral robe has a sleeve that consists of three velvet bands. The front of the robe also has velvet facing which runs down from top to bottom. The sleeves of doctoral graduation robes are full as opposed to the bell-shaped sleeves of the bachelor’s gown. The officials of the rewarding institution are permitted to wear doctoral graduation robes regardless of whether or not they have attained a doctoral degree.

Graduation Information On The Internet

Graduation information is available all over the internet. You’ll find multiple links which can assist you in your research. Gordon International offers a lot of information which can be useful to anyone ordering graduation regalia but if you’re looking for specific history please see the link provided below.
The Following Site Offers Great Information About Graduation:
http://en.wikipedia.org/wiki/Academic_dress wikipedia provides the searcher with a great information source for any type of search. You can go to their search wiki and place an random search in the engine and you’ll come across a few useful sources & articles.