My pain locations are about 2,3, 5,6 if using this diagram: https://i.redd.it/5vfzp2hj363c1.jpg with probably 3 and 6 being the worst.
I got this injury I think last summer after a long bike ride. pain came and it hasn't really gotten better since that I'm aware of.
I saw a very reputable hip doctor. got the xray and mri, shows FAI and small labral tear. He said surgery might be an option. The issue is, when I got a cortisone shot in my hip, it didn't really help a ton, especially the lower back. although, my pain honestly isn't *that bad* to begin with. it just amkes me not want to do any of the sports I want to do such as cycling, squatting, tennis, etc.
so now I'm doing PT, but it seems like my symptoms get a bit worse after the exercises. I'm not sure if this is expected or not.
FWIW, this is my mri info:
undersurface fraying with small associated anterior acetabular cysts are present in the anterior superior labrum. in the sagittal images there are small clefts of fluid in the anterior superior labrum. no full-thickness cartilage defects loose body or large effusion. no fractures or osseous lesions are seen. si jionts and public symphysis appear normal. no erosions are visualized.
muscle signal within normal limits. no fatty atrophy. no tendon tears are seen. no bursitis is identified. the visualized contents in the pelvis appear normal.
the right femoral neck is in 19 degrees of anteversion.
impression: anterior superior hip labral tear
any thoughts would be appreciated. is it agonizing pain? no. but I am not cycling or exercising the way I want to be and I'm worried that if I don't get hte surgery ill never get better, but also worried if I get the surgery it wont even fix me.

Please help me understand what is breaking on my fairly new dishwasher, and whether it needs to be repaired.
My 18 inch GE Profile dishwasher, model PDT145SSL0SS, has been in service about a year. Today I found an object on the floor beneath the door--clearly a broken piece of some thick (ca 1/4 inch), black, flexible rubbery material.
I investigated under the door of the dishwasher and felt that there were other pieces of this material attached to the machine, including more shards that were breaking off. One such piece had a piece of thin, dark plastic stuck to the face of it, like cellophane or plastic wrap.
The toe kick is intact. I can feel that some of this material is still affixed to the machine under the door. I can also feel the bottom of the insulation inside the door.
The machine is working well with no leaks that I can see. When I open the door, it feels like the gasket at the bottom is intact. I went to geapplianceparts.com and looked at the assembly diagram of the door and the body. I don't see anything that remotely looks like this stuff, except possibly as part of the "beach gasket assembly" on the door. The product listing at Costco mentions a "tub collar trim" to reduce noise. Maybe that's it? I looked up the installation instructions for this model and there is no mention of a tub collar trim.
I would appreciate any help in understanding what's going on here. Thanks!

This guide was created by two anonymous nursing students who attended Rutgers School of Nursing and want to review the curriculum and share our opinion of this program comprehensively.
We do not wish to bash or criticize this program, but rather to provide constructive feedback for the administration and highlight key points for students to watch out for. This is the best program in the state for Nursing, we want to help students navigate it successfully.
This guide mainly pertains to the Rutgers School of Nursing Traditional Program on the New Brunswick Campus, but most professors teach on the New Brunswick and Newark campuses. Second-degree students at the Newark campus can also reference this guide as many professors are shared with the Traditional program. This guide does not pertain to the Blackwood 2+2 Program or the Rutgers School of Nursing–Camden (Camden is a separate school from us).

Admissions

As students, we are not qualified to provide information on the Rutgers School of Nursing admissions. We hope our anecdotal observations can provide a helpful perspective for prospective students navigating this journey.
From what we've gathered, with the new option to submit applications to Rutgers through the Common App, it is increasingly difficult to be admitted directly into the school. We believe it is one of the hardest schools to be admitted to at Rutgers. The School of Nursing does not accept transfer students from external institutions, you must already be a Rutgers student (in another school, like SAS, SEBS) to apply for a school-to-school transfer. Even so, the School of Nursing accepts very few transfer students, so this is not a safe/viable option for those not accepted as freshmen. Additionally, if a transfer is successful, you may need to take certain prerequisite courses, extending your time in the program, which ends up similar to pursuing a second degree.
If your main goal is to graduate with a degree in Nursing, apply for both New Brunswick and Newark campuses, as they confer the same degree. Note that the Newark class is significantly smaller and offers less of the “traditional” college experience that many students desire. We recommend that, if you are not admitted directly into the traditional program at Rutgers, to attend another nursing school you were accepted to, or complete a degree as another life science major and apply to a Second-degree program, which is generally less competitive.
AP Credits will not apply to any Nursing Prerequisite courses with the exception of Statistics. Other AP credits may apply to elective courses or the general elective requirements. Nursing students are not required to complete the Rutgers SAS Core required in almost all other schools.
2023 Admissions Data, Source

Campus	Applicant Count	Incoming Class Size	Waitlist Admits
New Brunswick	4,080	155	55 of 872 (6.31%)
Newark	2,115	63	174 of 625 (27.84%)

Navigating the Nursing Curriculum

The program's structure is extremely backloaded, with the initial two years dedicated to liberal arts courses, general electives, and foundational nursing prerequisites. All clinical courses are placed in the program's second half, creating a tight squeeze to learn and absorb all the skills required as nurses. Once Junior year comes, you will be inundated with didactical nursing courses, labs, simulations, clinicals, and unreasonable amounts of homework assignments. As you navigate the program's first half, embrace the opportunity to live a college life—HAVE FUN, join clubs, go party, and make friends, but be ready to put it all away when Junior year comes. Your experiences in the first two years are crucial for building the support network you'll rely on as the program intensifies.
Starting in the Junior year, nursing courses consist of 3-hour lectures, all scheduled on a single or two days of the week. This scheduling is deliberate, allowing for clinicals to occupy the remaining weekdays and ensuring all students can attend lectures. However, this results in long, exhausting days filled with back-to-back classes that make it challenging to effectively absorb the material. The situation is exacerbated by the lack of teaching assistants and the inaccessibility of professors outside of class, as office hours are limited to "by appointment" sessions, which are hard to come by. The end of class is the only time for questions, but this is also not viable as professors usually have subsequent classes. The current setup severely restricts student ability to effectively understand course material.
We hope for a re-evaluation of this curriculum in the near future that would introduce nursing-specific courses as early as the Sophomore year. The current nursing prerequisites lack direct application to the variety of hands-on skills and knowledge for nursing practice. Introducing nursing courses earlier can bridge this gap and allow students more time to apply their knowledge.
Refer to the School of Nursing’s website for the most up-to-date curriculum. The Class of 2024 is the first cohort graduating with this new “updated curriculum,” so we believe it is relatively up-to-date and will be relevant for the near future.

Course Difficulty

Like many nursing programs across the country, Rutgers Nursing is a challenging program to complete. The school policy requires a minimum grade of C+ (74.5%) in any nursing-coded course (705) to be considered passing. C is required for all prerequisite courses (non-Nursing). Courses are often prerequisites for subsequent courses, particularly in the earlier semesters, and in the Junior year and beyond, they are corequisites, meaning that dropping a course requires withdrawing for the entire semester. This strict policy is daunting as nursing courses are only offered once a semester, so failing a course can mean being held back a full year.

• Trigger Warning: Not Passing a Course
  • In our experience, approximately 20-25% of students fail at least one course in this program. Many students who struggle before their sophomore year decide to change their major, while those in their Junior year or beyond often choose to retake the course.
  • Almost everyone in the program knows someone who has dropped Nursing within the four years. This can happen for many reasons, such as discovering a lack of passion for Nursing or experiencing significant challenges with exams. We empathize with everyone who has not passed a course. We know that the school does not provide support in these situations :(
• Note: The school administration has made some positive changes to address this issue. Depending on the course failed, students may be able to retake it with the Newark second-degree program, allowing them to stay on track for graduation or close to it.

The grade policy, while it seems reasonable, creates considerable stress for students aiming to do well. Achieving a 74.5% or higher means there is little room for error, as it's hard to recover from a poor exam grade. Most courses in the program are exam-heavy, with the HESI (NCLEX-style subject exam) accounting for 10% of the grade in many courses. (We find that there is no consistent way to study for the HESI without spending a lot of time reviewing the content). We suspect that this policy ensures only students with the highest likelihood of passing the NCLEX graduate from the program. The NCLEX pass rate is crucial for nursing schools, as it directly reflects the program's ability to produce competent nurses.
We do not intend to scare potential students but rather to highlight that any nursing program requires a significant amount of effort and should be approached with commitment and seriousness!

Rutgers Nursing Campus Dynamics

The experience of navigating Rutgers-New Brunswick campuses during the first two years of the nursing program differs from the second half, due to the back-loaded nature of the curriculum. Courses in the first two years of nursing school are mostly not nursing department courses and will be scattered on all four campuses. Make sure you choose your campus classes wisely, or you will have a miserable time on the buses during peak bus/traffic hours.
A significant shift occurs once you enter Junior year. The curriculum concentrates all nursing-specific courses into just two buildings in Downtown New Brunswick: 120 Albany Street and 110 Paterson Street. These buildings are incredibly small for their function, and the biggest lecture hall can hold around 120 students, which is often not enough to accommodate the whole cohort. This can lead to a sense of isolation as the nursing buildings are a 5-10 walk from livelier parts of campus. However, most students live on College Avenue to avoid the bus commute from other campuses, as the School of Nursing likes to schedule classes starting at 8:30AM :( Additionally, since nursing classes are typically three-hour lectures arranged on the same days to accommodate clinical schedules, the streets downtown can feel particularly dangerous to navigate in the winter months when it gets dark early.
*This is not an issue at the Newark campus, as most classes are in the same four buildings that are next to each other.

Nursing Prerequisites Courses (Freshman, Sophomore Year)

Before Junior year, students take a mix of prerequisite courses that pave the way for the nursing clinical courses starting in Junior year. Some of these courses are not specifically nursing major (705) courses and are controlled by other departments, resulting in different policies. Generally, a minimum grade of C is required for non-705 courses, while nursing courses require at least a C+. These prerequisite courses can be particularly challenging as students are still adjusting to college life. However, they also serve as an excellent gauge to determine if you can handle the rigor of the courses in Junior year and beyond. Additionally, many of these classes will not be held in the nursing building but will be spread across multiple campuses.
We will not comment on the elective courses (e.g., Humanities, Cultural Studies, History electives), as these are flexible and should be selected after discussion with an advisor.

119:127/128 Anatomy & Physiology I and II with Lab (Semester 1 and 2)
^ Difficulty: 4.5/5, RateMyProfessor, The professor for the New Brunswick course, Anthony Uzwiak, has not changed for the past few years. A&P series is a challenging course that is graded on a curve, which is uncommon for Nursing courses. Professor Uzwiak is very knowledgeable, but his exams are tough and will take significant time to prepare for. The difficulty of the course is further increased by the adjustment into college life and the sudden transition into taking an intensive course
119:131/132 Microbiology Hlth Sci with Lab (Semester 3 or 4)
^ Difficulty: 4/5, RateMyProfessor, The professor for the New Brunswick course, Susan Skelly, has not changed for the past few years. Microbiology is also a challenging course that requires significant reading and prep. Skelly's exams are tough and require a lot of memorization of textbook content, diagrams and pictures. Extra credit opportunities are available through pop quizzes, which can help boost exam grades.
160:128 Chemistry of Life (Semester 3 or 4)
^ Difficulty: 4/5, RateMyProfessor, The professor for the New Brunswick course, Robert Boikess, has not changed for the past few years. His class has mandatory attendance and heavily relies on pre-recorded lectures and use of the textbooks. Exams are difficult and often determine the final grade, so use available resources such as past exams and practice problems. The course is graded on a curve, showing improvement throughout the semester, especially on later exams, and active participation can help achieve a passing grade.
705:255 Nutrition (Semester 3)
^ Difficulty: 2.5/5, RateMyProfessor, The professor for the New Brunswick and Newark courses, Eileen Swingle, has not changed for the past few years. The course includes a few exams, easy weekly participation assignments, and a final project. She is caring and has a supportive teaching style and offers extra credit opportunities, which can significantly improve your grade. Overall, this is one of the easier courses in the program, made enjoyable by Professor Swingle's passion for nutrition.
705:229 Life Span: A Holistic Approach (Dev Psych, Semester 4)
^ Difficulty: 3/5, This course has professors that change frequently, no specific RateMyProfessor page is attached. It provides an overview of development and the complexity of human growth, including a review of both historical and modern-day developmental theories. The course is of medium difficulty and is the first where students encounter NCLEX-style questions on exams. These developmental theories will continue to appear in other courses throughout the program, so a solid understanding of them will be beneficial.
705:205 Sociocultural Dimensions of Health (Semester 4)
^ Difficulty: 2.5/5, This course has professors that change frequently, so no specific RateMyProfessor page is attached. It was added to the curriculum in 2022 and varies significantly depending on the professor. The course is highly theoretical with sociological components, but the concepts are generally straightforward and easy to grasp. It focuses on the effects of cultural and lifestyle differences on health from a human/society rather than biological viewpoint, through the perspective of a nurse.

Nursing Courses (Non-Clinical)

These are 705 Nursing JunioSenior level courses that do not have a clinical component. Note that Health Assessment includes a lab component.
705:306 Health Assessment Across the Life Span (Semester 5)

• Difficulty: 4.5/5
• Lecture: This course is the rigorous introduction to nursing assessment, focusing on the fundamentals of evaluating health. You learn to distinguish between normal and abnormal findings in physical and behavioral assessments, using techniques and equipment for systematic assessments and health history collection. This is a hard, hallmark nursing “weed out” course, as it requires a solid understanding of anatomy to apply to patient care. There are one or more body systems that are taught every week. The difficulty comes from the vast amount of information required and the detailed-oriented nature of the exams, which assess both knowledge and critical thinking abilities. It is important to keep up with the course content, the pace is fast and all content is revisited during the final exam.
• Lab: Accompanying the lecture component, there is a 2-hour clinical lab every week that focuses on a specific system (Ex. Cardiac, Musculoskeletal, Respiratory systems). You will learn how to conduct patient interviews, collect history, subjective and objective findings of each system. A significant component is the two skills exams (test-outs) in this lab, vital signs and comprehensive assessment test-out. These are pass/fail evaluations which do not affect your grade but you only have two attempts to pass each. The lab is generally pretty chill, the Center for Clinical Learning (CCL) staff hosts skills sessions where they will teach you and help you remediate if you fail a test-out. Students should be aware that it is possible to pass the lecture component but fail the course due to the lab test-outs.
• Our Review: Although this course is hard, it creates a fantastic foundation for future nursing courses. To be successful, set aside time weekly to study for this course, focus on reviewing the slides thoroughly and supplementing content with the Jarvis textbook. The EAQs are good study material for the exams.

705:350 Pathophysiology & Pharmacotherapeutics: An Integrated Approach I (Semester 5)

• Difficulty: 4/5
• Lecture: This is the first course of integrated Pathophysiology and Pharmacotherapeutics series (Patho/Pharm). The BSN program underwent a curriculum change in 2022, merging the previously separate Pathophysiology and Pharmacology courses. Despite the course title suggesting an equal focus on pharmacology, the primary emphasis is on pathophysiology. Each week covers 2-3 topics, focusing on the etiology, pathophysiology, clinical manifestations, diagnosis, and treatment for pathologies related to major body systems. This course involves minimal pharmacology and relies heavily on memorization. The exams primarily test the ability to memorize and recall information rather than applying concepts.

705:351 Pathophysiology & Pharmacotherapeutics: An Integrated Approach II (Semester 6)

• Difficulty: 4.25/5
• Lecture: This course, the second in the Pathophysiology and Pharmacotherapeutics series, builds on the foundational knowledge from the first course. It covers pharmacokinetics, pharmacodynamics, and managing diseases such as infections, pain, respiratory, cardiovascular, central nervous system, endocrine, and gastrointestinal disorders. It is more challenging due to its in-depth and complex pharmacological content, requiring a solid understanding of physiology and strong memorization skills. Keeping up with the material is crucial; you cannot afford to fall behind. The course includes a comprehensive HESI exam.

^ Our Review of the Pathopharm Series

• From our perspective, this series suffers from some disorganization, due to the integration of pathophysiology and pharmacotherapeutics into 2-course series. This means that you’re essentially learning the cause, effect, AND treatment of diseases concurrently, and a lot of content overlaps with what is covered in the Adult 1 and 2 courses.
• The professor for this series has not changed in the past few years: Rate my Professor

705:325 Professional Nursing I (Semester 5)

• Difficulty: 2/5
• Lecture: This is the first of three Professional Nursing courses. Each week, the course delves into different aspects of the nursing profession, such as the history of nursing, nursing theory, and more. Typically, the course includes three exams and three major assignments or projects. The course content and structure can vary significantly depending on the professor, but it is generally considered one of the easier courses in this semester.
• Main Topics: History of the Nursing Profession, Clinical Judgment, Nursing Theory, Legal Aspects of Nursing, The Role of the Professional Nurse.

705:326 Professional Nursing II (Semester 6)

• Difficulty: 1/5
• Lecture: This course emphasizes issues in healthcare, nursing informatics, health literacy, and guidelines for research. The coursework includes weekly activities that account for a significant portion of the grade, making participation important. The majority of the grade is participation, making it one of the easier courses in the nursing program.
• Main Topics: Quantitative and Qualitative Research Methods, Nursing Informatics and Health Information Technology, Ethical Considerations in Nursing Research, Integrating Evidence into Clinical Practice.

705:427 Professional Nursing III (Semester 7)

• Difficulty: 1/5 (Special Circumstance)
• Lecture: We unfortunately cannot provide too much information on this course. In Spring 2024, the original professor could no longer teach, and another professor had to fill in. This course ended up being a series of guest speakers, focusing on topics such as nurse leadership, professional development, joining professional organizations, union leaders, and nursing legislators. These sessions were generally helpful and made the course relatively easy. There is some homework and a Leadership HESI exam as part of this course.
• Main Topics: Role of the Nurse Leader, Health Policy Development, Quality and Safety in Nursing, Professional Development, Nurse Leadership Across the Lifespan

^ Our Review of Professional Nursing Series

• In our experience, the Professional Nursing course series is disorganized. The content for these courses is vague and theoretical; even the professors have a hard time defining what the class is for. Topics such as Evidence-Based Nursing Practice, communication, collaboration, and teamwork are constantly brought up, but there is no connection to clinical activities. We find these classes to have little value and relevance to Nursing, and we had a hard time recalling what was taught. These courses are likely requirements for a BSN program that includes research, leadership, and evidence-based practice,

705:418 Population Health (Semester 8)

• Difficulty: 3/5
• Lecture: This course is a new addition to the curriculum and is a requirement for a BSN program. The content is extremely vague and theoretical, covering topics such as levels of prevention, the epidemiological triangle, public health wheel, and more. The exams are also vague, but practice using problems EAQs and Quizlet significantly helps. There is a HESI exam for this course.

705:460 Nursing Elective:Special Topics (Semester 8)

• Difficulty: Varies, but generally easy/5
• Lecture: These electives are a new addition to the curriculum and are mostly asynchronous courses focusing on specialty topics that students can select based on their interests. They typically include a mix of online lectures, homework, and projects. Overall, they are considered relatively easy compared to core nursing courses. Professors sometimes forget about these courses since they have other, more important courses to teach. Due to the variety of electives available, we have less specific information about each one.
• Offerings Spring 2024:
  • Introduction to Wound Care
  • Foundations of Health Education
  • Introduction to Periop Nursing (Requires Periop DEU)
  • Introduction to Quality and Safety
  • Complementary & Alternative Therapies
  • Victimology & Forensic Nursing
  • Determinants of Health (Graduate Course)
  • Information Technology for Evidence-Based Practice.

Rutgers Nursing Clinical Experience — A Program Highlight

As one of the largest and most well-known nursing programs in New Jersey, Rutgers has established connections with some of the best clinical sites in the state. Students will graduate with 588 clinical hours. New Brunswick students typically have clinicals in Central Jersey, and Newark students have clinicals in the North Jersey area, with some exceptions. Each clinical is 84 hours a semester, in either 6 hour or 12 hour shifts. 12 hour clinicals are 7AM-7PM every other week. 6 hour clinicals can be 7AM-1PM, 1PM-7PM, or 3PM-9PM.
Quality of Clinical Instructors One of the highlights of the Rutgers Nursing program is the exceptional quality of its clinical instructors. All instructors hold at least a Master’s degree, with many possessing Doctoral degrees in advanced practice. Most instructors work at the hospital where they also serve as clinical instructors. The dual role means they are familiar with the hospital, have resources, and are aware of policies, all of which are extremely beneficial. During clinicals, students are paired with a nurse preceptor for the day, and the experience can vary greatly depending on the preceptor. While some nurses allow students to perform full assessments and medication passes, others may prefer that students observe. Regardless, each experience offers learning opportunities. Clinical instructors will break down the learning after each clinical in "post-conference" and students will share their experiences with each other from the day.
Community Clinical Settings Recently, there has been a push to incorporate Out-of-Hospital/“Community” clinicals into the program. These include shadowing school nurses, prison nurses (Rutgers Health manages state correctional facilities), and nurse practitioners involved in community screening programs. These experiences are unique to Rutgers and align with the broader state effort to expose nursing studnets to opportunities outside the traditional hospital setting.
Clinical Simulations Rutgers Nursing is also making advancements in clinical simulation. Simulations typically occur 2-3 times per semester for each course and replace hospital clinicals for those days. The Center for Clinical Learning (CCL) runs these simulations, using mannequins and other hospital equipment to simulate emergency situations that students might not encounter during regular clinicals. The instructors are supportive and understanding, even when students make mistakes.
Transition to Professional Practice (TPP) In the final senior year clinical in the course Transition to Professional Practice (TPP), students are placed in a Dedicated Education Unit (DEU) within a hospital and are expected to perform nearly independently under the guidance of a preceptor. DEU Placements include ER, ICU, Peds, Oncology, Med/Surg, Women's Health, in hospitals across the state. The DEU experience builds competence and confidence in nursing skills and can significantly help with employment after graduating.
Site Selection Regarding clinical selection, the school currently assigns clinical sites randomly, with little regard for personal convenience. However, administration has hinted at changes in the near future.
Our Perspective Overall, the clinical experience at Rutgers Nursing is a solid foundation for developing proficiency. All the clinical instructors we’ve encountered are passionate about teaching skills and competent in their work. The varied experiences in hospital and community settings, along with simulation training, ensure that students are well-prepared for their nursing careers. While the randomness of clinical site assignments can be annoying, the quality of education and hands-on training makes it a worthwhile journey. The clinical experience is a highlight of the program and a key contributor to the success of graduates.

Nursing Courses (With Clinicals/Simulation Labs)

705:335 Nursing Care of Healthy Populations (Semester 5)

• Difficulty: 3/5
• AKA: NCHP
• This course is a new addition to the nursing curriculum introduced in 2020, replacing the older Nursing Care Provider 1 and 2 series. It has an 84-hour clinical component that is predominantly conducted in the skills lab at the 120 Albany building, supplemented by two days at a skilled nursing facility towards the course's conclusion. We believe this is the easiest clinical course
• Clinical/Lab: You’ll be practicing basic nursing skills on mannequins, including therapeutic communication, hygiene care, managing elimination needs with bedpans and urinals, and handling feedings. Included in this clinical are two critical "test-outs," focusing on the administering oral medications and the execution of IM and SC injections. These are pass/fail demonstrations, and you will have two opportunities to pass them.
• Lecture: The lecture component is somewhat detached from the clinical practice, with the course content and clinical applications often not synchronized week by week. Lectures encompass a range of topics from basic nursing concepts to more critical issues. Content areas such as personal hygiene, nutrition, sleep, and the ADPIE nursing process are covered alongside more important topics such as medication administration, infection control, and patient activity management. A common point of frustration is that the test material often does not directly relate to the content discussed in lectures. Much of the content in this course is self-explanatory, however this is many students’ first exposure to NCLEX clinical questions, and may pose as a notable learning curve regarding the testing style. While it's rare for anyone to fail this course, achieving high marks can be difficult due to these discrepancies between the lecture content and the test material.

705:340 Nursing Care of Childbearing Families (Semester 6)

• Difficulty: 3.75/5
• AKA: Maternity
• Clinical: Placements in various hospital units, including MotheBaby, LaboDelivery, Newborn Nursery, Operating Room (C-Section), and High-Risk Maternity units.
• Lecture: This course is the first "specialty" nursing course, focusing on women's health and childbearing. It is very content and knowledge-heavy, with wide range of topics from prenatal care to postpartum complications. The exams range from medium to hard difficulty and demand strong critical thinking skills. Course can feel hard due to the complex nature of maternal and fetal health, the need to quickly identify and respond to complications, and the emotional aspects of caring for childbearing families.

705:336 Nursing Care of Adults & Older Adults with Common Health Conditions: (Semester 6)

• Difficulty: 4/5
• AKA: Adult 1
• Clinical: Placements are in various Medical/Surgical units across New Jersey. Both Adult Health 1 (AH1) and Adult Health 2 (AH2) have the same clinical placements, essentially doubling the clinical experience. Clinical practice focuses on essential nursing skills such as IV fluids, injections, vital signs, assessments, elimination, nutrition, wound care, oxygen therapy, and managing chronic conditions.
• Lecture: This is the first of two “Medical/Surgical” series courses focusing on adult health. The lectures cover a wide range of topics but emphasize common health conditions in adults and older adults. Fluids and electrolytes, acid-base balance, and perioperative care are particularly challenging. The Spring 2024 course includes regular exams and pop quizzes, which can be different from the lecture content, requiring strong critical thinking skills.

705:428 Nursing of Adults & Older Adults with Complex Health Conditions (Semester 7)

• Difficulty: 4.25/5
• AKA: Adult 2
• Clinical: Placements are the same as Adult 1, in various Medical/Surgical units across New Jersey.
• Lecture: This is the second course in the series, focusing on complex health conditions. It is particularly challenging because it emphasizes care for critically ill patients who need immediate treatment. The exams often have triage questions, which require strong critical thinking skills. The course is both content and thinking-intensive, covering a wide range of complex topics. Active participation and consistent study are crucial for success.

705:412 Nursing Care of Infants, Children & Adolescents (Semester 7)

• Difficulty: 3.75/5
• AKA: Peds
• Clinical: Various pediatric hospitals in the state, rotating between adolescent and pediatric units.
• Lecture: Pediatrics specialty course that can be challenging due to the differences in diseases between children and adults. The nature of pediatric illnesses requires understanding of both developmental and medical aspects unique to pediatric populations. Additionally, the treatment approaches differ significantly from adult care. This course emphasizes family-centered care, developmentally appropriate communication, and evidence-based nursing interventions for pediatric patients.

705:414 Nursing Care of Individuals/ Populations with Acute & Chronic Mental Health Conditions (Semester 8)

• Difficulty: 3.5/5
• AKA: Psych
• Clinical: Mix of simulation lab and psychiatric mental health hospitals. Unique in the sense that you get to attend support groups and rotate through the units in a mental health hospital. The patient stories are especially interesting, and you spend time talking and getting to know patients.
• Lecture: As the last specialty course in the curriculum, the faculty aims to support student success while keeping up rigorous standards (they try to make it easier to pass). The main challenge is balancing pharmacological treatments with non-pharmacological and behavioral interventions, so you need a good understanding of both. There's a heavy focus on pharmacology. The course also emphasizes family-centered care, developmentally appropriate communication, and evidence-based nursing interventions for psychiatric patients.

705:455 Transition to Professional Practice (Semester 8)

• Difficulty: 0.5/5
• AKA: TPP
• Clinical: See TPP section in clinical review above^
• Lecture: This course is designed to smoothly transition students into the professional nursing role, with a strong emphasis on career readiness and NCLEX preparation. Lectures cover practical topics such as resume building, interview skills, and professional development. Main assignments include creating a polished resume, practicing interview techniques, and completing HESI comprehensive exams, which serve as a final predictor of NCLEX success. The majority of the coursework consists of pass/fail assignments and weekly discussions on various nursing-related topics, contributing to the course's overall low-stakes nature.

Tips and Takeaways

Rutgers Nursing is an excellent program that offers great value and effectively prepares students for the nursing profession. We sincerely hope the curriculum can be revamped soon to realize its full potential. There is a significant transition between the first two years and the last two years, and the school could improve in preparing students for this shift. The job placement rate for this program is outstanding. Most graduates secure positions that pay at or near six figures straight out of college, which is almost unmatched for a Bachelor's degree.
However, this program is extremely challenging and requires constant effort. Each semester includes at least one difficult course that demands continuous studying. Remember, it's not a sprint—it's a marathon. Many classmates burn out early, so it's crucial to pace yourself and develop effective study habits. Prospective students should be prepared for a rigorous academic program that demands dedication and strong study skills. For anyone considering this program or who has questions, feel free to reach out. We are happy to provide old course content or syllabi for reference. Current nursing students, please share your thoughts below to help us improve this guide for everyone. Thank you for reading!
Future Updates (When we have time):

• EOF Program
• Honors Program
• Scholarships
• Nurse Externship Programs

Jake, my 11-year-old son, blindsided me one day when he asked if we could go camping. I nearly spit out my lukewarm coffee in surprise—this was coming from the same kid who complained about the sun’s brightness at soccer practice and whined about mosquitoes at night! So when he suddenly expressed interest in camping, I couldn’t help but chuckle. It was such a far cry from his usual pastime of being glued to anything with a screen.
We were hanging out by my truck one morning, talking about school, when Jake first mentioned camping. He nudged a pebble along the dry road, his gaze fixed on the ground. “Hey Dad,” he began hesitantly, “think we could go camping sometime?”
I couldn’t help but grin from ear to ear. Apparently Jake's friend Daniel had been endlessly bragging about a camping trip he went on with his dad, making the great outdoors suddenly irresistible to my screen-obsessed son.
“Camping, huh?” I said, trying to contain my excitement. “Sounds great, but you know, it’s not all fireflies and s’mores. There’s bugs, for one thing. Lots of ‘em.”
Jake grimaced, his enthusiasm briefly dimming. “Yeah, I know,” he mumbled, kicking at the dirt with his sneakers.
I gave him a playful nudge. “If the weather holds, maybe we can just find a good spot by the lake next weekend. Just you and me. You up for it?”
“Yeah,” Jake said, a hint of uncertainty in his voice.
His response to the lake idea didn’t seem genuine. A subtle shrug and a glimmer of disappointment in his eyes revealed his desire for a more immersive experience—one that involved tents, campfires, and a genuine escape into nature. Merely visiting the lake wouldn't cut it. Only a true camping trip would satisfy him.
Truth be told, I hadn’t been camping in years. Fond memories of childhood fishing trips and backyard campouts with my own dad felt like a lifetime ago. Work had a way of taking over, and lately, it had been consuming more than its fair share.
But after listening to Jake’s retelling of Daniel’s camping trip story, it had stirred something in me—a friendly rivalry. I was suddenly determined to one-up Daniel and his dad, to make sure my boy had the camping trip of a lifetime.
A grin spread wide across my face as I promised Jake, “Yeah you know what Jake? We’re gonna go camping, and it’s going to be the best camping trip ever! As soon as I can take a break from work, we’ll go.”
Jake’s excitement was contagious. He jumped up and down with joy, and I couldn’t help but laugh. It hit me then that I probably should’ve introduced him to camping sooner.
“Thank you, Dad!” he shouted, his voice ringing with gratitude. “Thank you, Dad! Thank youuuu!”
I gently placed a hand on his shoulder. “Alright, champ, let’s simmer down a bit,” I chuckled. “Head inside and get started on your homework. We don’t want Mom holding this over our heads,” I added with a wink. Jake nodded eagerly and practically skipped into the house, leaving me with a warm sense of fatherly pride.
The weeks flew by, and I finally managed to snag some time off work. In the evenings, I’d pore over articles and videos on wilderness survival and the delicate art of s’more making. My childhood camping memories were more fuzzy nostalgia than concrete know-how, and I couldn’t let my lack of experience show—not in front of Jake, and certainly not in front of that Daniel.
Meanwhile, my ever-supportive wife, Sarah, decided to forgo the mosquitoes and campfire smoke for the comfort of our home. She said it was ‘girl time’ with a good book and a long bath, but I couldn’t help but sense a hint of amusement in her eyes. “Traitor!” I’d jokingly tease, reminding her of our grand mission to outshine Daniel and his dad’s camping trip. She’d just laugh and say, “Go conquer the wilderness, honey. I’ll be here holding down the fort.”
It was true that Sarah wasn’t exactly an outdoors enthusiast. She enjoyed a leisurely stroll in the park, but multi-day camping trips weren’t her cup of tea. Still, I knew she secretly loved seeing Jake and me bond, and deep down, I hoped this ‘man vs. wild’ adventure might reignite my own forgotten love for the outdoors.
My mission? Mastering the art of building a fire that wouldn’t leave us all choking on smoke, identifying constellations for Jake (hoping I wouldn’t mix up Orion with the Big Dipper), and maybe even catching a fish or two (although, based on my past fishing experiences, that might be the biggest challenge of all). It was time to put my crash course in wilderness survival to the test and create an unforgettable camping trip for Jake—one that even Daniel and his dad couldn’t top.
At last, the weekend we’d been waiting for arrived. That Friday, as I picked Jake up from school, excitement buzzed through the car as we pulled into the driveway. The moment we stepped through the front door, Jake’s eyes widened in amazement at the sight of the camping gear I had meticulously (or so I thought) laid out for him like a treasure trove for an intrepid explorer. The living room had transformed into a chaotic staging ground for our trip.
A giant, green tent bag rested at his feet, while two mismatched sleeping bags—one a vivid orange, the other in subdued camouflage—leaned precariously against the table. Beside two overstuffed backpacks, I’d proudly displayed a bounty of “rations”—mostly marshmallows, chocolate bars, and enough instant ramen to feed a small army.
“Ready to conquer the wild with me?” I asked.
Jake didn’t disappoint. His eyes sparkled with an unspoken thrill that seemed to shout: “I can’t wait to tell Daniel I went camping too!”
With the car packed to the brim and threatening to keel over at any sharp turn, Sarah pulled me aside just before we left. Her usually bright and playful eyes held a seriousness that cut through my usual humor. “Please, be careful out there,” she said, her voice tinged with worry.
I knew this wasn’t the moment for jokes. Squeezing her hand, I gave her a reassuring nod. “We’ll be fine,” I promised, hoping my confident smile would hide any lingering anxieties about my own lack of camping expertise.
Jake and I settled into the car, the engine rumbling with the promise of adventure. Determined to make Daniel and his dad’s Crystal Lake camping trip look like a backyard picnic, I’d scoured maps and forums for the perfect spot. Jake had mentioned that Daniel and his father had gone camping at the Crystal Lake campgrounds, conveniently close to our town.
“Crystal Lake?” I teased, as if it were the last place any self-respecting outdoorsman would pitch a tent. “We’re going somewhere way better,” I added with a wink. Our destination was Whisperwood Forest, a hidden camping ground three hours north.
As the miles stretched before us, Jake peppered me with questions, his enthusiasm keeping the energy high. “Are there bears in Whisperwood?” he asked, eyes wide with a mix of fear and excitement.
“Maybe,” I replied, trying to sound nonchalant, though a flicker of unease ran through me—the forums did mention some black bear sightings. “But that’s why we have all this camping gear, right? To be prepared for anything.”
Jake’s questions ranged from the practical (“Will there be a bathroom?”) to the fantastical (“Do you think we’ll see Bigfoot?”). By the time the landscape outside our window blurred into a patchwork of greens and browns, his voice had grown hoarse, and a peaceful silence settled over the car.
We veered off the main road, following the rhythm of a narrow dirt path snaking through the dense forest. Sunlight struggled to penetrate the thick canopy overhead, casting long, dancing shadows on the dusty track.
The air hung heavy with the earthy scent of damp moss and decaying leaves, punctuated by the occasional chirp of an unseen bird. With every bend and dip, the car swayed alongside us, its tires crunching on loose gravel. I caught a glimpse of Jake in the rearview mirror, his head bobbing with every bump, his eyes wide with anticipation and fixed on the passing scenery.
After about 20 minutes, we emerged into a small clearing, the sudden brightness of unfiltered sunlight momentarily blinding me. As my eyes adjusted, I took in the scene. The clearing was modest in size, about the size of a tennis court. In its center stood a gnarled oak, its branches reaching out like skeletal arms. An eerie silence enveloped the area, interrupted only by the rustle of leaves in the still air.
I brought the car to a gentle stop, the engine sighing softly as it died. Jake’s eyes sparkled with anticipation as he looked over at me. “Ready?” I asked, my voice echoing in the sudden stillness. His nod was eager and swift.
As I stepped out, my joints popped like distant firecrackers. I retrieved our backpacks from the trunk and hoisted the tent onto my shoulder, its weight familiar and grounding.
I let Jake take the lead as we scouted for a camping spot. I knew it was important for him to feel like the captain of our adventure, the leader of our expedition. Watching his determined strides and furrowed brow as he surveyed the land like a seasoned explorer was hilarious. Eventually, we found a suitable spot—or rather, my son did—tucked away from the car and hidden by thick underbrush.
Sunlight danced through the leaves, casting dappled patterns on a carpet of moss and ferns. Nearby, a crystal-clear stream burbled, its melody harmonizing with the chirping symphony of unseen insects. It was a secluded paradise, the perfect refuge for me and my son, nestled away from the world within the forest's embrace.
With a proud grin, Jake declared our campsite found. While he scampered off to explore the nearby stream, I tackled the seemingly straightforward task of pitching the tent. However, the instructions were akin to cryptic hieroglyphs, filled with diagrams resembling abstract art and terminology that would challenge even a seasoned scholar.
Twenty minutes later, after much head-scratching and muttered curses, the tent stood—albeit with a noticeable lean to one side.
"Behold!" I announced, trying to hide the beads of sweat gathering on my forehead.
Jake, ever the diplomat, simply grinned. “Coolest tent ever, Dad!”
As we unrolled our sleeping bags inside the tent, I sent Jake on a mission to gather sticks for our fire. He scampered off into the undergrowth while I patrolled the edge of the woods, collecting stray logs to bolster our firewood stash. Out of the corner of my eye, I thought I saw a figure peeking from behind a tree, but dismissed it as a trick of the fading light.
Igniting a fire, often portrayed in movies with a single dramatic swipe of a flint, turned into a comedic ballet of fumbled matches and stubborn kindling. My attempts at channeling my inner caveman were met with sputtering defiance from the damp sticks. After twenty minutes of frustration, I surrendered to the ease of modern technology and pulled a lighter from my backpack. As if sensing my defeat, the fire roared to life with a satisfying crackle.
I called Jake back, and together we roasted marshmallows under the shifting hues of the evening sky. As the sun began its slow descent, painting the sky with fiery shades of orange and red, we shared stories and laughter, leaving behind the worries of city life for the simple joy of being together in the wild.
As the clock neared 9:00 PM, exhaustion settled over us like a warm blanket. Jake, his eyelids drooping like weighted curtains, readily agreed it was bedtime. I subdued the fire with a few nudges from my boot, but instead of fading completely, the embers seemed to pulse with an unnatural inner light, casting dancing shadows across the forest floor.
The usual nighttime sounds of crickets and rustling leaves took on an unsettling tone. A distant howl pierced the silence, long and mournful, similar to an owl's call yet somehow different from any I'd heard before. A chill ran down my spine, prompting me to pull Jake closer and tuck him snugly into his sleeping bag. “Just an owl, champ,” I reassured him, trying to sound confident despite my unease.
My voice echoed strangely inside the tent, adding to the eerie atmosphere, but Jake, already drifting off to sleep, remained unfazed.
Before I knew it, my eyes had closed, and I'd drifted off. It felt like no time had passed before a soft nudge at my shoulder stirred me awake. Squinting in the dark, I made out Jake sitting bolt upright, looking at me.
“What's wrong?” I mumbled, my voice heavy with sleep.
“Shh,” he whispered, his voice trembling. “There's something outside.”
Half-asleep, I assured him it was probably just a squirrel or a similar creature and encouraged him to try and sleep.
I turned onto my side, seeking the comforting embrace of sleep once more. But before it could claim me again, I heard it—a sequence of sounds distinct from the forest's usual symphony. Footsteps—deliberate and measured footsteps—circled our tent.
These weren't the light steps of a deer or the clumsy thudding of a bear. There was no natural rhythm to them, no telltale snap of a twig. They were silent, calculated movements—two steps, a pause, two more steps, a pause—as if whatever lurked outside was deliberately trying to be quiet.
Two minutes stretched into an eternity before the pattern resumed: two deliberate steps, a pause, and then two more steps. Wiping the sleep from my eyes, I propped myself up.
A glance at Jake confirmed he was still awake, his eyes wide with terror. In a hushed tone, I promised to investigate. He gave a small nod, and with a deep breath, I inched forward, my hand trembling as I unzipped the tent just a crack.
Peering through the gap, I found the darkness outside impenetrable, the only light source being the faint embers of our extinguished campfire. Squinting, I strained to see beyond the flickering red glow. For a heart-stopping moment, I thought I saw a figure near the tree line—a subtle shift in the shadows that seemed to move on silent feet. But it vanished as quickly as it appeared, leaving me questioning my tired sanity.
Turning back to Jake, I forced a reassuring smile. “Everything's okay, champ. Go back to sleep.”
Whatever lurked outside wasn't any creature I recognized, and it showed no signs of leaving.
As we settled back into our sleeping bags, a sudden noise shattered the silence, jolting me awake. It wasn't the familiar rustle of leaves or the distant hoot of an owl. This was a sharp crack, a deep, resonant snap of a fallen branch—weighty and too close for comfort. A cold sweat instantly coated my skin. Whatever had caused that sound was heavy.
Quietly, I rose from my sleeping bag, the tent floor feeling small and exposed beneath me. Retrieving my flashlight, I unzipped the tent fully with deliberate care. The chilly night air rushed in, stealing my breath momentarily. With trembling hands, I switched on the flashlight and swept its beam across the surrounding woods.
The once-familiar trees now loomed ominously in the darkness. Shadows danced and twisted in the flickering light, playing tricks on my already rattled mind. I scanned the forest floor for any sign of the creature—a footprint, a snapped twig—but found nothing. Yet, just beyond the flashlight's reach, a glimmer caught my eye—a subtle movement, a flash of reflection. I focused the beam in that direction, my heart pounding, but saw only the swaying branches of a nearby pine.
Convinced the source of the noise was ahead of me, I had turned away from the tent. However, the sound of leaves crunching behind me shattered that assumption. Whirling around, I aimed the flashlight toward the tent, partially illuminating my son, who sat upright with a confused expression. Whatever had made the noise remained out of sight.
I had almost convinced myself it was merely a curious animal nosing around behind our tent. Just as I was about to dismiss the fear and retreat into the safety of the tent, ready to label the sounds as harmless, the source of the noise revealed itself—a moment that stretched my sanity thin. It stood up from behind the opposite end of the tent, where it had been hiding.
It? Or... Me?
Standing over the tent, partially bathed in the weak glow of my flashlight, it defied all logic and reason. Even as I stared directly at it, my mind struggled to accept what my eyes were seeing. It wasn't an animal, as I had initially assumed. It was... me.
I found myself locked in a gaze with... myself. It had my face, but it wasn’t me. Its limbs extended from misaligned joints at the shoulders, longer and more spindly than mine. Though humanoid in shape, its proportions were wrong, its limbs extending at unnatural angles. Clad in tattered clothes akin to my camping attire, its body seemed like a grotesque mirror image of my own.
The most unsettling part was its face. It mirrored mine in almost every detail, save for the eyes—voids of absolute blackness in place of my familiar brown eyes. When caught in the beam of my flashlight, those eyes revealed twin specks of light within the darkness, staring back at me with an unnerving intensity.
A single glance revealed its formidable strength, far surpassing my own. Its arms, thick with sinewy muscle, bore the unmistakable markings of a life lived in the wilderness. These were not the sculpted muscles of a gym-goer, but the rugged strength forged by the trials of nature itself—mountains climbed, rivers crossed, battles waged against the elements.
As its mouth contorted grotesquely across its face, the skin splitting like parched earth, a wet tearing filled the night air—an agonizing sound that sent a primal scream echoing through my mind. The chill of the night was now a distant memory, replaced by a fear so profound it threatened to immobilize me.
Suddenly, a voice pierced the silence—a small, vulnerable voice belonging to Jake, calling out from within the tent, asking if I could see anything. At the sound of his voice, the creature's attention shifted sharply toward the tent. It leaned in, drawn by Jake’s innocence. Its already unnaturally wide mouth stretched further, the lower jaw unhinging to an impossible length, revealing a menacing row of needle-like teeth.
The thing raised its elongated arm, which moved unnervingly stiff and jerky, like the movements of someone who hadn't felt flesh beneath their fingertips for years. I could see each joint crackle and pop as it extended its arm.
I was confused as to what it was doing, but then realization hit me. Instinct took over. I plunged my hands into the tent, grabbing Jake, and yanked him out with all my strength.
Yanking him from the tent, we stumbled out, the ground a sickening blur beneath my feet. We landed in a heap, the sound of ripping fabric filling the air as the creature tore through the tent like a child ripping through tissue paper. The metallic tang of blood, sharp and acrid, filled my nostrils. I covered Jake's mouth with my hand, feeling his tears against my skin. We lay there in silence, watching the thing eviscerate our tent.
Amidst the chaos, my bag was flung towards us. Recognizing it, I rummaged through it until my fingers closed around the car keys. Leaning close to Jake, I told him when I gave the signal, I wanted him to run for the car.
In the tense silence that followed the creature's assault, a distant noise momentarily captured its attention. Seizing the opportunity, I whispered to Jake, “Run!” We sprang up and bolted towards the car, the creature's piercing shriek chasing us from behind.
My lungs burned, my legs screamed in protest, but I pushed on, fueled by a primal urge to protect my son. Reaching the car, I fumbled with the keys, the creature's rasping breaths hot on my neck. With a satisfying click, the door unlocked. We tumbled inside, slamming the doors shut just as the creature lunged forward, its fingers scraping against the metal.
With trembling hands, I turned the key in the ignition, the engine roaring to life. In the dim light, I could see the creature standing mere inches from the car, its grotesque smile contorted in what seemed to be frustration. With a surge of adrenaline, I shifted into reverse, then spun the car around, tires churning the earth as we sped down the trail.
We didn't stop until we got home. Throughout the drive, Jake remained silent, his soft sobs a stark contrast to my own stifled emotions.
That night marked the end of our camping trips—it doesn't look like I’ll be beating Daniel and his dad’s camping trip, any time soon.

this feels like sort of a dumb question, but i've been unable to find a conclusive answer, hence the ask here.
everywhere i look up wiring diagrams for ethernet cables, the wiring standard (for T568B) is given as:

 1 2 3 4 5 6 7 8 o/w O g/w BL bl/w G bw BR 

the middle pair (4 and 5) are blue and blue/white, and they separate the 3 and 6 pair. i've read that the reason for this separation is due to the fact that, originally, only four conductors were planned for, and this arrangement made sense -- however, once more (four more) conductors were added, the distance between (what would become) the outermost pair were "too far apart to meet the electrical requirements of high-speed LAN protocols." (source: https://en.wikipedia.org/w/index.php?title=Registered\_jack&oldid=679519445), and so they decided to keep the 1/2 and 7/8 pairs adjacent to minimize crosstalk and interference.
this is fine, whatever. backwards compatibility, okay. but given that T568x is a standard -- i.e., a technical proposal ratified by some governing body and required to be used when its label is applied -- why is it that every punchdown block or keystone jack i encounter explicitly labels their diagrams with the two schemes (A and B) but gives the pinouts with each wire pair adjacent, rather than being staggered as defined in the standard? (example: https://commons.wikimedia.org/wiki/File:Commercial\_RJ45\_wall\_socket\_internals.jpg)
i understand that "electricity doesn't see color", and so as long as each conductor starts and ends in the same position, from one end to the other, there shouldn't be a problem. that makes sense. but... if the wiring standard was designed in a specific way to minimize crosstalk and interference at the cable ends, why is it that the punchdown/keystone terminals throw this out the window and alter the pinout, while still labeling them T568x?

The Masonic trestleboard, often adorned with intricate symbols and allegorical figures, serves as a visual representation of the lodge's teachings and principles. While its primary function is to guide the Master and officers during ritual work and lectures, it also holds deeper significance for individual Masons seeking to deepen their understanding of Masonic symbolism. Much like the Eastern mandalas used in Buddhist and Hindu traditions for meditation and contemplation, the trestleboard can be viewed as a Western equivalent, offering a rich tapestry of symbols to explore and internalize.
At first glance, the trestleboard may appear as a simple diagram with geometric shapes, tools, and celestial bodies. However, each symbol is imbued with multiple layers of meaning, often drawn from ancient wisdom, mythology, and religious traditions. By meditating on these symbols, a Mason can unlock hidden truths, moral lessons, and philosophical nsights. For example, the square and compasses, two of the most recognizable Masonic symbols, represent the importance of balance, morality, and adherence to universal laws. The all-seeing eye, often depicted within a triangle, symbolizes the omnipresence of the Great Architect of the Universe, the importance o divine guidance, and alianina our Will with the Divine Will
Frequent meditation on the trestleboard allows a Mason to develop a deeper appreciation for the interconnectedness of these symbols and their relevance to personal growth and spiritual development. As one delves deeper into the meaning of each symbol, connections are made and revelations are experienced between seemingly disparate elements, revealing a cohesive system of thought and belief. This process of discovery and integration can lead to profound personal transformations, as the Mason begins to inculcate and embody the virtues and principles represented by the symbols.
Moreover, the act of meditation itself can be a transformative experience. By focusing one's attention on the breath, and the trestleboard with its symbols, the mind is quieted, and distractions are minimized. This state of mental clarity and mindfulness allows the Mason space for deeper contemplation and introspection, leading to greater self-awareness and understanding. In this sense, the trestleboard acts as a catalyst for personal growth, facilitating a journey of self-discovery and enlightenment.
The trestleboard can also serve as a reminder of the Mason's commitment to the fraternity and its values. By meditating on the symbols and their meanings, a Mason reaffirms their dedication to the principles of brotherly love, relief, and truth.This renewed sense of purpose can inspire a Mason to actively participate in lodge activities, contribute to charitable endeavors, and strive to live a life that reflects the highest ideals of Freemasonry.
The Masonic trestleboard is more than just a tool for ritualistic guidance; it is a powerful symbol of Masonic teachings and a gateway to personal growth and spiritual development. By treating it as a Western equivalent of the Eastern mandala, Masons can unlock the hidden meanings of its symbols, deepen their understanding of Masonic principles, and embark on a transformative journey of self-discovery. Through frequent (if not dauly) meditation and contemplation, the trestleboard can become a constant source of inspiration, guidance, and enlightenment, enriching the Masonic experience and fostering personal growth.

I'm an O.G. Pacer fan. 40 years in. I've been a fan so long, I've had the opportunity to raise a son who is a die-hard Pacer fan. I can still remember the time we had at Game 4 ECF 2013 when the Pacers tied up the series with the Heat. Just this year, we attended the all-time classic IST game against Boston (you had to be there). Suns vs. Pacers, D. Book dropping 62, but Obi hitting the game winner. Hali's game winner against the Bucks in Round 1. There have been countless memories over the years, too many to even recall them all. One stands out more than most though. It was the game that I had to teach my son the "Pacer Way".
What is the "Pacer Way" you might ask. It's a coping mechanism you develop over the years to deal with the fact your team doesn't seem to get a fair shake. Some weaker minded souls are unable to develop the "scab" to the unfairness. It eats at them so much they give up and move on from the NBA or do the unspeakable and move on to fandom of bigger city teams, with bigger city whistles.
Not us die-hards though. You dig deep and learn to blame everything on your team. Bad call at end of game, "shouldn't have been that close." Bad whistle the entire game, "well those mistakes you made at the end are the real reason you lost." You can always tell a Newb, by their unnerving over simple things such as Paskal being grabbed and pushed on an inbound. You fool, that was great D. ESPN told me so. They showed the replay again and again, and even diagramed how it was good "D" in slow mo.
Stupid math and stats would have you believe that the amount of paint points the Pacers scored, compared to how many free throws they shot in Game 1 is an historical anomaly and almost mathematically impossible. The same dumb math, would say it's even crazier that Boston shot over 45% of their shots from 3, but shot 20 more free throws than us. Only a crybaby points out that for most the game, every Celtic starter had as many FTs as our entire team (Jayson Tatum alone had 5 times as many FT as all the Pacers combined and the "slasher" Al Horford tied us in regulation with three).
The "Pacer Way" helps you realize that Boston is just that good on defense. Not just Jrue and D. White either. The entire starting five and BENCH are so elite at defense they only fouled on a single shot attempt up until the 3:18 mark in the 4th quarter (44 minutes into the game, three FT's in the entirety of regulation). Almost reminds me of the vaunted Knicks "D" in the last series that went whole quarters without any starter or BENCH player committing a single shooting foul. Real fans take comfort that the refs will always give you a couple of whistles during garbage time, once the game is decided, to sooth your soul and make the numbers look less obvious. The "Pacer Way" will help you realize this is a Pacer issue that must be addressed in the off-season. We must draft a player with a "foulable" body, because to-a-man, the bodies of the current players are incapable of being fouled.
The "Pacer Way" doesn't deal in "yeah, but". It's being able to laser focus on what your team did wrong. The last 2 minutes the Pacers were horrible. Turnover after unforced turnover. Rick's coaching decisions. Nembhard NOT just calling a timeout. Hali's horrible three point attempts. Those are exclusively what matters. Never mind that even after all that the score was TIED.
The "Pacer Way" does not acknowledge Boston made mistakes too. Their turnovers and bad shot selection down the stretch is fine. I laugh at those that would bring up Jaylen Brown using the same travel three times to score six points. He was only in iso all three times with every player, ref, announcer, a whole stadium, and everyone at home watching him switch pivots. Calling any one of those couldn't have helped. Jaylen Brown grabbing Obi on a alley oop, both hands, while Obi is in midair and good ol' Tony (a 30 year ref) staring right at them. Hit the weights. Tatum's continuation after T.J. grabbed him on the ground, all in the game my friend, get good.
The "Pacer Way" is passionate and stern. It's Pacer fan on Pacers fan, "keyboard warfare", ensuring everyone holds the line of not admitting the obvious bias. It patrols reddit to make sure others do not speak of bad calls and referees. You must conform, you must say it was our fault. No thinking "what if" they called one single foul in the second or third quarter for the Pacers, just "maybe". "Crying" is unacceptable.
This was all a tough lesson for my boy at first. He was young and his favorite team had just been "cheated" and lost. I sat him down and gave him "the talk" about being a Pacer fan. I can't recall the game, the opponent, the call, or even the year when I explained all this to him, but I will never forget his response. He went from a look of supreme sadness to a look of confusion. His nose turned up and he looked me dead in my face and responded, ...
"Dad, that's stupid". Yep, it is son. That's the "Pacer Way".

So I just came across this image on Twitter (yes I know. I know) that shows a diagram of the male reproductive system before and after castration and there was a noticeable size difference in the size of the penis. Now I know the testicle makes the body's testosterone (or most of it anyways) , so can this shrink in size be attributed to the fact that there is now less testosterone being produced , or is it something else entirely?

Hello! I’m going on week 4 of agility training with my mini schnauzer mix, and we’re doing pretty good! He’s having a lot of fun and is doing better at focusing with other dogs around as well as not getting over excited waiting his turn (we don’t talk about his howling before class starts haha).
We’ve hit a few roadblocks though that I’d just like a little help on. We’ve started working on wraps and he can do them very well, left and right. Where I’m getting confused is how to direct him. Is it left hand counter clockwise and right hand clockwise? Or vice versa? My trainer says my body language is what’s confusing my dog, so I’m doing my best to fix that. Are there diagrams for my visual learning mind?
Also, we’re struggling on contact points (I think that’s what it’s called.) 9 times out of 10 he will hit the contact with his front paws, but only on a slightly elevated surface, we’re working on transitioning to a flat surface. He will only hit the contact point with his back feet if the elevated surface is bigger than him, and that’s not consistent. He will either overshoot it, put just one back foot on or default to “paws”. And when he gets really annoyed, he’ll roll over and “play dead” like the drama king that he is 😂. But here’s the kicker, he’ll sometimes just do the opposite on some days, be flawless with “feet” and totally botch “paws”. So, I dunno. I think he’s messing with me, because he obviously knows what the commands mean. For now it’s hilarious, but any advice would be appreciated. Thank you!

Bought a 2012 Scion TC RS 7.0 and the previous owner had hit something and cracked the lip on the bumper and it's missing a chunk so I can't just plastic weld and I'm looking to replace it. I suspected it would be hard to find cause of it being Scion and boy am I right, no parts diagram show RS stuff and 6 Toyota Dealerships have had a hard time finding anything past the normal bumper even after telling them it's a TRD body kit part. Junk yards are currently empty from what I can see for the years that I could buy and repaint on. Does anybody know the part number or where in the corner of the Internet the lip would be hiding?

Any good books that you could recommend to help with understanding or to help with skill for the following topics?
Binomial estimation Trigonometric ratios The cosine rule The sine rule Differentiating functions with two or more terms Gradients, tangents and normal Increasing and decreasing functions Second order derivatives Stationary points Areas of triangles Sketching gradient functions Solving triangle problems Graphs of sine, cosine and tangent Modelling with differentiation Transforming trigonometric graphs Integration Trigonometric identities and Integrating Indefinite integrals equations Finding functions Angles in all four quadrants Definite integrals Exact values of trigonometric ratios Areas under curves Trigonometric identities Areas under the x-axis Simple trigonometric equations Areas between curves and lines Harder trigonometric equations Equations and identities Exponentials and logarithms Vectors Logarithms Representing vectors Magnitude and direction Position vectors Solving geometric problems Exponential functions y = ex Exponential modelling Laws of logarithms Solving equations using logarithms Working with natural logarithms Logarithms and non-linear data Modelling with vectors Differentiation Gradients of curves Finding the derivative Differentiating x Differentiating quadratics
Radians Algebraic methods Radian measure Proof by contradiction Arc length Algebraic fractions Partial fractions Repeated factors Algebraic division Areas of sectors and segments Solving trigonometric equations Small angle approximations Functions and graphs The modulus function Functions and mappings Composite functions Inverse functions y= f(x) and y = f(x) Combining transformations Trigonometric functions Secant, cosecant and cotangent Graphs of secx, cosecx and cotx Using secx, cosecx and cotx Trigonometric identities Inverse trigonometric functions Solving modulus problems Trigonometry and modelling Addition formulae Using the angle addition formulae Sequences and series Double-angle formulae Arithmetic sequences Solving trigonometric equations Arithmetic series Simplifying a cos x + b sin x Geometric sequences Proving trigonometric identities Geometric series Sum to infinity Modelling with trigonometric functions Sigma notation Recurrence relations Modelling with series Parametric equations Using trigonometric identities Binomial expansion Expanding (1 + x)" Expanding (a + bx)" Using partial fractions Curve sketching Points of intersection Modelling with parametric equations
Stretching graphs Transforming functions Algebraic expressions Index laws Expanding brackets Factorising Negative and fractional indices Surds Rationalising denominators y = mx + c Straight line graphs Equations of straight lines Parallel and perpendicular lines Length and area Modelling with straight lines Quadratics Solving quadratic equations Completing the square Circles Functions Quadratic graphs Midpoints and perpendicular bisectors The discriminant Modelling with quadratics Equation of a circle Intersections of straight lines and circles Use tangent and chord properties Equations and inequalities Circles and triangles Linear simultaneous equations Quadratic simultaneous equations Simultaneous equations on graphs Algebraic methods Linear inequalities Algebraic fractions Quadratic inequalities Dividing polynomials Inequalities on graphs The factor theorem Regions Mathematical proof Graphs and transformations Cubic graphs The binomial expansion Quartic graphs Reciprocal graphs Pascal's triangle Factorial notation Points of intersection The binomial expansion Translating graphs Solving binomial problems Using trigonometric identities Reverse chain rule Differentiation Integration by substitution Differentiating sin x and cos x Integration by parts Differentiating exponentials and Partial fractions logarithms Finding areas The chain rule The product rule The quotient rule Differentiating trigonometric functions Parametric differentiation Implicit differentiation Using second derivatives The trapezium rule Solving differential equations Modelling with differential equations Integration as the limit of a sum Vectors Rates of change 3D coordinates Vectors in 3D Solving geometric problems Application to mechanics Numerical methods Locating roots Iteration The Newton-Raphson method Applications to modelling Integration Integrating standard functions Integrating f(ax+b)
STATISTICS Data collection Populations and samples Sampling Non-random sampling Types of data The large data set Mutually exclusive and independent events Tree diagrams Statistical distributions Probability distributions The binomial distribution Cumulative probability’s Hypothesis testing 2 Measures of location and spread Hypothesis testing Measures of central tendency Finding critical values Other measures of location One-tailed tests Measures of spread Two-tailed tests Variance and standard deviation Coding Representations of data Outliers Box plots Cumulative frequency Histograms Comparing data MECHANICS Modelling in mechanics Constructing a model Modelling assumptions Quantities and units Working with vectors Correlation Linear regression Constant acceleration Probability Calculating probabilities Venn diagrams Displacement-time graphs Velocity-time graphs Constant acceleration formulae 1 Constant acceleration formulae 2 Vertical motion under gravity
Forces and motion Force diagrams Forces as vectors Using integration Constant acceleration formulae Forces and acceleration Motion in 2 dimensions Connected particles Pulleys Variable acceleration Functions of time Using differentiation Maxima and minima problems
MECHANICS Moments STATISTICS Resultant moments Regression, correlation Equilibrium and hypothesis testing Centres of mass Exponential models Tilting Measuring correlation Hypothesis testing for zero correlation Forces and friction Resolving forces Conditional probability Inclined planes Set notation Friction Conditional probability Conditional probabilities in Venn diagrams Projectiles Probability formulae Horizontal projection Tree diagrams Horizontal and vertical components Projection at any angle Projectile motion formulae The normal distribution The normal distribution Finding probabilities for Applications of forces normal distributions Static particles The inverse normal distribution Modelling with statics function The standard normal distribution Finding μ and σ Approximating a binomial distribution Hypothesis testing with the normal distribution Friction and static particles Static rigid bodies Dynamics and inclined planes Connected particles Further kinematics Vectors in kinematics Vector methods with projectiles Variable acceleration in one dimension Differentiating vectors Integrating vectors

I've seen some posts on here about how people get hit on arms/hands and then get killed/coma from organ damage. The diagram shows the marks on the hands and arms and the organs damaged. I didn't understand this until people pointed out that at the time you have your gun in front of you and in that stance the diagram makes more sense. The logic being, bullet hits hand, follows through into torso doing damage
My question is: Has someone tested out is shooting AI in the hands to see if the penetration after the hands ignores the torso armour? Does the game treat the bullet hitting the unarmoured arm as "inside the body" and carries through to the torso ignoring chest armour or does it do another check on the armour.
I ask this because I feel it would explain some deaths I get from AI when I'm shot from the front and have III armour and die from arm shots. This happens in areas where the AI is using US and SP ammo which should be stopped by lvl III.

TLDR: I think my vacuum leak is behind the firewall, how can I double check?
So I have a really bad misfire right now and I believe it's a vacuum leak because it sounds like someone sucking through a straw when I accelerate, my car struggles to go uphill, and runs rough when at low RPMs. I also have an O2 sensor issue, but I'm 99% sure that's due to my flex pipe being severed by rust haha. When I ran the car and sprayed my engine with brake clean, it didn't give much reaction. I lifted the air filter housing and sprayed the intake manifold and it kind of sputtered, but the idle is rough sometimes so I wasn't sure if that was it. Weeks later (last week, actually!) I wiggled the main vacuum line that runs into the firewall and hoo boy, she didn't like that at all. The line wiggle + the sound being passenger-side makes me think it's somewhere behind the firewall at the bottom of the body. Is there some kind of diagram I can use to see where the lines run? I only have a Haynes manual.
I have a 2010 Mini Cooper base (R56/MKII) !

Lately, I have exclusively been playing River + Forest embarks, mostly in search of waterfalls. I primarily embark on Untamed Wilds tiles, as I thoroughly enjoy the chaos and interesting creatures they bring. This inevitably has led me to many failed water physics experiments, bringing new ideas for efficiently optimizing the use of water in a fort.
Through this, I have crafted what I believe to be the ideal Dwarven River Hillocks design... one giant water turbine.
Dwarven Turbine Hillocks
These images are from my current fort, so for floors like "Utilities" and both "Services" floors can be laid out in any number of ways, depending on what your goals are. I borrowed the Farming Silo design from Urist's Startup Guide.
The general idea is this:

1. large 33x33 (3 tile wide), -2z circular moat that acts as both a canal and reservoir
2. ingest piping from infinite water source to moat
3. utility hub inside of moat area (for centralized routing of mechanisms)
4. drainage piping from moat to rivemap edge

Outside of this, everything else can be changed.
A few key factors:

• diverting infinite water sources will always cause increased load to the system
  • I try to counteract this by determining which water body will be most affected by the diversion, then redirect my drainage to it
  • since flow + pressure aren't tied to water bodies, I drain as much water as possible back to the "natural system" to keep it as close as possible to 7/7 depth, and counteract the increased FPS load of updating a large number of water tiles
• from the Wiki, "Trying to move natural flow up or down to a different z-level may have unpredictable results... Water falling to a lower z-level almost never becomes naturally flowing."
  • I don't think I can remember any fort where this design didn't lead to naturally flowing water, I'm unsure of exactly how this interaction plays out...
  • there's a sort of "sweet spot" to managing the ingest : drainage ratio, which is why I sometimes implement bridges at the ingest/drain points that essentially "cut" the pressure, forcing the 1 tile of water through 2 diagonal pathways and slowing the overall "flow"
  • it seems like the further you place the channel to the moat from the river ingest piping, the less you are increasing the "pressure" from dropping z-levels into the moat, thereby avoiding overfilling

I'm curious to see what ideas the community has around this design and finding improvements to effectiveness/efficiency that I inevitably missed.
Help improve this design!
Edit: Diagrams regarding water flow + civilian traffic

TERMS 1. Meter: Metric Unit of length. 2. Second: Metric Unit of time. 3. Gram: Unit of mass. About the weight of a paperclip. 4. Derived Unit: Units made from basic units, like speed (meters per second). 5. Conversion Factor: A ratio to change one unit to another, like 1 inch = 2.54 cm. 6. Percent Error: How wrong a measurement is, in percentage. 7. Significant Digits: Digits in a number that actually matter. 8. Radian: A way to measure angles, based on the radius of a circle. 9. Mechanics: Study of motion and forces. 10. Efficiency: How well something converts energy without wasting much. 11. Block and Tackle: Pulley system to lift heavy stuff with less effort. 12. Inclined Plane: A ramp to make lifting easier. 13. Mechanical Equilibrium: When forces balance out and nothing moves. 14. Dynamics: Study of why things move. 15. Displacement: Change in position, in a straight line from start to end. 16. Scalar: Quantity with only magnitude (size), like temperature. 17. Magnitude: Size or amount of something. 18. Vector: Quantity with both magnitude and direction, like velocity. 19. Commutative: Order doesn’t matter, like in addition (3 + 2 = 2 + 3). 20. Velocity: Speed with a direction. 21. Acceleration: Change in velocity over time. 22. Resultant: The overall effect of combining vectors. 23. Reference Position: Starting point to measure motion. 24. PV Diagram: Graph showing pressure vs. volume for a gas. 25. Frame of Reference: Perspective from which you measure and observe motion. 26. Average Acceleration: Total change in velocity divided by total time. 27. Projectile: Object moving under gravity alone, like a thrown ball. 28. Trajectory: Path a projectile follows. 29. Range: Horizontal distance a projectile travels. 30. Inertia: Resistance to change in motion. 31. Force: Push or pull on an object. 32. Balanced Forces: Forces that cancel each other out, no motion change. 33. Unbalanced Forces: Forces that don’t cancel out, causing motion change. 34. Action / Reaction: Newton’s third law; every action has an equal and opposite reaction. 35. Friction: Force resisting motion between surfaces in contact. 36. Traction: Friction that allows movement, like tires on a road. 37. Potential Energy: Stored energy due to position. 38. Kinetic Energy: Energy of motion. 39. One Dimensional Motion: Movement in a straight line. 40. Two Dimensional Motion: Movement in a plane, like a frisbee’s flight. 41. Torque: Rotational force. 42. Hooke’s Law: Force in a spring is proportional to its stretch. 43. Terminal Velocity: Constant speed when gravity and air resistance balance. 44. Damping Force: Force that reduces motion, like friction in a shock absorber. 45. Frequency: How often something happens, like waves per second. 46. Dominion: Control or power over something. 47. Creation Mandate: Biblical idea that humans should care for the Earth. 48. Atheistic Worldview: Belief system that denies the existence of deities. 49. Right Triangle: Triangle with a 90-degree angle. 50. Nuclear Force Interactions: Forces between particles in an atom’s nucleus. 51. Capillarity: Movement of liquid in a narrow space due to surface tension. 52. Vapor Pressure: Pressure from a vapor in contact with its liquid or solid form. 53. Calorimetric: Measuring heat transfer. 54. Electromagnetic Force: Force between electric charges. 55. Conservation of Mechanical Energy: Total mechanical energy remains constant in a closed system. 56. Spring Constant: Stiffness of a spring. 57. Work / Energy: Work is force applied over distance; energy is the ability to do work. 58. Power: Rate of doing work or using energy. 59. Ideal Spring: A spring that perfectly follows Hooke’s Law. 60. Coefficient of Volume Expansion: How much a material’s volume changes with temperature. 61. Bimetallic Strip: Two metals bonded together that expand differently with heat, bending as temperature changes. 62. Charles' Law: Volume of gas increases with temperature if pressure is constant. 63. STP: Standard temperature and pressure (0°C and 1 atm). 64. Free Body Diagram: Sketch showing all forces on an object. 65. Equilibrium Position: Position where forces on an object are balanced. 66. Momentum: Mass times velocity, measure of motion. 67. Periodic Motion: Motion that repeats at regular intervals. 68. Elastic Modulus: Material’s stiffness, ratio of stress to strain. 69. Sublimation: Direct change from solid to gas. 70. Latent Heat of Fusion: Heat required to change a solid to a liquid without temperature change. 71. Laminar Flow: Smooth, orderly fluid motion. 72. Universal Gas Constant: Constant used in the ideal gas law (R). 73. Fluid: A substance that flows and can take the shape of its container, like liquids and gases. PEOPLE 1. Galileo: - An Italian scientist. Known for using a telescope to study the skies, discovering moons of Jupiter, and supporting the idea that the Earth orbits the Sun. Lived from 1564 to 1642. His work laid the foundation for modern physics and astronomy.

1. Sir Isaac Newton:
   
   • An English mathematician and physicist. Formulated the laws of motion and universal gravitation, and invented calculus. Lived from 1643 to 1727. His laws explained how objects move and interact, forming the basis of classical mechanics.
2. James Watt:
   
   • A Scottish engineer and inventor. Improved the steam engine, making it more efficient and practical for industrial use. Lived from 1736 to 1819. His improvements to the steam engine helped drive the Industrial Revolution, transforming industry and transport.