° Renka's Home Page
° Department of Political Science, Philosophy & Religion
OIS sites:  Forum; Gradebook; Drop BoxUTest
° My Southeast and Southeast Portal
° Renka, Legislative Web Links
° Renka, Party Control of the Presidency and Congress, 1933-2010
° Local voting: Cape Girardeau County - Election Information; also Missouri - Voting In College
° Kent Library Homepage; JSTOR - Journal Resources and JSTOR Journals Browser#Political Science
optional Essay 3 - due by midnight Sunday, May 9, in the Drop Box under Essay 3 heading

PS365 - The Legislative Process - Spring 2010
Professor Russell Renka

PS365 - The Legislative Process in the U.S. 
Spring 2010
TR 11:00 a.m. - 12:15 p.m.
Classroom:  Carnahan Hall 210
Office Phone: (573) 651-2692
FAX: (573) 651-2695
Professor Russell D. Renka
Home URL:  cstl-cla.semo.edu/renka/
Office Hours: MWF 10:00-10:50 a.m., TR 1:00-1:50 p.m.
Office Locale:  Carnahan 211L
E-mail:  rdrenka@semo.edu
Course URL: cstl-cla.semo.edu/renka/PS365/Spring2010/index.htm

PS365 Syllabus Sections:
    ° Course Coverage
    ° Online Instructor Suite
    ° Course Readings and Resources
    ° Standards of Conduct
    ° Course Examinations and Papers
    ° Weekly Reading and Examination Itinerary


PS365 Course Coverage - Spring 2010:         Top; Next Down

The U.S. Capitol (at right) from NASA photo of the National Mall

   The U.S. Congress is one of the preeminent political institutions in the democratic world.  It is also one of the oldest, dating from the First Congress seated in 1789.  In 2010 we're in the Second Session of the 111th Congress with a Democratic majority in both houses (Renka, Party Control of the Presidency and Congress, 1933-2010).  It is unusual among democracies for being truly bicameral with equal power in both houses (U.S. House of Representatives at www.house.gov; U.S. Senate at www.senate.gov).  The Framers in 1787 spent the majority of their time and effort on fashioning this institution in the U.S. Constitution's Article I (see also:  U.S. House of Representatives, Educational Resources at www.house.gov/house/Educate.shtml).  This course concentrates on that institution, showing how Congress and its Members work.  It's an ongoing experiment in running a powerful and independent legislature that displays democratic politics with nearly unique clarity.  But many Americans dislike politics, and the Congress is often a special target of that sentiment.  Its right and capacity to govern are under serious challenge.

    We also pay mind to state legislatures, especially as interesting comparisons to the national one.  The Missouri General Assembly (www.moga.mo.gov) is in session this Spring of 2010 in Jefferson City.  But our primary focus is national.

    In the Founders' view, the Congress was the first branch of government.  It's first in line via Article I of the Constitution, and is housed in the majestic U.S. Capitol on Capitol Hill, Washington, D.C at the high eastern end of the National Mall.  This architecture places the Congress at the very center of government--with the White House off to one side at 1600 Pennsylvania Avenue slightly Northwest from the Capitol.

   The national Congress has two faces.  One is Members of Congress at home and on the campaign trail, constantly traveling home, doing 'district work sessions', providing services to constituents, and appearing on local media. The other is Congress in session on Capitol Hill with committee hearings, parliamentary maneuvers, floor debate and voting, vote trades, small and large insiders' intrigues, arguments on national media about major policy, fights over presidential Cabinet nominations, and even impeachment proceedings. Understanding this Congress in session requires that we understand Members of Congress in their districts or states.

    So we look first at 'home style' as a key to legislators' careers.  Congressmen and Senators are above all products of their districts and states.  We see how relations at home are established and kept up, why incumbents win reelection so often, how pork barrel works, why PAC money flows almost entirely to incumbents, and how local media access operates.  Members of Congress closely reflect their districts.  Changed districts have undercut conservative Democrats and liberal Republicans since the 1980s to create today's highly partisan and confrontational Congress. 

    But it isn't clear that Congress can operate indefinitely through such strong partisanship.  Today Congress on the House of Representatives side has "conditional party leadership" which tries to practice strict party governance in the peculiarly American bicameral, separated-powers, non-parliamentary context.  Party division dominated the 1998-1999 presidential impeachment proceeding.  It is comparably dominant elsewhere, in committees and on the floor, in the rules, and most of all, in the epic budget face-off of winter 1995-96 in the 104th Congress between its House Republican majority and the Democratic president.  But the Senate is resistant to such partisan dominion, as we shall see.  So is the President on many an occasion.  And we shall see why, with spatial analysis that has become elemental to understanding this institution.

    Congressional scholar Morris Fiorina says Congress is "the keystone of the Washington Establishment."  The institution indeed is very powerful.  But it is often very parochial as well.  This exposes Congress to severe public disdain as an institution even while the voting public typically demands this same behavior as the price of having a reasonably long congressional career.  We consider how often Congress will "do the right thing", why the floor rules are so critical to ultimate outcomes (such as House impeachment of President Clinton in December 1998), what floor voting reveals about congressional policymaking, and how Congress deals with the other important power centers in Washington and the nation.  All along, we consider proposed reforms:  What would happen if term limitations or other anti-Congress actions take hold?  Why is authentic debate and deliberation so rare in modern Congresses?  What's responsible for the climate of surliness and incivility in the House of Representatives?  And we summarize by considering what future the Congress has.

Online Instructor Suite (OIS) - Spring 2010:              Top; Next Down

    OIS is run by Center for Scholarship in Teaching and Learning.  OIS provides a class bulletin board called Forum, a Drop Box for posting papers and assignments, and a Gradebook for your personal grade and assignment record.  You'll also see a couple of Sample Tests done via UTest.

PS365 Course Readings and Resources - Spring 2010:                Top; Next Down

    Stewart, Charles III.  2001.  Analyzing Congress.  New York:  W.W. Norton & Company.  Website:  Stewart's Introduction to Congressional Politics at URL www.mit.edu/~17.251.
    Dodd, Lawrence C. and Bruce I. Oppenheimer, eds.  2009.  Congress Reconsidered, 9th ed.  Washington, D.C.: Congressional Quarterly Press.  Website:  CQ Press Book Congress Reconsidered, 9th Edition, Book, Books, Bruce I. Oppenheimer, Lawrence C. Dodd.
    Jacobson, Gary C.  2008.  The Politics of Congressional Elections, 7th ed.  New York: Longman Classics in Political Science.  Website location:  Pearson - The Politics of Congressional Elections (Longman Classics in Political Science), 7-E.  Note:  Karen Hult from Virginia Tech has published a Jacobson reading guide on the 5th edition from 2001.  It helps with the 7th edition too.
    The Stewart text is in Textbook Service; the others are at Southeast Bookstore.  Or online for Jacobson, at Amazon:  Amazon.com The Politics of Congressional Elections 7th edition Books; or textbooks.com at Politics of Congressional Elections 7th edition - ISBN10 0205577024; ISBN13 9780205577026.

    Other resources:
     I will expect you to regularly read The Hill:  The Newspaper for and about the U.S. Congress for periodic information and discussion to keep up with the doings of this Second Session of the 111th Congress.  I will periodically discuss these articles in class and draw exam questions partially or entirely based upon them.
    Congressional Quarterly Weekly:  1) go to Kent Library Homepage; 2) click on Top link on the page at "Find - articles, newspapers ..." ; 3) Note bottom of page and hit "Full text - Available in Databases"; 4) now at Fulltext Magazine Search, write in "CQ"; and 5) you'll see four entries for CQ Weekly, so go to the "Military Full Text" option and click on "connect to database"; and 6) specify the article or article category you want.  Note:  if unsure how to do step 6, just scan the articles in the CQ Weekly issues on Kent L's stacks, note the article titles, and enter those.

Congressional Quarterly Weekly
- library.cqpress.com/index.php and click on CQ Weekly (subscribers only)
National Journal
at nationaljournal.com
Almanac of American Politics at nationaljournal.com/pubs/almanac (subscribers only)
U.S. House of Representatives at www.house.gov/Welcome.shtml
U.S. Senate at www.senate.gov/index.htm
State of Missouri's General Assembly at www.moga.mo.gov
Real Clear Politics at www.realclearpolitics.com/
Mark Blumenthal's Mystery Pollster at www.pollster.com/mystery_pollster/; Charles Franklin at www.pollster.com/charles_franklin/; and www.Pollster.com/blogs/
New York Times at www.nytimes.com
political humor - From my friend Jody Baumgartner: World Ideologies As Explained By Reference To Cows

PS365 -Standards of Conduct - Spring 2010:                   Top; Next Down

    This section refers to disabilities, class attendance, cell phones, laptops and note recorders, guns and knives, personal disruptions, cheating, plagiarism, and paper citations.  Some of this isn't fun for me to say or you to read, but it's all important.  I ask every student to carefully read this section.  Once class starts, I'll assume you have read this and are responsible for heeding it.

    Any student with a disability that may require special accommodation should contact me about that as soon as the need is recognized.  I will take all reasonable measures within the law that are not an undue burden.  Experience shows that many special needs are readily met if I'm aware of them, so please visit with me.  I'll hold our discussion in strict confidence and will do what I can.  Assistance includes web accessibility per standards defined at Web Accessibility Initiative (WAI) - home page (see Introduction to Web Accessibility).

    Good students regularly attend classes, while poor ones often don't.  You're expected to attend all regularly scheduled classes within reasonable time of their start.  Each session you'll have a sign-in sheet based on your classroom seat.  I use those to call names and make queries.  I keep an open door as a rule and do understand delays on entry due to other classes, inclement weather, and gossip time; but be reasonable and don't plan on habitual late entry.   If you know you'll need to leave a class early, just advise me in advance of that.  If it's sudden and necessary to leave, then do so but let me know next time what's happened.

    Cell phones may attend class ONLY when turned off.  Should one somehow manage to ring anyway, please silence it immediately and avoid any repeat misbehavior by the offending implement.  If you must be on phone alert, use only its visual signaler or vibrator for that purpose.  On text messaging:  just do it before class begins and after it's over, not during class.

   Laptops are welcome in class, and so are tape recorders.  Some students write notes on the first, or record on tape machines while writing notes.  Obviously, I encourage both.  I don't encourage doing either via cell phone, but recognize that you may use one Blackberry style as an organizer.  In that event, go ahead with it; since Barack Obama will now be able to keep his cherished 'Berry as President, surely you should have the same privileges.

    Guns may not attend any of my classes.  The State of Missouri passed a 'concealed carry' gun statute in 2003, leaving many unanswered questions on when and where it's permissible to pack concealed heat.  My rule is very simple:  no firearms of any kind are permitted in any of my classes, or in my office, under any circumstances.  Should there be a violation, I will not confront the offender.  Instead I will contact the university's legal authorities and have them press action to ensure that the offender may not continue this practice.  There are no exceptions to this rule unless the student is:  a) a law enforcement authority authorized to carry a gun in the normal performance of duties, and b) this student gets my advance clearance to carry in class.  Note:  None of this refers to minor weapons such as Swiss Army knives, Gerber tools, nail files, or the like.  I refer to guns.

    I've never had a seriously disruptive student in a class, but hear from others that some problems exist along this line.  If someone is seriously disruptive during class in such manner as makes you or others uncomfortable with being there, please advise me of that.  We have lively conversations that address politics, so I don't refer to strongly worded opinions.  I mean personal behavior that seriously offends you or others; that might include sexual harassment.  My policy is to directly ask the party to cease the offending behavior.  Should that fail, then I bring the university legal authority in to resolve the issue.  I can't be more specific than that, for the moment.

    I can be very specific about cheating.  I had a certain nasty little cheater in 2003, haven't forgotten that, and have since studied some methods for catching and docking offenders.  If a student cheats on an assignment, it's an automatic zero grade on that work.  If there's evidence of cheating on more than one assignment, it's a zero on each affected assignment.  Once I have documented evidence, then I first confront the offender to elicit an explanation of the behavior, after which I file a report with the Department chair.  If I catch the evidence post hoc and cannot confront the offender, I proceed directly to the report.

    Plagiarism is a common form of cheating and a chronic plague of the academic community.  It refers to someone taking the work of others and passing it off as his or her own.  It can be as simple as taking a quotation and failing to show it properly, to lifting an entire piece verbatim and pasting it to one's own paper or exam.  The common element of this noxious practice is always the same, namely that of falsely claiming for oneself that which another person has created.  In the commercial world, plagiarism brings lawsuits for copyright violation.  In the academic world, it brings verdicts of both moral and academic failure on the offender.  For more insights, see Southeast's Policy on Academic Honesty and Professor Hamner Hill's Policy on Plagiarism.

    I do not tolerate plagiarism.  I check for it--and know from bitter experience and plenty of web-smarts how to find it.  If the plagiarism is intentional, I report that as a violation of the University's academic integrity policy while assigning that paper or exam an irreversible grade of zero.  If it is not, I return the paper without a grade to its creator for immediate and thorough correction.

    Avoid plagiarism by developing the habit of properly citing your source material as you go along.  I do so above on the listed books for this course.  The books and articles do so as well.  I do not stipulate a particular source guide, but will expect you to use one in your References section of any term paper.  See Kent Library's final touches - tools for citing sources for proper use of MLA, APA, Chicago Style, and others.  I usually employ APA myself, but any of them are fine.  The core rule is really very simple:  cite your stuff so that anyone who reads your paper can easily track its sources.  Give full citation to all sources, including names of all authors, the book/article/website file name or name and position of an interviewee, and all publication information (publisher's location, publisher's name, year of pub, volume and issue of journal, URL of a website plus date of its access).  If you got specific information from one page of a 900-page tome, do the reader the courtesy of citing that page so they can avoid poring through 899 superfluous pages.  Simple as that.

    Websites are a special problem for proper citation.  Please do not cite a URL alone, as URLs are frequently changed.  If I cannot find your URL, then it won't count as a source.  Cite the author, the filename, the URL, and the date or dates of access.  Filenames are easily acquired from Google, or just take the article's self-assigned title at its heading.  A general guide on separating good from crappy websites is Evaluating Websites from Donnelley and Lee Library in Chicago.  On use of blogs:  better establish why it is authoritative enough to use.  Some are, but others are just rants.  As a professional skeptic, I won't assume a blog is valid; you have to establish that it is.  On Wikipedia, I will accept these, but only when coupled with another source on same subject.  Wikipedia is useful but error-prone and provisional; so cross-check whatever you get from them.

    For local writing help, visit our Online Writing Lab.  A web guide is Expository Writing - Resources at Harvard.  For how-to guidance on writing by political science students, see Excerpts-Van Evera at web.mit.edu/17.423/www/writingtips.html.  There is always Strunk and White:  see Bartleby's Strunk, William, Jr. 1918. The Elements of Style for on-line use.  And for the godmother of all sources, confer the Chicago Manual of Style - Q&A.  Splendid.

PS365 - Course Examinations and Papers - Spring 2010:           Top; Next Down

(1) Examinations (600 points):   Three examinations are worth 200 points each, one at the 5th week, a second right after the 10th, and a third in Finals week.  Each covers readings and class proceedings.  Each exam has an in-class section (mostly multiple choice) and a take-home essay worth 100 points each.  The take-home part gives you two or more essay questions from which to select.  You then have about five days to complete and deliver the resulting paper.  Since Exam no. 3 is on the date of the final, your take-home part will be issued a week ahead of time.
    The in-class exams are done with open book.  That's right; you can bring your notes, my summations on the Forum, and the several books with you.  But a caution:  the questions still require that you've carefully read this material in advance.  Test day is far too late for doing new reading of any kind.

(2) Midterm Paper (100 points): A paper of approximately five pages is due before midnight on Sunday, March 14 just before Spring Recess, valued at 100 points.  You should select one or more Senators or Members of Congress worthy of attention for what his or her career tells us about how the Congress works.  Use someone to demonstrate an insight into Congress itself, as well as that Representative or Senator.  Ground rules on submission are the same as the Term Paper.  Post this paper at the Drop Box under the "Midterm Paper" slot.

(3) Term Paper (200 points): There is a 200 point term paper of at least 10 full pages length, with 10 or more sources, on any Topic of your choice which is germane to legislatures.  Full details on this are under separate cover.  For now, note the following.  First, select a Topic of your own choosing which has a clear congressional aspect to it.  This may sound difficult but really isn’t.  I will specify deadlines for written statements of term paper Topics, and will follow with another deadline for a listing of your source list materials.  Deliver this by hard copy; but also send it electronically.  That way, I will:   a) use your hard copy to make penciled notations, corrections, suggestions, and so forth; and b) use your electronic copy to post it (or a revised version) to a website locale if you permit.  That could eventually prove useful for you to put together a portfolio of your written work.  Our Department emphasizes the importance of this for our majors and minors, and we invite all of you to avail yourselves of this service.
            The term paper is due by or before midnight on Monday, May 3 at the Drop Box.  If your draft is done by Friday April 23, post it to Drop Box.  I'll review it over the weekend with posted commentary by Monday, April 26.

(4) Class Participation and Forum (up to 100 points):  I do detailed summations of class material on the Forum that are posted just before class and then shown during class to highlight or support some argument in lecture and discussion.  We'll discuss issues in class and conclude with an orally stated question for you to address on Forum at value of 10 points for acceptable entries (or 0 if no entry) by a designated time.  You'll have the opportunity to get up to 100 points added to numerator and denominator of your course average.  This will be shown on Gradebook at semester's conclusion.  Gradebook also will show these assignments as a reminder when they come up, so keep a close eye on that as we go along.

(1) through (4) - PS365 Total Points: 1000 

PS365 - Weekly Reading and Examination Itinerary - Spring 2010:       Top

Academic Calendar - Spring 2010

Week 1 - January 19,21       Basic Theory - the spatial analysis of Congress; and why laws are made

Stewart, Chapter 1 - An (Unusual) Introduction to the Study of Congress,  pp. 3-54

spatial politics - from Stewart's Introduction to Congressional Politics, go to "Unidimensional spatial model (ppt)" at URL:  www.mit.edu/~17.251/Unidimensional_spatial_model.ppt

Pinker, Steven - The Moral Instinct, 13 January 2008, New York Times

Week 2 - January 26,28       The Framers - Where and How It Began

Stewart Ch. 2 - The Constitutional Origins of Congress, pp. 55-86

The United States Constitution Online at www.usconstitution.net/const.html; emphasis is on Article I, and Amendments 17 (Senators Elected by Popular Vote) and 20 (Presidential and Congressional Terms)

Roger A. Bruns, A More Perfect Union:  The Creation of the U.S. Constitution (web version) at www.archives.gov/exhibits/charters/constitution_history.html.

James Madison, Federalist No. 10 at URL:  www.constitution.org/fed/federa10.htm

Dodd and Oppenheimer, "The Politics of the Contemporary House:  From Gingrich to Pelosi" D & O selection 2, pp. 23-51

Renka, Party Control of the Presidency and Congress, 1933-2010

Week 3 - February 2,4      The Modern Careerist Legislature; comparing House to Senate

The United States today (from Wikipedia); JPEG map - 2000 Population Distribution in the United States (from Census 2000 Population Distribution in the United States)

Stewart Ch. 3 - The History and Development of Congress, pp. 87-128 (start)

Stewart, Appendix A - Researching Congress, pp. 393-400

Sinclair, "The New World of U.S. Senators," Dodd & Oppenheimer selection 1, pp. 1-22

Mann and Ornstein, "Is Congress Still the Broken Branch?" D & O selection 3, pp. 53-69

Week 4 - February 9,11      Finding the Candidates and Shaping the Districts

Stewart Ch. 3 - The History and Development of Congress, pp. 87-128

Gary C. Jacobson Chapter 1 - Introduction, pp. 1-4

websites:  Professor Renka's Presidential Election Maps, by County
               Psephos - Adam Carr's Election Archive - 2008 - 2008 U.S. House Congressional Districts
               Robert J. Vanderbei's 2006 Congressional Election Results - extremely cool mapping, with vote by county and by congressional district (subject to revision)

Saturday, February 13:  last day to withdraw or drop classes with partial refund

Week 5 - February 16,18  **    Careerists as Strategic Politicians

Jacobson Ch. 2 - The Context, pp. 5-25; Jacobson Ch. 3 - Congressional Candidates, pp. 27-61

Stewart Ch. 4 - The Choices Candidates Make:  Running for Congress, pp. 129-164

    **Examination No. 1: multiple choice, open book and notes - on Thursday, February 18**     **PS365 Essay 1 - due by midnight Tuesday, February 23, in the Drop Box**

Week 6 - February 23,25      The Un-strategic Voters

Stewart Ch. 5 - The Choices Voters Make, pp. 165-193

Jacobson Ch. 4 -  Congressional Campaigns, pp. 63-112

Jacobson Ch. 5 - Congressional Voters, pp. 113-153

Sulkin, "Promises Made and Promises Kept," D & O sel. 6, pp. 119-139

Week 7 - March 2,4      Not All Politics Is Local:  National Election Conditions

Jacobson Ch. 6 - National Politics and Congressional Elections, pp. 154-230

Stewart Ch. 6 - Regulating Elections, pp. 194-234

Herrnson and Curry, "Issue Voting in the 2006 Elections for the U.S. House," D & O sel. 5, pp. 97-118

Voter Turnout in presidential and congressional elections:  Michael McDonald, United States Election Project: presidential Voter Turnout for 1948-2008 (with VEP and VAP); details on 2008:  Voter Turnout 2008 General Election and congressional midterm 2006:  Voter Turnout 2006 General Election

Week 8 - March 9,11      Can the Congress regulate itself?

Jacobson Ch. 7 - Elections and the Politics of Congress, pp. 231-270

Erikson and Wright, "Voters, Candidates, and Issues in Congressional Elections," D & O selection 4, pp. 71-95

** Midterm Paper - due by midnight on Sunday, March 14 at the Drop Box **

Week of March 15-20      Spring Recess - No classes are held.

Week 9 - March 23,25       Congress Governs Itself

Stewart Ch. 7 - Parties and Leaders in Congress, pp. 235-273

Smith and Gamm, "The Dynamics of Party Government in Congress," D & O selection 7, pp. 141-164

Week 10 - March 30, April 1      Conditional Party Government

Pearson and Schickler, "The Transition to Democratic Leadership in a Polarized House," D & O sel. 8, pp. 165-188

Keith Poole, The Ideological Structure of Congressional Voting, 1927-2000 (still shots of each Congress); and Keith Poole's NOMINATE Roll Call Data, 1st to 108th Congresses (See the animated GIF sequence; thanks to Keith Poole for this fine stuff.)

party/election maps - Party System Maps (presidency, by county); and Presidents and Congresses (party duopoly in Congress)

Week 11 - April 6,8        Party Government and party differences

Evans and Grandy, "The Whip Systems of Congress," D & O sel. 9, pp. 189-215

**Examination No. 2 **:  Thursday, April 8

Essay 2 - due by midnight Sunday, April 11 in the Drop Box under "Essay 2"

Wednesday, April 7 - last day to drop a full semester class

Week 12 - April 13,15      Congressional Committees

Stewart Ch. 8 - Congressional Committees, pp. 274-335

Aldrich and Rohde, "Congressional Committees in a Continuing Partisan Era," D & O sel. 10, pp. 217-240

data site on committees:  Charles Stewart's congressional data page at http://web.mit.edu/17.251/www/data_page.html#1

Week 13 - April 20,22      The Rules and the Floor

Stewart Ch. 9 - Doing It on the Floor: The Organization of Deliberation, pp. 336-392

Lipinski, "Navigating Congressional Policy Processes:  The Inside Perspective on How Laws Are Made," D & O sel. 15, pp. 337-360

Week 14 - April 27,29      Congress and the President

Rudder, "Transforming American Politics through Tax Policy" D & O sel. 12, pp. 263-283

Howell and Kriner, "Congress, the President, and the Iraq War's Domestic Political Front," D & O sel. 14, pp. 311-335

 **Note:  The term paper is due by or before midnight Monday, May 3, in the Drop Box.  If you have a print draft ready by Friday April 23, drop it by Carnahan 211L (my office).  I'll review it for thesis and adequacy of sources and post the reviewed paper for you to pick up there on Monday, April 26.**

Week 15 - May 4,6      Congressional Legitimacy in the 21st Century

optional Essay 3 - due by midnight Sunday, May 9, in the Drop Box under Essay 3 heading

Binder and Maltzman, "The Politics of Advise and Consent:  Putting Judges on the Federal Bench," D & O sel. 11, pp. 241-261

Dodd and Oppenheimer, "Congressional Politics in a Time of Crisis:  The 2008 Elections and Their Implications," D & O sel. 18, pp. 419-441

Finals Week - Th., May 13   ** The Final Exam is Exam 3, covering material dating from Week 11 to the conclusion of class.  Exam date is Thursday, May 13 at 10:00 a.m., as shown at Final Exam Schedule, Southeast Missouri State University. **


Copyright©2010, Russell D. Renka
 May 09, 2010 03:15 PM