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The fifth edition showcases the evolving knowledge within the profession of project management. There are three major updates. First, the content from Section 3 “The Standard for Project Management of a Project” has been relocated to Annex A1. According to PMI, “The new Section 3 addresses project management processes and Process Groups as in previous editions.” Secondly, a new area titled “Project Stakeholder Management” was created to increase the attention on identifying and engaging stakeholders. Lastly, as stated by PMI, “Four planning processes have been added to reinforce the concept that each major Knowledge Area has a planning process focusing on how that area will be planned and executed.”

This globally recognized standard provides project managers with the essential tools to practice project management and deliver organizational results.

As the semester begins to wind down and students move out, the combined impact of everyone’s actions on the local environment can be severe. For this reason having a more ecofriendly approach to the semester’s end can make a world of a difference for the entire region – doing so either requires a little extra effort toward making the right decisions on proper disposal of certain things or how to accomplish tasks with a smaller carbon footprint.

Keep in mind some of the following suggestions for a greener end to the school year.

1. Handouts: Recycle all pamphlets, notebooks, and any other paper handouts from classes that you no longer need. As for everything else consider digitizing whatever is left to lighten the load.

2. Textbooks: Instead of taking home textbooks you won’t ever be looking at again resell to students who may need them next year. Otherwise, if they are being discontinued toss them in the recycling bin.

3. Downsize: When packing downsize and only take what you feel is important to you or absolutely necessary. It will make moving easier and you’ll be using less resources getting from one place to the next.

4. Computers: Computers or other digital devices on their last legs should be disposed of properly through electronic recycling centers. Look for them near campus or upon returning home.

5. Recycle: It can’t be said enough times to recycle all paper, plastic, glass and any other materials which are recyclable so do your best. Furthermore in order to make it a more communal effort let roommates or other students in the dorm know you are designating a common space for all recyclables and have a few others help it reach the proper destination.

6. Boxes: Instead of buying boxes for packing things up it’s always good to reuse so ask local businesses if you can take a few they might be throwing out. If you end up having extra use your favorite social media sites to let others know where to pick them up.

7. Furniture: Resell furniture. Even if it’s not in the best condition there are plenty of students out there willing to fix it up for use next year.

8.  Cleansers: Use ecofriendly cleaners for dusting things off and making the dorm or off campus housing respectable for who moves in after you. Even if the school does a final clean it’s always good to try and leave the space the way it was received.

9. Carpool: Find other students that may be heading to your area and try carpooling with them. That way there will be fewer vehicles on the road producing pollution. Renting a van to haul a bunch of people’s belongings while the owners take public transportation is another option.

10. Donate: Finally, don’t forget that a great idea for anything you can’t sell or give away in time is to donate it. There are plenty of organizations that are willing to take all kinds of things and pass it on or sell at a minimum cost to people in need.

Jakob Barry is a green living journalist for Networx.com, a site that connects homeowners with reliable roofers and carpenters.

Why Spanish wine?

I have two wine loves, Champagne and Spain.  When it comes to Spanish wine, I adore the country because there are still great values to be had that pack a punch.  It’s where there are old traditions and modern techniques mix and you can find every single style of wine in Spain.

How do Spanish wines differ from other Old World producers like France and Italy?

Spain has many similarities to Italy and France and you can see the influence in the winemaking; however, Spain has definitely carved a niche for itself with other varietals. Additionally, in the southern part of the country there is tremendous fortified wine production, which other countries envy.  There’s history from the Phoenicians who founded big trading facilities that have continued to this day and intertwined in the history, winemaking.

What will students learn in your class?

The first class we go over the history and touch on the major wine regions. The second class, we concentrate on northern Spain – focusing on Old World traditions versus new traditions. The third class, we transition to southern Spain and Sherry. As a whole, we talk about how to navigate Spanish wine and decipher the language on the label. Without question we are going to taste wine ….and more wine.

Will there be any activities or homework?

I want to make sure this is a university level course, so there will be quizzes and practical homework. For example, students will need to get a bottle of Spanish wine and pair it with food. We will also have a multiple-choice final examination.

What do you hope the students take away from your class?

They should be able to look at a map of Spain and locate the major wine regions, and correlate a grape with each region. Also, they will learn specifics like the differences between an Albariño and a Godello.

Who should take this class?

We will cover wine fundamentals, so anyone intimidated by Spanish wines. This class will calm all fears. And, of course, students who have passion for wine and want to learn more.

Is there anything else you would like to add?

We go through the class at a good pace. This class is going to be exciting and fun. If people want to learn more, I also give students additional resources that they can check out on their own time.

What class do you teach?
Wine and Food Pairing

What is your wine and food experience?
I started with food and studied in England – and went on to teach cooking in Vancouver, British Columbia.  I wrote a cook book, Dining out at Home.  I became interested in wine, and then started studying the history and philosophy of wine with the Wine and Spirit Education Trust, when I lived in England. I eventually moved to California, and sat for the Society of Wine Educator, Certified Specialist of Wine. Education is a passion of mine. I also earned my Rhône’s wine educator certificate when I was in the Rhône Valley. The Spanish Wine Educator Certificate followed and I continue to add credentials all the time.

Tell me something about Wine and Food Pairing?
Sweet wines do not pair easily with food; the wine should be sweeter than the food.  Heavily oaked wines bring out the vanilla, butterscotch, and popcorn and that does not pair very well with most food. I don’t think people realize the chemistry involved inside their mouths when they’re eating and drinking. The chemistry needs to balance. For example, the reason why steak and red wine go so well together is that steak has a lot of protein and red wine has a lot of tannins. When the two meet in your mouth, wine softens and wraps around the other, which is why it is so harmonious. It is part the science of chemistry and part the art of dining.

What is the most interesting pairing that you came across that actually worked?
For me, it’s Champagne and potato chips. Just regular chips, but they have to be salted.

What do students learn in your class?
The first thing I want them to walk away with is that there are pairings that work better than others. You don’t have to start with the wine first or with the food first. It depends. If someone gives you a wonderful basket of Chanterelle mushrooms, start with the food first and then pair it with wine. However, if a friend brought a bottle of special wine, you will start there and go backward. The two need to be considered in harmony. I want students to walk away knowing that pairing can be a harmonized blend or an exercise in contrast. For example, when I have a fried fish dish and it’s crispy with a bit of fat in it, then I don’t want a fat wine. I don’t want harmony. I want a contrast, so I would serve it with a very crisp dry wine similar to what you think of a squish of lemon. Also, dessert wine must be sweeter than the dessert. If it is not, the wine will taste bitter and metallic. For me, it’s not that they learn that “A” pairs with “B.” It’s not a recipe. Students need to learn to think hard what will pair well with the food. If they walk away with that, then they’re off for a good start.

What would you say are the highlights of the class other than being able to eat and to drink?
I think the highlight is one of the group activities where the groups have to create a menu – and in the first exercise, it is a four course luncheon. Students prepare the menu, pair it with wine, and present it to the class. They get feedback from the class. I think working as a group to hear what others would pair and what others would do is a great exercise in collaboration and thinking. With their final exam question, on which I gave them their grade, they individually create a six-course dinner menu with all the wines and everything must pair vertically and horizontally. They walk away thinking about chemistry, balance, and the overall pleasure experience of the two together, not separately.

What is the future of wine and food?
I start with Julia Child and Robert Mondovi who started the American Institute of Wine and Food. They started the organization because people often forget that wine is a complement, not just an alcoholic beverage. I think the future is more and more emphasis on people being aware of pairings. I belong to a few wine tasting groups in Phoenix and it’s always a surprise that people put a focus on the quality of the wine based on the price, how many points it got, and if it’s good, it must go with everything. I can find a seven- or ten-dollar bottle of wine that will pair better with a dish than a 60-dollar bottle 94 point wine that doesn’t. I think there is a great future as young people’s sophistication and global awareness embrace not just food, but wine as well.

Who and why should a person study wine and food pairing?
It’s the ultimate pleasure that can turn into a passion. In today’s world, there is not enough time to do things. We are always communicating electronically. Dining is something that takes us back to the pleasure of the senses and the pleasure of sharing. I think sharing wine and food with others takes us away from the electronic messaging and takes us back to sitting down and talking to people. I think that’s very valuable in today’s society.

Is there anything that I didn’t ask that you think is important about food and wine pairing?
For someone who is reading this and wondering whether or not to take the class – we now blend the level one and level two food and wine pairing classes together. It’s no longer a prerequisite that they have to take level one before they take level two. I would say that, if you enjoy food, you don’t have to know how to cook to come away with a better understanding and be able to create a more enjoyable experience in a restaurant. I don’t want people to think ‘Oh I don’t cook, so I can’t come.” We all eat. If you eat for pleasure you want to increase your pleasure and enhance it with wines, this is definitely a class that you walk away with a smile on your face.

Rhodes first studied wine academically in the 80s and wanted to make sure that over the last 25 years his wine savvy hadn’t regressed. It turns out he didn’t have as many gaps as he thought and eventually became an advisor to his fellow classmates and to the program. The courses reassured Rhodes and gave him the confidence he needed to grow into the role of a sought-after wine writer.

Earning his certificate, Rhodes believes, greatly helped and guided his career. “Israel is now an emerging wine region yet it’s also one of the most ancient, but we’re about 20 to 30 years behind California culturally. Our winemaking is world class, winning international competitions, but the culture is still evolving. I’m the only person in Israel I know who was a part of a Business of Wine program and that has been incredibly valuable for me because currently I’m writing hundreds of articles. I’m also helping the wineries with how to market themselves. That gives me a rare and marketable perspective here. My studies at SDSU fast forwarded my progress in Israel. I’ve been able to find a niche. I think the more you know about wine, the more you know you don’t know, and the more you want to know,” Rhodes says.

He adds, “I had a background in wine, some of it was formal, a lot of it was self-taught; but, because of the program I came to Israel with the confidence to speak with a voice of authority as a writer and consultant. Within four years I’m one of the leading English writers on wine in Israel and even translate those works into Hebrew. I’m not sure I would have had the same confidence to succeed without the program.”

The HTM program is not for the closed-minded individual or a person only looking for a piece of paper (i.e., a degree) for their resume. If you’re able to keep an open mind and are willing to accept the realities of today’s HTM landscape and your company’s operations, you can make a difference in both.

Conveying real-life applicability of the instruction is one of the program’s highlights. HTM student and Marriott General Manager Trent Selbrede adds, “I wasn’t interested in ‘just going to school’ or textbook learning. A majority of what I have learned, I can instantly translate back to my career and real life. Being able to make a difference in my hotels directly from the classes provides value for me personally and my company. The on-the-job applicability is a great feature of the program.”

The first HTM cohort is diverse as far as careers, which allows for valuable feedback from outside perspectives. “I have garnered many excellent ideas from my classmates and have forged longterm friendships as a result of this program. It has also helped me discover how to be a better leader. I have used this capacity to encourage reflection and growth among my hotel leadership team. We have spent more time defining what success looks like and what we need to do to get there,”says Selbrede.

The program is also unique. One example is the mentor opportunities. HTM mentors have connections and life experiences that provide great insight into the challenges HTM students and professionals face today. “The three aspects for me that make this program unique are the self-assessment and development plans, the in-company project, and the mentor program. There is also the huge benefit of the capstone (in-company project). I am able to dream up my own project and experiment right in my own operation. Just through this project, one of my hotels is likely to gain $100-$200k annually in revenue. This would mean many millions in revenue across the company or brand,” says Selbrede.

The hybrid (classroom and online) option is another unique aspect. Selbrede adds, “The only way this would work for me – being in hospitality – is that it’s a hybrid program. I like the in-person nature of knowing my classmates, but there is no way I could be in a classroom two or three times a week at this point in my life. The online aspect allows me to balance family, work, and school. There are definitely due dates, and one must put in the time, but being able to complete most items on my schedule works really well. It is not easy, but it is not overwhelming.”

What makes a wine kosher?

Wine does not become kosher by being blessed. It is kosher when complying with strict rabbinic criteria that render it acceptable for Sabbath-observing Jews. For a kosher wine to be produced, marketed, and sold commercially, it must have the seal of approval of a kosher supervising agency or organization. Other acceptable forms of certification include an authoritative rabbi or it may be supervised by a Jewish religious court of law.

What is a mevushal wine?

A mevushal wine (also known as meshuval wine) is one that has been pasteurized, meaning it has been brought to a boiling point and then cooled. After a wine goes through the pasteurization process, anyone can handle the wine and it won’t lose its kosher status.

*Information from multiple sources.

“I thought about becoming a phlebotomist, but what I learned was the market was over-saturated with people in that field, so I enrolled in the EKG Technician course at SDSU’s College of Extended Studies, since I was somewhat familiar with stress testing.” Collins adds. At first she was a bit overwhelmed and wondered if she made the right decision; however, she says that her instructor, Dr. Farook, reassured her that her effort would be worth it. “He was right. He was extremely helpful and clear at answering my questions. Dr. Farook was the best instructor, and networking with my classmates was extremely important. We all worked together and created study groups,” she adds. In class, Collins worked in study groups and experienced the occasional pop quiz. The main objective was to study since the ultimate goal is to pass the licensing exam at the end of the course. “I would encourage others to take this course if they are looking for that stepping stone to get into the health care industry. You need a starting point because it is very competitive,” Collins says.

Collins started a position working for an EP-cardiologist 17 days after she finished the program. She adds, “I work for a cardiologist that specializes in heart arrhythmias, so I’ve kept my training course materials and often reflect back to my book if I have questions.”

And, after her positive experience with returning to school, Collins has embraced the “Never Stop Learning” motto. Her next goal is to become a physician assistant with hopes of starting a program next year.

Timon is now in the program’s internship phase, which is similar to a full-time job. She mentions that it took hard work and dedication in the classroom to get to the internship phase, but according to her, “The coursework is challenging – there were reports, papers, charts, presentations, and exams on a daily basis, but it’s all been worth it.” She also recommends to “be up-to-date on all your science courses and be prepared to study.”

During the program, Timon networked with fellow students, and says this is one of the benefits of the program. “Many of the students in the previous cohorts have already found employment and many have also accepted employment at the laboratory where we complete our internships,” she states.

This industry looks optimistic for those who are unemployed or looking to make a career change. Timon says, “I have read reports that it’s one of the most promising of the medical fields. Regulations are changing to allow more tasks to be performed by the MLT that were previously required to be performed by the clinical laboratory scientist, and jobs that were performed by unlicensed employees are now being required by the state to be performed by licensed technicians.”

Timon’s MLT program has been a great experience to her since many of her fellow students were making career changes just like her. She adds, “Many students were returning to school after working in other careers. It was helpful to have individuals with the same enthusiasm for starting fresh in a new field.”

History of Craft Beer

Until the 1980s, a handful of large breweries have dominated the beer industry – making Americans embrace a light lager style of beer. Gone were the days of immigrant traditions and styles of creating beer. Since individuals were forced to settle on this light lager type of beer, many started brewing their own to experience other types (e.g., more flavor, darker) of beer. This was the start of the craft brewing industry.

Home brewing eventually left the home and many inspired entrepreneurs/pioneers took their creations on a larger scale, enabling more individuals to experience “microbrews.” Although many struggled to compete with the much larger and more funded breweries, these microbreweries/brewpubs continued to grow and created a craft beer culture in the U.S.

Number of U.S. Craft Brewers

1980: 8

1994: 537

2010: 1,600+

Today, across the U.S. and in San Diego jobs will be created as the craft beer industry grows – jobs such as brewing, packaging, supply chain logistics, engineering maintenance, information technology, management, finance, sales, and marketing.

Professional Certificate in the Business of Craft Beer

To meet the demand for educated craft beer individuals, the College of Extended Studies (CES) at SDSU is tapping into this growing market. Coming fall 2013, CES will offer a certificate program that prepares adults for this industry. Students will explore the past and present history of craft brewing, beer tasting, and what the industry and future holds.

With a specially crafted advisory board, students can expect to learn the top skills and knowledge in this thriving business. They will learn from instructors who are professionals in the industry, and receive interactive, hands-on learning with onsite classes at local breweries and at SDSU. This program also provides opportunities to network with local industry experts.