From: W. Trevor King Date: Sat, 1 Jun 2013 03:51:32 +0000 (-0400) Subject: loi.tex: Adjust for South Puget Sound Community College X-Git-Tag: spscc X-Git-Url: http://git.tremily.us/?a=commitdiff_plain;h=448745b12f18d2eda52bd7080d2fb6744a3f9323;p=letter-of-interest.git loi.tex: Adjust for South Puget Sound Community College The 'thebibliography' stuff is from Joseph Wright's [1] answer to a tex.SE question [2] by Faheem Mitha [3]. User contributions to tex.stackexchange.com are licensed under CC BY-SA 3.0 Unported [4] with attribution required [5]. The content that wasn't already in loi.tex is mostly spliced in from the teaching philosophy [6] and research statement [7] I wrote for St. Martin's University. [1]: http://tex.stackexchange.com/users/73/joseph-wright [2]: http://tex.stackexchange.com/questions/18033/using-bibtex-with-letter-class [3]: http://tex.stackexchange.com/users/3406/faheem-mitha [4]: http://creativecommons.org/licenses/by-sa/3.0/ [5]: http://blog.stackoverflow.com/2009/06/attribution-required/ [6]: http://git.tremily.us/?p=teaching-statement.git [7]: http://git.tremily.us/?p=research-statement.git --- diff --git a/Makefile b/Makefile index 39a1750..985f35c 100644 --- a/Makefile +++ b/Makefile @@ -1,4 +1,4 @@ -#BIBS = loi +BIBS = loi loi.pdf: loi.tex $(BIBS:%=%.bbl) $(BIBS:%=%.blg) pdflatex "$<" diff --git a/loi.bib b/loi.bib new file mode 100644 index 0000000..450a018 --- /dev/null +++ b/loi.bib @@ -0,0 +1,482 @@ +% Year for live projects + +@string{LIVE = 2013} + +% Licenses + +@string{CC-BY-SA-3.0-US = "CC BY-SA 3.0 US"} +@string{CC-BY-NC-SA-3.0-US = "CC BY-NC-SA 3.0 US"} + +% Schools + +@string{Drexel = "Drexel University"} + +% Publishers + +@string{AAPT = "American Association of Physics Teachers"} +@string{ASQ = "American Society for Quality"} +@string{Blackwell = "Blackwell Publishing Ltd."} +@string{DLA = "Digital Library and Archives, Virginia Polytechnic + Institute and State University"} +@string{PH = "Prentice Hall, Inc."} +@string{WSS = "Wiley Subscription Services, Inc., A Wiley Company"} + +% Addresses + +@string{Crowell-address = "2233 Loma Alta Dr., Fullerton, CA 92833"} +@string{UpperSaddleRiver = "Upper Saddle River, NJ 07458"} + +% Journals + +@string{AJP = "American Journal of Physics"} +@string{ASQ:HEB = "ASQ Higher Education Brief"} +@string{IJBMM = "International Journal of Biological Macromolecules"} +@string{JEE = "Journal of Engineering Education"} +@string{JITE = "Journal of Industrial Teacher Education"} +@string{NDTL = "New Directions for Teaching and Learning"} +@string{Science = "Science"} + +% Authors + +@string{MBelloni = "Belloni, Mario"} +@string{RBrent = "Brent, Rebecca"} +@string{WChristian = "Christian, Wolfgang"} +@string{SPChung = "Chung, Shih-Ping"} +@string{CHCrouch = "Crouch, Catherine H."} +@string{BCrowell = "Crowell, Benjamin"} +@string{LDeslauriers = "Deslauriers, Louis"} +@string{RMFelder = "Felder, Richard M."} +@string{RRHake = "Hake, Richard R."} +@string{SDJohnson = "Johnson, Scott D."} +@string{WKing = "King, W.~Trevor"} +@string{JLochhead = "Lochhead, Jack"} +@string{EMazur = "Mazur, Eric"} +@string{MPrince = "Prince, Michael"} +@string{ESchelew = "Schelew, Ellen"} +@string{MSu = "Su, Meihong"} +@string{AWhimbey = "Whimbey, Arthur"} +@string{CWieman = "Wieman, Carl"} +@string{GYang = "Yang, Guoliang"} + +@phdthesis{ king13, + author = WKing, + title = {Open source single molecule force spectroscopy}, + school = Drexel, + year = 2013, + month = jun, + url = {http://blog.tremily.us/Thesis/}, + eprint = {http://blog.tremily.us/Thesis/draft.pdf}, +} + +@article { king10, + author = WKing #" and "# MSu #" and "# GYang, + title = "{M}onte {C}arlo simulation of mechanical unfolding of proteins + based on a simple two-state model", + year = 2010, + month = mar, + day = 1, + address = "Department of Physics, Drexel University, 3141 + Chestnut Street, Philadelphia, PA 19104, USA.", + journal = IJBMM, + volume = 46, + number = 2, + pages = "159--166", + issn = "0141-8130", + alternative_issn = "1879-0003", + doi = "10.1016/j.ijbiomac.2009.12.001", + url = "http://www.sciencedirect.com/science/article/B6T7J- + 4XWMND2-1/2/7ef768562b4157fc201d450553e5de5e", + language = "eng", + keywords = "Atomic force microscopy;Mechanical unfolding;Monte Carlo + simulation;Worm-like chain;Single molecule methods", + abstract = "Single molecule methods are becoming routine biophysical + techniques for studying biological macromolecules. In mechanical + unfolding of proteins, an externally applied force is used to induce + the unfolding of individual protein molecules. Such experiments have + revealed novel information that has significantly enhanced our + understanding of the function and folding mechanisms of several types + of proteins. To obtain information on the unfolding kinetics and the + free energy landscape of the protein molecule from mechanical unfolding + data, a Monte Carlo simulation based on a simple two-state kinetic + model is often used. In this paper, we provide a detailed description + of the procedure to perform such simulations and discuss the + approximations and assumptions involved. We show that the appearance of + the force versus extension curves from mechanical unfolding of proteins + is affected by a variety of experimental parameters, such as the length + of the protein polymer and the force constant of the cantilever. We + also analyze the errors associated with different methods of data + pooling and present a quantitative measure of how well the simulation + results fit experimental data. These findings will be helpful in + experimental design, artifact identification, and data analysis for + single molecule studies of various proteins using the mechanical + unfolding method." +} + +% Talks + +@unpublished{ 2013-05-thesis, + title= {Open source single molecule force spectroscopy}, + author = WKing, + year = 2013, + month = may, + day = 28, + note= {Thesis defense, Drexel University}, + address = {Drexel University}, + url = {http://blog.tremily.us/posts/Thesis/talk/}, +} + +@unpublished{ 2013-01-columbia, + title= {Collaborative version control with {G}it}, + author = WKing, + year = 2013, + month = jan, + note= {Software Carpentry boot camp, Columbia University}, + address = {Columbia University}, +} + +@unpublished{ 2009-10-life-cycles, + title= {Software life-cycles and alphabet soup}, + author = WKing, + year = 2009, + month = oct, + note= {Drexel Physics Graduate Student Association}, + address = {Drexel University} +} + +@unpublished{ 2008-06-locks, + title= {Manipulating combination locks \& Ray tracing with polarization}, + author = WKing, + year = 2008, + month = jun, + note= {Drexel Physics Graduate Student Association}, + address = {Drexel University} +} + +@unpublished{ 2006-05-quantum-computing, + title= {Quantum Computing}, + author = WKing, + year = 2006, + note= {Rochester Solid State final}, + address = {University of Rochester} +} +% month = may, + +% Posters + +@unpublished{ 2013-04-swc, + title= {Teaching Software Carpentry: Better Science through Science}, + author = WKing, + year = 2013, + month = apr, + note= {Drexel CoAS Research Day}, + address = {Philadelphia, Pennsylvania}, +} + +@unpublished{ 2012-04-calibcant, + title= {Thermally calibrating {AFM} cantilever spring constants}, + author = WKing, + year = 2012, + month = apr, + note= {Drexel CoAS Research Day}, + address = {Philadelphia, Pennsylvania}, +} + +@unpublished{ 2011-04-saswsim, + title= {Flexible parallel simulations and packaging}, + author = WKing, + year = 2011, + month = apr, + note= {Drexel CoAS Research Day}, + address = {Philadelphia, Pennsylvania}, +} + +@unpublished{ 2010-04-open-source, + title= {Open source software in experimental protein unfolding}, + author = WKing, + year = 2010, + month = apr, + note= {Drexel CoAS Research Day}, + address = {Philadelphia, Pennsylvania}, +} + +@unpublished{ 2009-03-roughness, + title= {Experimental Estimation of the Free Energy Landscape + Roughness of Protein Molecules}, + author = WKing, + year = 2009, + month = mar, + note= {Biophysical Society Annual Meeting}, + address = {Philadelphia, Pennsylvania}, +} + +@unpublished{ 2008-04-sawsim, + title= {Simulated mechanical unfolding of single proteins}, + author = WKing, + year = 2008, + month = apr, + note= {Drexel CoAS Research Day}, + address = {Philadelphia, Pennsylvania}, +} + +@unpublished{ 2008-02-stiffness, + title= {Effects of Cantilever Stiffness on Unfolding Force in AFM + Protein Unfolding}, + author = WKing, + year = 2008, + month = feb, + note= {Biophysical Society Annual Meeting}, + address = {Long Beach, California}, +} + +% Other people + +@article{ lochhead87, + author = JLochhead #" and "# AWhimbey, + title = {Teaching analytical reasoning through thinking aloud pair + problem solving}, + year = 1987, + journal = NDTL, + volume = 1987, + number = 30, + pages = {73--92}, + publisher = WSS, + issn = {1536-0768}, + url = {http://dx.doi.org/10.1002/tl.37219873007}, + doi = {10.1002/tl.37219873007}, + abstract = {The TAPPS technique is a useful device for the + teaching of problem solving because it causes learners to pay + attention to basic reasoning skills.}, +} + +@article{ hake98, + author = RRHake, + title = {Interactive-engagement versus traditional methods: A + six-thousand-student survey of mechanics test data for + introductory physics courses}, + year = 1998, + month = jan, + journal = AJP, + volume = 66, + number = 1, + pages = {64--74}, + publisher = AAPT, + issn = {0002-9505}, + doi = {10.1119/1.18809}, + url = {http://ajp.aapt.org/resource/1/ajpias/v66/i1/p64_s1}, + keywords = { teaching, education, classical mechanics}, + abstract = {A survey of pre/post-test data using the + Halloun--Hestenes Mechanics Diagnostic test or more recent Force + Concept Inventory is reported for 62 introductory physics + courses enrolling a total number of students $N=6542$. A + consistent analysis over diverse student populations in high + schools, colleges, and universities is obtained if a rough + measure of the average effectiveness of a course in promoting + conceptual understanding is taken to be the average normalized + gain $\langle g\rangle$. The latter is defined as the ratio of + the actual average gain + ($\%\langle\text{post}\rangle-\%\langle\text{pre}\rangle$) to + the maximum possible average gain + ($100-\%\langle\text{pre}\rangle$). Fourteen ``traditional'' (T) + courses ($N=2084$) which made little or no use of + interactive-engagement (IE) methods achieved an average gain + $\langle g\rangle_{\text{T} - \text{ave}} = 0.23\pm0.04$ (std dev). + In sharp contrast, 48 courses ($N=4458$) which made substantial + use of IE methods achieved an average gain + $\langle g\rangle_{\text{IE}-\text{ave}} = 0.48\pm0.14$ (std dev), + almost two standard deviations of + $\langle g\rangle_{\text{IE}-\text{ave}}$ above that of the + traditional courses. Results for 30 ($N=3259$) of the above 62 + courses on the problem-solving Mechanics Baseline test of + Hestenes--Wells imply that IE strategies enhance problem-solving + ability. The conceptual and problem-solving test results + strongly suggest that the classroom use of IE methods can + increase mechanics-course effectiveness well beyond that + obtained in traditional practice.}, +} + +@article{ johnson99, + author = SDJohnson #" and "# SPChung, + title = {The Effect of Thinking Aloud Pair Problem Solving + ({TAPPS}) on the Troubleshooting Ability of Aviation Technician + Students}, + year = 1999, + month = {Fall}, + journal = JITE, + volume = 37, + number = 1, + publisher = DLA, + issn = {0022-1864}, + issn-online = {1938-1603}, + url = {http://scholar.lib.vt.edu/ejournals/JITE/v37n1/john.html}, + license = CC-BY-NC-SA-3.0-US, +} + +@book{ christian01, + author = WChristian #" and "# MBelloni, + title = {Physlets: Teaching Physics with Interactive Curricular Material}, + year = 2001, + publisher = PH, + address = UpperSaddleRiver, + edition = 4, + isbn = {0-13-029341-5}, + isbn-13 = {978-0-1302-9341-1}, + url = {http://webphysics.davidson.edu/physletprob/}, +} + +@article{ crouch01, + author = CHCrouch #" and "# EMazur, + title = {Peer Instruction: Ten years of experience and results}, + year = 2001, + month = sep, + journal = AJP, + volume = 69, + number = 9, + pages = {970--977}, + publisher = AAPT, + issn = {0002-9505}, + doi = {10.1119/1.1374249}, + url = {http://ajp.aapt.org/resource/1/ajpias/v69/i9/p970_s1}, + keywords = {teaching, problem solving, educational courses}, + abstract = {We report data from ten years of teaching with Peer + Instruction (PI) in the calculus- and algebra-based introductory + physics courses for nonmajors; our results indicate increased + student mastery of both conceptual reasoning and quantitative + problem solving upon implementing PI. We also discuss ways we + have improved our implementation of PI since introducing it in + 1991. Most notably, we have replaced in-class reading quizzes + with pre-class written responses to the reading, introduced a + research-based mechanics textbook for portions of the course, + and incorporated cooperative learning into the discussion + sections as well as the lectures. These improvements are + intended to help students learn more from pre-class reading and + to increase student engagement in the discussion sections, and + are accompanied by further increases in student understanding.}, +} + +@article{ prince04, + author = MPrince, + title = {Does Active Learning Work? {A} Review of the Research}, + year = 2004, + month = jul, + journal = JEE, + volume = 93, + number = 3, + pages = {223--231}, + publisher = Blackwell, + issn = {2168-9830}, + doi = {10.1002/j.2168-9830.2004.tb00809.x}, + url = {http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x}, + keywords = {active, collaborative, cooperative, problem-based learning}, + abstract = {This study examines the evidence for the effectiveness + of active learning. It defines the common forms of active + learning most relevant for engineering faculty and critically + examines the core element of each method. It is found that there + is broad but uneven support for the core elements of active, + collaborative, cooperative and problem-based learning.}, +} + +@article{ felder09, + author = RMFelder #" and "# RBrent, + title = {Active learning: An introduction}, + year = 2009, + month = aug, + journal = ASQ:HEB, + volume = 2, + number = 4, + publisher = ASQ, + url = {http://asq.org/edu/2009/08/best-practices/active-learning-an-introduction.%20felder.html?shl=093530}, + eprint = {http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper(ASQ).pdf}, + abstract = {Richard M. Felder and Rebecca Brent describe active + learning as anything course-related that all students in a class + session are called upon to do other than watching, listening and + taking notes. They provide suggestions as to what teachers and + professors can do to engage students in active learning and the + formats to use for those activities.}, +} + +@article{ deslauriers11, + author = LDeslauriers #" and "# ESchelew #" and "# CWieman, + title = {Improved Learning in a Large-Enrollment Physics Class}, + year = 2011, + month = may, + day = 13, + journal = Science, + volume = 332, + number = 6031, + pages = {862--864}, + doi = {10.1126/science.1201783}, + url = {http://www.sciencemag.org/content/332/6031/862.abstract}, + eprint = {http://www.sciencemag.org/content/332/6031/862.full.pdf}, + abstract ={We compared the amounts of learning achieved using two + different instructional approaches under controlled + conditions. We measured the learning of a specific set of topics + and objectives when taught by 3 hours of traditional lecture + given by an experienced highly rated instructor and 3 hours of + instruction given by a trained but inexperienced instructor + using instruction based on research in cognitive psychology and + physics education. The comparison was made between two large + sections (N = 267 and N = 271) of an introductory undergraduate + physics course. We found increased student attendance, higher + engagement, and more than twice the learning in the section + taught using research-based instruction.}, +} + +@book{ crowell-light-and-matter, + author = BCrowell, + title = {Light and Matter}, + year = LIVE, + url = {http://www.lightandmatter.com/lm/}, + eprint = {http://www.lightandmatter.com/lm.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-simple-nature, + author = BCrowell, + title = {Simple Nature}, + year = LIVE, + url = {http://www.lightandmatter.com/area1sn.html}, + eprint = {http://www.lightandmatter.com/simple.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-mechanics, + author = BCrowell, + title = {Mechanics}, + year = LIVE, + url = {http://www.lightandmatter.com/mechanics/}, + eprint = {http://www.lightandmatter.com/me.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-conceptual-physics, + author = BCrowell, + title = {Conceptual Physics}, + year = LIVE, + url = {http://www.lightandmatter.com/cp/}, + eprint = {http://www.lightandmatter.com/cp.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-calculus, + author = BCrowell, + title = {Calculus}, + year = LIVE, + url = {http://www.lightandmatter.com/calc/}, + eprint = {http://www.lightandmatter.com/calc/calc.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} + +@book{ crowell-general-relativity, + author = BCrowell, + title = {General Relativity}, + year = LIVE, + url = {http://www.lightandmatter.com/genrel}, + eprint = {http://www.lightandmatter.com/genrel/genrel.pdf}, + source = {git://lightandmatter.com/physics}, + license = CC-BY-SA-3.0-US, +} diff --git a/loi.tex b/loi.tex index 4af71a8..be1252d 100644 --- a/loi.tex +++ b/loi.tex @@ -20,6 +20,34 @@ \hypersetup{runcolor=black} \hypersetup{urlcolor=[rgb]{0, 0, 0.7}} +\makeatletter +\newenvironment{thebibliography}[1] + {\list{\@biblabel{\@arabic\c@enumiv}}% + {\settowidth\labelwidth{\@biblabel{#1}}% + \leftmargin\labelwidth + \advance\leftmargin\labelsep + \usecounter{enumiv}% + \let\p@enumiv\@empty + \renewcommand\theenumiv{\@arabic\c@enumiv}}% + \sloppy + \clubpenalty4000 + \@clubpenalty \clubpenalty + \widowpenalty4000% + \sfcode`\.\@m} + {\def\@noitemerr + {\@latex@warning{Empty `thebibliography' environment}}% + \endlist} +\newcommand\newblock{\hskip .11em\@plus.33em\@minus.07em} +\makeatother + +\usepackage[super,sort&compress,comma]{natbib} +% super selects citations in superscript mode +% sort&compress automatically sorts and compresses compound citations (\citep{a,b,...}) +% comma seperates multiple citations with commas rather than the default semicolons. +\bibliographystyle{unsrtnat} % number citations in the order referenced + +\let\bibsection\relax + \signature{W.~Trevor King} \address{120 Miller Street \\ Highlands, NJ 07732} \telephone{+1 215 284 6634} @@ -27,25 +55,21 @@ \begin{document} -\begin{letter}{Executive Assistant to the Dean \\ - College of Arts and Sciences \\ - Saint Martin's University \\ - 5000 Abbey Way SE \\ - Lacey, WA 98503} +\begin{letter}{South Puget Sound Community College \\ + Human Resources Office \\ + 2011 Mottman Road SW \\ + Olympia, Washington 98512-6292 } -\opening{Ms.~Laura Hoff,} +\opening{Sir or Madam,} -Thank you for reviewing my application for the position of Assistant -Professor of Physics at Saint Martin's University. Over my years +Thank you for reviewing my application for the position of Professor +of Mathematics at South Puget Sound Community College. Over my years working on my Ph.D. studies at Drexel University, I have been looking -forward to teaching physics at a small, undergraduate-oriented liberal -arts college. While working at a larger research-oriented institution -has been exciting, I have always been attracted to teaching. I look -forward to working at a school such as St. Martin's which clearly has -a strong commitment to teaching excellence and teacher training. -Besides teaching physics, I am also interested in advancing the -science of teaching as well as in developing open source experiment -control procedures. Over the past year I have been active in the +forward to teaching at an undergraduate-oriented college. I look +forward to working at a school such as SPSCC which clearly has a +strong commitment to teaching excellence and teacher training. +Besides teaching math, I am also interested in advancing the science +of teaching. Over the past year I have been active in the \href{http://software-carpentry.org/}{Software Carpentry} organization, which trains scientists around the world in current software development and data management techniques. Software @@ -55,22 +79,74 @@ Carpentry a boot boot camp at the University of Washington, and I look forward to continuing this outreach in the Puget Sound area. -I am also looking forward to working at a religious school. I have -several United Methodist ministers in my family and exposure to -Catholic traditions from my -\href{http://www.archmereacademy.com/}{Norbertine high school}. In my -experience, a religious environment fosters a studied approach to -learning, a willingness to grapple with big questions, and a respect -for the diversity of humanity. Students undertaking a liberal arts -education are well served by each of these qualities. +While I have not yet been in a position to design my own courses, I +have enjoyed building some supportive tools. Over the past several +years, I have developed an open source +\href{http://blog.tremily.us/posts/Course_website/}{course website + framework} and +\href{http://git.tremily.us/?p=course.git;a=tree;f=asymptote;hb=HEAD}{graphics + libraries} for illustrating +\href{http://blog.tremily.us/posts/Course_website/Mechanics-test.svg}{mechanics}, +\href{http://blog.tremily.us/posts/Course_website/ElectroMag-test.svg}{electricity + and magnetism}, +\href{http://blog.tremily.us/posts/Course_website/Circ-test.svg}{circuits}, +and +\href{http://blog.tremily.us/posts/Course_website/stickfigure-test.svg}{stick + figures}. I've also designed the +\href{https://pypi.python.org/pypi/pygrader}{pygrader} framework for +collecting and grading homework assignments that students submit via +email and the \href{https://pypi.python.org/pypi/quizzer}{quizzer} +framework for managing online quizzes and surveys. These tools will +make it easier for me to maintain class notes, homework, tests, and +lecture material, which gives me more time to focus on engaging +students directly. Downloadable class notes also give students more +time to focus on the concepts and applications instead of focusing on +transcription. I look forward to tying these pieces together and +building cohesive courses to introduce new students to mathematics. + +I have always had a strong interest in math, and early in my career I +was able to devote enough time to the subject to double-major in math +and physics. I have especially fond memories of my number theory and +formal logic courses at Colgate. As I advanced through my graduate +training, there was less time to devote directly to formal math, but I +taught myself a good deal of statistics in support of my research +(especially the Gumbel distribution\citep{king10,king13}). Physics +and math are bound tightly together, and I look forward to returning +to the analytical side of this pairing. + +As a scientist, I feel that teaching itself can be improved through +the scientific method. By testing the effect of different classroom +approaches---and by building on the research of my peers---I intend to +gradually refine my teaching to improve student engagement, critical +thinking, and content retention. I am especially excited to try +active learning approaches\citep{hake98,crouch01,prince04}, especially +thinking-aloud pair problem solving +(TAPPS\citep{lochhead87,felder09}), which has been shown to increase +student performance\citep{johnson99}. Of course, not +\emph{everything} can be measured with sufficient clarity to support +this approach. Developing quantitative evaluations of student +learning is tricky, but---at least at a basic level---it is possible. +Mentioning these difficulties when discussing course organization with +students will provide jumping-off points for discussing the +limitations of the statistics, the scientific approach, and the flavor +of scientific progress, while avoiding confusion about the +well-understood fundamentals covered in the content of the course +itself. Several Software Carpentry collaborators (especially +\href{http://michigancomputes.wordpress.com/}{Cait Pickens}) are +experts in assessment design and validation, and between their +experience with standard practices and my talent for software tooling +and rigorous analysis, I expect we'll develop a robust system for +monitoring student progress. By promoting this system in our own +research and SWC outreach, we can also spread the practice of teaching +research through the wider academic community. On a more prosaic level, I am excited about moving from the mid-Atlantic---where I have spent most of my life---to the Northwest. Starting in the Fall, my wife Emily will be opening a veterinary surgery practice at the \href{http://olympiapetemergency.net/}{Olympia - Pet Emergency} hospital just down the street. After years of -commuting several hours from our current home in New Jersey to Drexel -in Philadelphia, the chance for jobs that are only two miles apart is + Pet Emergency} hospital across town. After years of commuting +several hours from our current home in New Jersey to Drexel in +Philadelphia, the chance for jobs that are only a few miles apart is quite appealing. My wife is originally from Vancouver, Canada, and I have enjoyed our annual summer trip out to visit with her family. I also look forward to the drizzly climate, as my Northern European @@ -85,4 +161,6 @@ any additional information. \end{letter} +{\footnotesize\bibliography{loi}} + \end{document}