text:
As you may have heard, they gave out some awards in L.A. last night. The 2012 BET Awards promised to come up big with star power, performances and a brand new host in Samuel L. Jackson and for the most part, they did. This year boasted a star-studded Whitney Houston tribute as well as Humanitarian Awards for the Rev. Al Sharpton and a well-deserved Lifetime Achievement Award for Frankie Beverly and Maze. The show moved along slowly in its first hour, despite the highly touted performance by D'Angelo – his first on U.S. TV in 12 years – then picked up speed with the presentation to Frankie Beverly and Maze that featuring the legendary band taking the stage themselves. But much of the night's drama was the Awards' front row dynamics with Solange, Beyonce, Jay-Z, Kanye and Kim Kardashian all seated together. Here's our take on the nights highs and lows:
Biggest Winners: Jay-Z and Kanye, not just because they won two awards for their collaboration "Watch The Throne" but because they were clearly BET Awards royalty with front row seats, plenty of camera time and the baddest chicks on the game on their arm – that is if you include the reality TV game.
Biggest Loser: Chris Brown, who's slimmer appearance led to much speculation on Twitter. Although he won two awards, his performance was a lackluster repeat of the same he's done at several other shows.
Most Underwhelming Comeback: Sorry to say, but D'Angelo's highly promoted comeback was either the wrong song, the wrong part of the show or just maybe not ready for prime-time as the soul singer's return wasn't the momentum changer that it should have been.
Most Miscast Tribute Performer: Much as we love Chante Moore, who looked fabulous, she just wasn't the right voice for a Donna Summer tribute.
Most Surprising Appearance: MC Lyte, who provided voiceovers for the show, surprised viewers with her gaunt appearance.
Most In Need of a New Stylist: LaLa Anthony who clearly has learned nothing about dressing for success from her homegirl Kim Kardashian.
Most Awkward Moments: When it became clear that Kanye's date, Kim K., was as lost at the BET Awards as Piers Morgan was doing commentary during Whitney Houston's funeral. We're thinking that Kanye's not planning on taking her to a stepper's set in Chi-town anytime soon.
Worst Awards Show Trend: Beeping out words and entire verses of rap songs. Whatever happened to TV versions of explicit records? Ten seconds of dead air on TV is just…boring.
Missing In Action: R. Kelly, who could have – and should have – participated in the tribute to Frankie Beverly, or performed has been sidelined by vocal problems despite the recent release of his new CD "Write Me Back."
Most Moving Performance: Cissy Houston paying tribute to her late daughter Whitney, singing a heartfelt version of "Bridge Over Troubled Water" which led both Beyonce and Soulja Boy to shed tears.
Best Overall Performance: The very well-put together Whitney Houston tribute featuring an introduction from Mariah Carey, Monica, Brandy, Cissy Houston, Chaka Khan performing and Angela Bassett, Lela Rochon and Loretta Devine sharing their memories of the late singer. As good as it was, it made you wonder what might have changed for Whitney had she been showered with all this love when she was still alive.
Best Stars…They're Just Like Us Award: To Beyonce and Solange Knowles who did what one Twitter user called "the barbeque 2-step" during the Frankie Beverly tribute.
Keep Hope Alive Award: 2 Chainz, who after stints in both DTP and Playa's Circle has finally found success as a solo artist…at age 35 (and he turns 36 this year.)
Most Inspiring Speeches – Frankie Beverly, who told the audience that God rewards those who have a little patience and Rev. Al Sharpton, who said that he hopes all bigots and unjust people are upset every morning when he wakes up.
Least Inspiring Speech: Nikki Minaj thanking her "barbz" and then throwing out the "d" word in her acceptance speech. Keep it classy, Nikki.
Best Dressed Women: Angela Bassett in black lace and Beyonce in silky one-shouldered neon with a big, mirrored belt.
Best Dressed Men: Jay-Z in grey suit with sneaks and no tie, Rev. Al in a sharply cut suit that was the anti-Steve Harvey look. Honorable mention to Lance Gross on the red carpet.
Best Quote: Director Alan Ferguson, accepting his award for best video, called Solange Knowles "the love or his life."
Best Body Makeover: Chaka Khan, Chaka Khan
Most in Need of a Body Makeover: Rick Ross
Best Diva Moment: Mariah Carey in a "Happy Birthday, Mr. President" like gown to introduce the Whitney Houston tribute.
Best Guest Appearance: Faith Evans who salvaged the Frankie Beverly tribute that Joe and Tyrese couldn't quite handle.
Best Comic Moment: As much as Samuel L. and Spike's attempt to do "N—S In Paris" was a good try, Jay's interrupting Kanye's acceptance speech with "Scuse me Kanye, I'm a let you finish," was the night's true LOL moment.
Cutest Couple Moment: The undisputed winners once again were B and Jay, who competed against each other in Best Video and made mock-angry faces at each other while presenter Jamie Foxx joked about who'd have bragging rights in the household. When Jay won, Beyonce gave her hubby some mock punches.
Worst Fan Club Name: Mindless Behavior's fans call themselves Team Mindless. We did not make that up.
Complete list of BET 2012 Winners:
The Throne (Jay-Z and Kanye West)
Kevin Hart, "Think Like A Man"
Big Sean
Chris Brown
Wale, featuring Miguel, "Lotus Flower Bomb"
Yolanda Adams
Nicki Minaj
Maze, featuring Frankie Beverly
The Throne (Jay-Z and Kanye West), featuring Otis Redding, "Otis"
Rev. Al Sharpton
Mindless Behavior
Beyonce and Alan Ferguson
Chris Brown
Serena Williams
Kevin Durant
31 Celebrity Instagrams You Missed This Week (2/11/-2/17)
31 Celebrity Instagrams You Missed This Week (2/11/-2/17)
1. Dwyane WadeSource:Instagram 1 of 31
2. Adrienne BoshSource:Instagram 2 of 31
3. Meagan GoodSource:Instagram 3 of 31
4. Kirk FranklinSource:Instagram 4 of 31
5. Tamela MannSource:Instagram 5 of 31
6. Chance The RapperSource:Instagram 6 of 31
7. Serena WilliamsSource:Instagram 7 of 31
8. Ro JamesSource:Instagram 8 of 31
9. Simone SmithSource:Instagram 9 of 31
10. Taraji P. HensonSource:Instagram 10 of 31
11. Bow WowSource:Instagram 11 of 31
12. Bobby BrownSource:Instagram 12 of 31
13. Snoop DoggSource:Instagram 13 of 31
14. LudacrisSource:Instagram 14 of 31
15. CiaraSource:Instagram 15 of 31
16. TweetSource:Instagram 16 of 31
17. Eric BenetSource:Instagram 17 of 31
18. FantasiaSource:Instagram 18 of 31
19. SolangeSource:Instagram 19 of 31
20. NellySource:Instagram 20 of 31
21. Rick RossSource:Instagram 21 of 31
22. Kelly RowlandSource:Instagram 22 of 31
23. R. KellySource:Instagram 23 of 31
24. Lance GrossSource:Instagram 24 of 31
25. Porsha WilliamsSource:Instagram 25 of 31
26. Da BratSource:Instagram 26 of 31
27. LisaRayeSource:Instagram 27 of 31
28. CassieSource:Instagram 28 of 31
29. AshantiSource:Instagram 29 of 31
30. Sevyn StreeterSource:Instagram 30 of 31
31. Luke JamesSource:Instagram 31 of 31
3 thoughts on "BET Awards 2012 Wrap: Old School Trumps New"
If Chris Brown is the best we got for r&b we are screwed!!!
If Chris Brown is the best we got for r&b we are screwed!
It well definitely an interesting year for BET awards, and all the tributes were great.


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Converse Chuck Taylor All Star Distressed High-Top Sneaker - Mens
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Item # 286546
The classic men's Converse Chuck Taylor All Star distressed high-top sneaker will never go out of style. Incorporate this vintage-inspired shoe with worn details into your wardrobe and make it your own.
PLEASE NOTE: Because each shoe is uniquely crafted, distressing may vary
- Canvas upper
- Lace-up closure
- Original Chuck Taylor patch logo
- Distressed rubber cap toe
- Canvas lining
- Cushioned footbed
- Distressed rubber wraparound midsole with accent striping
- Vulcanized rubber outsole for increased traction and flexibility
- Unisex sizing
- Imported
- View more Converse
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subset: commoncrawl


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The Douglas County School District Accountability Committee is moving forward with a planned Sept. 12 school-board candidate forum, even though the four candidates who oppose much of the current board's policies have previously scheduled commitments for the evening.
Incumbents Doug Benevento and Meghann Silverthorne, as well as Jim Geddes and Judi Reynolds — all supporters of the current board — already have confirmed they will attend.
The four candidates who have committed to the 6:30 p.m. Douglas County High School event are the slate endorsed by the Douglas County Republicans.
The four opposing candidates — Julie Keim, Bill Hodges, Barbra Chase and Ronda Scholting — say the Sept. 2 notice came too late. Keim requested in an email to DAC chairman David DiCarlo that the DAC change the date, "given the very short notice of this invitation." But after discussions among DAC members, DiCarlo said they opted to proceed as planned.
"All the candidates were given the exact same notice," said DiCarlo, an outspoken supporter of the current board and a district captain and central committee member of the Douglas County Republican Party. "It wasn't as much notice as I would like to have provided. (But) I know of three other candidate forums that are happening in the coming weeks. None of them gave a choice of dates."
DiCarlo said the Sept. 12 date was chosen based on availability of the venue and conflicts in October, including the fall school break and DAC obligations.
DiCarlo wrote in a Sept. 5 email to Keim that the school auditorium had "limited dates for availability and I chose the one that worked best."
DCSD's facility scheduling website shows the only September dates on which the Douglas County High School auditorium is not available are Sept. 12 — the date of the forum — and Sept. 27. Six dates are spoken for in October; the auditorium is otherwise also available that month. DCSD officials confirmed Sept. 9 the information on their site is accurate.
Chase will be out of town on a business trip Sept. 12. Scholting, Hodges and Keim had already RSVP'd for a Voices for Public Education-sponsored address from national education expert Anthony Cody in Castle Rock. Voices for Public Education, sponsored by DCSD voucher lawsuit plaintiff Taxpayers for Public Education, is hosting a series of talks on public education between now and the Nov. 5 election. Notice of Cody's event first was posted on the Voices' Facebook page on Aug. 8.
DiCarlo said he's aware the absence of four candidates will appear intentional to some.
"All I can tell you is it was not planned to be that," he said. "It bothers me we can't get at least some of the four that can't make it there. I have left the invitation open to them up until noon the day of the event."
DiCarlo said he became aware of the Sept. 12 Cody event after he scheduled the forum.
"I only know about it because somebody sent me it after this all went down," he said.
Keim said the DAC's date choice and decision to move forward are "disappointing."
"It's the one forum that is put on by the district, so to have it happen this way is just not right," she said. "It's not fair for the parents and community members who want to be informed."
During an Aug. 13 DAC meeting, DiCarlo said he had reached out to six of the candidates about the then-proposed forum. The candidate field then stood at 11. None of the current opposing candidates were among the six he contacted.
The DAC also plans to create and send candidate questionnaires to all eight contenders.
"I want to do something as a DAC that gets the opportunity for all the candidates to respond to questions from SACs (school accountability committees), and I think the questionnaires may be the best way to go about doing that," DiCarlo said.


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Home » Faculty + Research » Faculty
(315) 443-3362Room: email@example.com
View Curriculum Vitae
PhD (business), University of Michigan
Research Topics
Professor Harris teaches courses in federal income taxation at the undergraduate and graduate levels.
Professor Harris conducts research on the effects of taxation on business decisions and on the interaction between firms' financial disclosures and markets' evaluations of their values. He earned the American Taxation Association Outstanding Manuscript Award, 1995-96, for his research.
Selected Publications
"Evidence on the Existence of Private Event-Period Information Around Earnings Announcements" (formerly titled, "Trading Volume and Changes in Consensus Coincident With Earnings Announcements: A Closer Look,") with Orie Barron and Mary Stanford, the Accounting Review, 403-422 (Vol. 80,2, 2005).
"Federal Tax Legislation as an Implicit Contracting Cost Benchmark: The Definition of Excessive Executive Compensation," (with Jane Livingstone), Accounting Review, 997-1018 (Vol. 77, 4, 2002).
"Intra-Group Interstate Strategic Income Management for Tax, Financial Reporting, and Regulatory Purposes," (with Anne Beatty), the Accounting Review, 2001.Selected Publications


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At a moment when the issue of safety and death in the skies in paramount in the public mind, a lethal mid-air disaster aboard a commercial twinjet airliner bound from Hong Kong to Denver triggers a pressured and frantic investigation.
Airframe is nonstop Crichton: the extraordinary mixture of super suspense and authentic information on a subject of compelling interest that has been a Crichton hallmark since The Andromeda Strain.
©1996 by Michael Crichton; (P)1996 by Random House, Inc.
"Try it, you'll like it."
This book is worth listening to even if you didn't like the author's earlier books. If you are like me, and you're interested in believable behind the scenes analysis of an airline crash, this is definitely worth your time. There is a significant subplot regarding TV news magazines like 60 Minutes which adds to the enjoyment of this book.
"A Good Listen & a Solid Story"
I listened to this book right after listening to Timeline. At first I thought that the pace of this book might be a disappointment, but as the characters developed I became more involved and eventually found myself really wanting to know what was going to happen next.
The story is very believable with lots of relevant historical references to air transportation events. The protagonist, a women, faces not only the challenges of finding the cause of a mysterious air disaster, dealing with an unrelenting press, and avoiding being set up as a fall guy, but also the stigma of being a women in a male dominated engineering environment.
The ending is clever and will catch you by surprise if you do not listen carefully. There are lots of insights into air travel safety. If you like your pace more like that of a mystery novel, with lots of technical background, you will like this book.
"Airframe Won't Disappoint..."
If you like aircraft and drama, then you'll like this book. It combines technical information along with a well laid out plot of "Why?" which drives the investigation. Michael Crichton does it again in this "page turner" (if there were pages!). Enjoy!
"A must listen!"
This book is fantastic, Crichton at his best! I was hooked from the start, the intricate plot is just full of fine details that makes it very believable. The story twists and turns and is thrilling from start to finish, a great listen!
"Entertaining story"
I really enjoyed the book. I couldn't quite understand the reasoning behind some of the physical threats to the main character. I don't think this added anything to the story. However, the corporate intrigue with its international implications really is a nice setting for the action. The way Crichton uses the media has a very satisfying feel about it. I thought the book started a bit slow but finished up very nicely.
"Very enjoyable"
I enjoyed this, and learned a great deal about the airplane industry, too. The characters were great. I was a little disappointed in the anticlimatic ending; however I guess this was based on a true story, so that's life!
avid reader
"Kept me listening!"
This book was much different than Timeline, more along the lines of Disclosure. The book centers on one character who I found very engaging. I was rooting for her to overcome the conspiracy against her and solve the problem facing her!
Crichton again includes lots of background info--scientific in nature--and he explains it in terms I was able to understand. For Crichton fans this is a must-read!
"an audio 'page-turner'"
Thought I'd submitted one already. The author makes very technical things understandable. I'll be looking for other Michael Crichton books I've missed after this one. Apparently the only reason this one isn't a movie is that it would be too expensive. You'll never see a plane the same way again.
"Crichton at his best"
I confess to being a Micahel Crichton fan so I was pre-disposed to liking this, and it definitely lives up to expectations. I like the female reader, Frances Cassidy, - her voice could have been made for the lead character. I enjoyed Crichton's portrayal of television news media and their need to sensationalize and, as ever, Crichton is able to wrap up a good deal of technical detail in a compelling, can't stop listening plot.
"Michael Crichton = Boring. Is that possible ?"
I love Michael Crichton, have read his books and enjoyed his imagination very much! Highly recommend him. Frances Cassidy is not my taste.
I find her voice grating and annoying.
All of them just give me a box of rocks, (which would be more interesting than this book).
I am a Crichton fan. This is not even a story. I didn't even finish it because I don't care what happens in the end. No depth to the book at all. Very disappointed!
"AIrframe - Brilliant"
This is a brillaint book excellently told in audio format. Crichton keeps you guessing and the suspense is electric right to the end. His technical knowledge is phenomenal as is his story telling skills.
Thoroughly recommended
"Jet or glider?"
This story is somewhere in between ... but I certainly enjoyed the ride! Not too much concentration called for so perfect for long journeys or as a distraction to mundane tasks. The storyline has 'body' though not Arnold Schwarzenegger's, no less enjoyable for that! Suspense - give it a go!
"good book"
a good book good twist and turns so bit dragrd bit but in a good lision
"Should be boring...just isn't!"
I love Crichton but had never tried this one before because it sounded dull compared to say Jurassic Park. I was surprised because although far fetched ( trade unionists trying to kill people) and what Crichton novel isn't i really found i had to know what had happened to the plane.
"good book"
Excellent book well read keeps you on the edge of your seat. Would recommend to all
"Badly written and boring"
Badly written and boring and the narrator only adds to the tedium. Skip this one
"page turner!"
I really enjoyed this story and didn't want to stop listening. I liked the narrator but there was a few editing issues where narration was repeated.
"Enjoyable read"
Really gripping story. Enjoyed it immensely. Nice plot twists that will keep you guessing until the end.
"Compelling read (listen!), lazy formatting"
Awful conversion from CD, announces when at 'the end of the disc' and has several glitches...fortunately none that completely spoilt the story.
"a great read!"
This story is interesting with enough twists turns and sub plots to keep even the most inquisitive reader hooked. Informative and interesting throughout - one of my favourite reads ever
Report Inappropriate Content
If you find this review inappropriate and think it should be removed from our site, let us know. This report will be reviewed by Audible and we will take appropriate action.


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Lacoste Ziane Sneaker
Sorry, this item is sold out!
Looks like you've got more shoe shopping to do - have fun!
Looks like you've got more shoe shopping to do - have fun!
Item # 284124
Lacoste combines sporty style with the Ziane black & white sneaker. These lace-ups are perfect for running around during the day.
- Canvas upper
- Rubber cap toe
- Upfront lacing
- Signature croc logo at instep
- Rubber sole
- Imported
- View more Women's Lacoste Shoes
By: JoyMK
Location: Coeur d'Alene, ID
January 17, 2014
The very classic sneaker at all time!
"Everything is fine with this style but for me Lacoste sizing is slightly short. I'm wearing 7M most of the time and just ordered this for 7.5M because I knew the fact that I've already tried the other style last year and I did returned it because of the sizing matter. Now, either I wear a socks or without.. everything is good!"
By: FLmermaid
Location: Sarasota, FL
January 13, 2014
cute sporty casual shoe for work
"I have been looking for a low profile black sneaker for a while, this one had the look I wanted. It is your average low sneak, soft, light cusioning, no anatomical arch support (which seems typical of sneaks like these). I wear a 7 1/2 usually and these seem to run a little long, will be perfect fit with socks though. Otherwise, cute, can go with any casual jeans outfit or shorts. Keepers."
By: Eliana18
Location: Washington DC
July 29, 2013
Must have
"Comfortable and cute."
By: carminou
Location: silver spring
May 02, 2013
amazingness in shoes
"OMG! peep you should definitely buy these shoes... not only for the price( i find it pretty it for a lacoste product) and it's so pretty and comfortable). I wear them for school so you can imagine how comfy they should be!! anyway!! they are so lovable and cute you won't think about returning them. The sole is a bit faded for a black tho but hey cute!!"
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VIRGIN BLUEâS CARBON OFFSET PROGRAM REACHES ONE MILLION SEAT MILESTONE!17/09/2009
Thursday 17 September 2009: Virgin Blue Airlines today joined with internationally acclaimed scientist, conservationist, author and Chairman of Copenhagen Climate Council, Professor Tim Flannery, to honour the purchaser of the airline's one millionth seat to have its carbon emissions offset since the launch of Virgin Blue's Carbon Offset Program in 2007.
Virgin Blue was the first airline in the world to have a Government-certified Carbon Offset Program. Adhering to the high standards required to be certified under the Australian Government's Greenhouse Friendly Program has contributed to the success of the program and to Guest confidence in choosing to offset their flights with the airline.
While the one millionth offset seat sector was flown late July, the presentation to Ms Helen Townley was held over until today so that Ms Townley could have the honour of receiving acknowledgement in person from Australia's most eminent environmentalist. Professor Flannery donated his time as a means of helping Virgin Blue encourage all air travellers to offset the emissions of the flights.
"I believe it's important for people to address climate changes through the everyday decisions - to take individual responsibility for minimising our impacts on the environment - because that's the only way we'll get a committed constituency for greater political action," Professor Flannery said.
"For many of us in the world today, no matter how much we genuinely care about this issue, air travel is something we cannot avoid as part of our working lives. All it takes is ticking a box and spending an extra dollar or two to offset the emissions relating to your flight. That is why I have agreed to take the time today to personally thank Ms Townley for being an example to us all. It is the smallest things we do that can have the greatest cumulative effect."
Hobart resident, Ms Townley, was presented with a memento recognising her care for the environment by choosing to offset her flights and also with an environmentally friendly holiday in Far North Queensland, thanks to Blue Holidays, Ocean Hotels & Tourism; Jungle Surfing; Masons Tours, Cape Tribulation; Sunlover Reef Cruises and Europcar Car Hire (emissions offset).
Virgin Blue Chief Executive Officer, Brett Godfrey said: "As an airline group, we have made a commitment to minimise our environmental impacts and work towards a sustainable future for the airline industry and we are pleased to take this opportunity to thank Ms Townley and every one of our Guests who choose to also take responsibility for their impacts on the environment. As far as we know, this is the first time any airline offset program has reached such a significant milestone but I personally would be happier if we had hit the 10 million seat mark rather than one million; even though this is still a very positive sign. It shows more and more people are taking action on a personal level to help minimise greenhouse gas emissions."
Mr Godfrey said this increased awareness is a welcome outcome for the environment. Since its inception, about 10% of all Guests have chosen to offset the carbon emissions relating to their flights.
"We have long acknowledged the need to reduce our greenhouse gas emissions and I have made it a point to articulate this to industry colleagues and at Virgin Blue we have taken an integrated approach to addressing greenhouse gas emissions through internal efficiency programs and industry-wide initiatives," he said.
The Virgin Blue Airlines Group has had a dedicated team in place for several years working on programs to reduce emissions through improved aircraft operations and adopting advanced technologies. The group is also planning for the future by actively encouraging the commercial development of sustainable aviation biofuels through its membership of the global Sustainable Aviation Fuel User Group. Virgin Blue also fully supports market measures to manage emissions both domestically and internationally, such as emissions trading, and in June the airline group became the first Australian member of the Aviation Global Deal (AGD) Group, which is calling for international aviation to be included in the post Kyoto framework. Other members of the AGD Group are: Air France-KLM, British Airways, Cathay Pacific, Finnair, Qatar Airways, Virgin Atlantic, airport operator BAA, and international NGO, The Climate Group.


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We conduct ourselves with uncompromising integrity and honesty as individuals, as teams, and as a company. We strive to earn enduring credibility with others, which we believe is essential to long-term personal and business relationships:
Act with integrity and honesty
The newsgroups are one of our primary means of communicating with each other. They give us access to information on the ongoing activities of our business that is not available elsewhere. Newsgroups are particularly effective forums for discussions of issues, designs, and business results. They are essential tools for communicating the status of decisions in a timely way.
At MathWorks we encourage people to take the initiative to make things better by speaking up and being a constructive agent of change. We foster an open work environment, and have created processes that make it easy for people to offer any constructive comment, suggestion, or criticism of our products, company, and policies. Several internal newsgroups were created expressly to facilitate this process. We also encourage staff members to discuss individual, group, or company concerns with their manager, or, if you are not satisfied, with any other member of the management team or with Human Resources--without fear of reprisal.


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In celebration of the two cities being featured in its "London Street Photography" and "City Scenes: Highlights from New York Street Photography" exhibits, the Museum of the City of New York is hosting "From West End to Broadway: A Musical Theater Cabaret". Taking place on Sunday, November 11 at 3pm, this musical event (part of the museum's Perform! series) will celebrate the unique sounds of London and New York City through song.
The songs of Noel Coward, Betty Comden & Adolph Green, and Leonard Bernstein will be among the "musical snapshots" featured, creating rich pictures of these distinguished cities from past to present. Performers Brigid Brady (The Phantom of the Opera), Destan Owens (Rent), Sarah Stiles (Into the Woods), and Peter Land (Noel and Gertie) will offer their singing talents for the event, which is directed by Michael Montel and music directed by Lawrence Yurman.
Tickets for "From West End to Broadway" are $35 for the general public, but only $25 for students, seniors, and members of the museum. To RSVP or get further information, call 917-492-3395. Tickets can be purchased online here.
Carly White
Latest posts by Carly White (see all)
- The Worst Broadway Shows of 2016 - January 10, 2017
- The View and Colbert Election TV Show Specials Fail To Impress - November 12, 2016
- "Les Liaisons Dangereuses" Earns Mixed Reviews - November 5, 2016
- "Natasha, Pierre & The Great Comet of 1812" Begins - October 23, 2016
- Irving Berlin's "Holiday Inn" Opens at Studio 54 - October 15, 2016


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Applied Social Science Minors
- International Development
- Peacebuilding
- Sociology
- Environmental Sustainability
- Humanitarian Action
The international development minor provides skills for working with groups, organizations or communities with an emphasis on facilitation, mobilization and empowerment. It is designed for students preparing to work in the field of community or international development or economic development.
The peacebuilding minor provides students the opportunity to develop skills essential to peacebuilding practice. (15 SH)


text:
Colleges and Schools
Find out how you can get a bachelor's degree and a master's degree in five years. Learn more.
We want you to know where to go.
UDM's seven colleges and schools offer approximately 100 respected undergraduate, graduate and professional programs. Each provides a wealth of resources for advising, academic research, and professional development. Visit their websites for more information about programs and faculty.
- Architecture, School of
- Business Administration, College of
- Dentistry, School of
- Engineering & Science, College of
- Health Professions, College of
- Law, School of
- Liberal Arts & Education, College of
Additional program opportunities
- Programs at the Macomb University Center
- Programs at WCCCD Harper Woods
- Language and Cultural Training (15 languages and ESL)
- Reading Skills Program (for children and adults)


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Is The Daily Mail Dead Yet?
Show type: Edinburgh Fringe 2009
The Mail considers itself to be the voice of middle England. This show considers it to be the voice of outdated, emasculated racists. A hilariously liberal attack against those groups it's okay to hate.
Older Comments
Miranda, London - 25/08/2009
Enjoyable show - good choice for a late night laugh in Edinburgh!
Debbie Black - 15/08/2009
Really enjoyed this. Very funny but with some worthwhile points made. Irreverent humour, a lot of laughs. Would recommend


text:
UT Tyler Department of Management & Marketing
The management program prepares students for positions as managers and future executives in business and other organizations. Professional opportunities in management often begin as "management trainee" in large companies or as an assistant manager in other businesses. Persons with careers in management are found in entrepreneurial, private, public, and not-for-profit organizations. Typical career paths lead students to become upper-level corporate executives, corporate presidents, CEOs and successful entrepreneurs.
- Student completing the management major should be able to:
- Understand the complexity of managing human dynamics in the organizational setting.
- Recognize major managerial challenges such as the globalization of business, managing a cultural and ethnically diverse workplace, increasing interdependence among organizational units, intensifying competitive dynamics, and the escalating ethical responsibilities of managers.
- Understand the organizational and environmental context in which human resource managers function.
- Understand the organizational, labor, and legal environments in which managers function.
- Incorporate quantitative decision making into solutions of business problems.
- Understand factors that influence individual, group, and corporate behavior and use this knowledge to improve individual and firm performance.
- Develop managerial skills in activities such as: teamwork, motivation, decision making, negotiation, conflict resolution, leadership, and strategic management.
- Understand how strategic decisions are influenced by and also help to create competitive dynamics within and between industries.
- Recognize and access the impact of environmental factors in decision making, as well as develop conceptual skills.
- Improve both written and oral communication skills.
- Develop competency in the use of enterprise-wide and discipline specific applications to solve business problems and assist in strategic decision making.


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Earlier this winter, I wrote about the old Lou Malnati's menu and mentioned that as I was waiting around for my pie to finish up, I spied an old Chicago Tribune article posted on the wall that included the original Lou Malnati's Italian Salad Dressing Recipe. The Tribune reporter called it "prized". We were set to host a little pizza party over the weekend, so I figured I'd give it a shot. Here's the article as seen through my mobile phone's camera.
I've taken the recipe and modified it a bit by eliminating the percentages (60% of 32 ounces is 19.2 ounces if you want to be perfect and true to the original). I did, however, stick with the "quart" as specified by the old Tribune piece. Mine turned out a pretty shade of red. The photo is a bit misleading - it isn't red like French Dressing, but has a redish tint. Quite tasty, too!
Lou Malnati's Italian Salad Dressing
18 oz Olive Oil
10 oz Red Wine Vinegar
4 oz Burgundy Wine
4 cloves of garlic, cut in halves
1 tablespoon oregano
2 tablesppons salt
1/2 tablespoon black pepper
1 tablespoon sugar
Lou Malnati's Salad Dressing Recipe as Published in the 60's
Posted on Tuesday, March 16, 2010
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text:
>Look What I Can Do!>More non-self bragging: look what TRENT did!
Needs more cowbell!
And who knows, maybe someday running Harpeth Hills will be my marathon goal...
• Keep doing stuff.
Abs of Flabs
12 Monkeys
I'm running somewhere tomorrow. It's going to be beautiful. I can't wait.
Poor baby
Just remember, as JakeKnight knows, as bad as the hill is at mile 1, the hill at mile 18 is far worse
Hey, JakeKnight, what did you run specifically?
the problem is that it's the first hill
Just followed (I think) the first half of the course ... from Vaughn's Creek, up the Shell Hill cutthrough, and then around the Main Drive until I got back to Vaughn's Creek. If your map is right (and I didn't screw it up) it should have been 11-12 miles.
does it go right by the golf course? Down a hill and then up a really, really steep hill at that point? Because that, well, sucked.
The part after the Stones Gate entrance was particularly fun, too.


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Merrigan Meets Main Street in Momence, Illinois
This week, Agriculture Deputy Secretary Kathleen Merrigan toured the Main Street of Momence, Il, to view the positive growth made possible by USDA's investments in rural revitalization. The community was decorated with corn stalks and fall mums to welcome Agriculture Deputy Secretary Merrigan to this town of 3,200 people, located 50 miles south of Chicago. Merrigan and Momence residents enthusiastically toured several businesses that received financing thanks to a USDA Rural Business Enterprise Grant (RBEG), administered by the USDA Rural Development agency. Last year USDA provided a $99,000 grant to "Main Street Momence," a preservation and volunteer based economic development program, to help them establish a revolving, low-interest loan fund. The program is designed to help small businesses locate or remain in Momence's historic downtown area. Thirteen months later, four businesses have taken advantage of the increased access to credit by taking out loans. As a result, these businesses have created 27 new full time jobs and saved another 21 in this past year alone. Read more »


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Karst topography is a landscape created by groundwater dissolving sedimentary rock such as limestone.
This creates land forms such as shafts, tunnels, caves, and sinkholes. Groundwater seeps into and through these land forms. The result is a scenic landscape which is beautiful but fragile, and vulnerable to erosion and pollution.
Springs: Natural resurgence, or discharge, of groundwater from rock or soil to the surface.
Caves: Natural cavities beneath the surface of the earth, created by groundwater dissolving rock.
Sinkholes: Rounded depressions in the landscape. Sinkholes are often collapsed caves and can be quite deep, or they can be shallow holes. Sinkholes collect surface water running off the surrounding land, and the runoff goes directly into the groundwater.
Losing Streams: Losing streams, or sinking streams, lose part or all of their flow to the groundwater system by suddenly disappearing underground. Bryant Creek is a losing stream, typical of the karst topography found in the Ozarks.
Natural bridges: Arches that are the remnants of collapsed caves, usually fairly short.
Seeps: Slow, small discharges of water from rock or soil to the surface.
Karst in the Watershed
From the Karst Series in the West Plains Daily Quill.
Part 1 presents an overview of water movement in the region's karst topography, and looks at the dye tracings which help locate the recharge areas for springs.
Part 2 presents discoveries on why groundwater becomes cloudy at times, and the connection to our drinking water. Lots of information on losing streams, springs and sinkholes.
between Bryant and North Fork:


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Borough wide
Based in Haringey, N LONDON
020 8350 9988, 07748 391 292
For all your home renovation & decoration needs.
Are you looking for someone to decorate your house?
Do you need your flatpack furniture assembled or shelves made and fitted?
Perhaps a leaky tap or even the front of your house repainted?
Whether you have lots of little jobs, like having your kitchen tiles replaced, or have a much larger project in mind, such as a driveway laid or maybe a kitchen extension done, no job is too big or too small.
Most of our clients are North London home owners who come back time and time again!
References are available for all of the above jobs.
Painting & Decorating, General Handyman, Patios, Fencing, Brickwork, Flooring & Tiling, Kitchen Installation, Extensions, Carpentry, Bathroom Installations.
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Firearms are tools. I don't often write about my hammer, screwdrivers or socket wrench, either.
But ... just to be clear ... the .38 +P in my pocket is so I can get to the 1911 in my briefcase so I can get to the rifle in my truck. Any questions?
p.s. Most days the 1911 is my carry piece. The 442 just works better with I'm wearing today.
21 February 2012
Why I Haven't Written About Firearms Lately
Posted by Rev. Paul at 11:52 AM
9 comments:
- ProudHillbilly said...
Plus your range is buried under 20 ft of snow...:-)
- 11:54 AM, February 21, 2012
- Rev. Paul said...
That's not so. It's only nine feet of snow. :)
- 11:55 AM, February 21, 2012
The M1A or the .22LR?
- 11:58 AM, February 21, 2012
- Rev. Paul said...
It's a scoped hunting rifle, Al. .22s are just for plinking; our game's a bit too large for that.
- 11:59 AM, February 21, 2012
I keep both in my truck, with ammo.
- 12:03 PM, February 21, 2012
- Keads said...
What you just wrote is quite sufficient!
- 12:47 PM, February 21, 2012
- Stephen said...
Good advice..I have always said your handgun fights you to your battle rifle.
- 2:10 PM, February 21, 2012
- 45er said...
On the money. If I can get to my rifle, someone is about to be in a world of hurt.
- 5:31 PM, February 21, 2012
- Guffaw in AZ said...
Jogged a memory, will link to you and blog about it!
- 6:31 PM, February 21, 2012
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It is hoped that this third edition of the "ETS Revised Policy Statement for Documentation of a Learning Disability in Adolescents and Adults" will be helpful to individuals with disabilities as well as secondary school personnel, professional diagnosticians and postsecondary disability service providers.
ETS acknowledges that individual situations vary given the severity of the disability, the standardized test being taken and the accommodations requested. The objective of this revised document is not to be overly prescriptive, but rather to provide test takers, as well as their evaluators, with guidance about the specific information that is needed to support requests for accommodations on high-stakes tests. Furthermore, this expanded online format and the accompanying appendices will allow evaluators to easily search for relevant information by section as it applies to individual test takers.
Download the Quick Reference Guide — Download the Quick Reference Guide to the Policy Statement.
Download the Policy Statement — Download the full 2015 ETS Policy Statement for documenting learning disabilities.
Quick Reference Guide
ETS is committed to serving test takers with disabilities or health-related needs by providing services and reasonable accommodations that are appropriate given the purpose of the particular test. This abbreviated version of our documentation guidelines for learning disabilities is provided as a quick reference. For full details, please review the "ETS Policy Statement for Documenting Learning Disabilities in Adolescents and Adults" below.
Documentation must:
- Be completed by a qualified evaluator
Professionals conducting assessments, rendering diagnoses of learning disabilities (LD), offering clinical judgments, and making recommendations for accommodations must be qualified to do so. Reference Section I of the policy statement.
- Include test taker's identifying information
In addition to the test taker's identifying information, the name, title, and professional credentials of the evaluator should be included on letterhead, typed in English, dated, and signed. Reference Section I of the policy statement.
- Be current
In most cases, a diagnostic evaluation must have been completed within the past five years. Reference Section II of the policy statement.
- Include a comprehensive history
Include a comprehensive history of presenting problems associated with the disability as well as information on the test taker's medical, developmental, educational, and family history. This should also include the date of diagnosis, duration, and severity of the disorder. Reference Section VI, A (Diagnostic Interview) of the policy statement.
- Include relevant observations of behavior during testing
Include observations of behavior during the diagnostic evaluation which may help to form a diagnostic impression when combined with the clinician's professional judgment and expertise. Reference Section VI, A (Diagnostic Interview) of the policy statement.
- Include a comprehensive battery of cognitive and achievement tests, using the most recent edition of measure, with adult norms
In most cases, a psychoeducational or neuropsychological assessment will be useful in determining the degree to which the learning disability currently impacts the individual relative to taking standardized tests. Reference Section VI, B (Psychometric Assessment) of the policy statement. Reference Section VIII (Appendix B) for a full list of tests for assessing adolescents and adults with learning disabilities.
- Include all test scores using standardized adult measures
Reference Section VI, D of the policy statement.
- Provide specific diagnosis/diagnoses
Include at least one specific diagnosis based on the latest edition of the DSM or the ICD and indicate the level of severity of the disability. Reference Section VI, C of the policy statement.
- Discuss the current impact of the disorder on academic performance, employment, and other daily activities
Include additional sources of information such as school-based records (e.g., IEP, Section 504 Plan) or other related documents regarding the test taker's history, eligibility for services, and/or history of accommodations use in school and/or employment. Reference Section V of the policy statement.
- Include specific recommendations with a rationale based on objective evidence
Establish a link between the requested accommodations and the manifested symptoms of the learning disability that is pertinent to a standardized testing situation. Reference Section VI of this policy statement.
- Include an interpretative summary
The interpretative summary at the end of the report should rule out, to the extent possible, other potential diagnoses that may alter the expression of the disability, including cross-cultural factors, ESL, lack of educational opportunity, and/or medical conditions that may mimic a disability. Reference Section VI, F (Psychometric Assessment) of the policy statement.
For those whose most recent diagnostic evaluation was not completed within the past five years:
A documentation update is a brief report or narrative by a qualified professional that includes a summary of the previous disability documentation findings as well as additional clinical and observational data to establish the test taker's current need for accommodations. This provision is only applicable to test takers with LD, ADHD, and/or LD/ADHD.
See Section V of the policy statement for more information about documentation updates.
Policy Statement for Documentation of a Learning Disability in Adolescents and Adults, Third Edition
Office of Disability Policy
Educational Testing Service
Princeton, NJ 08541
- Preface
- Introduction
- Documentation Requirements
- A Qualified Professional Must Conduct the Evaluation
- Documentation Must Be Current
- Documentation for Basic Testing Accommodations
- Documentation for Extensive Testing Accommodations
- A Documentation Update
- Documentation Necessary to Substantiate the Learning Disability Must be Comprehensive
- Diagnostic Interview
- Psychometric Assessment
- Documentation Must Include a Specific Diagnosis
- Test Scores from Standardized Instruments Must be Provided
- Each Accommodation Recommended by the Evaluator Must Include a Rationale
- An Interpretative Summary Must be Provided
- Additional Sources of Information
- Confidentiality
- Appendix A: Recommendations for Consumers
- Appendix B: Tests for Assessing Adolescents and Adults
- Appendix C: Resources and Organizations
In 1998, Educational Testing Service (ETS) published the first edition of its Policy Statement for Documentation of a Learning Disability in Adolescents and Adults. Since that time, minor additions have been posted on the ETS website. ETS recognizes the importance of the periodic review of policy statements to assure they reflect current practice and developments in the field. This second edition (2007) incorporates previous revisions and introduces other changes based upon more than 10 years of experience with test takers with learning disabilities.
This document provides individuals, secondary-school personnel, professional diagnosticians, and postsecondary disability service providers with a common knowledge base regarding those components of documentation that are necessary to validate a learning disability (LD) in adolescents and adults for the various Educational Testing Service programs, including The College Board. Our intent is not to be burdensome but to provide test takers, as well as their evaluators, with guidance about the specific information that is needed to support requests for accommodations on high-stakes examinations.
Under the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, individuals with learning disabilities are guaranteed certain protections and rights to equal access to programs and services. In order to access these rights, an individual must present documentation indicating that the disability substantially limits some major life activity, including learning.
This publication includes information about LD documentation in eight important areas:
- qualifications of the evaluator
- recency of the documentation
- documentation for basic testing accommodations
- documentation for extensive testing accommodations
- a documentation update
- appropriate clinical documentation to substantiate the disability
- evidence to establish a rationale supporting the need for accommodations
- supplemental sources of information
In order to prevent time delays in decision making related to processing testing accommodation requests, the information and documentation submitted by candidates with LD should be comprehensive.
Appendix A provides potential test applicants with recommendations for finding and working with a qualified professional. Appendix B provides a suggested list of standardized tests for assessing adolescents and adults with suspected learning disabilities, and Appendix C lists resources and organizations.
Documentation Requirements
I. A Qualified Professional Must Conduct the Evaluation
Professionals conducting assessments, rendering diagnoses of specific learning disabilities (LD) and making recommendations for appropriate accommodations must be qualified to do so. Comprehensive training and relevant experience with adolescent and adult LD populations are essential. Competence in working with culturally and linguistically diverse populations may also be required, depending on the applicant's background and academic history. It is of utmost importance that evaluators are sensitive to cultural and linguistic differences in both adolescents and adults.
The name, title, and professional credentials of the evaluator, including information about license or certification (e.g., licensed psychologist) as well as the area of specialization, employment, and state in which the individual practices must be clearly stated in the documentation. The following professionals would generally be considered qualified to conduct evaluations provided that they have additional training and experience in evaluating adolescents and adults with learning disabilities: clinical or educational psychologists; school psychologists; neuropsychologists; learning disabilities specialists; and medical doctors with demonstrated training and experience in the assessment of learning disabilities in adolescents and adults. Use of diagnostic terminology indicating a diagnosis of a specific learning disability by someone whose training and experience is not in these fields is not acceptable. It is not appropriate for professionals to evaluate members of their own families or children of close friends. All reports should be on letterhead, typed in English, dated, signed, and otherwise legible.
II. Documentation Must Be Current
ETS acknowledges that once a person is diagnosed as having an LD that qualifies for protection under the Americans with Disabilities Act (ADA), the disability is normally viewed as lifelong. Although the learning disability is ongoing, the severity and manifestations of the condition may change over time.
The provision of reasonable accommodations and services is based upon ETS's assessment of the current impact of the individual's disabilities on his or her academic performance, particularly in testing situations. It is in a candidate's best interest to provide recent and appropriate documentation. For LD, testing must generally have been completed within the past five years. See additional information under Section V, "A Documentation Update," for specifics regarding the recency of documentation.
III. Documentation for Basic Testing Accommodations
ETS is aware of the cost often borne by test takers with learning disabilities who are seeking accommodations for our tests and whose documentation may exceed the five-year limit. To address this concern ETS modified its documentation recency policy with respect to applicants with a longstanding LD and/or LD/ADHD. ETS considers a longstanding disability to be one in excess of eight years. For applicants with documentation over five years old who are applying for certain basic accommodations, a complete diagnostic evaluation with cognitive and achievement measures is no longer necessary if adult measures were used previously. A documentation update was designed for this purpose (See Section V). ETS considers time and one-half and/or additional rest breaks as basic accommodations.
This documentation recency provision applies only to test takers with a longstanding LD and/or LD/ADHD who have submitted a signed Certification of Eligibility: Accommodations History (COE) form that verifies that adult measures were used to determine the diagnosis and functional limitations. The applicant must also have a history of having received accommodations in college or on the job. If the applicant does not have access to a qualified professional who can complete and sign the COE, then the applicant must submit the outdated disability documentation for consideration. The test taker will be notified if additional documentation is necessary.
An authorized representative (i.e., a disability service provider from a college or university, a human resources counselor at a place of employment, or a counselor from the Vocational Rehabilitation system) must certify on the COE that:
- there is evidence of a longstanding learning disability or learning disability with ADHD (LD/ADHD); and that
- adult measures were used to determine the diagnosis and the functional limitations related to the disability (e.g., the evaluation battery consists of test instruments that have adult norms).
An accommodation history, including the rationale for the requested accommodations and evidence of current use, must be included within the documentation. A self-report from the test taker alone is not sufficient.
For additional information on completing the COE form, please review the latest version of the ETS Bulletin Supplement for Test Takers with Disabilities or Health-related Needs.
IV. Documentation for Extensive Testing Accommodations
ETS requires that applicants with a longstanding LD (beyond five years) who are requesting more extensive accommodations must continue to abide by the five-year rule and to submit documentation for review. The following ETS considers to be more extensive accommodations:
- double time
- reader
- scribe or keyboard entry aid
- separate room
- calculator
- assistive technology
Whenever possible, ETS consultants will recommend which components of the documentation may require updating. Applicants who submit documentation that is not current, is inadequate in scope and content, and/or does not address the candidate's current level of functioning or need for accommodation(s) will be required to update the evaluation report. Read our Guidelines for Writing Diagnostic Reports section for additional suggestions about specific content to be addressed in the evaluation report.
V. A Documentation Update
If the documentation provided by the candidate does not meet ETS documentation requirements for LD, candidates have the option to submit new and/or additional documentation. A documentation update is a report by a qualified professional that includes a summary of the original disability documentation findings as well as additional evaluation data necessary to establish the candidate's current eligibility and the appropriateness of the requested testing accommodation(s). The summary in a documentation update should include:
- A restatement of the diagnosis, including date(s) for all prior diagnosis and data that were used to establish the diagnosis. Evidence regarding the continued persistence of the diagnosis should be more than a self-report by the test taker.
- An update that verifies the continuing weakness in those areas identified as weak in prior evaluation(s).
- Current functional limitations due to the disability, including information regarding its duration, severity, and impact on academic performance in general, and test taking in particular. Note: Functional limitations refer to an impairment that significantly restricts or prevents an individual from performing a major life activity (e.g., learning, walking, breathing, talking, etc.).
- Observations gathered during the evaluation of behavior such as affect, concentration, attentional fatigue, executive functioning, and fluency.
- History and types of accommodations received and used, consistency and circumstances of use (e.g., the type of test for which accommodations were most helpful), or an explanation of why no accommodations have been used prior to the current request and why they are essential now.
- Discussion of the appropriateness of the requested accommodations for ETS tests, including objective evidence confirming that performance would be negatively affected without the requested accommodations.
Additional evaluation data should include:
- Achievement measures that substantiate the ongoing impact of the disability on academic performance. The updated evaluation need not include a full battery of tests, but should include selected academic tests and subtests deemed appropriate to support current eligibility. There should be an explanation of why certain subtests were selected for the update, interpretation of the scores obtained, and a discussion of relevant error patterns based on the candidate's scores.
- Assessment of cognitive functioning is necessary only if the existing documentation does not contain adequate and age-appropriate information to establish the disability status. An update of intellectual functioning is generally not necessary if the WAIS-IV, or other comparable measure was previously used, given that intellectual functioning is typically stable in adulthood.
In conclusion, the extent of retesting required for a documentation update is applicant-specific and depends on how closely the initial documentation report complies with the prevailing professional standards and ETS documentation guidelines.
VI. Documentation Necessary to Substantiate the Learning Disability Must Be Comprehensive
In order to initially establish eligibility for protections under the ADA, documentation of an LD must be comprehensive. It must validate the need for accommodations based upon the applicant's current level of functioning and, if relevant, how that level of functioning may impact test taking. The documentation should include: a summary of a diagnostic/clinical interview, assessment of the major domains of cognitive and academic functioning, a list of tests administered including all standard scores, expert interpretation of the results, a clear diagnosis and statement of disability, discussion of the functional limitations and academic functioning levels, and recommendations. Areas of weakness identified in prior evaluations must be thoroughly explored in the current evaluation.
A. Diagnostic Interview
The documentation should include a summary of the diagnostic interview conducted by a qualified evaluator. Learning disabilities are commonly manifested during childhood, though not always formally diagnosed. When coexisting with giftedness, learning disabilities may not be identified or diagnosed until adolescence, when learning tasks become more challenging and academic difficulties increase. Therefore, relevant historical information regarding the applicant's academic history and learning processes in elementary, secondary, and postsecondary education must be investigated and documented. A combination of applicant's self-report, interviews with others, and historical documentation, such as a review of the applicant's transcripts and prior standardized test scores, is recommended.
The evaluator, using professional judgment as to which areas are relevant for determining an applicant's current eligibility for accommodations, should provide, as appropriate, a summary that includes:
- a description of the presenting problem(s)
- developmental history, including milestones such as language and speech acquisition and early motor skill development
- relevant medical history, including the absence of a medical basis for the present symptoms
- academic history, including areas of uneven academic achievement, results of prior standardized testing taken with or without accommodations
- participation in special programs such as a special-education class, pull-out class, or program for gifted and talented students
- reports of unevenness in classroom performance and behavior
- relevant family history, including primary language of the home and the applicant's current level of fluency of English
- relevant psychosocial history
- relevant employment history
- a discussion of pre-existing or coexisting disorders, including behavioral, medical, neurological, and/or personality disorders, along with any history of medication use that may affect the individual's learning
- a description of auxiliary aids, services and accommodations used
- an exploration of possible alternative conditions that may mimic a learning disability when, in fact, one is not present
B. Psychometric Assessment
The neuropsychological or psycho-educational evaluation must provide clear evidence that a specific LD does or does not exist. Objective evidence of a substantial limitation to learning must be provided. Assessment must consist of a comprehensive, individualized, standardized and norm-appropriate assessment battery. Any resulting diagnosis must be based upon a pattern of performance across the battery. A list of a variety of acceptable tests is included in Appendix B. Any factors influencing the validity of the testing must be described. For example, if the test taker regularly takes medication but did not do so on the day of the testing, the evaluator should address the potential impact on test results and functioning.
Minimally, the domains to be addressed in a psycho-educational report must include the following:
- Aptitude/Cognitive Ability: A valid intellectual assessment with all subtests and standard scores. Brief forms of such assessments (e.g., KBIT-2, WASI) are not acceptable for initial documentation, but in some cases may be suitable for a documentation update.
- Academic Achievement: A comprehensive academic achievement battery. The battery must assess basic and higher order skills of reading (sight vocabulary, decoding, sentence and text comprehension), writing (spelling, grammar, ideation), verbal expression, and math (calculation and reasoning), as well as fluency (timed performance) in these academic areas.
- Areas of Cognitive and Information Processing: Based upon the nature of the referral, the applicant's clinical presentation, and prior test results, evaluators should investigate realms of cognitive/information processing. These domains include, but are not limited to
- memory (i.e., visual and verbal acquisition, retrieval, retention, and recognition)
- processing speed and cognitive fluency (e.g., timed psychomotor or graphomotor tasks, decision and naming fluency)
- attention (e.g., visual and auditory spans of attention, scanning tasks, and vigilance assessment, including continuous performance tasks)
- sensory-perceptual functioning (e.g., high-level visual, auditory, and tactile tasks)
- executive functioning (e.g., planning, organization, prioritization, sequencing, self-monitoring)
- motor functioning (e.g., tests of dexterity and handedness)
- visual acuity and possible need for prescription eye glasses.
The choice of the psychometric assessment battery should be guided by the overall objective(s) of the evaluation, the individual needs of the applicant, sound clinical judgment and prevailing professional practices. If the most recent form of any normed measure is not used, an explanation must be provided.
Informal measures. Other assessment measures, such as classroom tests and informal assessment procedures or observations, may be helpful in determining performance across a variety of domains. Information from formal assessment measures may be integrated with these informal diagnostic measures to help rule in or rule out the learning disability, to differentiate it from coexisting neurological and/or psychiatric disorders (i.e., to establish a differential diagnosis), or to support a recommendation for a specific accommodation (e.g., practice tests given in timed vs. untimed formats, measures given in paper vs. computer formats). It is important that the battery of standardized measures used in the diagnosis of a learning disability be broad enough to identify deficits and strengths within the applicant's cognitive profile. A profile that is consistently below average in cognitive, processing, and achievement areas is highly unlikely to meet the criteria for a diagnosis of a learning disability.
Error analysis. An analysis of specific errors in performance on relevant assessment measures and other informal areas is essential to diagnosis and accommodation. A narrative description, discussion, and interpretation of the kinds of errors made by the applicant (e.g., computational inaccuracies vs. conceptual math errors; spelling or reading mistakes; missing easier items; and correctly answering more difficult items) and the consistency in patterns of errors is useful.
Behavioral observations. Informal inventories, surveys, and direct observation by a qualified professional may be used in tandem with formal tests in order to further develop a clinical hypothesis. A qualitative description of test behaviors and strategies used by the applicant in the testing process should be part of the comprehensive report. This description may include signs of anxiety, fatigue, or motivational issues.
C. Documentation Must Include a Specific Diagnosis
A clear diagnostic statement and a discussion of functional limitations due to the learning disability are required. The evaluation must document both the nature and severity of the learning disability. The evaluator must describe the impact the learning disability has on major life activities, including the significance of this impact on the individual's learning.
Nonspecific diagnoses, such as individual "learning styles," "learning differences," "academic problems," "slow reader," and "test difficulty" or "test anxiety," do not constitute a learning disability. The evaluator is encouraged to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of such expressions as "suggests" or "is indicative of" or "is consistent with." It is understood that the process used at the secondary level may merely provide a classification, whereas ETS requires an explicit diagnosis.
Rule out. It is important to rule out alternative explanations for problems in learning, such as emotional, attentional, medical, or motivational problems, in addition to medication effects that may be interfering with learning but do not constitute a learning disability. If the data do not support the presence of a learning disability, the evaluator must state that conclusion in the report.
D. Test Scores from Standardized Instruments Must be Provided
Standard scores are preferred, but at the very least percentiles must be provided for all normed measures. Grade and age equivalents must be accompanied by standard scores and/or percentiles. The data must logically reflect a substantial limitation to learning for which the candidate is requesting the accommodation. The particular profile of the candidate's strengths and weaknesses must be shown to relate to functional limitations that necessitate accommodations.
The tests used must be reliable, valid, and standardized for use with an adolescent/adult population and whenever possible, the most recently normed version of the test should be used. The test findings must document both the nature and the severity of the learning disability. Informal inventories, surveys, and direct observation by a qualified professional may be used in tandem with formal tests to further develop a clinical hypothesis.
E. Each Accommodation Recommended by the Evaluator Must Include a Rationale
It is important to recognize that accommodation needs can change over time and are not always identified through the initial evaluation process. Conversely, a prior history of diagnosis and accommodation, without demonstration of a current need, does not in and of itself warrant the provision of an accommodation.
The documentation must include specific recommendations for accommodation(s) as well as a detailed explanation of why each accommodation is recommended. The data must logically reflect a substantial limitation to learning for which the applicant is requesting the accommodation. The particular profile of the applicant's strengths and weaknesses must be shown to relate to functional limitations and the requested accommodation(s). Where possible, the evaluator should link suggested accommodations to specific academic task demands. The evaluator should support recommendations with a rationale based upon specific test results and/or clinical observations. For example, if extended time is recommended as an accommodation, evidence must demonstrate improved performance with additional time. If no prior accommodation has been provided, the qualified professional and/or the applicant should include a detailed explanation of why no accommodations were used in the past and why an accommodation is needed at this time.
If an accommodation is not clearly identified in the diagnostic report, ETS will seek clarification, and, if necessary, more information. ETS will make the final determination as to whether accommodations are warranted and can be provided for the individual.
F. An Interpretative Summary Must Be Provided
A well-written summary based on a comprehensive evaluation process is a necessary component of a current evaluation or of an evaluation update. If tests are given by different evaluators, one evaluator should take responsibility for providing a cohesive interpretative summary that includes the information from all testing. Assessment instruments and the data they generate provide important elements that must be integrated by the evaluator with background information, observations of the applicant during the testing situation, and the current context to arrive at a diagnostic conclusion. It is essential, therefore, that professional judgment be used in the diagnosis and in the interpretative summary. The summary must include:
- evidence that the evaluator ruled out alternative explanations for academic problems, such as limited educational exposure, poor motivation and/or study skills, emotional problems, attentional problems, and cultural/language differences
- evidence of how patterns in cognitive ability, achievement, and information processing are used to determine the presence of a learning disability
- evidence of the substantial limitation to learning presented by the learning disability and the degree to which it affects the individual in the testing context for which accommodations are being requested
- evidence of why specific accommodations are needed on the test and how the effects of the specific disability are mediated by the accommodations
The summary must also contain any record of use of accommodations or auxiliary aids, including information about specific conditions under which the accommodations were used (e.g., standardized testing, final exams, and licensing or certification examinations).
VII. Additional Sources of Information
Other sources of documentation can be used to corroborate the functional limitations and build a case for the requested accommodation(s). Relevant information from these sources should be summarized by the evaluator in the current disability documentation and/or included as an attachment by the applicant.
Depending on the degree and scope of the information it contains, a school-based document such as an Individualized Education Plan (IEP), a Section 504 plan, a Summary of Performance (SOP), or transition documentation can be included as part of a more comprehensive documentation packet. Prior evaluation reports should be reviewed by the evaluator and summarized in the history section or attached to the documentation packet. Documents and data from a Response to Intervention (RTI) process or from an SOP may provide useful supplemental information about a test taker's educational history, history of eligibility for services, history of limitations to academic achievement, and history of accommodation use.
Other supplemental forms of documentation may include school and/or college transcripts, evidence of a reduced course load or number of incompletes or dropped courses, a copy of an accommodation letter to faculty, a letter from a content area teacher, and official scores from national standardized tests (e.g., SAT®, ACT®). A detailed letter from a college disability services provider, Vocational Rehabilitation counselor, or Human Resources personnel describing current limitations and use of accommodations can also be helpful to supplement comprehensive documentation. A personal letter from the applicant in his/her own words explaining academic difficulties and coping strategies used may also be helpful. The evaluator's and/or the applicant's personal letter should highlight the relevant information from these other forms of documentation that add further credence to the current need for accommodations. The personal letter should not exceed one page and may include information regarding the date of the initial diagnosis, accommodations history in a variety of settings, a statement explaining the need for accommodations that are presently requested, and any additional supporting information for the requested accommodations.
VIII. Confidentiality
ETS will not release any information regarding an individual's diagnosis or medical information without his or her informed written consent or under compulsion of legal process. Information will be released only on a "need-to-know" basis, except where otherwise required by law. Furthermore, to safeguard the confidentiality of individuals with disabilities, evaluators may withhold or redact any portion of the documentation that is not directly relevant to ETS's criteria for establishing a disability as defined by the ADA and a rationale for requested testing accommodations.
ETS encourages all institutions to provide secure storage for confidential and sensitive student and employee information that may be used in support of requests for ETS accommodations.
Recommendations for Consumers
- For assistance in finding a qualified professional:
- Contact the school counselor or disability services coordinator at the institution you attend(ed) or one that is similar to the institution you plan to attend.
- Discuss your future plans with the school counselor or disability services coordinator at the institution you attend(ed) or plan to attend.
- Refer to the attached list of resources and organizations for further assistance.
- In selecting a qualified professional:
- Ask what his or her credentials are.
- Ask what experience he or she has had working with adolescents or adults with learning disabilities.
- Ask if he or she has ever worked with the service provider at your institution.
- In working with the professional:
- Take a copy of this policy to the professional; encourage him or her to clarify questions with the person who provided you with these guidelines.
- Provide the evaluator with the weblink for "Tips for Evaluators": www.ets.org/disabilities/evaluators/tips.
- If you were evaluated in the past, bring a copy of your original documentation to the evaluator. Provide the evaluator with copies of any previous assessments and available educational records (e.g., report cards, transcripts, standard test scores, etc.). This will assist your evaluator in understanding your educational history and guide the scope and direction of this re-evaluation.
- Be prepared to be forthcoming, thorough, and honest with requested information.
- Know that professionals must maintain confidentiality with respect to your records and testing information.
- As follow-up to the assessment by the professional:
- Request a written copy of the assessment report.
- Request the opportunity to discuss the results and recommendations.
- Request additional resources if you need them.
- Maintain a personal file of your records and reports.
Tests for Assessing Adolescents and Adults with Learning Disabilities
When selecting a battery of tests, it is critical to consider the technical adequacy of instruments, including their reliability, validity, and standardization on an appropriate norm group. The professional judgment of an evaluator in choosing tests is important. Whenever feasible, the most recent version of the test should be used. The following list includes a variety of popular standardized measures for diagnosing LD and/or LD/ADHD. It is meant to be a helpful resource to evaluators but not a definitive or exhaustive listing.
Tests of Intellectual Functioning
- Kaufman Adolescent and Adult Intelligence Test
- Reynolds Intellectual Assessment Scales (RIAS)
- Stanford-Binet 5 (SB5)
- Test of Non-Verbal Intelligence (TONI-3)
- Wechsler Adult Intelligence Scale – IV (WAIS-IV)
- Woodcock-Johnson III – Tests of Cognitive Ability
The Slosson Intelligence Test – Revised, Wechsler Abbreviated Scale of Intelligence (WASI) and the Kaufman Brief Intelligence Test (KBIT-2) are primarily screening devices which are not comprehensive enough to provide the kinds of information necessary to make accommodation(s) decisions.
Attention, Memory, Learning
- Brown Attention Deficit Disorder Scale
- California Verbal Learning Test (CVLT-II)
- Conners' Adult ADHD Rating Scale – Self Report
- Conners' Continuous Performance Test-II (CPT-II)
- Detroit Test of Adult Learning Aptitude (DTLA-A)
- Detroit Test of Learning Aptitude – 3 (DTLA-3)
- Halstead-Reitan Neuropsychological Test Battery
- Integrated Visual and Auditory Continuous Performance Test (IVA+Plus)
- Test of Variable Attention (TOVA)
- WAIS-IV Working Memory Index (WMS)
- Wide Range Assessment of Memory and Learning – Second Edition (WRAML-2)
- Wechsler Memory Scales – III
- Wender Utah Rating Scale (for ADHD)
Executive Functioning
- Stroop Color and Word Test
- Trail-Making Test Parts A and B
- Wisconsin Card Sorting Test
Visual – Perceptual – Motor
- Bender Visual Motor Gestalt Test
- Brief Visual-Spatial Memory Test
- Finger-Tapping Test
- Grooved Pegboard Test
- Purdue Pegboard Test
- Rey-Osterrieth Complex Figure Drawing Test
Language Skills
- Boston Naming Test
- Comprehensive Test of Phonological Processing (CTOPP)
- Peabody Picture Vocabulary Test-III (PPVT-III)
- Test of Adolescent and Adult Language (TOAL-3)
Tests of Achievement
- Gray Oral Reading Test (GORT 4th Ed)
- Nelson-Denny Reading Test
- Scholastic Abilities Test for Adults (SATA)
- Stanford Diagnostic Mathematics Test
- Stanford Test of Academic Skills (TASK)
- Test of Adolescent and Adult Word Finding (TAWF)
- Test of Written Language – 3 (TOWL-3)
- Wechsler Individual Achievement Test – III (WIAT-III) or specific achievement tests such as:
- Woodcock-Johnson III – Tests of Achievement
- Woodcock Reading Mastery Tests – Revised
Specific achievement tests are useful instruments when administered under standardized conditions and when the results are interpreted within the context of other diagnostic information. The Wide Range Achievement Test — 4 (WRAT-4) is not a comprehensive measure of achievement, and therefore, should not be used as the sole measure of achievement. Given that the differential diagnosis of LD often involves considering other co-occurring or co-morbid conditions, there is a wide variety of other tests or measures that may be appropriate to include in a diagnostic report. A brief list of representative measures is listed below:
Miscellaneous Other Measures
- Beck Depression Inventory – Second Edition (BDI-II)
- Beck Anxiety Inventory
- Personality Assessment Inventory (PAI)
- Revised Test Anxiety Scale
- Test of Memory Malingering (TOMM)
Resources and Organizations
Association on Higher Education and Disability (AHEAD)
- Mail:
- 107 Commerce Center Drive, Suite 204
Huntersville, NC 28078
- Phone
- 1-704-947-7779
- Fax:
- 1-704-948-7779
- Website:
- http://www.AHEAD.org
An excellent organization to contact for individuals with disabilities who are planning to attend college and who will need accommodations. Numerous training programs, workshops, publications, and conferences.
Attention Deficit Disorder Association (ADDA)
- Mail:
- 15000 Commerce Parkway, Suite C
Mount Laurel, NJ 08054
- Phone:
- 1-856-439-9099
- Fax:
- 1-856-439-0525
- Website:
- http://www.add.org
The mission of ADDA is to provide information, resources and advice to adults with AD/HD and to the professionals who work with them. ADDA has an annual conference, a quarterly newsletter, audio and video tapes, and provides adults with advocacy and networking opportunities.
The Council for Exceptional Children (CEC)
- Mail:
- 1110 North Glebe Road, Suite 300
Arlington, VA 22201- 5704
- Phone:
- 1-888-CEC-SPED — Toll free
- 1-866-915-5000
- Fax:
- 1-703-264-9494
- Website:
- http://www.cec.sped.org
The largest international professional organization committed to improving educational outcomes for individuals with disabilities and/or gifts and talents. The Division for Learning Disabilities (DLD) is the largest division in CEC. It produces a top-tier research journal, Learning Disabilities Research & Practice, and a triennial newsletter.
International Dyslexia Association (IDA)
- Mail:
- 40 York Road, 4th Floor
Baltimore, MD 21204-5202
- Phone:
- 1-410-296-0232
1-800-ABCD-123— Toll free for Messages
- Fax:
- 1-410-321-5069
- Website:
- www.interdys.org
The IDA is an international, nonprofit organization dedicated to the study and treatment of learning disabilities and dyslexia. For nearly 52 years, the IDA has been helping individuals with dyslexia, their families, teachers, physicians, and researchers to better understand dyslexia. IDA has more than 13,000 members with 40 branches in the United States and Canada.
Learning Disabilities Association of America (LDA)
- Mail:
- 4156 Library Road
Pittsburgh, PA 15234-1349
- Phone:
- 1-412-341-1515
- Fax:
- 1-412-344-0224
- Website:
- www.ldanatl.org
LDA is the largest nonprofit volunteer organization advocating for individuals with learning disabilities. LDA has more than 200 local affiliates in 50 states, Washington, D.C., and Puerto Rico. LDA seeks to educate individuals with learning disabilities and their parents about the nature of the disability and inform them of their rights. A national newsletter, Newsbriefs, is published six times a year.
National Center for Learning Disabilities (NCLD)
- Mail:
- 381 Park Ave. South, Suite 1401
New York, NY 10016
- Phone:
- 1-212-545-7510
1-888-575-7373 — Toll free
- Fax:
- 1-212-545-9665
- Website:
- www.ncld.org
NCLD's mission is to promote public awareness and understanding of children and adults with learning disabilities, and to provide national leadership on their behalf, so they may achieve their potential and enjoy full participation in society.
Learning Ally
- Mail:
- 20 Roszel Road
Princeton, NJ 08540
- Phone:
- 1-609-452-0606
1-800-221-4792 — Toll free (book orders)
- Fax:
- 1-609-520-7990
- Website:
- www.learningally.org
RFB&D is recognized as the nation's leading educational lending library of academic and professional textbooks on audio tape from elementary through postgraduate and professional levels. Students with print disabilities can request CD versions of books from a library of more than 31,000 digital titles.
This site features hundreds of articles, monthly columns by experts, first-person essays, a comprehensive resource guide and a Yellow Pages referral directory of professionals.
Schwab Learning is a nonprofit private foundation. The website includes dozens of articles on all aspects of learning disabilities from kindergarten to adulthood. Special topics appear monthly.
Contact ETS Disability Services
If you have questions or need additional information, contact disability services at the following link: http://www.ets.org/disabilities/contact.
See also:
Promotional Links
Bulletin Supplements
- Bulletin Supplement for Test Takers with Disabilities or Health-related Needs — for the GRE, TOEFL, Praxis and School Leadership Series tests
- GACE Bulletin Supplement
- Texas Educator Certification Program Bulletin Supplement


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[QUOTE=dlockz;1064579867]Silly to think that players are not about the money. Ryan Clark chose the steelers and why wouldnt he at the time. nobody used us . Reggie owuld be stupid to take a lowball offer if he could get much more elsewhere [/QU
I agree. It was just a thought.
i agree with keepin him because with some REAL WRs THAT CAN STRECH THE FIELD and he can play to his strenght because they sure as heck dont wont to put a LB on him out of the bk field , i think that bush will benefit a whole lot more to our team , if we will use him the right way , with the field being streched with the wrs and TEs , we can let bush play to his strenght . imo bush would resign with us for around 3-4 mil .
Re-sign Bush and dump Daniel Thomas.


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Educational Materials
Do you want to know more about Parkinson's? PDF's materials provide information about symptoms, medications, resources & more.
Community News
14th Annual Parkinsonĺs Unity Walk Will Be Held on April 26
- Mar 01 2008
On April 26, 2008, the Parkinsonĺs disease (PD) community will once again assemble in New Yorkĺs Central Park for the Parkinsonĺs Unity Walk (PUW). In 2007, the two-mile walk had a record 10,000 participants and raised over $1.7 million. The 2008 walk proceeds, as in past years, will support research programs at several national Parkinsonĺs organizations, including the Parkinsonĺs Disease Foundation (PDF).
The walk serves as an inspirational event, bringing together families and friends affected by PD. Additionally, the walk program features informational booths, providing updates and materials on relevant Parkinsonĺs issues. For example, past walks featured the Ask the Doctor Booth for those with questions about Parkinsonĺs as well as a PDtrials booth, where representatives spoke about the latest clinical trials. The 2008 walk program will include the presentation of the annual Alan Bonander Humanitarian Award to an individual who has made significant contributions to the Parkinsonĺs community.
Walkers can visit the Parkinsonĺs Unity Walk site to not only to register, but also to create a personalized individual or team donation page, set fundraising goals, and invite family, friends and co-workers to donate, and track their progress as the walk comes closer.
This year, booths will open at 10 AM, the program will begin at 12 PM, and the walk itself will commence at 1 PM. Because all expenses are covered by corporate sponsors, one hundred percent of donations will go directly to Parkinsonĺs research.
To register or find more information, call (866) PUW-WALK / (866) 789-9255 or visit www.unitywalk.org.
PDF is proud to participate in the Parkinsonĺs Unity Walk.
Source Date: Mar 01 2008


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10-inch skillet; 2-quart baking pan or casserole
For 18 grams of fat and 465 calories per serving, substitute ground turkey for the beef and reduced-fat Cheddar cheese for the Monterey Jack cheese.
For a flavor with more zip, use Monterey Jack cheese with jalapeño peppers or, as it's also known, pepper Jack cheese.
To spice up the flavor, next time try a higher spice level of salsa. If it is too hot, cool it with sour cream. Salsa comes in mild, hot and extra-hot.
Rinse and drain the beans in a strainer. Rinsing canned beans results in a cleaner taste and can reduce digestive problems.


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News // Micranots
3.30.13 The Micranots Obelisk Movements Reunion show is tonight at 7th St. Entry!
TONIGHT: The Micranots (I Self Devine and DJ Kool Akiem) return to 7th Street Entry at First Avenue for a one night only performance. Celebrating the digital release of their 2000 underground classic Obelisk Movements, they will be performing songs exclusively from the album. BUY TICKETS online, at Fifth Element, or The Depot. Tickets are only $10 for this 18+ show.
Obelisk Movements is now available digitally! Pick it up now via iTunes or at Fifth Element. Don't miss your chance to get this new version of an absolute underground classic.
Click over to CityPages.com to read a brand new interview to get y'all ready...
Micranots: Facebook | Twitter | #ObeliskMovements
I Self Devine: Twitter | Facebook | Myspace
Rhymesayers: Facebook | Twitter | YouTube | Google+ | Flickr | Soundcloud | Myspace
4.1.13 Show Review: The Micranots reuni…
This past Saturday night at 7th St. Entry in Minneapolis, The Micranots (I Self Devine and DJ …← Newer Post
3.29.13 Micranots release new music vide…
To celebrate both the digital release of Obelisk Movements and their show tomorrow night at…Older Post →


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Skip to Main Navigation. Each navigation link will open a list of sub navigation links.
Cultural Programs
Dept. 3951
1000 E. University Ave.
Fine Arts Bldg., Room 229
Laramie, WY 82071
Phone: (307) 766.5139
Fax: (307) 766.2560
Email: email@example.com
University of Wyoming Cultural Programs is a division of The College of Arts & Sciences, assisting the College in its broad educational mission by presenting a rich, balanced program of music, theatre, and dance, featuring performances by artists of national and international distinction.
The University of Wyoming is poised to create the Performing Arts Center of the future, propelling its students and faculty to new heights of excellence and allowing its audiences to better experience these performances. The $35 million renovation and expansion of the existing Fine Arts building—built in 1972—into the Performing Arts Center will further this tradition of excellence and distinction.


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Skip to comments.Obamas pledge of US troops to Sinai next week won Israels nod for ceasefire
Posted on 11/23/2012 1:50:13 PM PST by tired&retired
Israeli Prime Minister Binyamin Netanyahu agreed to a ceasefire for halting the eight-day Israeli Gaza operation Wednesday night, Nov. 21, after President Barack Obama personally pledged to start deploying US troops in Egyptian Sinai next week, DEBKAfile reports. The conversation, which finally tipped the scales for a ceasefire, took place on a secure line Wednesday morning, just hours before it was announced in Cairo.
Clinton was sympathetic to this argument. Soon after, President Obama was on the phone to Netanyahu with an assurance that US troops would be in place in Sinai next week, after he had obtained President Morsis consent for them to go into immediate action against Iranian smuggling networks. Netanyahu responded by agreeing to a ceasefire being announced in Cairo that night by Clinton and the Egyptian foreign minister, and to holding back the thousands of Israeli reservists on standby on the Gaza border. DEBKAfiles military sources report that the first air transports carrying US special forces are due to land at Sharm el Sheikh military airfield in southern Sinai in the next 48 hours and go into action against the arms smugglers without delay.
Why has this not hit any mainstream news??
Israel has never before asked for US troops.
I am skeptical.
I am always skeptical of Debka.
Yaay..! another super expensive foreign adventure into an UNENDING fight that we have NOTHING to do with..!
Send the whole Second Army there.
Last I checked Sharm el Sheikh is on the other end of Sinai from Gaza. Unless us troops were to deploy to Israeli territory there isn't much of a mission for the US troops (except to get shot at by Hamas).
Time for the rebuilding of the temple.
US troops have been in Sinai supposedly to prevent violations of the peace, since the 1970's. It seems they just weren't doing the job adequately is all, to allow the reported 10,000+ missiles into terrorist hands on Isr's borders?
When Secretary of State Hillary Clinton arrived in Jerusalem from Bangkok Tuesday, she tried assuring Netanyahu that President Obama had decided to accelerate the construction of an elaborate US system of electronic security fences along the Suez Canal and northern Sinai. It would also cork up the Philadelphi route through which arms are smuggled into the Gaza Strip.
If it's true, color me furious.
If it's not true, color Debka even more of an idiot-stick publication.
are there any UN troops in the Sinai ?
Let's see if the WH will deny it.
hussein sending our troops into the Sanai? Which way will their positions be oriented?
So how come my "smart" phone auto corrects to the wrong spelling of Sinai? ... Sigh...
Their job is not to look for, identify, or prevent weapons smuggling. They are there on a string of outposts to watch for violations of the border lines by Egyptian and Israeli armed forces.
Up in that area, US Forces are not on the outposts, Colombian and Fijian units are.
The UN has no presence there.
Obamamugabe is just lying. He won't do it.
don't think so............
US troops have been in the Sinai for decades. DH served there for six months back in the 90's and I still have the t-shirt. MFO (Multi-National Force Observers) is the official name but the US runs the operation. The ROE's are stupid, you have to be shot at and hit before you can return fire. If Israel and Egypt ever get into it those guys will be the first casualties. They are a flipping speed bump. Albet a very nasty speed bump with major teeth.
The NC National Guard is deploying there...they left last month to train up at Camp Atterbury. One of husband's former soldiers was going.
How many of these US troops is Obama willing to leave behind.
**WHO in the hell gave the damn order to NOT rescue our men in Benghazi?**
Part of routine deployment that's been going on for years as mentioned above.
They can't fight nor shoot to kill.
Nor breathe incorrectly, pick their nose, speak unkindly about the enemy, forbidden to identify an enemy, ..
We know zero hates America and in part that's because our American military is the toughest and best and in order for him to pull off a coup, the military must be neutered.
THAT cat's out of the bag with the murders of Tyrone Woods and Glen Doherty.
Columbian and Fijian troops, eh? Thanks. Might be better than it sounds.
Oh. I see. Thanks for the info. Trust UN for zero.
This is true. My nephew has had orders for the Sinai for a month. He goes there soon. In the NC Reserves. As Peace Keepers. God be with them.
They're pretty good soldiers for the most part. Having the Fijians up there is really pretty smart - they don't generate the reflexive hatred US troops there would.
are there any UN troops in the Sinai ?
probably ran away.
"Israel has never before asked for US troops.
I am skeptical."
Not skeptical, just utterly clueless.
We can't cok up our opwn freakin border and we are going to cork up Gaza?
Why has this not hit any mainstream news??>>>>>>>>>>>>
Because the US troops deployed in the Sinai will be a peace keeping force evenmtually authorized by a UN resolution. The US deployment will not be in support of Israel, the deployment may be against Israel for "humanitarian reasons" ...protecting innocent civilians in GAZA.( sic)
Such a deployment would not be popular with America. Thus it is not in the news.
The news ees not jour fren, Cabron.
Obama is a fascist, truly.
A traitor.
embed the media just in front of the front line....
I am also skeptical. If this is indeed true, it is a terrible mustake. Our troops will be nothing but sitting ducks.
I can see obama wanting to do this just for that reason, but I can't see Netanyahu going along with it. This sounds more like something that might have been cooked up with Egypt, not Israel.
What the hell is "Egyptian Sinai"?
Dark days are ahead imo. Will Russia and China veto a NO FLY ZONE as they have done in the case of Syria?
Will NATO threaten to obliterate Israel as it did Libya?
I believe that there has been a small number of Army or Marine personnel (less than 200) in the Sinai for many years.
Born in Ireland, and wife to Cass Sunstein, she currently is a Special Assistant to President Barack Obama and runs the Office of Multilateral Affairs and Human Rights as Senior Director of Multilateral Affairs on the Staff of the National Security Council.
Will NATO threaten to obliterate Israel as it did Libya? >>>>>>>>>>>>>>>>>>>>>>>
Yes it might, if Bibi invades GAZA. I hope he does. This showdown must happen and it must happen before Obama consolidates his fascists in NATO and elsewhere.
Bibi needs to push every Palestinian into Egypt, and secure Gaza and settle it with Israelis. And he needs to rattle his nuclear option. And he needs to send Obama packing. The lives of our US troops should not be at risk for the sake of Obama's anti Israel grift, which is perhaps the greatest travesty.And we should not be helping the Russians to increase their influence in the region as is happening now.
Treason is still ongoing and it will continue for 4 more yeras unless Joe Biden becomes president.
Facing Israel, so they can be shot in the back.
Israel didn't ask. Obama/Clinton shoved them down their throat. Israel was ready, willing and able to finish the job themselves with ground troops, but our government had to protect the precious Palestinian Koranimals.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


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Massive War
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