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Teachers & Staff at Berkeley High
Dud English teacher at BHS - what are the options?
Sept 2014
Our 11th grader at Berkeley High has gotten the same burned out English teacher for the second time (also had him in 9th grade). This is really terrible for our son, who needs some inspired help in his English instruction. Wondering if anyone can advise on options - any way to get him switched to a better teacher at Berkeley High? Switch him to independent study and hire a tutor? Have him stay in the class and have the tutor supplement? He's a sensible kid and not resisting this, though he isn't full of self motivation in this area (hence the need for a little charismatic instruction.) Any advice welcome!
I suggest taking English at Berkeley City College. It may be too late this semester, but maybe next would work. The schedule is a little tricky, but you can probably make it work. Online class is also a possibility.
Another idea is book readings. A great way to learn about books and writing is to go to book readings and hear authors talk about their works. I find this more inspiring than even the most enthusiastic teacher. Mrs. Dalloways on College and Books Inc on Fourth St both have readings.
I think the best way to learn to write is to write everyday. Just like learning an instrument, regular practice is imperative. A diary or blog would be good. Have your son pick a topic and write a page every day. Maybe sports, politics, music, or electronics; whatever interests him. If he is reading and writing everyday, improvement is almost guaranteed. If you can both write and critique each other's writing, that would be great!
Having a teacher correct essays is not a great way to learn to write. The essays are so rare and the response so removed from the output that students don't learn that much. Everyday writing without correction is actually more useful in my opinion. Anon
Your son is old enough he could attend a Community college - Berkeley, Laney, Merritt, CCSF, DVC, CCC. ANON
Consider enrolling your son in UC Berkeley's ATDP course over the summer. My daughter really enjoyed their creative writing class with Mr. Franklin last summer. ATDP has a variety of writing courses to choose from. ATDP fan
Hi - I think my son had this teacher last year (rhymes with Driller). He's clearly lost any passion for teaching or even trying to inspire kids. Last year was a disaster for my son and I really sympathize with you on this one. Not much you can do really unfortunately I don't think, particularly now that we're several weeks into the school year. I think kids can request to switch teachers during the first week, but after that it's locked. Last year my son tried to propose writing topics for himself that would be more advanced and challenging, but the teacher didn't want him to do that - I'm assuming that he didn't want to have to deal with the extra grading. The teacher was also out on disability for most of the last several months of school last year and a useless substitute ''taught'' the class, which often consisted of all the kids playing games on their phones for the whole period. It's unconscionable to me that these teachers are allowed to continue to teach. Is there anything we can do about this???
To the parent of the BHS student who ended up with the same ''dud'' English teacher for 11th grade: First of all, I hope that you have already done something by now, but in case you haven't, I have a couple of suggestions.
Have you (1) put in a request using the yellow ''Schedule Change Request Form'' and/or (2) contacted your son's counselor? Those are the normal first steps.
Beyond that, request an appointment with the new (interim) Principal, Kristin Glenchur. If you're unable to speak with her directly, then talk with her extremely able assistant, Jana Jandra. Bring your request IN WRITING, outlining the precise problems your son experienced with this teacher in 9th grade, so that Ms. Jandra can hand it to Ms. Glenchur.
You should do this ASAP (this afternoon, if you're reading this on Friday), as the administration is loath to move students into a new class after the 3rd week of school.
{Parenthetical note: You didn't mention whether your son was in one of the SMALL ''learning communities'' (i.e., CAS, AHA, or AMPS). If he is, then it will be harder to remove him, because teachers in those schools normally teach ALL the students in their subject matter in a given grade. If he's in AC or BIHS, then you will have an easier time.} ~ One of the legion who's''been there'
I am not sure if you can switch him...but maybe if you substitute with an inspiring tutor who can challenge him more and engage him on a conversation on his level ? I have watched with my son within a little bit of different scenario and the tutor made all the difference - I recommend him highly: kevinarnold333 [at] gmail.com Juliane
My daughter had this teacher last year (her freshman year) and I emailed the VP for her school several times to detail problems with the course- lack of feedback, lack of inspiration, lack of control of the class, multiple substitutes (a substitute to teach Shakespere who had never read Shakespere, for example). I discovered that if you combine these emails into a ''formal complaint''-which basically means filling out a form and attaching them and submitting them to the VP- you are unlikely to get the teacher again. Hoping this works because she CANNOT have him again. If you did complain about him when your son had him the 1st time- in the form of something written- perhaps you can use this to get him out of the class? BHS parent
How do bad teachers remain year after year?
Sept 2013
My daughter just started BHS. 9th grade. BIHS. Coming from a small, private K-8 school. She is doing well but some things have been a shock to the system for all of us. This set of questions has to do with teachers.
Does the school have any kind of formal program to review or give feedback of teachers? (For students or parents).
If a student gets a bad teacher is it hard/impossible to change? If it is possible when in the term can you make it happen? What kind of reasons will the school accept?
How do these teachers who are known to many as being bad, ineffective, disliked, etc remain year after year?
My daughter has two of six teachers (Honors Geometry and English Comp/Lit) that are just bad. They aren't really teaching, go off on tangents, don't return homework and are just unclear. She is an excellent student, ready and wanting to learn and it breaks my heart to look at her wasting a year in these classes. Yes, I know - she learns grit and resiliency, learning to teach herself, etc but it is a pretty hard thing to accept.
New to BHS (and BUSD) and trying to understand it all. Thanks. New to BHS parent
My daughter went through BHS a few years back. Maybe things have changed for the better, but when I called the counselor to talk about a teacher, I was literally told to get off the phone and stop taking her precious time away from students. When she was a junior, my daughter had a social studies teacher that hardly showed up for class and was later fired. During the time that all this was going on, the students had to kill their time with substitutes that mostly were clueless. My daughter never had a single good math teacher, even though she took honors classes. However, through all this, she did learn grit and resilience, as you say, and is doing very well in college. As you know, there are many great, dedicated teachers at BHS. You may just have to take the good with the bad. In the end, though, I think your daughter will come out fine as mine did. Former BHS mom
I am sorry about your child's experience. While the vast majority of BHS (and other BUSD) teachers are competent to outstanding, there are some, as in any organization, that need professional development or just are in the wrong job/burnt out. The current principal is serious about teacher excellence and holding teachers accountable through evaluations. The best thing parents can do is provide feedback to the vice principal assigned to your BHS small learning community and/or to the principal. The more specific you can be the better. Under the current principal, teachers needing improvement at BHS are being referred to BPAR (professonal development agreement monitored by a panel consisting of administrators and peer teachers) as an opportunity to receive assistance in addressing needed areas of improvement. Those referred have either showed marked improvement and/or have been released by the District. If the teacher is leaving the classroom unattended, this is a serious matter and should be reported to the school administration immediately. Karen H.
I would suggest you email the principal directly with concrete examples of what your child reports to you from the classroom. But it needs to be concrete and factual.
Don't sit and stew and wonder what to do, just start sending emails. You may not get a response, but you might. I have written and the feedback seems appreciated. anon
I feel for you and your daughter. My daughter also came from a k-8 private school to her freshman year at BHS last year. She had some very good and some pretty poor teachers. But your daughter won't be able to get out of a bad teacher's class. BHS is about the 'greater good,' not often about the needs of individual students.
My daughter did well academically but was miserableat BHS. She has friends who are loving BHS and thriving there. It really depends on the kid. My daughter transferred this year to Maybeck HS and is loving school again. Once again, there are no bad or irresponsible teachers.
Best of luck to you and your daughter. Coming from a private school, BHS can be a shock . I think they do a great job overall for lots of their students - but not in every single class. Been there
Our daughter is a sophomore in same program, and last year I could have written exactly what you wrote! Same two terrible teachers I imagine for same subjects. I know what you mean: it broke our hearts too. It WAS a waste of time. She was so eager and wanted to be challenged and mostly wasn't. I don't know what to say except that everyone tells us it will get better. This year is better already, better teachers in math and English. Unfortunately, the school will not let you switch classes because of teachers. They are adamant about that. Our daughter is still glad she is at BHS; she did not want to go to a private high school. We have tried to focus on the good things at the school. As far as how bad teachers are allowed to keep teaching, it's a disgrace, but when you make a complaint they just say, '' oh he's a very caring teacher.'' There seems to be no system for addressing an issue like this. I'm sorry. Hang in there. Good luck. Sympathetic
The sorry reason: you're witnessing the strength of the teacher's union. Enough said. Anon
I don't have an answer to your question, only more questions. I think my 9th grade son must have the same math teacher! My son is in AC, but also in Honors Geometry. The teacher came with a bad reputation from multiple sources, with people saying that no math really gets taught and, yes, that the teacher goes off on tangents - as has already been demonstrated, with the teacher going off on at least one conspiracy theory rant that I think is totally inappropriate for a math class. Or for any class, without a balanced perspective.
My son is obviously a pretty good student or he wouldn't be in Honors Geometry, but he is also a do-only-the-amount-of-work-requested and not a bit more type of student, and he is perfectly content for the class to go off on tangents because he finds them amusing and then he has less work to do. This attitude worries me even more. In the meantime, I am not even sure how to know how much of Geometry he is NOT learning because of course I don't know the expectations. Nor do I really know how and when NOT learning geometry will affect my son's present and future education and life.
I also wonder how these teachers with such well known bad reputations get to stay year after year.
I look forward to hearing what kinds of responses you get to your message! Anonymous
I think you are asking really good questions--many of which I had, but never really acted upon. When my daughter had similar experiences with her Freshman year teachers, I also chalked it up to a hard life lesson. When I was particularly inflamed by one teacher's seemingly badly-designed, close-ended, biased assignments, I composed an angry email that, of course, I never sent. Later my daughter begged me not to send even a very mild comment.I think she felt the whole course was so flawed that there was no point even trying to rectify one little problem. However, I do want to share that my daughter also had an idiosyncratic Honors Geometry teacher who later became her FAVORITE--she felt she learned more in his class than in any other. I would be very interested to hear if other parents have had good communication with teachers/administrators about the apparent acceptance of bad teachers in Freshman year. cc
Hi - I am writing mainly because I too was trying to conceptualize a similar message to this network.... to see what strategies there might be for parents to have a unified voice to address concerns with some of the teachers at BHS?
There are two math teachers at BHS that I have heard about for years, in terms of their extremely INEFFECTIVE teaching ability. Pre-dating our time at BHS, from friends whose kids struggled in their classes. I know there are many kids and families who have been frustrated by these teachers. Well now my child, a Sophomore, has one of those teachers -- and from Day 1 she has described how confusing and unorganized he is, not to mention sometimes mean.
I know from my friends who have had him before that they have set up meetings with the BHS vice principals and tried to figure out how to help their own kids struggling with these teachers. BUT, they get stone-walled. Told to go meet with the teacher to figure it out.....it seems like there is a consistent pattern and if parents could be a larger, more unified group, BHS would not be able to just dismiss us one by one. But what is the forum for that?
I am sure there are other talented people who would like to work at BUSD. With all the focus on achievement gap, why are we supporting teachers who are not effective year after year? Not to mention hoping that students could actually thrive and develop an interest in math? My child is turned off to math now.
And so now we have turned to private tutors -- call the tutors and we hear ''Oh, you have Teacher X....'' -- the teacher is well known in the tutor community too, gives them a lot of business of course! So we have to pay about $300/month for weekly tutoring -- something that is not easy for us but we can figure out how to make it happen. What about all the families who cannot afford this? What if the families who are paying for tutors instead gave even one month of tutoring $$$ to BHS for other programs, instead of trying to cover up for what we are already supposed to be getting from BHS?
Anyway, we have been frustrated with this and especially from the fact that this continues year after year and BHS does not seem interested in accountability. How to share a unified voice?
This is specifically in response to the individual who blamed the teachers' union for poor teachers. It may be different in other districts, but in Berkeley, the union works closely with the distrct to get help (through BPAR) for teachers needing improvement. It also does not always represent teachers for whom the distrct initiates dismissal proceedings. It does support the right of these individuals, and indeed all Americans, to due process. Finally, the teachers' union has recommended the dismissal of some teachers that the district has not even tried to dismiss. Anon
Dealing with a difficult BHS teacher
June 2011
I would like some advice about dealing with a difficult Berkeley High School teacher. My daughter had him when she went through BHS and we dealt with many issues with him. (Negative/punitive/unhelpful teaching style; talking about his students with other teachers in a snide manner; seeming to hamper, not help students achieve.) My daughter was a straight-A student and had never had problems with any teachers in her time through school. Many meetings with the school ensued (without explicitly saying so, they acknowledged that he is a huge problem but they can't do anything about it). We learned through other parents that there had been consistent and multiple complaints about this teacher. My daughter transferred out 2nd term and subsequently earned an A in her new class. Now my son has him but could not transfer out as it would have meant changing his whole schedule around. We have had the same problems with the teacher this year and my son's record is most likely going to be blighted with a low grade.
Question: is there anything I can do to prevent my son from having this teacher again, which could happen? Meet with his counselor? The Vice Principal as well? Has anyone had any success with such a process? Or do I need to take it up to the district level? Otherwise quite happy with BHS
You have all my sympathy. It is actually possible to fire a bad teacher, although the union requires ''due process.'' But this requires the administration to have a backbone, and to consistently document and follow up on complaints for up to three years (I'm told the teacher's file is then purged). Due process may even require the teacher to go on probation officially.
As a rule the administrators are well aware of who are bad teachers and consistently complained of; what is lacking is any advocacy for the kids. I couldn't believe that our principals failed to document the consistent failure of one teacher, whose (not at risk) students year after year got completely uncharacteristic low grades and mostly failed to be able to go on to the next level in the subject. One of my kids was able to transfer out of that class, but the other couldn't and suffered. It annoyed me to pay for a tutor to make up for poor teaching, but I wasn't willing to sue the school to make them reveal the damning statistics.
If you can't get the principal on your side and you go to the district, try to go with evidence from other families and the counselors. And be careful to stick to provable facts, when you put anything in writing. Hang in there!
RE: Many meetings with the school ensued (without explicitly saying so, they acknowledged that he is a huge problem but they can't do anything about it).
The whole district has BPAR , a process to deal with bad teachers. A teacher is put into the process after either they flunk an evaluation or sometimes they pay attention if enough people write complaints about that teacher. The old principal did not use this process, to the detriment of the school, so that is why it would feel like a complaint led to nothing. It used to lead to nothing. Apparently, the new one uses it judiciously. It takes 2 years and is very fair and thorough. The BFT has agreed to it since they don't want bad teachers either. At least one tenured teacher was let go this year and that had to be via BPAR since there was no other way possible. She is mad as a hornet and is charging racism. She is the worst teacher at BHS and finally they are getting rid of her. So if you think a teacher is mean and terrible, write it up and send it to the vice principal who is their supervisor or to the principal. Get brave and stick up for your son - it's the only way. BPAR is confidential so you will never know if a teacher is in that 2 year process until they get shown the door. That is why it is up to you to write a complaint letter. But I watched the school board meeting on TV when it was all about BHS and a math teacher said there are 2 or 3 math teachers in BPAR now. This upsets the teachers but the system is designed so that a teacher has to be a real problem to get the bounce from it. BHS mom
How do I deal with counselor who sexually harasses?
Jan 2011
My daughter attends BHS and was reassigned to a new counselor, a man who has been accused of sexually harassing at least one student. The district admitted that his behavior was inappropriate but failed to label it as sexual harassment. After reading the news stories (http://www.berkeleyside.com/2010/09/16/bhs-counsellor-served-with-restraining-order I find it unbelievable that the district could come to this conclusion. If the district believe he's innocent, he should be exonerated; if not, he should be fired.
I am not comfortable letting my daughter see this man, even with his office door kept open, which, from what I gather, is currently the ''solution'' being offered. The superintendent and the school board have not responded to my phone calls and e-mails. This man is the counselor for many Berkeley students. How are other parents whose children are in this position handling it?
This case was a ''he said, she said'' one with no witnesses and not enough evidence to fire Mr Smith. The girl's family and lawyer have strenously tried to find other girls who had similar problems with Mr Smith, but to my knowledge none have come forward. If the district fires Mr Smith I suspect they would face a wrongful termination lawsuit and lose. If your daughter really does have Mr Smith as her counselor I'm sure you can request another counselor. BHS Mom
I, too, have been concerned about how BHS and BUSD have handled the issue of the Academic Choice counselor who has been accused of sexual harassment. I, too, agree very strongly that if this man is innocent, he should be very publicly cleared of ALL charges. Otherwise, how is this community to heal, to place our trust in this person's counselor wisdom?
My son does not have this counselor in question as his counselor, but was assigned to him briefly in the past. (Sometimes, the caseloads are changed as the kids are assigned alphabetically.) I have told my son that until this case is cleared up, he is not to meet with this counselor. My daughter will be attending BHS next year.
I, too, have had no response from the school board or superintendent and have called and sent letters. When I tried to speak to the principal of BHS, his assistant listened patiently to my concerns and suggested I call the district personnel office. I did, and the person who spoke to me basically told me nothing of substance, but that our children are safe, and the passage of the public letter that talks about inappropriate conduct was part of a larger paragraph. In response to my concerns that my daughter might be assigned this counselor next year,she said that if this occurred then I could call the principal.
As the family of the student who made the accusations are pursuing a complaint with the Office of Civil Rights, I would suggest contacting them, calling the BHS Principal 644-4569 (his assistant told me that there have not been many calls about this!), and/or BUSD Personnel 644-6150.
So it looks like parents are being put in the position of dealing with this issue, individually. I resent this and think that it is so unfair to my kids, your kids, and especially the kids whose parents don't know about this issue. I also think that this is unfair to all the BUSD teachers and counselors who do make good decisions every day. We entrust our children to them.
On a positive note: having to deal with this issue at least has forced us to have one of those ''difficult''conversations with our children ---- power dynamics between adults and kids, sexuality and sexual harassment, the reasons for silence, speaking up....
How do you contact your child's teacher?
April 2000
how do you get to speak with your child's teachers? I started calling 3 weeks ago and left messages for specific teachers. This week I started leaving the messages with their department heads, English and Math. I make a point of being positive, we really like the teachers, but we do want to check on our student's progress and materials required in the class. So what has your experience been and what works? Frances
Your experience with BHS teachers has been mine. My experience was several years ago and involved several departments. Eventually one Spanish teacher did leave a message about an email address. Sadly, it was his own personal email address. I don't know what the current email address status is. But considering that these teachers all have voicemail, I was astonished at the thundering lack of response. I too resorted to department heads --without notable success. I've never seen a less responsive group of teachers -- with apologies to those teachers who do respond. I haven't interacted with them but I'm sure they're there. Don
I have had a very difficult time getting in touch with any of my son's teachers at BHS, at least until this, his senior, year. (Previously I have had to go to the school and find teachers between classes and make an appointment to talk with them--the only one who ever called me back when I called was Ms. Singman.) However, once I actually met and talked with Michael's teacher--math, science, Spanish, English--I always saw an improvement. I think two things happened--the teacher suddenly was able to see my slightly goof-offy kid in a different way and my son changed a little because he knew I was talking to the teacher. I totally recommend going to the teacher first; I found the teachers to being really hard working and caring, for the most part. I have changed my mind about a few teachers after talking to them and been able to help my son see the teacher in a more positive way. So even though it was difficult getting the initial meeting, it has always been a good experience for us. (The senior year teachers have been available and have called me back or communicated via e-mail--Ms. Leventer, Mr. Bye, and Mr. White.)
I am replying to the query about how to contact teachers at BHS. I have had very little luck with the phone. If you are lucky you will get a return call weeks later. Usually you won't get one. The way I have succeeded in communicating has been through e-mail and through going to the school and finding the teachers.
At Back to School night many teachers have given out their e-mail addresses. I like e-mail in this situation, because if I have more than two simple sentences to say, this allows me to think about and carefully express whatever concern I might have. Sometimes I am more articulate this way. This only works with teachers who do e-mail, though.
The other way I have found works to reach teachers is to just go to school and find them. I try not to be intrusive about it and do it at inconvenient or awkward times. Most of my child's teachers have been very receptive to the contact and have been happy to talk to me. If it's not convenient I ask them when I can talk to them at another time. Sometimes they'll arrange to phone me or we arrange another time to meet. I think that, even though they are busy, they appreciate the fact that I am concerned or interested in what is happening and make an effort to meet me halfway.
I know this is impossible for a lot of people in the middle or beginning of a workday, but sometimes I haven't found any other way. It can be worth it to take a sick day or personal time. Sarah
regarding contacting your child's teacher: Some always call me back, some never do. I give up easily so I don't usually pursue it if they don't return my call.
New question: I hear that most teachers have email now. How come it's so hard to find out what their email addresses are? The BHS website has only a few listed on its Staff Directory page at http://www.bhs.berkeley.k12.ca.us/directory/staff.html, and the few I see there are strangely encrypted. (Why? It's confusing and it impedes emailing from that page - I don't see how it's useful.) It appears that some teachers have email accounts from the school district "name [at] berkeley.k12.ca.us" but not all of them do. Why is that? Does the district not provide email addresses or is it just easier for teachers to use their personal email accounts? I found a directory lookup on the BUSD site http://mail.berkeley.k12.ca.us/Directory/ but it seems to be very incomplete and maybe incorrect. Four of the 5 BHS teachers I checked returned "no match found", and the one email address I did get was different address from the one the teacher actually uses. It sure would make it easier for us parents to communicate with teachers if they all had email addresses that are easy to find. Anonymous
I'd like to respond anonymously to the parent who posted the question in the April 6th newsletter: "How do you get to speak with your child's teacher?"
Teachers and administrators at BHS seem to vary a great deal in how responsive they are to parents. In my experience, most will return voice mail messages within a day or two. Some give out their e-mail addresses, and at least one gives out her home phone number. With my child, it seems that the teachers who are reachable also do an excellent job in teaching.
I had an odd experience with one teacher, however, during the 1st quarter of my child's freshman year. The 1st report card came out with a C+ in Ceramics, while all the other grades were As. My child had no idea why, and seemed demoralized about continuing in art. So I tried for months to reach the teacher by phone, leaving many voice-mail messages, to get concrete feedback on what my child could do to improve. I also called BHS counselors, vice principals, and the principal, who all left messages for the teacher to call me. Finally the office staff recommended that I come to the class in person to speak with the teacher. The teacher scheduled an appointment to meet with me the next day, then called to reschedule, but didn't show up at the rescheduled time, and never called me again. He did, however, change my child's grade to an A -- again without explanation!. This teacher, by the way, was the chair of the Art Department.
So the lesson I learned is that you have to be ready to go to BHS in person if you have a question to discuss with a teacher or a problem. And you won't always get the right results. In my situation, I never got to speak with the teacher.
Re: talking to teachers. I generally start with phone call, followed by note sent via student with request to phone me and I give certain hours, followed by show up at their classroom at any passing period, before 8am (if they teach 1st period)or at the begiing or end of lunch. Then in person I ask when they suggest I come back to talk. If that fails, (e.g.- once the teacher didn't show up at our appointed time (grrr)-then I do the same drill with Dept. Chair. In most cases it's much easier than that. Mr. Collier, the History Dept. Chair called me back the very same day I called him. He was still working at 10:45 pm. THe phones sometimes don't work properly, so don't assume the teacher is a flake if you don't get a response. Winifred
On contacting teachers-- I check my voice mail daily except when I am not at school. I call back but often, the person I call back does not answer. I may try two or three times, but then I give up. When you call a teacher or a department head, speak clearly, leave your day-time phone number, and a way for a teacher to leave you a message if you are unavailable when the teacher calls. Most of us return calls during school hours (especially now that we are having problems with negotiations). If you still have trouble, call the department head and leave the same information. Also, please be aware that when the phones go down (as seems to happen all too frequently), messages can be wiped out.
As for email, I would guess that less than half of BHS teachers have it. Furthermore, only those with access to computers that are in a wired building can easily access their email. The whole school should be wired this summer. School email addresses are all of the form First_Last [at] berkeley.k12.ca.us. Mine, for example, is Judith_Bodenhausen [at] berkeley.k12.ca.us. Try a teacher's name and see if it works.
Judy Bodenhausen
From: Anna How to contact your child's teacher? 1) Set up standing meetings (1st Friday every month) 2) Send a self addressed stamped envelopes for the teacher to mail back monthly reports. 3) Call the attendance office and check absence/tardies 4) Calendar report cards and set up a meeting w/each teacher 1 month before report cards are written. 5) Attend PTA meetings for unfiltered information. 6) Check the school's web site. 7) Ask teacher for email address.
I'd like to follow up on several suggestions made by parents for connecting with teachers. Firstly, definitely go to Back to School Night and make sure that the methods of contact are discussed that evening. Often they will be presented, but you may have to ask. Incredibly, some of the teachers even give out their home numbers in efforts to stay in contact, but they only seem do do that at Back to School Night. Many now have email and this works great. I used to be amazed at the low attendence at these nights, especially in the spring, but do feel that helpful information is given by the teachers and you can get a real sense of the teacher.
The second point is involving your child in facilitating this contact. Hopefully, parents are letting their child know they wish to talk to the teacher, and hopefully the child will see this as supportive. In this case, the student sees their teacher daily and can indicate their parents desire to connect and perhaps even their desire to have their parent connect. The need to be assertive and persistent is one of the strengths and limitations at Berkeley High school, but when students can learn these skills of advocating for their own needs and finding ways to open communication paths, they are learning some skills that truly enhance the rest of their education and lives. I think my daughters did learn this at BHS. I am impressed by their determination and persistance.
Resolving Teacher Problems
June 1999
My 16-year old daughter recently spewed forth a whole year's worth of complaints about her teachers @ Berkeley High School. She doesn't communicate a whole lot about any of her experiences, but this time was different. She is in 10th grade. When this year started she was doing great in math, earning all A's & A+'s. In the second semester they disbanded her math class and put her in a class with all new kids. I think there wasn't a regular teacher for a couple of months, but they hired a teacher that lives in Tracy and commuted to Berkeley every day. A couple of months ago this teacher quit suddenly. I think the department chair taught for a week or two, and then they hired a non-credentialed teacher who is still there. Needless to say, my daughter has had a rough time with all of this. The other day I sent an email to her counselor, Regina Segura, as well as the principal. I heard from the principal today by voice mail. She addressed all my concerns and said that it is possible to choose math teachers in 10th, 11th, & 12th grades. I would appreciate recommendations from you for math teachers. By the way, the new BHS principal is an amazing woman, incredibly exciting and dynamic. I was really happy that she contacted me.
I wish to echo Fran's good advice about resolving teacher problems and bringing them up early in the semester. Appalling, but something can done if you keep at it. I would also like to put some perspective out there. I know parents expect an awful lot of a public high when their child enters. The high school cannot get rid of every bad teacher. I and many parents have had the experience of having more than one bad teacher in high school (I went to Lowell, at the time the only academic college prep public high school in San Francisco, where the Algebra teacher spun a basketball on his finges throughout class, and a teacher who seldom showed up to English class - we were often there for 45 minutes with no teacher at all), and believe me, your child will have more than one bad teacher to record in his high school life at BHS. Parents can be much more proactive today than our parents in the past, however, so getting involved helps, but in talking to parents I feel there is a belief that if BHS doesn't provide the best teachers for their child they'll look to private schools, and I believe this negates all the positive things BHS has to offer -- diversity, some really great teachers and courses, and of course, your child's connection to school life - it's his or her life, not your life.
With over 3,000 students (way too many I believe, but it is the only public high school for Berkeley), the beginning of the school year is truly chaotic, and I am going to stick up for the new counselor, Steve Butler. Yes, the school administration knows how awful the school year began as a bureaucratic mess. Steve Butler was put on the front line the first day of student registration and had absolutely no training (he was hired late) on the computer since Charleen Calvert left in a huff and didn't bother to institute any training for new counselors (she, apparently, was responsible for getting the schedules online; I don't know who would be responsible to see that counselors get training and orientation). By the end of the week, his temper was frazzled; yes, he made mistakes, but he's not perfect nor is the system in place anywhere near to efficient yet -- maybe next year it will be smoother. My child's schedule was in a mess because the computer didn't get her schedule right, but the smartest thing she did (she didn't do this last year when her schedule was screwed up and suffered for it the whole semester; she also waited last year until the last day to register) was to immediately go to her counselor (that was Steve Butler), standing in line from 1:15 to 4:15 (she was the last person he saw that day and it was the second day of registration), and sticking it out with him while he figured out how to work the computer, and she was finally out at 4:45. Many students chose to go on the last day, rather on their given day, and that's a BIG mistake! And, in hindsight, perhaps the best advice is to go as soon as you can, even before your given day - they'll take any student who comes in whether or not your last name matches the alphabet of the day. However, things are still not smooth because the computer did not match up to her revised and printed schedule, but she's in class, the teachers are teaching, and we'll see if her schedule still gets rearranged. Chalk this all up to experience in real life frustrations -- perhaps the first for your child whose environment has been carefully controlled and monitored by his or her parents, but this is the beginning of your child learning the "ropes" -- how to deal with life's not so straight road.
BHS is a large organization with many wonderful and exciting people and programs... However, also like any other institution, it is not perfect. With this said, it is important for me to state that we do have a concrete vision for academic success for all students. This means that each of us, as school staff, have a commitment to do all that we can to ensure that all students are provided with the experiences and support they need to achieve.This may sound naive and simple but that is just why it is powerful. We have one goal, one direction, one emphasis and one focus...Success, though, takes time... Rome, nor anything else, gets built in a day... I realize that we are dealing with, handling, if you will, the lives of young men and women over the course of a four year period and within this context one day is a very significant amount of time... but...Rome still does not get built in a day... It takes years to put in place a system that is effective and efficient under the best of conditions...BHS is well on the way and will continue to be successful. The issue is to work together, collaboratively, to achieve the goal.
If you want to know how you can help... sign up for the email tree and attend the meetings, volunteer in classrooms or with the counselors or College Counselor...Your help, as parents and community members, is always welcome... Theresa (Theresa Saunders is the Berkeley High School principal.)


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The men's basketball team shot 65 percent in the first half and 58 percent overall as the Raiders rolled to a 76-62 BracketBusters win at UMKC Saturday afternoon.
The lead was just one at 20-19 with 7:40 remaining in the first half before WSU went on a 20-5 run over the next six minutes, a run that saw five different Raiders score. The Kangaroos hit back-to-back three to cut the margin to 10 before a Julius Mays last-second jumper gave Wright State a 42-30 halftime lead.
WSU hit 17 of 26 shots in the first half for 65 percent, including six of eight from three-point range, while UMKC shot 55 percent and was four of eight from behind the arc.
UMKC closed to within seven on three different occasions to start the second half, but an 8-0 burst pushed the lead up to 58-43 with 11:37 to play and the Raiders enjoyed a double-digit lead the rest of the way
WSU shot 47 percent the final 20 minutes to end up at 58 percent overall and made 14 of 17 free throws on the night, including 12 of 14 in the second half. UMKC, meanwhile shot 37 percent in the second half to finish at 45 percent.
Mays led all scorers with 25 points while three other Raiders were in double figures as Mpondo had 14 and Griffin and Darling 11 each off the bench.
Chamberlain paced UMKC (10-19) with 22 points while Trinity Hall had 11.
Wright State (13-16) closes out the regular season next week with a pair of road games, taking Youngstown State on Thursday, February 23, at 7:00, followed by Cleveland State on Saturday, February 25, at 2:00.

subset: commoncrawl


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Outsourcing, Insourcing and Corruption
It is generally thought that all conscious practices proceed from some kind of theoretical construct and that if the theory is wrong, the practice will most likely prove insufficient. The recent publication of the 2012 Corruption Perceptions Index, which positioned Guyana at 133 out of 174 countries surveyed, has again proved controversial. The Kaieteur News headlined Guyana as the most corrupt country in the English speaking Caribbean: a situation that is not new for Guyana as it has been in this position since its first inclusion in the Index in about 2005. And, as we have come to expect, rather than focusing on utilising the existing theories to tackle the problem, the government has sought to denigrate the Index with some rather uninformed and unhelpful utterances as to its usefulness. The likely outcome, therefore, will be a suboptimal response.
We have, however, made some progress for it appears to me that all parties are now agreed that corruption is a major problem, although, as I will suggest later, they might not be in agreement as to its precise nature. Here though, I will attempt to focus on the utility and place of this kind of Index in the general fight against corruption.
Firstly, in politics perception is reality: people vote for political parties largely because of their perception of what the given party has done and can and will do for them, and every modern political party, even in totalitarian states, uses all manner of surveys to elicit how their citizens perceive them. Therefore, it appears to me somewhat absurd to argue that when it comes to corruption, a perception index is useless. Why should the population's perception of how corrupt a state is not also act as a useful policy barometer?
Secondly, to trot out the normal institutions of a modern state, such as the reinstatement of the national audit, the establishment of the integrity commission or the institutionalisation of financial regulatory laws, as proof of one's anti-corruption commitment after two decades in office appears to me unhelpful. Even if the controversy that surrounds some of the above institutions did not exist, some of the most corrupt states have all these usual arrangements. Indeed, Guyana itself is a good case in point.
The PNC regime should be and is usually condemned for not having had these instruments of accountability in place, yet a vast army of citizenry now believe that even with all the above institutions now established, Guyana is the most corrupt it has ever been! What this at least teaches is that more than the normal arrangements of state are sometimes necessary if corruption is to be successfully tackled.
Thirdly, notwithstanding the views of some in government circles that the study of perception is not empirical, in a 2006 World Bank paper, "Measuring Corruption: Myths and Realities," Daniel Kaufmann, Aart Kraay, and Massimo Mastruzzi began by stating that: "Over the past decade measuring corruption has become an ever-growing empirical field [of study]" and proceeded to debunk half a dozen myths, which I will briefly attempt to present as they are very much related to the criticisms made in official circles almost every year when the Perceptions Index is published.
Kaufmann et al claimed that the notion that corruption cannot be measured is a myth and the fact is that corruption can and is being measured in three ways. The first way is by surveys, which combine views from many sources – stakeholders, public officials, individuals and relevant outsiders – over many years. "These are the only available data sources that currently permit large-scale cross-country comparisons and monitoring of corruption over time." Another approach is to investigate the institutions of a country to see what possibilities of corruption could be associated with them, and finally, careful auditing of spending against output can show possible misconduct in individual projects.
The last two however have limited coverage and are not suited for global comparisons.
The second myth is that "subjective data reflect vague and generic perceptions of corruption rather than specific objective realities … Since corruption usually leaves no paper trail, perceptions of corruption based on individuals' actual experiences are sometimes the best, and the only, information we have." Culture might affect how people view corruption but correlation of perceptions of corruption from cross-country surveys suggests that this is not very important. Indeed, "Survey-based questions of corruption have also become increasingly specific, focused, and quantitative" when dealing with both the frequency and quantities of bribes that individuals must pay to do business.
Another myth is that subjective data is too unreliable for use in measuring corruption. Of course, no efforts to measure corruption using any form of data will be 100% precise and not even a detailed audit of a project can always conclusively distinguish between corruption, incompetence, etc. because of measuring errors. As with all surveys, efforts to measure corruption perception must seek to reduce measurement errors and be open about their limitations.
Kaufmann et al argue that yet another myth is that to fight corruption we need hard objective measures. Since corruption is usually clandestine it is difficult to devise such methods but "[t]here should be no presumption that objective data is necessarily more informative than reports from experts, citizens or firms on the ground – irrespective of their extent of perception or subjectivity."
The fifth myth is related to that already mentioned above and states that that: "Subjective measures of corruption are not "actionable" and so cannot guide policymakers in the fight against corruption." Kaufmann et al contend that tracking even the most general perception of corruption can be a useful way of monitoring whether a government's anti-corruption strategy is being successful.
The final myth is that we need not monitor corruption closely because many countries with high corruption have grown comparatively quickly. Kaufmann et al claim that such countries are exceptions and that there is strong empirical evidence that corruption adversely affects growth in the medium and long-run. "One widely-cited study found that an improvement in institutional quality from levels observed in Nigeria to those in Chile would translate into a seven-fold difference in per capita incomes in the long run. This type of evidence suggests that policymakers ignore corruption, and the institutional failures that permit it, at their peril."
What all this suggests is that rather than simply attacking methods when we have nothing better to put in their place, now that we have agreement that corruption is an important problem we should seek to use the existing approaches to reach national consensus on a practical way forward. This will however only be possible if we also have a common understanding on the nature of our specific problem, and my next article will suggest that perhaps we do not!
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RACING: Raikkonen wins season opener
MELBOURNE, Australia (AP) -- Kimi Raikkonen won Formula One's season-opening Australian Grand Prix on Sunday, jumpstarting Lotus' bid to challenge the series' bigger teams for the 2013 championship.
Raikkonen managed to pull off a two-stop strategy while his six nearest rivals all needed three, taking the lead for good on lap 43 of 58 in a race that had seven different leaders. The Finn became the 15th driver in F1 history to earn 20 grand prix wins. Fernando Alonso of Ferrari was second.
SAN FRANCISCO (AP) -- A California raceway crash killed a race car owner and the young cousin of the teenage driver whose vehicle careened off the track before it struck the two victims, authorities said Sunday.
Dale Wondergem Jr., 68, and Marcus Johnson, 14, were in the pit area when they were hit about 6 p.m. Saturday at the Marysville Raceway Park, about 40 miles north of Sacramento, according to the Yuba County Sheriff's Department. Wondergem, of Grass Valley, was pronounced dead at the scene, and Marcus Johnson, of Santa Rosa, was pronounced dead shortly after arrival at a hospital, authorities said.
Marcus Johnson was identified by authorities as the cousin of 17-year-old driver Chase Johnson, who was not injured in the collision.
Stallworth burned in balloon accident
MIAMI (AP) -- NFL free agent Donte Stallworth was hospitalized Saturday with serious burns after the hot air balloon carrying him and two other people crashed into power lines above South Florida, his agent said.
The 10-year NFL veteran won't suffer any permanent damage from the accident in Homestead, said Drew Rosenhaus, Stallworth's agent. Rosenhaus said one of the passengers was Stallworth's girlfriend, but he would not say whether she was hurt.
The basket carrying three hot air balloon passengers crashed into the power lines while airborne, according to Miami-Dade Police spokesman Roy Rutland. Two passengers were injured and transported to a trauma center, Rutland said. A third passenger in the basket was not injured.
ENGLEWOOD, Colo. (AP) -- Defensive lineman Elvis Dumervil parted ways with his agent after a paperwork mix-up forced the Denver Broncos to waive him instead of signing him to an $8 million contract.
Dumervil and the Broncos had come to an agreement Friday for the defensive lineman to take a $4 million pay cut. But Dumervil's agent, Marty Magid, didn't fax the signed contract to the Broncos in time to meet Friday's 1:59 p.m. deadline and the Broncos cut Dumervil so they wouldn't be on the hook for the $12 million they owed him in the original contract.
Magid told USA Today that Dumervil contacted him Saturday to say he wanted to move in another direction.
Nadal tops Martin in final
INDIAN WELLS, Calif. (AP) -- Rafael Nadal rallied from a set and 1-3 down in the second to beat Juan Martin del Potro 4-6, 6-3, 6-4 in the BNP Paribas Open final on Sunday, giving the Spaniard his third title in four tournaments since returning from a seven-month injury layoff.
Nadal improved to a career-best 17-1 on the year, including 14 straight match wins. He's won three titles -- two on clay while runner-up in another on his favorite surface -- since returning from a left knee injury.
Maria Sharapova defeated Caroline Wozniacki 6-2, 6-2 to win her first title of the year in the women's final between two former top-ranked players.


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Compiling and Running OpenMP Programs
Last modified: Tuesday September 06, 2011 9:46 AM
In this guide we mostly show how to compile and run in parallel code that has been written and designed to use OpenMP's Application Programming Interface (API). The use of this API involves the insertion--by the user--of in-code compiler directives that can generate parallelized/multi-threaded code. Under this API, a program begins and continues to execute sequentially as a single process, (the master thread of execution), except when, intermittently, it encounters parallelised regions of code. Such regions of code are executed in parallel by a team of threads, created by the master thread and mapped to physical cpus by the operating system. This model of "multi-threaded" execution is operational only on shared memory processors/machines (SMP's), and, as such, the extent of parallelization is limited by the number of cores available in them. The SMP's in our case are either the 8-core Nehalem nodes or the 12-core Westmere nodes that constitute Eos.
Compiling OpenMP Code
The commands icc, icpc, and ifort invoke, respectively, the Intel C, C++, and Fortran compilers. All are capable of preprocessing, compiling, assembling, and linking code written for multi-threaded/parallel execution.
Prior to using any Intel compiler, you must "load" the appropriate module:
module load intel/compilers
The command line form for invoking a compiler is:
icc -openmp [-parallel] [-par-report2] [C options] -o omp_prog.exe file1 file2 ... icpc -openmp [-parallel] [-par-report2] [C++ options] -o omp_prog.exe file1 file2 ... ifort -openmp [-parallel] [-par-report2] [Fortran options] -o omp_prog.exe file1, file2 ...where file1, file2, ... are any appropriate source, assembly, object, object library, or other (linkable) files that are linked to generate the multi-threaded executable file, omp_prog.exe. Appropriate file extensions are assumed for the specified input files, file1, ... We refer you to the section on Compiling and Running Serial Code on this matter. All generated executables are, by default, 64-bit.
All routines that call OpemMP library functions must also include the following header files:
C/C++ USE OMP_LIB Fortran 90 module
Running OpenMP CodeBefore execution, certain environemnt variables should be set. Typical ones are OMP_NUM_THREADS, OMP_SCHEDULE, OMP_DYNAMIC, OMP_NESTED, and, for sure, if you're running a significant code, KMP_AFFINITY. To specify for example, the number of parallel threads of execution to deploy in a parallel region, set the OMP_NUM_THREADS to an appropriate number. See further below explanation for other such variables.
export OMP_NUM_THREADS=nthreads; export OMP_SCHEDULE=value; ... omp_prog.exe
Example 1
program test_omp ! Fortran 90 use omp_lib ! *** important integer nthreads, threadid, max_threads, nprocs ! max_threads = omp_get_max_threads(); nprocs = omp_get_num_procs() print "(A, I2, A, I2, A)", & '*** SERIAL REGION: max_threads = ',max_threads,' Current node has ',nprocs,' cores ***' !$OMP PARALLEL SHARED(nprocs) PRIVATE(nthreads, threadid) threadid = omp_get_thread_num(); nthreads = omp_get_num_threads() print "(A, I2, A, I2, A, I2)", & '-- PARALLEL REGION: threadid = ',threadid,' nthreads = ',nthreads,' nprocs = ',nprocs !$OMP END PARALLEL end program test2_omp export OMP_NUM_THREADS=4; export OMP_DYNAMIC=FALSE; export OMP_NESTED=FALSE omp_test2.exe *** SERIAL REGION: max_threads = 4 Current node has 8 cores *** -- PARALLEL REGION: threadid = 0 nthreads = 4 nprocs = 8 -- PARALLEL REGION: threadid = 1 nthreads = 4 nprocs = 8 -- PARALLEL REGION: threadid = 3 nthreads = 4 nprocs = 8 -- PARALLEL REGION: threadid = 2 nthreads = 4 nprocs = 8
Example 2
pi.c #include
/** Eos: icc -openmp -o pi3.exe pi3.c */ static long num_steps = 100000; double step; #define NUM_THREADS 2 int main () { int i, istat; double x, pi, sum = 0.0; step = 1.0/(double) num_steps; omp_set_num_threads(NUM_THREADS); #pragma omp parallel for reduction(+:sum) private(x) firstprivate(step) \ lastprivate(step) for (i=1; i<= num_steps; i++) { x = (i-0.5)*step; sum = sum + 4.0/(1.0+x*x); } pi = sum * step; printf("***** PI_Value = %g *****\n", pi); } /** End of pi.c **/
OpenMP Environment Variables
The Intel Compiler supports OpenMP environment variables (with the OMP_ prefix) and extensions in the form of Intel-specific environment variables (with the KMP_ prefix). Setting these variables to particular values allows some control on the run-time behavior of the OMP binary. For reference, below we describe commonly used OMP environment variables.
|Environment Variable
|Default Value
| Sets the maximum number of threads to use for OpenMP parallel regions if no other value is specified in the application. This environment variable applies to both -openmp and -parallel. The default value is set via the system environment scripts. Set a different value to override the default.
Example syntax: export OMP_NUM_THREADS=value
|Sets the run-time schedule type and an optional chunk size.
Example syntax: export OMP_SCHEDULE="kind[,chunk_size]"
|Enables dynamic adjustment of the number of threads when set to TRUE. Because of significant system overhead, use it with care.
|Enables nested parallelism, the creation of a parallel region within a parallel region. Because of significant system overhead, use with care.
|Sets the number of bytes to allocate for each OpenMP thread to use as
the private stack for the thread. Recommended size is 16M.
Use the optional suffixes: B (bytes), K (Kilobytes), M (Megabytes), G (Gigabytes), or T (Terabytes) to specify the units. If only the value is specified and B, K, M, G, or T is not specified, then size is assumed to be K (Kilobytes).
This variable does not affect the native operating system threads created by the user program nor the thread executing the sequential part of an OpenMP program or parallel programs created using -parallel.
kmp_{set,get}_stacksize_s() routines set/retrieve the value. kmp_set_stacksize_s() routine must be called from sequential part, before first parallel region is created. Otherwise, calling kmp_set_stacksize_s() has no effect.
Related env variables: KMP_STACKSIZE. KMP_STACKSIZE overrides OMP_STACKSIZE. But see also the -heap-arrays compiler option.
Example syntax: export OMP_STACKSIZE=value
|OS Scheduling
|Maps OpenMP threads to sockets and cores on a node. The selection
of an appropriate setting depends on code behaviour. It can have a
significant impact on code performance. Some experimentation may be
required before a successful selection is made. We only cite and
explain the two most common settings and refer you to the documentation for the extra detail.
export=KMP_AFFINITY="verbose,scatter" Assigns consecutive (0, 1, ...) threads on alternating sockets and displays (verbose) on std out the specific mapping. Works best when there is minimal sharing of data between threads.
export=KMP_AFFINITY="verbose,compact,1" Assigns consecutive (0, 1, ...) threads on different physical cores on the same socket and displays (verbose) on std out the specific mapping. Works best when there is significant sharing of data between threads.
The man page of each compiler (e.g., man ifort) has almost everything you will need. Fuller documentation c an be found on our website at the Intel Software Documentation page. The text book, Using OpenMP (The MIT Press), by Chapman, Jost, Van Der Pas is highly recommended. A good Web reference to start is, www.nic.uoregon.edu/iwomp2005/iwomp2005_tutorial_openmp_rvdp.pdf.


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Foreigner: Still Feels Like the First Time
For many, Foreigner epitomizes cheeseball '80s stadium rock. Their ultra-slick production, histrionic vocals and fist-in-the-sky bravado represents everything '90s acts ranging from Foo Fighters to Korn have strived to avoid. But Foreigner were far more musically accomplished than those who deem themselves "cutting edge" care to accept. Tunes like "Feels Like the First Time," "Cold As Ice" and "Double Vision" hold up as worthy nuggets of classic rock, and even the more obscure tracks such as "Starrider," "Long, Long Way From Home" and "Blue Morning, Blue Day" have stood the test of time.
To their benefit, Foreigner blended muscle and melody in ways that sacrificed neither. And unlike many bands who blew their wad in one or two powerful shots, the group sustained its writing chops, penning jukebox favorites like "Waiting For a Girl Like You" "I Want to Know What Love Is" and of course "Juke Box Hero" as many as seven years after its 1977 formation.
Scoffers and skeptics take heed: Foreigner needn't be considered unhip. These were no one-hit-wonders, spoon-fed crybabies or ungrateful celebrities. Like the best Behind the Music candidates - vocalist Lou Gramm, guitarist Mick Jones, guitarist Ian McDonald, bassist Ed Gagliardi, keyboardist Al Greenwood and drummer Dennis Elliott - suffered for their art, indulging in dangerous, hedonistic revelry, enduring the pressures of stardom and the challenges of fading popularity, and struggling through the near death of their lead singer.
And through it all, Foreigner has persevered. The band's new double-disc retrospective Foreigner Anthology: Jukebox Heroes, which features all the band's hits and rarities as well as cuts from Jones' earlier band Spooky Tooth and solo tracks by Jones and Gramm, reiterates Foreigner's longevity and continued relevance. Currently guitarist and songwriter Mick Jones is in the studio producing the next album by the Cult, and afterwards, Foreigner plans to record its first new material in five years. Renewed stardom could await right behind the next corner.
Guitar.com: Was putting together this career retrospective a real stroll down memory lane?
Mick Jones: Pretty much so. These are periods that completely absorbed my life. I found myself reflecting a lot on what was going on during those times. It helped put my career in perspective as well. That's very hard to do when you're in the middle of things. You deliver the album and it's out of your hands.
Guitar.com: What conclusions did you come to?
Jones: it's a pretty interesting, valid body of work. I could feel the development through all the different albums
Guitar.com: Any embarrassments?
Jones: Not really. I thought there would be. But I guess I'm feeling, "Well, that's where my head was at at that time, and it doesn't sound too bad now." It's kind of stood the test of time.
Guitar.com: What makes Foreigner music more enduring than that of REO Speedwagon?
Jones: I think our background is really solid. I came up through old soul music and blues perhaps even more than kids who were growing up in America at that time. I was getting my inspiration from the same place as the Stones and the Beatles - from American R&B and blues record. For kids growing up in America at that time, it wasn't so hip to listen to R&B and blues. That was black music. Whereas we kind of embraced. That's how my musical taste and style developed. Then I worked in that period in London in the early '70s along with Traffic and Free. And really that helped to define my musical direction when I got to having my own band.
Guitar.com: Your guitar style was an important part of the '80s hard rock sound.
Jones: Foreigner was a guitar-driven band from the beginning even though we had keyboards. I was fortunate enough in the late '60s to have played sessions with Jimmy Page and John Paul Jones in London and that was sort of my foundation.
Guitar.com: Could you see that Jimmy was gonna become a guitar legend?
Jones: I had a feeling, definitely. And they were great inspirations to me. What they did with their talent and how they went for it sort of gave me an idea of what I wanted to do. I didn't dream I'd ever succeed in doing it, but on bit of a smaller scale I managed to create something myself. It was that English thing that was driving me. I was very much involved in that scene at the time. Being in a band called Spooky Tooth, I got to learn a great deal and it definitely helped me find my true voice as a writer. I had always been co-writing with people and then when it came time, I felt I needed to express my songs, and that was really how Foreigner started.
Guitar.com: When did you start playing guitar in bands?
Jones: I was playing in the local youth club when I was 15. I was in my first band and I had a solid body Burns. It was cherry red and it was pretty crappy. Then I had a Hoffner Senator and then a Guyatone, which is Japanese guitar that's something like a Les Paul. But the first real guitar I bought was an SG with a whammy bar on it. Then I joined Spooky Tooth, and I played a Gibson Stereo - the kind Chet Atkins and Chuck Berry Played - it was a semi-acoustic, big-body beautiful warm red guitar. Then I got a Les Paul when I was about 17.
Guitar.com: What's your approach to guitar playing?
Jones: I came up really by listening to records. I listened to the obvious people like Chuck Berry and the same sort of process that a lot of other English guitar players came from. I was also very interested in blues and found myself to be a rhythmic lead guitarist. I'm a rhythmic and melodic lead guitarist. To me, rhythm is very important element in both the chord playing and the lead playing.
Guitar.com: What's the secret to being a strong rhythm guitarist?
Jones: I think like being a great bass player, you have to realize what you?re playing and not try to play something else. If you're playing rhythm guitar, don't try to make it lead guitar or something else that it's not. Rhythm guitar has got a true place. Like a bass, it?s meant to create a foundation for the music with the drums. Sometimes a really great rhythm track is enough. AC/DC proved that. Great chord playing is really cool. Pete Townshend played that way too, and if anything, I'm in more that sort of area.
Guitar.com: Are you into playing leads?
Jones: I'm not a flashy lead guitar player. I do what I can do and I've never been one to get caught up in great speed and dexterity. To me, it's more about the feel and how it clicks with the song. And my satisfaction comes out of making songs work. In their place, leads are good. A lot of songs cry out for them. But I think you have to be careful where you put them. I consider our band to be headed by Lou's vocals and my guitar arrangements. And I think I know when I've gotten my point across and when I've played my effective part. I think less is more all the way down the road.
Guitar.com: What were some of more memorable moments in Foreigner?
Jones: Foreigner was a wild ride. I started off with pretty modest expectations. I figured this would be a band that gradually would develop over the course of a couple albums, as was the norm for the mid '70s. Then six months before our album came out, the Boston album came out. Bands would usually build their fanbase a bit gradually and do it the old fashioned way and I was fully prepared to do that. But our album came out and exploded, and suddenly it was a different ball game. We spent the next four or five years really growing up in public with an extreme pressure on ourselves to deliver and follow up with something even better than what we'd done, which was already stratospheric compared to everything else that was going on.
Guitar.com: That?s enough to drive a band to drink.
Jones: I did a lot of that and other stuff (laughs). It was the thing to do, the thing that was expected. I fell into it and somehow managed to not let the partying impede the music. I had such a hunger and a desire to sustain the success. But gradually it started to take its toll later in the '80s. It's a trap you can fall into because it's one of those things where you need certain things to create and you need to alter your mind a bit to be in that space where you're not thinking about the banalities of life. It wasn't constant but there were definitely binge periods when it fell a bit out of hand.
Guitar.com: What were your poisons of choice?
Jones: Alcohol and cocaine and grass.
Guitar.com: A lot of bands that discover sudden popularity go through that sort of self-medication.
Jones: Yeah, I did it for a long time. It's only recently that awareness has come in. It really wasn't there in the '70s and '80s.
Guitar.com: What led to this awareness?
Jones: I just looked around and had to be completely honest with myself. I asked myself if I was using my gift and talent to their full extent. And I asked myself if I was actually enjoying life and if I was happy with the way it was going. And I discovered I was really not happy at all. And I was trapped a bit into believing that the thrills I used to get 20 years ago would still come back. And obviously they wouldn't in that way. So I thought, maybe this is time to change while I've still got half a brain.
Guitar.com: Did your love for the music help see you through the tough times?
Jones: I started to realize that a tremendous number of people have been influenced by us, and instead of feeling like it was over and I was just an old fart, I started to think maybe I did mean something. I had managed to sustain my career and work with other people and my production capabilities were still pretty tight. So I had a lot to be thankful for. But I had problems writing and it wasn?t getting better. Since I have changed my ways the writing is just flowing now again. Everything is better.
Guitar.com: Will there be new Foreigner material anytime soon?
Jones: We're writing. We're doing some shows and revving up to do another album. We had a number of things that had gone on with Lou's health that have been a concern for the last couple years after his brain surgery. He had a brain tumor removed [in 1997]. But he's getting very close to being back to normal now. He didn't have any bad effects from the operation. Mentally he's very sound, but the steroids he was prescribed have affected his weight. So he's been battling for a while, but he's just got to get himself back in shape. And we have already got a number of songs prepared that were tucked away. And we'll do another big writing session before the next album.
Guitar.com: What will it be like?
Jones: I'm just going to let it happen. I don't really have a preconception about it. I know it will sound like Foreigner 2001. It will sound like us, but it will have a contemporary edge on it.


text:
Patrick Hovan Photographer
LaShonda ReedModel Female Cleveland, Ohio, US
My MM URL: http://www.modelmayhem.com/LaShondaReed
Mayhem # 2604709
About MeInterested in high fashion editorials, magazine submissions, commercial work and runway shows.
I have walked in almost 2 dozen runway shows, several fashion weeks, in Ohio, Michigan, Pennsylvania and NYC
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Credit NotesDesigner Andrea Howell, Tidal Cool Creations 2769304
Photographers Steph Lake, Casey Rearick, Scott Morrison, Julie Stanley
Patrick Hovan Photographer
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text:
FNH Five Seven OD Green Fixed Sights in Like New Condition EXACTLY 100 Rounds fired through. Pristine with no marks or scratches. Includes original case, Manual, Lock, Dissasembly tool, fired test casing from FNH, 3 20 round magazines - $1300
Notes: Will consider cash + Eotech trade. Laser Not included.


text:
A deal has fallen into my lap where I think I need to move on.
I have a set of 16x9 ET 25/15 Modern Lines I need to move.
I can probably sell with/out tires.
I'm looking for 1k without tires.
Or 1300 with tires.
I'm located in Orlando FL.
If you're interested PM, let's talk.


text:
Thu, 02/6/2014 - 02:46pm
Registration for 2014-2015 has begun. Counselors have visited classrooms to discuss courses for next year. On February 11th, your student will select their elective(s) for the 2014-2015 school year and their teachers will recommend them for selective courses. Please review the appropriate grade level course(registration) card (see link below) with your student. If you have any questions, please feel free to contact your student's counselor, administrator, or the campus' Academic Dean.


text: Welcome! We are pleased that you have interest in learning about the many benefits of gift plans. If you have any questions about the best way for you to benefit through a planned gift, please call. A member of the California and Oregon Provinces of the Society of Jesus Planned Giving Team will be very pleased to help you.


text: Joel Howard, a nurse from Duluth, MN, testified at a hearing for the Standards of Care Act. HF588 addresses staffing at hospitals. The authors, Sen. Jeff Hayden (DFL-Mpls) and Rep. Joe Atkins (DFL-Inver Grove Heights), are negotiating with hospitals so that all sides of the issue are represented. Read more about the bill here.


text:
From Wikipedia, the free encyclopedia
|Original author(s)
|Daniel Grayson, Michael Stillman
|Written in
|C++ and C
|Computer algebra system
|GNU General Public License, version 2 or 3[1]
Macaulay2 is a free computer algebra system developed by Daniel Grayson (UIUC) and Michael Stillman (Cornell) for computation in commutative algebra and algebraic geometry. Stillman, along with Dave Bayer who had authored the predecessor, Macaulay. Macaulay2 uses its own high level programming language, intended to closely match the syntax used by mathematicians in the field. Both are published under the GNU General Public License version 2.
In a 2006 interview, Andrei Okounkov cited Macaulay2 along with TeX as a successful open source project used in mathematics and suggested that funding agencies look into and learn from these examples.[2]
Macaulay2 can use emacs GNU TeXmacs.
See also[edit]
- ^ http://www.math.uiuc.edu/Macaulay2/doc/Macaulay2-1.9.2/share/doc/Macaulay2/Macaulay2Doc/html/___Copyright_spand_splicense.html
- ^ Muñoz, Vicente; Persson, Ulf (2006), "Interviews with three Fields medallists", European Mathematical Society Newsletter (62):32-36
External links[edit]
- Official website
- Computations in algebraic geometry with Macaulay 2, a book with full text available online.
|This programming-language-related article is a stub. You can help Wikipedia by expanding it.


text:
Eppstein: A loser and a winner
November 3, 2012
Some days ago, I was reading an article about the district attorney's race in the Summit Daily News. In the beginning of the article, criminal defense attorney Bruce Brown mentioned that the district attorney's office had not done well in their cases and cited several stats as to why this is the case. When the reporter asked him about his own record at trial, he said it was not important. I thought, beyond the obvious hypocrisy, why would he say that? Scott Turner connected the dots for me. He said Brown had not won a trial in Clear Creek County, where he mostly tries cases, in five years. That is an incredible losing streak and it makes sense that he would not want to mention it. I know the district attorney is a person who, along with the police, makes sure we are safe. An attorney who has not won a case in five years, in the area where he tries most of his cases, is not a person I trust to protect me or the community. This is why I am supporting Scott Turner for district attorney – scottturner4da.com. He is the candidate who has the experience and the record to win cases and keep our communities safe.
Gala Eppstein, Breckenridge


text:
Costume Information
|Cost :
|Time Taken :
|Couple of days?
|I wanted to cosplay Princess Zelda for a long time but my sewing skills really aren't up to anything epic like Twilight Princess Zelda.
I loved the little wing clips Zelda has in her hair and haven't made any real girly stuff for a while.
The hardest part was probably sitting up at one o'clock in the morning painting the front panel of the skirt. o_O and not having my younger sister around to tell me where i was going wrong.
The easiest part was making the skirt itself.
I loved wearing the outfit apart from forgetting the belt for the first few minutes and having to run up to my room to get it lol +_+
wow great cosplay =)
you look very cute ^^
One of the best Zeldas ive ever seen ^.^ you looked like you were pulled from the game :) although im glad you didnt do the turned to stone variant :)
You look so cute! You got the cartoony feel perfectly, just like her :)
I was the tiny link at Kita ^^; in the Artist Alley drawing Dark Link giving smex to Link
Aww I didn't know that you'd made this costume! :3 It's awesome!
I'm doing Minish Cap Link for Aya :]
You look Beautifuls! You suit Zelda soooo much! <3
You were so FREAKIN' CUTE in this! I cannot wait to steal you again at Aya! <3
Aww you pull of this version of zelda so wellll, you look sooo cute ^^
I have never seen anyone cosplay this version of Zelda. You look cute ^-^


text:
Free personalized radio that
plays the music you love
The Bird And The Bee
Apart from Kurstin's work with Byard, neither musician had done much with jazz or tropicalia before. Kurstin had previously contributed keyboards to selections by Beck, and his production credits included work with the Flaming Lips, Peaches, and Lily Allen (with whom the Bird and the Bee would later tour). On the other hand, George -- the daughter of Little Feat's Lowell George -- had pursued work as a Shakespearean actress before forming the post-grunge band Lode and subsequently embarking on a solo career. Both George and Kurstin began to explore new sounds and textures in Kurstin's studio in Echo Park, CA, eventually composing enough sun-kissed material for their debut EP, Again and Again and Again and Again, which arrived in late October 2006. The Bird and the Bee's self-titled LP was released the following year by Blue Note Records, spawning a number one hit on the U.S. Hot Dance Club Play chart with a remix of the sassy "F**king Boyfriend."
After enjoying positive press from such outlets as NPR, the pair returned to the studio. Please Clap Your Hands, a five-song EP featuring a cover of the Bee Gees' "How Deep Is Your Love," arrived in September 2007, and the duo heralded its release by joining Rilo Kiley on a fall tour. Two digital EPs, One Too Many Hearts and Live from Las Vegas at the Palms, helped placate the group's audience in early 2008, while Kurstin and George readied a second album, which eventually arrived in the form of 2009's Ray Guns Are Not Just the Future. Meanwhile, Inara George also found time to issue two albums: An Invitation, an orchestral project recorded with Van Dyke Parks, and Accidental Experimental, a digital album released several months later.
Kurstin kept himself similarly busy. After wrapping up the recording sessions for Lily Allen's second album, he spent 2009 producing music for the likes of Kris Allen and Ke$ha. By the end of the year, however, he'd teamed up with George once again, this time to pay tribute to the music of Hall & Oates. Interpreting the Masters, Vol. 1: A Tribute to Daryl Hall and John Oates was released in early 2010, comprising eight cover songs and one original number. In late 2011, the Bird and the Bee announced that they were no longer signed with Blue Note, but would be releasing another album. Although they did end up recording new material for two different films (2014's Endless Love and Sex Tape), the bandmates largely devoted the next few years to their own careers, with Kurstin emerging as a high-profile pop producer and George recording several albums as part of the folk group the Living Sisters. Reemerging in early 2015, the band announced their fourth album, Recreational Love. Released on their own imprint Rostrum, the album appeared in July of that year. ~ Andrew Leahey & Timothy Monger
Selected Discography
Track List: Recreational Remixes
Track List: Recreational Love
Track List: Interpreting The Masters, Vol. 1: A Tribute To Daryl Hall & John Oates
Track List: One Too Many Hearts
Track List: Ray Guns Are Not Just The Future
Track List: Please Clap Your Hands
Track List: The Bird And The Bee
Track List: Again And Again And Again And Again
Similar Artists
Eric Hutchinson is much MUCH better!
@betitio58 I happen to have mature taste in fun quality groups such as B&tB.
Say crushs name 15 times
Post on 3 songs
Look at hand
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text:
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text:
We offer discount to nonprofits, government agencies, and federal contractors
Watch AILA's Featured Issues page for more informationRead Today
AILA Doc. No. 13022562 | Dated February 25, 2013 | File Size: 1369 KDownload the Document
EOIR public statement announcing that the Denver, Colorado immigration court will open at 10am on Monday, February 25, 2013 due to inclement weather conditions.
[[To print the PDF on this page please use the print function in the PDF reader.]]
Cite as AILA Doc. No. 13022562.Open the Document
American Immigration Lawyers Association
1331 G Street NW, Suite 300
Washington, DC 20005
Copyright © 1993-2017
American Immigration Lawyers Association.


text:
Article Preview
100-Year-Old Jewish Scroll Presented Here; Torah Was Saved From Vienna Synagogue
Times Wide World ();
March 06, 1939,
, Section Amusements, Page 10, Column , words
The story of a Torah, probably one of the few remaining scrolls of the law that escaped destruction in the anti-Jewish riots of last November in Vienna when sixty synagogues were burned, was told yesterday by a refugee who saved the sacred relic and brought it to this country.
March 06, 1939
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text:
Nov 1, 2012
Argentine banks have so far shrugged off the ill effects of increasing government heavy-handedness. How they withstand a darkening economic climate remains to be seen
Mercedes Marcó del Pont, Redrado's
replacement, had previously espoused a view of broadening the
bank's remit – one of the reasons she was
picked for the job by Fernández de Kirchner. As she
assumed her new role, she continued to say that in public.
A central bank official who joined around the same time said
then that Marcó del Pont would "have a more active role
than prior leaders did" and that during her tenure she would
pursue the "politics of economic development with social
To many, that sounded more appropriate for a development
bank than a central bank, and private bank executives...
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June 29, 2017 | Tokyo, Japan
The commercial relationship between Latin America and Japan runs deep ... more
September 14, 2017 | Shanghai, China
LatinFinance returns to Shanghai for the 8th edition ... more
September 26, 2017 | New York, USA
The sheer size of Latin America's infrastructure needs, coupled ... more
Celebrating the stand-out institutions and transactions of the past year in this important ... more
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The Infrastructure and Sub-Sovereign Finance in Mexico Summit remains the ... more
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text:
To All Depository Institutions and Others Concerned in the Second Federal Reserve District:
The federal bank, thrift, and credit union regulatory agencies today announced the publication of a new consumer resource, Protecting Yourself from Overdraft and Bounced-Check Fees.
The brochure's key message to consumers is that the best way to avoid overdraft and bounced-check fees is to manage accounts wisely. That means keeping an up-to-date check register, recording all electronic transactions and automatic bill payments, and monitoring account balances carefully.
Many banks, savings and loans, and credit unions offer "courtesy overdraft protection" or "bounce coverage" plans so checks do not bounce and ATM, debit card, and other electronic or automatic transactions go through. But most financial institutions charge a flat fee (often $20 to $30) for each item they cover. Even if a financial institution has a bounce-coverage plan, there is no guarantee an overdraft will be covered.
The federal financial regulatory agencies want consumers to know that careful account management is the lowest-cost way to avoid overdraft and returned-check fees and protect their hard-earned money. If overdraft protection is needed every now and then, consumers should talk with their financial institution or a financial adviser about what choices and services are right for them. Financial institutions may provide other ways of covering overdrafts that may be less expensive. For example, consumers may be able to link a savings or other account to automatically transfer funds into their checking account. Consumers also may be able to establish an overdraft line of credit or link a checking account to a credit card.
The brochure is available on each agency's web site to enable consumer groups, financial institutions, agencies, and other organizations download and print copies for distribution to their clients and customers. Single copies of the brochure are available free of charge from Publications, Mail Stop 127, Federal Reserve Board, 20th and C Streets, N.W., Washington, D.C. 20551; 202-452-3245.
Maryann Campbell
Supervising Examiner
Legal and Compliance Risk Department


text:
There's a good chance New York Mets fans will see long-time nemesis Chipper Jones walking the streets of Manhattan this weekend. It wasn't always that way.
"For the first 10 years I was in the league, I never left the hotel room in New York," says Jones, long vilified at Shea Stadium and now – to a lesser extent – at Citi Field mostly because he's a career .314 hitter with 49 homers against the Mets.
"I went straight from the room to the bus to the park," Jones said this week on the eve of his final visit before his retirement.
The Mets, like most other opponents, have something special planned. Unlike other teams, they've been reluctant to reveal specifics – or even which day during the weekend series their sendoff will occur. There's still the fear animosity could take over.
"I thoroughly expect to feel less appreciation than in any other city," Jones says. "Trust me, if I was a New York Mets fan, I don't know how I would feel. There would be part of me that would appreciate the career but, man, that's a lot of heartache."
Jones admits times have changed. Maybe because he's only hit .208 at Citi Field since it opened in 2009. Maybe it's because the Braves and Mets haven't battled for a division title in a long time.
"Now, I walk down the street and those who recognize me are great," Jones says." I get messages on Twitter from Mets fans all over saying, 'Admire what you've done. You've been great player for a long time. You killed our Mets and I hate you for it. But I respect the player and person you've become.' "
OK, that's 17 characters too many, but you get the point.
Jones admits New York scared him before the fans even knew who he was.
"Intimidated as hell," is how he describes his first visit to New York City in 1995.
"I'm from a one caution-light town," he says of growing up in Pierson, Fla. "Now you're going to throw me in the middle of Manhattan? Goodness, I was scared to death for the first five years I went there."
It didn't show on the field.
"There's something about playing on that stage that appeals to me," Jones says of being a top banana in the Big Apple. "I always held New York to a higher standard than other places, so I was usually jacked up to play when I got there."
He hit his first major league homer there – "One of the biggest moments of my life," he says.
But ask him his top New York memory and he immediately responds with a Braves loss.
"The first game after 9/11, (Mike) Piazza hitting the (game-winning) home run," Jones says.
He played left field that night and scooped up shell casings from the pre-game 21-gun salute. He still carries them and even was nearly arrested when he forgot one was in luggage he took on a flight.
"I had to tell them, 'Look, I'm Chipper Jones. This is where it came from. I forgot to take it out.' "
Now that his torment of the Mets is nearly over, Jones is removing one more sore spot – naming one of his sons Shea.
"A lot of people think I was doing it to get under the skin of the fans," he says. "That was not the case at all. Now, to have Shea be so significant in my career, it was fitting. But I loved the name. I played against guys in the big leagues named Shea and thought it's a unique, cool name.
"My dad named me Larry, for goodness sake," he says. "I mean, give me something I can work with."
Larry Jones Sr. certainly gave Mets fans something to work with. There's little doubt their sendoff will include a healthy dose of their traditional "Lar-ry, Lar-ry" chant.
Daily Pitch is a baseball fan's destination for breaking news, emerging trends and enlightening banter. With a veteran group of reporters positioned in three time zones, we provide a balanced, comprehensive glimpse at our national pastime, with a nod to both the passion and complexities that make the sport irresistible to many. More about our reporters


text:
Riverside County's jobless rate falls in February
RIVERSIDE, Calif. - Riverside County's unemployment rate dropped below 11 percent last month as most sectors of the regional economy added jobs, a state agency reported today.
The county's non-seasonally-adjusted jobless rate in February, based on preliminary estimates, was 10.9 percent, compared to 11.5 percent in January, according to the California Employment Development Department.
The rate was almost two percentage points below the level of February 2012, when unemployment stood at 12.7 percent.
The civilian labor force last month numbered 953,800 people, with 103,800 out of work, according to figures.
The city of Cabazon had the highest unemployment rate countywide, at 27.2 percent, followed by Mecca at 21.8 percent and Homeland at 21.4 percent, according to the EDD.
The combined unemployment rate for Riverside and San Bernardino counties in February was 10.8 percent, down from 11.5 percent the prior month.
Bi-county data indicated payrolls expanded in all but a few sectors. The largest increase was in educational and health services, where around 2,200 positions were added. Roughly 5,000 jobs were added in other sectors.
Payrolls shrank in farming, manufacturing, mining, as well as leisure and hospitality, which altogether shed a total 3,000 jobs last month. The biggest drop was in trade, transportation and utilities, where 3,100 losses were recorded. Retail trade accounted for most of the decrease, reflecting a decline in demand for seasonal workers after the holidays.
The state's non-seasonally-adjusted jobless rate in February was 9.7 percent, according to the EDD.


text:
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Chuo interior wall-light.
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text:
CANADA STOCKS-TSX opens lower as oil prices weigh on energy shares
TORONTO, Aug 14 (Reuters) - Canada's main stock index opened lower on Wednesday as a drop in the price of oil hit shares of energy companies, offsetting strong economic data from the euro zone. The Toronto Stock Exchange's S&P/TSX composite index was down 12.10 points, or 0.10 percent, at 12,630.09 shortly after the open.
© Thomson Reuters 2017 All rights reserved.


text:
Maybe because of cache problems. Wait a minute my friend
It's incredible. Avada was the monument in a long time >.<
Unyson said
qktheme saidUnyson does not affect the frontend area of the theme, that's why you can incorporate your theme with any CSS framework. For example, the default theme from our Demo was created with Unyson: http://demo.themefuse.com/unyson/. So, you can see that we didn't incorporate something special, it's the WordPress default theme.
Can i make this framework compatible with bootstrap 3 framework ?Thanks!
I'll try to use your FW for my next project
Can i make this framework compatible with bootstrap 3 framework ?
Good Job Bro !
Redux continuous updates. I always see a new version update notification in backend. There is a bit confusing
Control yourself. Make plan, deadline for each project. Work in a few hour after that you can relax by a cup of tea or coffee. Relax and work and relax
Hi @SyamilMJ,
Is it support Bootstrap 3 ?