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American Sport Education Program (ASEP)
When selecting your policies, consider the importance of each of these factors relative to your situation. For example, if you coach a team that travels often, you will need a detailed section on behavior on the road. If you coach a varsity team of 18- and 19-year-olds, you might need more detail on policies outlining the consequences of infractions than you would need if you coached a developmental team of 15-year-olds. Regardless of how many topics your policies cover, the most essential thing is to clearly spell out how your athletes (or others) are expected to conduct themselves and the consequences of failing to meet those expectations.
When an athlete or other person violates a rule, it is often because he or she is not fully aware of that rule, how the rule fits within the context of the policy, or the consequences of breaking the rule. Returning to the example at the beginning of this chapter-the gymnast who pleads ignorance after taking a banned substance contained in a weight control supplement-unless specifically told by the coach, trainer, or health professional, a young athlete might not be aware that she must check supplements for banned substances or even that common supplements can contain banned substances.
Having organized, well-written, and clearly explained policies is one way to prevent or reduce the chance that your athletes will break the rules. You might not be able to prevent all infractions, but you will be better equipped to deal with the consequences of infractions if your policies are clearly written and explained.
When selecting your team policies, it's reasonable for you to ask what these should and should not cover. Again, the extent of your policies and rules will depend on your team philosophy, the age of your athletes, the level of competition, and how many people the policy covers. Keep in mind that team policies and rules specify the standards of acceptable and unacceptable behaviors and the responsibilities each member is expected to accept. Policies and rules prescribe the expectations and outcomes from team members and others involved, including coaches, athletes, support staff, volunteers, parents, spectators, and the media. So, it is essential to carefully plan and develop your team policies and rules.
We encourage you to develop team policies and rules that cover important aspects of behavior and organizational issues that might affect how your team functions. You cannot legislate every aspect of your athletes' behavior, nor would you want to be responsible for enforcing such restrictions!
Consider the purpose of your team policies: to communicate to your athletes (and others involved) your team's philosophy and how this philosophy should be reflected in attitude and behavior. Such consideration should lead you to identify the areas to cover in your team policies.
To help you focus the scope of what your team policies should include, this book has been structured to reflect the six moral values developed by the Arizona Sport Summit Accord in 1999. The six moral values are as follows:
These moral values encourage character development through sport and have been endorsed by many sport organizations.
Character can be described as the type of person you are, what you stand for, and your tendency to do the right thing. Character is revealed by how you behave when no one is watching or when you do not expect to be rewarded; it includes the types of judgments you make, how you interact with others, and how you put into action your personal philosophy.
We generally associate good character with behavior that is kind, trustworthy, honest, faithful, and responsible. Sportsmanship is said to represent good character for those involved in sport.
Most sport policies and codes of conduct (or behavior), whether for athletes, coaches, support staff, parents, or others involved in sport, incorporate these aspects of character. These six moral values are considered universal principles that allow us all to live and work productively in a civilized society. Let's take a closer look at each of them.
Respect is enshrined in the golden rule: treating others as you wish to be treated by them. Respect applies to oneself as well as to others. Respectful athletes and coaches accept decisions by officials or superiors without arguing, avoid violence in and out of sport, act considerately toward all people, and seek to resolve differences without anger and insults.
Examples of respectful behavior in sport include using considerate language and nonverbal body language even when you are angry or disappointed, walking away from confrontation during a game, speaking respectfully (e.g., without sarcasm or profanity) even when you are provoked, accepting victory and defeat without disparaging your opponents, and accepting officials' decisions without argument.
Responsibility involves perseverance and doing the right thing. Responsible athletes and coaches are reliable, self-disciplined, and considerate; they do not act impulsively without first considering the consequences of their actions.
Examples of responsible behavior in sport include always trying your hardest, even against a much better opponent or when the outcome doesn't matter; showing up regularly for practice, even when you are preoccupied or don't feel like training; letting the coach and team know if an emergency prevents you from attending practice; and accepting responsibility for actions that lead to unexpected consequences.
Being caring involves compassion, gratitude, and empathy (the ability to experience the feelings of others). It might sometimes seem incongruous that you are supposed to be caring while also trying your hardest to win. But you can be both highly competitive and caring at the same time. Athletes and coaches who are caring are gracious in both victory and defeat; they readily acknowledge the contributions of others to their success. Caring athletes play for their team rather than just for themselves. Caring also involves promoting the health and safety of everyone involved in sport, particularly athletes.
Examples of caring behavior in sport involve complimenting your opponent's efforts, win or lose; thanking your teammates, coaches, and supporters after a game; encouraging an injured teammate; and helping an opponent up after a fall or tackle. For example, the coaches of the 2003 Rugby Union World Cup finalists, Australia and England, openly praised each other's accomplishments in the week before the final match. Such behavior is not uncommon among effective and successful coaches.
Honesty involves being truthful and forthright (i.e., not hiding important information) and acting with integrity and loyalty. Athletes and coaches show their honesty by speaking and acting consistently and by always doing the right thing. The motives and actions of honest coaches and athletes are rarely questioned because their actions are backed up by a personal sense of integrity.
Examples of honest behavior in sport include being a team player (loyalty), dealing honestly and openly with other athletes and coaches (honesty, loyalty), and playing fairly within the spirit and rules of the game (honesty).
Fairness-playing by the rules and the spirit of the game whether you are winning or losing-is one of the key elements of sportsmanship. Athletes and coaches are often under enormous pressure to be successful, sometimes with huge financial rewards and incentives. Such pressure often seems inconsistent with fairness; sometimes playing fairly means losing the point or even the game.
Athletes and coaches who play fairly will always play by the rules, regardless of how doing so affects the outcome of the game. Athletes and coaches display a sense of fairness by not taking unfair advantage by bending or circumventing the rules. Occasionally, you see tennis players correct a line judge's call for a ball that hits the baseline, although it means he or she loses the point. Fairness can also be applied to criteria for determining awards or playing time.
Good Citizenship
Perhaps the hardest to define because it encompasses attitudes and behavior outside of sport, good citizenship involves contributing positively to your community, whether local, regional, or national. Athletes and coaches who are good citizens proudly represent their country in an international competition, volunteer their time and effort to worthwhile causes, follow the law, and act as positive role models. The media readily report behavior-both good and bad-of high-profile athletes and coaches, who must recognize how their actions influence young people. Many high school athletes are active in community and charity events and are well known in their communities.
So far, we have discussed how team policies will help you manage your team and how to develop your policies.Sometimes, though, conflicts can arise even with the best of intentions and clear policies supported by good management. Conflict is part of the complexity of human behavior and cannot be completely avoided. However, having within your policies a means to address conflicts will make it easier to solve them and to minimize distractions when conflicts arise. Let's discuss how you can include a process for conflict resolution within your policies.
As we have said, disagreements and conflict arise even with the best policies and consistent enforcement of rules. If handled well, conflict is not always a bad thing, as it helps clarify boundaries and expectations. To be fair and effective, your policies should include some mechanism for athletes to question a decision, and for them to be heard in a fair and objective process. This is especially important if you are coaching teenagers; a common complaint among this age group is that adults do not listen to them or consult them when making important decisions.
Policies on conflict resolution clarify the process through which an athlete or others can question a decision or express a grievance. This process usually involves a hearing before a discipline or grievance committee. The committee should be objective and represent the entire team or organization; a player representative can be a member of the grievance or discipline committee.
Above all, it is important to ensure due process-the legal procedure that guarantees an individual's rights are protected-at every step. Not adhering to due process can cause several undesirable effects, such as giving the impression that your decision making is unfair or arbitrary, confusing your athletes because they cannot see how you make certain decisions, alienating your athletes or making them feel powerless, and leaving you and your school open to legal action by the aggrieved player.
Let's now discuss areas that you probably won't need to cover in your policies.
You might be relieved to know that your team policies do not have to cover every aspect of your athletes' and staff's behavior. In fact, team policies should cover only those aspects of behavior that directly affect the athletes' and others' participation on your team. Areas outside of sport or not directly relevant to participation on the team are difficult, and often inappropriate, to include in team policies. Here are some areas that we suggest you leave out when developing your team policies:
Personal relationships. Policies should not restrict whom your athletes or staff associate with, provided there is no conflict of interest or illegal activity. You might think an athlete is associating with the wrong crowd, but you can create many problems by making rules or exerting pressure to force him or her to abandon a friendship. As long as the behavior is legal and does not directly influence participation on your team, you need not try to police it. Interests outside of sport and during the off-season. Policies should restrict outside interests only if they directly affect the athlete's participation on the team. For example, it would be fair to ban your athletes from high-risk sports during the season for fear of injury or because they might affect their ability to train. However, it might prove impossible to enforce such a ban during the off-season. Personal beliefs and choices. Policies restricting athletes from pursuing a particular hobby, lifestyle, personal philosophy, or religious belief violate their rights and are likely to alienate your athletes. Moreover, in some situations, making decisions about an athlete or treating him or her differently because of a personal belief or lifestyle choice can be construed as harassment or discrimination.
A code of conduct, sometimes called a code of ethics or code of behavior, is a document that clarifies how people associated with your team are expected to behave and their duties and responsibilities. A code of conduct will be an integral part of your team policies. This document gives life to your policies in that it translates those policies into the practical terms of everyday behavior. The code of conduct should be a list of the most important rules that indicate the attitudes and behavior expected of your athletes or others involved in sport.
A general code of conduct can be contained in a single document to cover all people involved with the team (athletes, coaches, support staff, parents, and so on.) You can list the expectations for each group in separate sections for each role. Another approach, taken by many teams these days, is to develop separate codes of conduct for each role, in particular for athletes, coaches, parents, and support staff.
A code of conduct can be viewed as a contract or agreement between the team and the person whom it applies to. Many teams now require their athletes, staff, parents, and others involved to sign a statement indicating that they have read and understood the relevant code of behavior or conduct. A signed statement serves as a record that the policy was explained, that they understand the code of conduct, and that they agree to act as required. Having them sign the code of behavior also emphasizes how important you and the team view the code.
This is an excerpt from Coaches Guide to Team Policies.
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We're sitting down with our favorite writers and cooks to talk about their upcoming cookbooks, their best food memories, and just about anything else.
Today: Todd Selby on his new book Edible Selby and his favorite 20-course meal.
Todd Selby is a man with a thing for beautiful spaces -- you can find his photographs of interiors on his website The Selby, and in his first book, The Selby is in Your Place. With his series Edible Selby in the New York Times T Magazine, he ventured into the kitchens of culinary luminaries like Eric Ripert, Ignacio Mattos, and Rene Redzepi. The photographs of kitchens the world over -- from Japan to Denmark, from San Francisco to London -- are beautiful to behold, but you also can't miss the hand-drawn illustrations from his collaborators, like this one from the Mast Brothers on how to make "chocalate" [sic] at home:
Edible Selby is now a full-length book, and we sat down to ask Todd a few questions about it.
1. Describe your all-time favorite meal.
Lunch at Noma, starting with eating the flower arrangement on the table, and ending about 20 courses later.
2. What made you decide to create a book all about chefs and food?
I think there is so much creativity and so many amazingly talented artists in the food world.
3. How does photographing kitchen spaces differ from working with other interiors?
It's really hard! Kitchens are super intense, cramped, hot, and high-pressure environments. When you shoot a home, it's a very relaxed, chilled-out vibe.
4. What is the best thing you saw or ate while photographing Edible Selby?
The best thing I ate was the lumpfish roe and grapefruit granite at Relae in Copenhagen.
5. What are you working on now?
I am in Kuala Lumpur, trying to put down my laptop and get into the pool!


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Coconuts of Cedar Key, Dock St.
No cover charge
Friday-Saturday: Temporary Taboo, 8:30-12:30 p.m.
Sunday: Barry Moore, 2-6 p.m.
Tuesday and Thursday: Karaoke, 6-10 p.m.
Wednesday: Free pool
Frogs Landing, Dock St
Friday-Saturday: Karl W. Davis Trio
Sunset Isle RV Park
Saturday: Free Edy's soft serve ice cream, noon to 7 p.m.
Must bring Page 9 from the Beacon to get the ice cream. Limit 3 cones per paper.
On Jan. 22 Cedar Key Mayor Heath Davis asked three residents to serve on an Energy Advisory Panel to spearhead a citywide, citizen-based conservation movement.
Faced with many tasks, Tom Deverin, Connie Nelson and Luz Kraujalis decided first to tackle the big project of recycling household and business garbage.
About eight months ago, 45-year-old Polly "P.J." Jensen noticed a lump under her left arm.
She was unable to afford health insurance and ineligible for Medicaid.
"So I kind of set it aside at the time – something I should have never done," P.J. said. "Something every women should never do."
After a while, the mild discomfort became painful tenderness. "It got to the point that I couldn't wear anything tight around that area."
She finally went to the doctor early this month.
After 34 years of dedication, Cedar Key Postmaster Annette Kordgien retired from the United States Postal Service Oct. 1.
Airheads from all over the state converged on a 45-acre farm located between Cedar Key and Chiefland last weekend for the Second Annual Suwannee River Tech Day and Camp.
The international Airheads Beemer Club is for riders who own specific BMW bikes: those with air-cooled engines. Most anything that happens with an Airhead Beemer can be repaired on the side of the road with the tool kit that BMW provides – with the right knowledge, of course.
That's why the Airheads motto is "Simple by Choice."
'Twas the night before Christmas, when all through the isle,
Not a clammer clamming, they were through for a while.
Cedar Key was decked out by the people with care;
Already by airboat, Santa Clam had been there.
The pelicans were nestled all snug on the dock,
Dreaming of sweet fishes and next year's Sock Hop;
The seagulls they were resting, not causing a flap,
Planning their strategy for when snowbirds came back.
When over the Gulf there arose such a clatter;
More than 40 participants from the Levy Association for Retarded Citizens Work Activity Center located in Otter Creek visited the Cedar Key Community Center last Thursday for a luncheon, informational presentations by local officials and a dance.
"Mrs. Thelma McCain made us a fish dinner, grits, coleslaw, hush puppies and cake," said Trainer Kathy Eschbach. McCain's son Harold is a LARC participant. "Mrs. McCain fed everybody – anyone who walked through the front door," Eschbach said.
Cedar Key artist and Florida native Mike Segal has been busy in 2009. His painting "July 4th Snoozer at Cedar Key," was chosen to headline the upcoming Old Florida Celebration of the Arts and he received an honorarium to teach art to after school teachers in Alachua County.
Luz Kraujalis, known affectionately around Cedar Key as the "Tree Lady" has done it again. With the gracious donation of island landowner Tom Tonnilier of TNT Nursery, and three and a half days hard work by a handful of volunteers, Luz has seen to it that 62 young trees have been planted throughout downtown and the surrounding area.
Tonnilier offered the sand live oak trees to the city as a gift, complete with delivery from his nursery in Alachua County.
The Friends and staff of the Lower Suwannee & Cedar Keys National Wildlife Refuges held an Open House last Saturday at the Suwannee Community Center in the town of Suwannee.
Normally held at the Cedar Key NWR, this was the first time the annual event took place in Dixie County.
"We wanted to give people over here an opportunity to get to know the Refuge," said Refuge Manager John Kasbohm. "Based on the turnout we'll probably rotate years – one year in Cedar Key, one here in Suwannee."
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The Cedar Key Beacon is your source for local news, sports, events, and information in Levy County and Cedar Key Florida, and the surrounding area.


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Anyway, sure, this is an old old issue and there are always some stock answers that people pull out to reassure themselves. Maybe there's a Master Plan, maybe everything gets sorted out in the next life, maybe maybe maybe. Maybe not.
These were the thoughts that I had running through my mind all through davening on the first day of Rosh Hashana. See, my conception of God (in the abstract, non-anthropomorphic panentheist kinda way) certainly makes good sense of God as the almighty, as the creator, as the sustainer, as ruler, as awesome and fully worthy of reverence and praise. It also can make good sense of God being the source of an objective morality with schar and onesh following suit not as divine interventions, but as natural consequences of community behavior. I'll refrain from going into too much detail, but I see it in how moral action raises the net well being in a society and simultaneously betters the noble sense of self, whereas immoral behavior does the opposite. But still, how can I make account with the traditional conception of the Dayan Ha-emet given what I see of the world and my conception of a non-personal deity? In what sense does a panentheist God judge? And for that matter, in what sense can a panentheist God forgive?
So, as I was saying, I just could not get this out of my mind. What is the meaning of Rosh Hashana and Yom Kippur if not for the whole Yom HaDin thing?
To work my way through this dilemma I oriented myself to the idea that God doesn't judge per se, but that God is that moral standard against which we must judge ourselves. I think I went through this in a post last year about Yom Kippur, but whereas we might go easy on ourselves when considering our past actions, if we would imagine a perfectly reliable and righteous Judge considering our deeds we'd realize that we wouldn't get away with a fraction of what we'd permit ourselves. We then must judge ourselves to whether we are truly *worthy* of all the gifts given to us in our lives - and, yes, whether we deserve some comeuppance. Different people have different strengths - in this past year have you done all you could do to make this world a better place? I'm sorry to say it, but I know I haven't. Not that I'm a bad guy - or so I like to think of myself - but I've surely fallen short of what I could have done or what I could have been.
See, I believe in justice. I believe it is a characteristic set in the moral fabric of interpersonal relations. It is something we need to strive for, to struggle to achieve, rather than a fact of reality bestowed upon the universe. A common theme in Judaism is that humanity is co-creator with God. We have the potential to make justice have more impact on our existence than even chance. It is in our power and it is our duty.So we're given a set time of some ten days at the start of the year to orient ourselves back to this basic task. And even if we were to judge ourselves unworthy we are given tools like teshuvah, tefilla and tzedaka to help change our mentality and to alter our behavior so that we can start the new year afresh with full potential. The purpose of these days is not to endlessly harp on our wrongdoings, but to do so only until we right what is wrong and become better people from that point on.
So with that conception in mind, an extended metaphor, I was able to finish davening with a clearer head - and I can look forward to a meaningful experience on Yom Kippur.


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- Moon and Stars Announcement by Simplyput -- FineStationery.com
- Book and Bear Gift Set -- Pottery Barn Kids
- Star Drink Stirrers -- The Wedding Festival
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January 14, 2013
On The Night You Were Born: A Sip and See
On the Night You Were Born, a book written by Nancy Tillman, is one of my top gifts to give at baby showers and a favorite of my own children. This charming story would make for a wonderful Sip & See or Baby Shower Theme. Accent with star decor and feature snippets of the story on the cake. Read the story aloud or perhaps frame it's pages to place around your party space-- the illustrations are sure to provide an enchanting feel to your event.


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Peer-Reviewed Publications
Found 2 resultsTitle
Filters: First Letter Of Title is A and Author is Kallan, Michael J [Clear All Filters]
The association of weight percentile and motor vehicle crash injury among 3 to 8 year old children." Ann Adv Automot Med. 2010;54:193-9."
Acute traumatic stress symptoms in child occupants and their parent drivers after crash involvement." Arch Pediatr Adolesc Med. 2005;159(11):1074-9."


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Pocono Community Theater is more than a movie house. The venue offers a variety of independent and art films, and the theater's stages serve as a recital hall for other theatrical experiences, including live performances.
Pocono Community Theater is more than a movie house. The venue offers a variety of independent and art films, and the theater's stages serve as a recital hall for other theatrical experiences, including live performances.
Pocono Community Theater will present the first live installment of its new Community Cultural Series on Oct. 6-7 with a performance by the all-male string quartet Well-Strung.
These classical musicians hail from New York City, and they'll serve up the music of Mozart, Vivaldi, Rihanna, Adele, Lady Gaga and other contemporary artists — with Well-Strung's unique, memorable twist.
"We're excited to be able to use our stage to bring such a unique event to our area. We encourage people to come out and enjoy our intimate setting," said Courtney Tolino, the theater's general manager.
The theater plans to offer a diverse lineup for its Community Cultural Series on a monthly basis, probably on Sunday evenings. "We want to present outstanding performances locally so our residents don't have to go to the Lehigh Valley or New York City for quality entertainment," Tolino said.
Well-Strung members have impressive credentials. First violinist Edmund Bagnell played Tobias in the first national tour of "Sweeney Todd." Second violinist Christopher Marchant is also an accomplished vocalist and actor. Cellist Daniel Shevlin has toured the United States and Asia in productions of "Rent" and "Cabaret." And violist Trevor Wadleigh has performed at Carnegie Hall.
Emmy-nominated Donna Drake is Well-Strung's director and co-writer. She's performed on Broadway in "A Chorus Line" and "Sophisticated Ladies," and choreographed Catherine Zeta Jones for the American Film Institute Awards. Arranger David Levinson was the musical director for "Aida" and "Cabaret," and has collaborated on scoring music for movies and live theater.
Rounding out this powerhouse team of talent is producer and co-writer Mark Cortale, a former opera singer who founded the Broadway Concert Series.
This event is a fundraiser for Pocono Community Theater. All proceeds will help ongoing efforts to keep the arts alive by supporting education and outreach programs.
"All tickets include a red carpet reception with a meet-and-greet with the performers, wine and hors d'oeuvres," Tolino said.


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The Town of Unionville is alive and well in Symco, WI. Unionville was the original name, you can no longer find it on a map, but the hear of the town is still beating with the help of a host of volunteers in the Thresherman as well as their friends and family that make Unionville not only come alive for the and stay alive all year long. Unionville consists of more than 60 buildings including a church, school, bank, fire and police station, saloon, tractor repair shop, shoe shop, post office, barbershop, general store, print shop and a sawmill. This is the first year visitors will be able to see the water-powered feel mill in operation. The stone mills were found in Tennessee and West Virginia. The blacksmith shop is also new. The thing that makes the Thresheree so extraordinary, as well as many events throughout Waupaca County, is that it is virtually run and maintained by an amazing group of volunteers. People like you and I who are passionate about a hobby or a way of life, and they want to share that with others. The Thresheree begins Friday July 29th and runs thru Sunday July 31st. Check out www.symcoutc.com for more details. Come on out and bring your friends and family!
Symco Unionville 44th Annual Thresheree National Antique Tractor Pull
July 28th, 2011 by Judy Trull


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The Turanza T001 was developed with luxury touring in mind. Offering superior performance on the open road, the T001 features advanced road noise reduction grooves to insulate against environmental noise while maintaining ride comfort. Combined with the revolutionary tread compound resulting in reduced friction, the enhanced design deliver better road contact, braking in wet and dry conditions and longer tyre life.
|Load Index / Speed Rating
|Ply Rating
|Overall Diameter
|638 mm
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|07.50-09.00 in
|Tread Depth
|7.4 mm
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Wddavidson necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 204 diseños de 61 diseñadores freelance.
An agency that combines Creativity and Technology. An agency that combines Art and Science. Designers and Technologists.
"Magic" is the creativity and power of a creative idea.
"Logic" is the process, rigour and strategic thinking.
Services will include:
• Creative Development
• Strategic Planning
• Media Planning
• Advertising
• Design
• Digital
• Mobile
What is unique? The creative development process includes a creative, media planner, PR planner and digital creative. The combination of media planning and PR in the creative development process creates ideas that promote themselves. Buzz marketing like Best Job in the World.
Business culture will be dynamic, entrepreneurial and straight talking. We will grow brands and grow businesses.
CEOs and CMOs
Large companies that are currently with large multinational network advertising agencies. They have the process and the rigour from the traditional agencies but they miss the creativity, they miss the challenger thinking, they miss the speed, they miss the access to senior creatives.
Large multinational clients that understand the transformative power of technology and that are looking for new channels to growth and new thinking.
Secondary audience - creatives and designers.
We are looking for a logo for the agency. To be used on website, powerpoint, email signature and stationary.
Options for name:
1. Magic+Logic
2. Magic and Logic
3. Magic & Logic
Would like the fonts on magic and logic to be different – magic to be mystical/emotional and logic to be rational.
Would like to use bold primary colours.
Something that is "new", "fresh", signifies "change".
The files we will require are:
Print file format - .ai (CMYK)
Web file format - .jpg and layered .psd (RGB)
Please do not use any stock images or clipart
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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As requested here, two years ago for a madsonic client, I'd like to request a sleep timer too for the madsonic web-gui.
Maybe pick out times of a small dropdown list near the playbar or the left navigation frame.
Useful for users, who listen to selfmade playlists and do not want to crop their playlists each time they want to go to sleep.


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Crossposted from my vets' post on Facebook today:
Please take the time to contact your TDs -- the rural lobby has been well organised to try and limit puppy farm legislation and allow for carted stag hunting (hunts with part domestic stags carted to a hunt site, antlers sawn off so no way to defend themselves, then pursued with dog packs . A very ugly, cruel way to 'hunt' which has been video'd for YouTube (as the stag is attacked by the dogs, which they say never happens; farmers' fences are damaged, and huntsmen several times, kick their dogs, too -- all truly disgusting).Anicare Veterinary Group
Irish Times editorial on tail docking: http://www.irishtimes.com/newspaper/...326524972.html
The Animal Health and Welfare Bill will be before the Dail again shortly. It appears that Minister Coveney is under significant pressure from some rural organisations to legislate for tail docking in working breeds of dogs (eg spaniels and pointers). The logic here is that it will prevent these dogs from suffering tail injuries when hunting, etc. However there is a body of evidence that working dogs do not have any increased risk of tail injury compared to non-working pet dogs, so the logic here is flawed, and a decision to permit routine tail docking in an breeds would not be supported by scientific evidence. In addition to this Veterinary Ireland, the Veterinary Council of Ireland and FECAVA (Federation of European Companion Animal Associations) support a ban on all non-therapeutic tail docking in dogs.
If you would like to support a ban on tail docking in dogs you could contact your local TDs to let them know. A full list of email addresses for members of the 31st Dail is available here: http://www.oireachtas.ie/viewdoc.asp...Fdocument1.htm


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Cent was brought to our shelter as a puppy by a good Samaritan that paid $800 dollars to the owners for her Mom and siblings. A family adopted Cent when she was just a puppy but recently brought her back because they were moving. She has grown into a lovely girl and is disappointed she lost her family. Cent really hopes her stay at the shelter is short! Cent is a beautiful Shepherd/Sharpei mix. For more information on Cent or any of the animals at the Hilton Head Humane Association, call 681-8686 or go to www.hhhumane.org
Meet Bullwinkle. Bullwinkle. My owners moved away and left me and my companion with a neighbor. When they didn't return to pick us up the good neighbor brought us to JARM for a second chance. I am a 2 year old shepherd mix with a great loving personality. I love kids! Call 843-726-7799 or go to www.JARMission.org for more information.
Meet Honey. A classic Carolina dog, Honey was found wandering the streets of Ridgeland with a gnawed off leash. If you are seeking an upbeat, mood enhancer then Honey is your girl.
Contact Brooke's Haven Animal Rescue 25 Buck Island Road - Bluffton, SC 29910 or go to www.brookeshaven.org or 843-757-7387. Hours are 8 a.m.-6 p.m. Monday-Friday. 8 a.m.-1 p.m. Saturday. 2 p.m.-4 p.m. Sunday.
Baby Homer is now only 4 weeks old and he is over 6 pounds, a Mastiff mix. For details call Maranatha Farm 816-6676 or go to www.maranathafarm.org.
The following pets are from Noah's Ark Rescue. They are all house- and crate trained, vaccinated, neutered or spayed, micro chipped, and heartworm negative. They adopt out of state. Call 843-540-6755 for more information or go to www.noahs-arks.net.
Rover is a 1 year old Lab mix who was found on the side of the road. He must have been hit by car and was in terrible shape and in horrible pain. Besides the accident injuries he also showed all signs of neglect and was very emaciated. Our Vet had to remove one of his front legs. Rover is a happy, healthy "Tripod" and ready to rock your world. He loves all animals, children and people. He would make one lucky family a perfect family member.
Tyson is a 7 year old Staffordshire terrier/pitbull mix that was picked up as a stray. It appears sweet Tyson had been used as bait based on the old scars on him and the large chunk that had been torn off his upper lip and part of his nose. Look at those big beautiful, soulful eyes. All he wants is for someone to be nice to him and let him love on them. He is a stocky, handsome sweet boy and loves other dogs, children and people.
Belle is a 7 year old beautiful pitbull that was hit by a car. We saved her from being euthanized. We took her into our care even with the prognosis that she would never be able to walk again using her back legs. Belle is a pain free, all happy small girl that gives smiles and kisses all day long. She also gets along well with other larger balanced dogs. She loves people and children.
Java is an 2 year old Pitbull that was picked up as a stray. He was kept in an emaciated state for very long. He is a beautiful loving dog and is looking for a family where he will be cherished and loved for the rest of his life. Java gets along well with other medium and large dogs. He prefers female dog companions and the male dogs need to be well balanced. He loves children and people. The children should be 10 years or older. He is very energetic and needs lots of exercise. He would fit perfect in an active household.
Gypsy is a 2-3-year-old Golden Retriever mix. She was found in an abandoned burned down restaurant. All she wants is to have a home where she is loved and safe. She is healthy and as sweet as a dog can be. She loves people, kids and all other animals. We would love for her to have a home with a fenced in yard and some other dog companions. She could still be a little shy in new situations, with new people and takes a little time to warm up. She never ever showed any signs of aggression towards people or animals.
Prime Time is between 1 ½ and 2 years old. He is a beautiful pitbull. He was hit by car but he is now all happy and healthy. He was set to be euthanized until we stepped in to save him! He loves children, people and other dogs. He loves to receive affection and gets easy very attached to people. The children should be older than 7 years. Because of his past experiences it takes him a little more time to warm up to men.
Madison is a 6-year-old pure breed Cocker Spaniel, that is the sweetest dog you will ever get to meet. She was adopted out to a family they did not want her anymore and returned to a shelter. She had a life of medical neglect. She needed ear surgery and lost some of her teeth. We took care of all her medical needs. She is healthy now. Madison loves all animals, children and people. She is always happy and would make one lucky family a wonderful addition.
Diamond is a 5-6 month-old Dachshund mix puppy that was picked up by Animal Control as a stray. He was in rough shape and was limping on one of his back legs. He is now a happy, healthy puppy that loves life and everybody. He gets along great with all animals. Diamond will always be a small dog.
Romeo is a 4 year old Boxer Mix. He was found as a stray and showed all signs of neglect but still was the friendliest dog ever. He is a little shy at first but loves people, children and dogs. He gets along best with female dogs and well balanced male dogs. The children should be older than 10 years. Because of his past experiences he needs a little more time to warm up to men. He will make one lucky family a wonderful family member.
Dally is a 1-year-old Dalmatian Mix that was picked up as a stray. This adorable pup was shot at close range with the gun held against her body. She lost one of her back legs. Dally is the most incredible, sweet dog and as playful, happy and healthy a puppy can be. She gets along with everybody but the kids should be older. She plays well with larger dogs. She is very energetic and needs a yard to run and play. Because of her past experiences it takes a little more time to warm up to men.
Palmetto Animal League has a lot of adorable kittens and adult cats looking for their fur-ever homes. All kittens are spayed or neutered, microchipped and up to date on all vaccines. You can meet these sweet kittens Monday through Saturday from 12 p.m. to 7 p.m. at the Palmetto Animal League Adoption Center in Riverwalk Business Park. For more information, call 843-645-1725 or go to www.palmettoanimalleague.org.
Email information about pets that are available to firstname.lastname@example.com.


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In Waiting for Superman, the 2010 documentary that describes the failure of American public education, several children and their families, along with educators like Geoffrey Canada and philanthropists like Bill Gates, drive home the argument that the key to school reform lies in improving the competence and skills of individual teachers. Making the case for a crisis in K-12 education is not difficult. Open any newspaper and you are likely to find an article reporting on the sorry state of US public education. Student competence in basic subjects like math and reading is alarmingly low and trails that of other nations. Three in 10 public school students fail to finish high school. Graduation rates for students in some minority groups are especially dismal, with just over half of Hispanics (55.5 percent) and African Americans (53.7 percent) graduating with their class.1
President Barack Obama and others have expressed concern about American students' deficiencies in math and science. In comparisons among OECD member countries, 15-year-olds in the United States markedly lag in mathematics, trailing their counterparts in 30 other countries, including China, France, and Estonia.2 This should not be surprising, as a little more than a third of fourth-graders in US public schools were proficient in mathematics in 2009. Although this represents a considerable rise from 22 percent in 2000, gains have stalled in the last five years, and fourth-graders' math proficiency actually declined in the United States between 2007 and 2009.3 Performance gets even worse as students move on to secondary school; only 26 percent of US high school students are proficient in math.
This disappointing performance has led educators, policymakers, and parents to search for ways to improve student achievement in schools. Foundations, too, are focusing on school reform, with the largest and most powerful, the Bill & Melinda Gates Foundation, providing hundreds of millions of dollars in funding to initiatives for improving teacher competence and accountability. The accountability models increasingly in fashion find their roots in the discipline of economics rather than education, and they are exemplified in the value-added metrics now gathered by large urban school districts. These metrics assess annual increments in each student's learning derived from standardized tests in subject areas like math and reading, which are then aggregated to arrive at a score for a teacher—her "value added" to students' learning. Anyone can go to the website of the Los Angeles Times and find a ranking based on these scores for every teacher in the Los Angeles Unified School District. Needless to say, many teachers and the unions that represent them are opposed to value-added models, arguing that they fail to capture the complex factors which go into teaching and learning.
Value-added modeling is one example of a larger approach to improving public schools that is aimed at enhancing what economists label "human capital"—factors such as teacher experience, subject knowledge, and pedagogical skills. If a teacher's human capital can be increased, films like Waiting for Superman argue, the United States would be well on the way to solving its alarming educational problem. But the research my colleagues and I at the University of Pittsburgh have conducted over the past decade in several large urban school districts suggests that enhancing teacher human capital should not be the sole or even primary focus of school reform. Instead, if students are to show measurable and sustained improvement, schools must also foster what sociologists label "social capital"—the patterns of interactions among teachers.4
In addition to targeting teacher human capital, many believe that a key to improving public schools lies in bringing in people outside the school, or even the school district, to solve problems. These outsiders often take the form of curriculum consultants and pedagogy "experts" from university schools of education or of teacher-to-teacher "coaches" supplied by the district office. But they also include people with almost no experience in education or public schools. Here the examples are numerous, such as the Teach for America program, which seeks out recent graduates of elite colleges to temporarily join the teaching corps in the toughest schools; or the district-financed leadership academies, which select aspiring principals partly because they lack experience in education; or the recent installation (and removal) of Cathleen Black, a magazine publisher with virtually no experience in education, as chancellor of the New York City public school system.
A natural extension of the belief in the power of outsiders is the notion that teacher tenure is the enemy of effective public education. Governors of Florida, Indiana, Nevada, New Jersey, and Tennessee all have introduced measures calling for the dismantling of teacher tenure in their states' public schools. Implicit in such arguments is the assumption that the ranks of senior teachers are plagued by incompetence and that the less experienced would do better in their place.
A third belief centers on the role of the principal. In many reform efforts, the principal is cast as the "instructional leader" who is responsible for developing and managing pedagogical practice. In many of the current principal training programs, principals are taught how to manage curriculum, monitor lesson plans, evaluate teachers, and hold them accountable for student progress. In the language of business, the principal is a line manager expected to be a visible presence in the classroom, ensuring that teachers are doing their jobs. The principal is likewise a hands-on "super teacher" whose primary job is to be involved in the day-to-day business of instructional practice.
These three beliefs—in the power of teacher human capital, the value of outsiders, and the centrality of the principal in instructional practice—form the implicit or explicit core of many reform efforts today. Unfortunately, all three beliefs are rooted more in conventional wisdom and political sloganeering than in strong empirical research. Together they constitute what I call the ideology of school reform. And although this, like all ideology, may bring us comfort in the face of uncertainty and failure, it is unhelpful and perhaps dangerous if it leads us to pursue policies that will not bring about sustained success. Our research suggests that there is some truth to the predominant ideology. Teacher competence does affect student learning. Outsiders can bring fresh ideas and enthusiasm to tired systems. And principals do have a role in reform efforts. At the same time, our findings strongly suggest that in trying to improve public schools we are overselling the role of human capital and innovation from the top, while greatly undervaluing the benefits of social capital and stability at the bottom.
To be clear: I am not opposed to recognizing the contributions of outstanding teachers or to holding bad teachers accountable for poor performance. But I believe in the power of objective data. The results of our research challenge the prevailing centrality of the individual teacher and principal leadership in models of effective public education. Instead, the results provide much support for the centrality of social capital—the relationships among teachers—for improving public schools. (See "How to Reform Public Schools" on opposite page.) Our results suggest that we need to broaden the focus on teacher human capital to an approach that supports both human and social capital development for teachers.
What Is Social Capital?
In the context of schools, human capital is a teacher's cumulative abilities, knowledge, and skills developed through formal education and on-the-job experience. For many years, teacher human capital was thought to be attained through a combination of formal education and certification both before entering the profession and throughout the course of a teacher's career. This has been a boon to the universities that provide such training, but several studies conducted largely by economists have shown little relationship between a teacher's accumulation of formal education and actual student learning. In our studies, teacher educational attainment similarly shows little effect on improving student achievement.
Due partly to the questions raised by these studies, recent approaches to developing teacher human capital have looked beyond formal educational requirements. Many approaches emphasize ongoing professional development. At a different end of the spectrum are the approaches of education economists, who use value-added modeling to tie teacher performance directly to student achievement with the effect of exposing underperforming teachers. A variant of this is merit pay, which monetarily rewards teachers whose students demonstrate high achievement and sometimes imposes a financial penalty on teachers whose students perform poorly.
Social capital, by comparison, is not a characteristic of the individual teacher but instead resides in the relationships among teachers. In response to the question "Why are some teachers better than others?" a human capital perspective would answer that some teachers are just better trained, more gifted, or more motivated. A social capital perspective would answer the same question by looking not just at what a teacher knows, but also where she gets that knowledge. If she has a problem with a particular student, where does the teacher go for information and advice? Who does she use to sound out her own ideas or assumptions about teaching? Who does she confide in about the gaps in her understanding of her subject knowledge?
Social capital is a concept that gained traction in sociology with the publication of James Coleman's work comparing students in public and parochial schools. He found that parochial school students performed better and attributed this to the social links among parents and within neighborhoods, which strengthened student support systems. In business, social capital has received attention because of its role in creating intellectual resources within a firm.5
Our research shows that social capital is also at work in schools. When a teacher needs information or advice about how to do her job more effectively, she goes to other teachers. She turns far less frequently to the experts and is even less likely to talk to her principal. Further, when the relationships among teachers in a school are characterized by high trust and frequent interaction—that is, when social capital is strong—student achievement scores improve.
Research Findings
Although we have conducted studies of teacher human and social capital in several school districts,I will focus here on a large-scale project conducted in the New York City public schools. Between 2005 and 2007, we followed more than 1,000 fourth- and fifth-grade teachers in a representative sample of 130 elementary schools across the city. We examined one-year changes in student achievement scores in mathematics. That is, we looked at how much each student's knowledge of mathematics advanced in the year he or she spent with a particular teacher. We also took into account the economic need, attendance, and special education status of a child, because these factors might affect not just the level of student learning but also the rate of learning growth.
We examined several facets of teacher human capital, including experience in the classroom and educational attainment, as predictors of student achievement gains. We also had all teachers respond to a series of classroom scenarios developed and validated at the University of Michigan, which measured each teacher's ability to instruct children in the logic of mathematics.6 Thus our human capital indicators included teacher education, experience, and ability in the classroom.
In addition to these more objective indicators, we surveyed more than 1,200 kindergarten through fifth grade teachers in one New York City subdistrict and asked them to report how competent they felt teaching particular aspects of math. We found that many elementary school teachers reported that they did not like to teach math and did not feel particularly competent at it. Teachers in the early grades were particularly uncomfortable, but even in fifth grade, three in 10 teachers expressed little confidence in their preparation for teaching basic math concepts like ratios and fractions. As explained by one New York City math coach: "Elementary school teachers are math-phobes. They are scared of teaching math because they don't feel like they're very good at it themselves."
So we asked the teachers whom they talked to when they had questions or needed advice. Did they go to other teachers, to the school principal, or to the coaches hired by the district specifically to help them to be better math teachers? And how much did they trust the source of the advice they received? What we found is that in most instances teachers seek advice from one another. Teachers were almost twice as likely to turn to their peers as to the experts designated by the school district, and four times more likely to seek advice from one another than from the principal. As one New York City teacher explained, "It's dangerous to express vulnerability to experts or administrators because they will take your professional status away" and replace it with scripted textbooks.
Most striking, students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers. In other words, teacher social capital was a significant predictor of student achievement gains above and beyond teacher experience or ability in the classroom. And the effects of teacher social capital on student performance were powerful. If a teacher's social capital was just one standard deviation higher than the average, her students' math scores increased by 5.7 percent.
One New York City teacher described how social capital works in her school: "Teaching is not an isolated activity. If it's going to be done well, it has to be done collaboratively over time. Each of us sets our own priorities in terms of student outcomes. For example, one teacher might emphasize students knowing all the facts and operational skills. Another might think that what's most important is to develop a love of learning in students. Still another teacher might want to develop students to be better critical thinkers and problem solvers, and they're not as concerned about students memorizing the facts. A good teacher needs to help students develop all of those things, but it's easy to get stuck in your own ideology if you are working alone. With collaboration, you are exposed to other teachers' priorities and are better able to incorporate them to broaden your own approach in the classroom."
What happens when you combine human and social capital? What if teachers are good at their jobs and also talk to one another frankly and on a regular basis about what they do in math class? If human capital is strong, individual teachers should have the knowledge and skills to do a good job in their own classrooms. But if social capital is also strong, teachers can continually learn from their conversations with one another and become even better at what they do.
Our results in New York City confirmed this expectation. We found that the students of high-ability teachers outperformed those of low-ability teachers, as proponents of human capital approaches to school improvement would predict. More significant were the interactions between human and social capital. Students whose teachers were more able (high human capital) and also had stronger ties with their peers (strong social capital) showed the highest gains in math achievement. Conversely, students of teachers with lower teaching ability (low human capital) and weaker ties with their peers (weak social capital) showed the lowest achievement gains. We also found that even low-ability teachers can perform as well as teachers of average ability if they have strong social capital. Strong social capital can go a long way toward off setting any disadvantages students face when their teachers have low human capital.
I interviewed a teacher from a California school district who provided a vivid example of how human and social capital can be mutually reinforcing: "In my school, we ask teachers to set up a schedule where they observe someone else's classroom at least twice a year. Teachers really see the benefit, and we get 80 to 90 percent voluntary participation. So not only does the teacher who is being observed get peer feedback, but the observing teachers learn new methods or approaches. With new teachers this is really important, and most are really grateful for the help. One year I had a brand-new teacher who had never really taught before. She spent every one of her prep periods just observing my class and what I taught, and then she would do the same thing in her class a few days later. This sort of modeling was really helpful to her in developing her own competence and confidence."
In presenting these results to education experts, I generally find that there are lots of questions and a great deal of interest. When I present them to teachers, the results immediately resonate and many express relief that their informal work networks are finally being recognized as a valuable resource. When presenting them to school administrators, however, I have faced more skepticism and some unwillingness to let go of long-held beliefs about the need to monitor teachers and set strict guidelines for practice in the classroom. Such skepticism is captured in the words of Michele Rhee, the ousted superintendent of the Washington, D.C., school district and an ardent supporter of reform efforts that stress scripted approaches to teaching. According to Ms. Rhee, "cooperation, collaboration, and consensus building are way overrated."7
Value of Teacher Experience
Teacher tenure is a topic of intense debate among education policymakers. Opponents argue that tenure systems shelter the worst teachers from dismissal or even remedial action. As New Jersey Gov. Chris Christie said recently, teacher tenure is a system "where excellence is not rewarded and failure is not disciplined."8 New York City Mayor Michael Bloomberg has long argued against the "last in, first out" protection that tenure provides, asserting that by allowing more senior teachers to keep their jobs in tough times and laying off less experienced teachers, the district as a whole suffers.
Proponents argue that tenure protects experienced teachers from bad administrators and allows teachers to use their own professional judgment to make decisions in the classroom. After all, who is better positioned to make pedagogical decisions than the teachers who have day-to-day responsibility for student learning? These views on teacher tenure are in stark opposition to each other, although both arguments center on the value of teacher experience to student success. Tenure proponents explicitly argue for the centrality of experience in the making of a good teacher, whereas opponents of tenure implicitly undervalue experience.
Although our research does not tackle the complex social and political aspects of the tenure debate, our results in New York City clearly come down on the side of teacher experience, showing that greater tenure in the classroom leads to higher student achievement gains. There is one caveat to this finding, however, and it concerns where that experience is gained. Students show stronger growth in math achievement when their teacher has spent more time teaching at the same grade level. The value of experience—and the growth in teacher knowledge that accompanies it—is found in what psychologists call contextualized learning or, in the case of elementary school teachers, learning how to teach children at a particular point in their chronological development.
To illustrate, let's compare two hypothetical teachers, both of whom have five years of experience teaching elementary school math. Susan Monroe has spent all five years teaching fourth-graders, while colleague Catherine Carpenter has spent two years teaching second-graders, two years teaching fourth-graders, and one year teaching fifth-graders. Our results show that Monroe's students are likely to outperform Carpenter's students. Why would this be? One could argue that Carpenter has had more diverse assignments and thus broader experience, and that her students should benefit from the breadth of human capital she's developed. But Monroe has stayed with fourth-graders and, although she hasn't had the breadth of Carpenter's experience, she has developed depth in her human capital. Learning mathematics—even at the elementary level—appears to be a sufficiently complex enterprise that the depth of teacher experience matters more than the breadth of experience.
Another factor might be the enhanced social capital that comes with tenure in one grade. Like most urban school districts, in New York City there is a significant movement of teachers from school to school and even outside of the district. We found that one-year teacher turnover rates averaged almost 20 percent in the 130 schools in our study. One cost to such high turnover is that when teachers leave, they take with them not just their human capital but their social capital as well. So if Monroe moves to a different school, not only does she take with her the knowledge gained from five years of experience teaching math to fourth-graders (a loss of human capital), but her absence also disrupts the network of relationships that the fourth-grade teachers in the school have built with one another (a loss of social capital). In some New York City schools, particularly those with a challenging student body, teacher turnover rates averaged 40 percent and more each year. With all the movement, many teachers felt that spending time on developing social capital was not a good investment: No one expected to be there very long.
At the same time, social capital can be a lifeline in chaos. I recently talked to a teacher who described her experience in a troubled San Francisco elementary school after being involuntarily transferred to teach in a new grade. "I taught fourth grade for two years, then, without asking, I got switched to third grade. I really wasn't sure what I was doing, and there were so many content areas that I had never taught before, so I wasn't sure what to emphasize and what the kids were likely to struggle with," says the teacher. "I was fortunate in that I signed up voluntarily for a program that was available called Peer Assistance and Review, where an experienced third-grade teacher was my mentor, available to be my sounding board, and give me guidance and new ideas that weren't in the textbook. We had a set time to work together every week, but I talked to her informally nearly every day. This was just invaluable to me and showed the power of peer-to-peer learning."
In our research we found social capital losses to be highly detrimental to student achievement. We compared the rates of turnover in each of the 130 schools in our New York City study and related those to student achievement. As we expected, the higher the teacher turnover rate at the school, the lower the student achievement gains the following year. But it also mattered which teachers left, in terms of their levels of human and social capital. When teacher turnover resulted in high losses of either human or social capital, student achievement declined. But when turnover resulted in high losses of both human and social capital, students were particularly disadvantaged. These results show that teacher tenure can have significant positive effects on student achievement.
Principals as External Facilitators
Teachers are not, of course, the only school professionals who have been the focus of reformers. Principals, too, have been in the spotlight with much of the recent activity centered on training them to serve as the school leader of pedagogical change. To address the role of the principal, I will draw on data we collected in the Pittsburgh public schools over the past decade. In this study we examined human and social capital among teachers, but here we also focused on what the principal did to enhance or hinder teachers' efforts. We used a time diary method, asking principals to record all their activities during a typical workweek. To ensure that principals were recording activities in real time, we had each principal carry a PDA and record activities when prompted by a beeper.
We found that principals, like most managers, multitask in their jobs and also do a significant amount of unplanned work each day. On average, principals recorded more than 60 distinct tasks in a five-day workweek. As expected, they spent the largest portion of their time—an average of 57 percent, or 28 hours per week—on administrative matters like facility management and paperwork. They spent a far smaller portion of their time—25 percent on average— on instructional activities like mentoring and monitoring teachers. Still less of their time—14 percent on average—was spent on external relations like meeting with parents, developing community relations, going to community meetings, and interacting with outsiders, such as foundations and publishers, to enhance the school's resources. But it is this latter class of activities—which can be conceived of as building external social capital—that made the difference both for teachers and for students.
When principals spent more time building external social capital, the quality of instruction in the school was higher and students' scores on standardized tests in both reading and math were higher. Conversely, principals spending more of their time mentoring and monitoring teachers had no effect on teacher social capital or student achievement. The more effective principals were those who defined their roles as facilitators of teacher success rather than instructional leaders. They provided teachers with the resources they needed to build social capital—time, space, and staffing—to make the informal and formal connections possible.
Applying Research to Practice
What do these findings tell us about effective education policy? First, they suggest that the current focus on building teacher human capital—and the paper credentials often associated with it—will not yield the qualified teaching staff so desperately needed in urban districts. Instead, policymakers must also invest in measures that enhance collaboration and information sharing among teachers. In many schools, such social capital is assumed to be an unaffordable luxury or, worse, a sign of teacher weakness or inefficiency. Yet our research suggests that talking to peers about the complex task of instructing students is an integral part of every teacher's job and results in rising student achievement.
Second, our findings suggest that there is not enough emphasis on the value of teacher stability. We found direct, positive relationships between student achievement gains in mathematics and teacher tenure at grade level and teacher social capital. This suggests that current political efforts to undercut teacher stability and experience may come at a very steep cost.
Third, our results question the conventional wisdom about the power of the principal as the internal leader of teachers in school reform efforts. Principals spending their time on instructional activities and teacher interaction had no effect on teacher social capital or student achievement. But principals who spent more of their time on collaborating with people and organizations outside the school delivered gains to teachers and students alike.
Building social capital in schools is not easy or inexpensive. It requires time and typically the infusion of additional teaching staff into the school. It requires a reorientation away from a Teacher of the Year model and toward a system that rewards mentoring and collaboration among teachers. It also asks school principals and district administrators to become more external in their focus—spending less time looking over teachers' shoulders and more time on collaboration with potential outside supporters of teachers' efforts. But after decades of failed programs aimed at improving student achievement through teacher human capital and principal leadership, such investments in social capital are cheap by comparison and off er far more promise of measurable gains for students.


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Difference between revisions of "Kodaikanal"
Revision as of 06:44, 28 January 2013
Kodaikanal is one of Tamil Nadu's finest hill stations. It is situated 7,200 feet above sea level amongst the picturesque western ghats of India.
Kodaikanal is located in the palani hill range and is under the administrative control of Dindigul district of Tamilnadu
The Kurinji Flower is in full bloom around December once in 12 years, and it bathes the valley in a beautiful sea of blue. It was last in full bloom in 2006; its next bloom is expected in 2018. Kodaikanal is also referred as "Princess of Hill stations."
Get in
By plane
The closest airports to Kodaikanal are Trichy 150 km, Madurai 120 km and Coimbatore 175 km.
By train
Nearest railway station is Kodai Road at a distance of 100 km. From Kodairoad station, one has to travel only by road. Taxis are available for hire up to Kodaikanal but since these might the only mode of transport here, the prices are often not negotiable.
Another Railway station that is quite close is Dindigul Railway station. It is easier to come to kodaikanal using this station as it is a much bigger city. Once you get down at the Dindigul Railway station, you can get an autorickshaw for around Rs. 50 to come to the Dindigul bus stand. And from there, there are frequent buses to Vathlagundu from where there are many buses to Kodaikanal. Straight buses are available from Dindigul to Kodaikanal as well, but you might have to wait for an hour or so. It takes around 1 hour from Dindigul to Vathlagundu (Batlagundu) and then about 2 hours from Vathlagundu to Kodaikanal by bus.
By bus
From Dindigul city, kodaikanal is located at a distance of 90 kms approximately and there are plenty of buses plying from various parts of the state.
Buses ply from Chennai, Pondicherry, Trichy, Madurai, Dindigul,Palani and Coimbatore.
buses available from Madurai (Arapalayam) to kodaikanal at regular timings. Enquiry Details : 0452-2361740
By car
Reach Kodaikanal from Kodai Road (80kms) for Rs.1300/- approx, Dindigul or Madurai and then take a cab/taxi to Kodaikanal. You can arrange for pickups from nearby places with the few Kodaikanal cabs (Check out kodaicabs.com) websites available. The drive from Kodai road takes approximately 2 hrs while the drive from Madurai takes approximately 3 1/2 hours and from Dindigul it takes about 2 hrs.
From Cochin/Kochi(kerala) it is 295 kms via the hill station of Munnar(kerala).The route to be taken is Kochi-Muvattupuzha-Kothamangalam-Adimali-Munnar-Devikulam-Poopara-Bodi-Theni-Kodaikanal which is the NH49 Kochi-Madurai.
From Alappuzha or Kottayam, the route is via Kumily along Kottayam-Kumily road, KK Road
Annai Therasa University
There is a State Bank of India (SBI) ATM near the petrol pump at the Seven Road Junction which accepts other banks cards as well.
There is a shop near the bus stand where you can get some standard Indian whisky, beer, vodka, etc.
Staying in Cottage or a Bungalow is probably better than staying in a closed AC room in some random hotel. If you stay somewhere 3-4 km from main city you might get cheaper cottages and bungalow that too with good view. But it is always preferable to stay near the Lake, where one doesn't need to worry about food and you can have nice walk in the evenings.
However,If you wish to stay close to the main city area,
"MARS Cottages", individual cottages offers low price and aesthetic location with home made food and clean organic environment. Serenity with safety. Cottages are placed at the top of secured independent hills and also close to city and Lake. Available single and double bedrooms cottages. Cost per family would be from Rs 1500 to Rs 3200. Best cost effective place for honey-mooners and small families. Ph: 9500015206
Tourist Office (Govt. of Tamil Nadu): Township Bus Stand Rest House Complex (Next Bus Stand), Kodaikanal, Phone: 04542 241675
Stay healthy
Get out


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Kudos to Milwaukee owner Mark Attanasio for his immediate gesture to Brewers fans in the wake of the 65-game suspension of Ryan Braun. But, will it end there? Could the Brewers want to clean up their mess by trading Braun? And if so, could the Mets be a fit?
Yes, Braun got off on a technicality the first time and Major League Baseball has had it in for him since. It was only a matter of time before they nailed him. Could it also be a matter of time before the Brewers decide to cut ties with Braun?
The Brewers' best player lied to his teammates, management, fans and anybody he spoke to about performance-enhancing drugs. The quotes from players and supporters – including Packers quarterback Aaron Rodgers – have been venomous.
With Braun gone for the season and the Brewers stagnant on the field, the team will give each fan who shows up at Milwaukee's 12 home games in August a $10 voucher good for food, merchandise and future tickets.
"This is an investment in our fans and an investment in our brand, to do what we can do to mitigate a trying summer,'' Brewers chief operating officer Rick Schlesinger told the Milwaukee Journal-Sentinel. "We were finalizing something like this to give back to our loyal fans just as news of Ryan's suspension hit. Mark decided he wanted to make a dramatic impact that would cost more money.''
Based on their current attendance figures, it is estimated the Brewers will give their fans roughly $3.6 million in vouchers, or effectively a good chunk of the remaining $8.5 million they were to pay Braun this year. Instead of pocketing the money, the Brewers are giving it to their fans.
This is no cheap gesture.
What happens when Braun returns is anybody's guess. He might be booed or Brewers' fans could forgive and forget. It remains to be seen how strained his relationship with ownership and management might be. His presence could also create a clubhouse divide. There are not a lot of people happy with Braun now, including those players mentioned in the Biogenesis case. By taking a punishment without appeal, it gives credibility to Tony Bosch, which could hurt the defenses of other players.
Schlesinger spoke of the Brewers' brand. Currently, that brand is mostly Braun, and the wonder is if they want to continue with that considering the potential of stress and negativity.
Could that strain lead to an eventual trade, and would the Mets be interested? Braun is a talented player, but with a positive test – albeit tainted – there's the question of his true talents. It must be that way with any player linked to steroids.
Braun to the Mets is intriguing on many levels. He would be a huge upgrade, but what is his value? The asking price can't be as high if Braun were clean. What would it require to get him in terms of talent, and would the Mets risk it based on his PED history? Would the Mets, or any team that wanted Braun, know what they are getting? The Brewers must be asking the same question if they opt to keep him.
Braun signed a five-year, $105-million contract extension from 2016-2020, and an option for 2021. That's reasonable money for what Braun has produced, but it must be asked whether that production is he or the juice.
It would be a significant gamble by the Mets because of the length of Braun's deal and the chance of paying for damaged goods. The Mets don't have to look any further than across town to see what the Yankees are going through with Alex Rodriguez.
Going after Braun could generate a negative buzz around the Mets, but that's better than no buzz.


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Thứ Tư, 6 tháng 2, 2013
After Richard III, archaeologists set their sights on Alfred the Great
But the job is expected to be much harder than the analysis on Richard III, as finding a living relative to provide a DNA sample would involve searching a much older family tree.
Katie Tucker, an archaeologist from Winchester University, told The Times: "As far as we're aware there are five skulls plus other bones. The most simple part will be to work out ages, sexes, and put the bones back together. The problem is, where would we get a comparative sample from? It's a hell of a lot further to go back to trace a living descendant."
Click here to read this article from The Telegraph
Được đăng bởi Minh Truong Hoang vào lúc 19:17
Nhãn: Anglo-Saxon, Kings
Đăng ký: Đăng Nhận xét (Atom)


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Twelve of the city's 20 Common Council districts will be contested this spring, but only three of them involve primaries on Feb. 19. Three people apiece are running for the 2nd, 13th and 15th district seats. The top two vote-getters in each district will square off in the April 2 general election.
All nine candidates can be painted in various shades as "liberal." But there are also subtle and important differences in experience, goals, energy and values.
Here's a breakdown of Tuesday's races.
District 2
The campaign to represent this district, which covers parts of downtown and the near east side, was originally crowded with five candidates. But a technicality bumped two of them - Arthur Kohl-Riggs and Colin Bowden - off the ballot because they failed to file their statements of economic interest by the deadline.
The district is now represented by Bridget Maniaci. Maniaci is a polarizing alder who unseated another polarizing alder, Brenda Konkel, in 2009. Konkel was a champion of the poor, neighborhood groups and open government. In contrast, Maniaci championed development projects, including the controversial Edgewater Hotel expansion, which was fought by historic preservationists and neighbors.
Although Maniaci isn't running again, development remains a central issue in the district.
Bryan Post, a data and analytics consultant for the Democratic Party of Wisconsin, lives on the eastern side of the district in the Tenney-Lapham neighborhood, which is largely seen as Maniaci's base of support. Post, who is endorsed by Maniaci, wants "to encourage smart development on Madison's isthmus," as well as affordable housing and public safety.
Ledell Zellers, director of human resources for the Wisconsin Investment Board, has long been involved with Capital Neighborhoods and the Madison Trust for Historic Preservation, and has served on city committees. Her home off Langdon Street was moved into the district last year through redistricting.
Also running is Dennis de Nure, a former mayoral candidate, who pushes his "Museum Mile" plan.
District 13
The only incumbent to face a primary challenge is Sue Ellingson, who represents this near-west-side district that includes neighborhoods of Vilas, Greenbush, Dudgeon-Monroe and Monona Bay. It combines high-density urban areas and traditional neighborhoods of both families and renters.
Ellingson, who was first elected in 2011, says she wants to improve pedestrian and bicycle safety and work on improving the housing stock, especially in the Greenbush neighborhood.
Zach Madden, an Edgewood College student, is making his first run for office. He pushes for more active community participation and poverty reduction, along with pedestrian safety. He also wants to increase affordable housing and have more resident input on development.
Damon Terrell, a tutor who became more politicized during the Capitol protests, calls himself a product of Madison. He advocates for community gardens and sustainable agriculture, more support for Madison schools, and more affordable housing.
Listen to interviews with the candidates.
District 15
Perhaps the most competitive primary is the one to replace Larry Palm (who was redistricted), with three well-known candidates. The east-side district borders Monona and includes portions of Stoughton Road, East Washington Avenue and Olbrich Park.
David Ahrens has worked for former state Sen. Judy Robson (D-Beloit), with the Wisconsin Council of County and Municipal Employees, and the UW Comprehensive Cancer Center. He would fight to maintain city services as state funding shrinks, combat poverty, develop affordable housing and work for tax equity.
Daniel Guerra Jr., is CEO of an Internet company and has long been involved with civic groups, such as NARAL Pro-Choice and Community Shares. He says he wants to work on economic development on the east side, reducing poverty, improving education and bolstering city infrastructure.
Hawk Sullivan is known for the State Street restaurant and bar Hawk's. He also owns the Jade Monkey in his district, and the Atomic Koi in Fitchburg. Sullivan has had his hand in downtown developments for years, but now wants more attention paid to his neighborhood. He promotes economic development, safety and the preservation of basic city services.
Listen to interviews with the candidates.


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The Sanitation Districts protect public health and the environment through innovative and cost-effective wastewater and solid waste management, and in doing so convert waste into resources such as recycled water, energy, and recycled materials.
The Sanitation Districts are a public agency created under state law to manage wastewater and solid waste on a regional scale and consist of 24 independent special districts serving about 5.6 million people in Los Angeles County. The service area covers approximately 850 square miles and encompasses 78 cities and unincorporated territory within the county.
The Sanitation Districts have been a leader in providing wastewater and solid waste management services to the region since the formation of the first districts in 1923. Today, the wastewater system includes approximately 1,400 miles of sewers, 49 active pumping plants, and 11 wastewater treatment plants that transport and treat about half the wastewater in Los Angeles County. The Sanitation Districts' comprehensive solid waste management system currently provides about one-fourth of the countywide solid waste disposal needs through the operation of two sanitary landfills, three landfill energy recovery facilities, three materials recovery/transfer facilities, and two refuse-to-energy facilities. The Sanitation Districts do not pick up or collect trash from homes or businesses.
The agency also helps sponsor the Household Hazardous Waste and Electronic Waste Collection Program, which gives Los Angeles County residents a legal and cost-free way to dispose of unwanted household chemicals and electronic waste that cannot be put into the regular trash.
The Sanitation Districts are innovators in the production of green energy and water recycling. Approximately 120 megawatts of electricity, enough to supply the needs of about 160,000 homes, are created in the Sanitation Districts' wastewater and solid waste operations. Water reclamation plants produce 165 milllion gallons per day of recycled water that can be safely used for irrigation and other uses to replace the water used by over 400,000 Southern California families.
For a more detailed description of the Sanitation Districts, please click here.


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Alabama Attorneys General
Luther Strange
Attorney General: 2011-
Luther Strange was elected Alabama's 49th Attorney General on November 2, 2010. As Attorney General, Strange is charged with representing and defending the interests of the people of the State of Alabama and serves as the State's chief law enforcement officer.
Prior to his election as Attorney General, Strange was an attorney and founder of Strange LLC, a law firm based in Birmingham. Prior to founding Strange LLC, he was a partner with the law firm of Bradley Arant Boult Cummings LLP. During his time in private practice, Strange was regarded as one of Alabama's leading economic development lawyers and frequently advised companies on growth and expansion opportunities in the state. Strange has been recognized in Best Lawyers in America®, named Best of the Bar by the Birmingham Business Journal, and recognized as one of the "Best Lawyers" in Alabama by Birmingham Magazine. Strange LLC was named one of the Top Ten Law Firms that Understand Economic Development by Southern Business & Development Magazine and received a first tier ranking in the 2010 U.S. News – Best Lawyers "Best Law Firms" Rankings.
Strange received both his undergraduate and law degrees from Tulane University. While a student at Tulane, Strange was a scholarship basketball player. Active in his church and community, Strange is an Eagle Scout and Rotarian and serves on the Advisory Board of the United States Merchant Marine Academy in Kings Point, New York. Committed to passing on the lessons he learned growing up in Alabama, Strange is passionate about encouraging young people in Alabama to become involved in public service and the political process.
Strange and his wife Melissa are the proud parents of two sons.
Web site of Attorney General Luther Strange