text:
Volume IX, No. 8
"So much time and so little to do!" As soon as he had said it, Willy Wonka corrected himself, having meant just the opposite. Some school reformers see an analogue where time and learning are concerned, and they have set out to correct it by expanding time for learning, by as much as 300 hours in a school year. This month's feature explores the efforts of the National Center on Time & Learning and the National Summer Learning Association. In the "Special Report," learn how the latest support for Ready to Learn will honor its purposes that date back to "Sesame Street" by using the multimedia environment of young children today.
What's inside...
Time and Learning: Moving from a Longtime Constant to a Needed Variable
- Key Resources
What's New
- From the U.S. Department of Education
- From the Office of Innovation and Improvement
- From the Institute of Education Sciences
- Arts Education
- Charter Schools
- College Readiness and Completion
- Education Data Systems
- Leadership
- Teacher Quality and Development
- Standards and Assessments
- Education Data Systems
- Teachers and Leaders
- Interventions in Low-Performing Schools
Time and Learning: Moving from a Longtime Constant to a Needed Variable
Innovations involving variables such as curricula, instructional approaches, and class size, among others, are being advanced to solve persistent problems, most notably the achievement gap between high-need and other students. But one element has remained essentially constant – time. And until that constant becomes a variable, according to the National Center on Time & Learning (NCTL), progress, much less success, will remain elusive.
When President Barack Obama declared recently, "We can no longer afford an academic calendar designed when America was a nation of farmers …," he was echoing a refrain heard as long ago as 1983, when "A Nation at Risk" urged change in the nation's school calendar as a cornerstone of reform in order to create a rising tide of
"High-poverty students in America need more time in quality learning environments."
— Jennifer Davis, NCTL president and CEO
"So Much Time and So Little to Do!" Not!
Willy Wonka, who realized his mistake as soon as he uttered it, could have been describing what a number of education reformers consider a long-ignored constraint on innovation and improvement in the nation's schools: They simply have more to do than their current time allows. According to a survey of 300,000 teachers by the National Staff Development Council (NSDC), more than half of those surveyed said they did not have adequate time to complete their curriculum; likewise, only 39 percent of those same teachers agreed that they had adequate time to meet the needs of all students. Research by the Mid-continent Research for Education and Learning (McREL) indicates that experienced teachers reported the need for 20 percent more hours in the school year to teach the subjects of English language arts, mathematics, social studies, and science.
In addition to the typical length of the school day and year in U.S. schools being shorter than many European and Asian countries, there is also a stark contrast between the U.S. and those other countries with respect to how teachers' time is allocated between instruction time and the "behind the scenes" activities that support instruction. According to the NSDC's "Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad," instruction takes up less than half of a teacher's working time in most European and Asian countries, with an average of between 15 and 20 hours weekly spent on such tasks as preparing lessons, meeting with parents and students, and collaborating with other teachers. In contrast, U.S. teachers, according to NSDC, spend an average of three to five hours weekly on lesson planning.
The Benefits of Expanding Over Just Adding
Education leaders who have studied and are acting on the research that points to the need for more time agree that just adding hours or days is not the answer – it's an expansion of learning time in which all students in the school benefit from increased time for both academic and enrichment activities, as compared to afterschool programming, for instance, that benefits only selected students. NCTL calls for an average of 300 hours to be added to the typical school year, but is not prescriptive as to how the expansions of schools' schedules allocate those hours. The focus, according to NCTL's Davis, is on strategic redesign of the school schedule.
In keeping with the tenets of Education Resource Strategies (ERS) [see August 2010 Innovator feature], the objective of adding time is part of a broader approach, one to more effectively align the three key resources – people, time, and money – with a school's vision, learning goals, and students' needs. ERS, in partnership with NCTL, studied six urban school districts with "leading edge" schools that increased instruction to an average of 233 days and 20 percent more time for students than traditional high schools, but did so while expanding core academic expectations and both individual and small group academic support. The resulting report, " Time and Attention in Urban High Schools: Lessons for School Systems," explores this and several other shared practices of the leading edge schools.
In a more recent report from NCTL, "Tracking an Emerging Movement: A Report on Expanded-Time Schools in America," PDF-[2.22MB] the key characteristics of more than 650 Expanded Learning Time (ELT) schools from across 36 states are presented, along with survey data from a subset of 245 of the schools that reveals how their added time is being utilized and funded. A majority of the ELT schools are public charters; a quarter of them are standard district schools. On average, they offer 25 percent more time than the 180-day national norm and their student populations are more heavily minority and poorer than national averages. And, concerning the outcomes of the ELT schools surveyed, the data suggests that "more time is associated with higher academic achievement, as students in schools with an expanded school day were found on average to outperform their district peers," according to NCTL. Behind the report is a public database that NCTL hopes will generate more research on the expanded time movement. [Note: NCTL's database is temporarily closed for upgrading and will be online again in mid-November.]
Looking in on the ELT Experience
Nineteen of the schools in the NCTL database are in Massachusetts and are part of the state's Expanded Learning Time Initiative, known as Mass 2020, which began in 2005 and is a partnership between the Massachusetts Department of Elementary and Secondary Education and Massachusetts 2020, a nonprofit that envisioned ELT. The State education agency sets the criteria for schools to participate, selects them based on the strength and viability of their redesign plans, performs data analysis and evaluation, and agrees on the schools' objectives for expanded learning. The nonprofit partner provides technical assistance to both schools and districts for planning and implementation as well as help with advocacy, research, and dissemination of best practices. As the national affiliate of Mass 2020, NCTL shares its resources with an increasing number of states and districts that are exploring expanded learning time.
Early research on the ELT pioneer schools in Massachusetts shows encouraging results with "several schools (having) demonstrated that expanded time can have a catalytic effect on achievement." What is clear from the data thus far is that simply adding time to the school day does not guarantee improved outcomes. Across the highest performing expanded time schools, several common characteristics emerge, including: a focus on a small number of key goals; relentless use of data to drive improvement and strengthen core instruction; added core academic time that allows for more individualization support, as well as added time for teacher collaboration; and engaging enrichment programs for all students.
At the Clarence Edwards Middle School PDF-[3.69MB] in Boston, a renaissance is underway because of expanded learning time strategies. The school was in the downward spiral so common in urban school systems – the school had the lowest math scores of all middle schools in the city, school enrollment was declining, morale was low among the faculty and
"When Edwards Middle School switched to a longer day, I thought, 'great, I can barely stand six and a half hours. Who wants to go for nine?' But during the first year I realized that ELT makes school more fun."
— Leo, former 8th grade student at Edwards Middle School
A second purpose was time for teachers to collaborate by meeting as grade-level teams two to three times each week. Additionally, each Friday, students would leave at 11:45 a.m. while Edwards' teachers along with staff from a number of community partnering organizations worked on professional development until 2:15 p.m. A major part of the Friday afternoon sessions was devoted to analyzing student data, and one Friday each month, teachers demonstrate model lessons for their colleagues.
The final purpose was to create and sustain an engaging learning culture characterized by a selection of enrichment electives designed to build transferrable skills and nurture talents beyond reading, writing, and math. The choices ranged from fashion design to environmental science and were often co-taught by Edwards teachers and specialists from a cadre of community partner organizations. All sixth graders participated in Citizen Schools, through which they gained leadership and communications skills. At the end of each semester, all students publicly evidenced what they had learned through performances, demonstrations, and exhibits.
Summer Time, and the Learning is Engaging
What if schools could take the kind of engaging learning environment at schools such as Edwards Middle School and have it address the elephant in the room – the well-known factor of summer learning loss? Summer school is another constant that should be a variable in closing the achievement gap, according to the National Summer Learning Association (NSLA). In their Education Week commentary this past spring, Ron Fairchild and Jeff Smink, the chief executive officer and vice president for policy of NSLA, respectively, suggested a new vision for an American educational institution that has been maligned for good reason. "Summer school conjures up many images, few of them positive," they noted. What if it were not seen as punishment for poor performance, but instead as a "seamless blend of core academic learning and hands-on enrichment activities that shows greater promise for supporting and engaging students as well as educators?"
According to NSLA, nearly 40 research studies affirm the fact that summer learning loss is not only real, but profound and particularly so for low-income students. Among these studies is a longitudinal investigation PDF-[328KB] of the issue in Baltimore City by researchers at the Johns Hopkins University, who found that "two-thirds of the ninth-grade academic achievement gap between disadvantaged youngsters and their more advantaged peers can be explained by what happens over the summer during the elementary school years."
NSLA has mounted a national campaign to increase public investments in summer programs as an essential component of school reform. Their efforts include spotlighting summer programs that not only survive the current economic climate of cutbacks, but ones that also are making solid investments in year-round strategies for school improvement. One example is the Summer Dreamers Academy in Pittsburgh, which offers high-interest activities to the district's more than 5,000 rising 6th, 7th, and 8th graders to prepare them for high school and long-term academic success and college readiness. The marketing approach for the Academy is the opposite of the traditional approach – it's not something students have to do, but rather something they want to do.
The district is using federal funds under the American Recovery and Reinvestment Act and combining them with privately raised funds to show how a new vision for summer school can be made a reality in an urban setting. With advice from NSLA, the Pittsburgh leaders designed a program that both extends the academic offerings through the summer and introduces students to hobbies and other interests that they can pursue in high school and beyond. And, as is the case with other extended learning programs such as Edwards Middle School, community nonprofits play a significant role as partners of the local district, helping to ensure that the enrichment options are as broad as kayaking, music and dance, and technology.
NSLA's national campaign goal is to increase the public investment in summer learning programs by $50 million by 2012, and it's already more than half way there. According to NSLA's September campaign update, more than $37 million has been invested by districts across the U.S., resulting so far in high-quality summer learning opportunities for more than 80,000 students. Next month, NSLA holds its annual national conference (Nov. 9-10) in Indianapolis, where the local success of Summer Advantage, along with many other summer learning projects, will be featured.
The Results Thus Far and the Challenges Ahead
The results to date of ELT initiatives are promising on multiple fronts. In Massachusetts ELT Schools, gains in English language arts (ELA), math, and science were double the rate of the state in ELA and math and nearly five times the state rate in science across all grades in 2009. In addition, many ELT schools have become schools of choice for families. Edwards Middle School, for instance, went from experiencing a mass exodus of students to having a current waiting list. And teachers in ELT schools report higher satisfaction with the amount of time for instruction, for meeting individual student needs, for preparation and collaboration, and for involvement in school policy.
For both NCTL's expanded learning model and NSLA's new vision for summer learning, the sustainability of successful initiatives and their replication or adaptation in more states and districts is Job 1. In some instances, ARRA funds have been instrumental to mounting new efforts, particularly summer learning programs in places like Baltimore, Cincinnati, Pittsburgh, and Rochester, but with that federal funding source winding down, both organizations are looking to innovative uses of federal Title I, SES, and 21st Century Community Learning Centers grants to sustain and extend the reach of both initiatives.
Advocates of ELT see a disproportionately large payoff for what amounts to a relatively small increase in per-student costs: In Massachusetts, the $1,300 per-pupil increase from the state legislature – a 13 percent bump in costs – generates an average 25-percent increase in learning time and the kind of results noted above. From its survey of expanded-time schools, NCTL found that of the schools that increased teacher salaries to expand learning, the average increase was 13.6 percent. But depending on how innovative schools and districts are in their ELT approaches, the increased costs can be much lower. The New Generation School in Brooklyn, New York, kept salary increases to a minimum when it went from 180 to 200 days of instruction by creatively restructuring the school calendar, serving students from September to July while still giving its teachers their normal vacation periods staggered throughout the year.
The National Education Commission on Time and Learning some time ago likened time to being "learning's warden," fooling us into "believing that schools can educate all of the people all of the time in a school year of 180 six-hour days." While time alone may not solve pernicious problems such as the achievement gap, moving it from a constant to a variable in school reform could be a promising move in the right direction.
Key Resources:
- National Center on Time & Learning
- National Summer Learning Association
- "Expanded Time, Enriching Experiences: Expanded Learning Time Schools and Community Organization Partnerships"
- "More Time for Learning: Promising Practices and Lessons Learned"
- Education Commission of the States' resources: State polices PDF-[191KB] and International policies PDF-[79KB] on length of the school year; Issue Site on school calendars and scheduling; and Issue Site on extended day initiatives.
- Summer Learning Library
- NSLA's Research in Brief series
From its beginnings, the Ready to Learn (RTL) Program in the Office of Innovation and Improvement has both served America's youngest learners and been a learner itself – of the fast-evolving world of digital communications technology that, in 1995, consisted of television and a nascent World Wide Web. In fact, when initially authorized by Congress 15 years ago, it was named (and still is) the RTL Television Program. Earlier this month, Education Secretary Arne Duncan announced three awards totaling $27 million to support RTL activities for the next five years.
From its beginning, RTL has had two purposes: facilitating student academic achievement through the development and distribution of educational video programming for preschool and elementary school-aged children and their parents; and developing and disseminating educational outreach materials and programs that promote school readiness, offer interactivity, and use multiple innovative technologies and digital media platforms.
As a federal R&D program, RTL uses a multi-year grant cycle, and over the past two cycles, OII has called upon the education and telecommunications communities to identify critical areas for RTL grantees to pursue. Prior to the 2005 competition, a national conference was held to showcase the cutting edge of new media. A partnership between the Public Broadcasting Service (PBS) and Sesame Workshop resulted from that convening, one that provided short segments of Sesame Street on Sprint cell phones to help young children learn the letters of the alphabet. This project, funded through RTL, was carried out with low-income families in three metropolitan communities. The evaluation results found that parents from low-income households used the cell phones with their children more often than middle-income households. A majority of parents from both groups, however, felt that the cell phones were effective learning tools for early learning.
New competition priorities in 2005 led to requirements for experimentation with new media for low-income children, and between 2005 and 2010, some of the innovations included: the "PBS Island" game site with segments from all of the PBS RTL shows; "Word World in 3-D;" the "Martha Speaks" white boards for classrooms; "Planet 429" premiering on a game platform; "Duck's Alphabet" webisodes of letter recognition for two-year olds; and "R U There?"
In preparation for the 2010 RTL competition, OII convened a national panel of experts for advice about the new set of program priorities. In addition to recommending that the RTL competition be open to a variety of producers and developers, the recommended priorities included intentional ways of using new media technologies to engage young children in innovative learning experiences.
The result was an invitational priority to highlight transmedia storytelling – conveying content and themes to audiences through the well-planned, connected use of multiple media platforms (e.g., television, websites, cell phones, e-books, electronic games, handheld devices, and other yet to be developed technologies). Simply put, transmedia storytelling transports characters and themes across multiple media. "R U There?," for instance, was launched earlier this year using transmedia. It begins as a comic book; then the story is expanded through a television special, followed by it moving to a website where students follow the literacy themes and develop their own learning products. By following the characters and learning experience in their own media journey, students fully understand and benefit from the entire literacy message.
The learning experience is enhanced through the use of Open Educational Resources (OER) as part of the new grantees' outreach activities. This year's applicants were also encouraged to partner with university media programs, teacher preparation programs, and low-income schools to produce outreach activities that the entire community of learners would be free to adapt and enhance for their own local purpose.
What's New
From the U.S. Department of Education
Dr. Jill Biden hosted the first-ever White House Summit on Community Colleges, bringing together community colleges, business, philanthropy, federal and state policymakers, faculty, and students to discuss how community colleges can help meet the education and job training needs of the nation's evolving workforce, as well as the critical role these institutions play in achieving the President's goal of leading the world with the highest proportion of college graduates by 2020. "For years, I have said that community colleges are one of America's best-kept secrets," Dr. Biden noted in her opening remarks. President Obama emphasized the Administration's commitment to community colleges, noting particularly the passage of reforms in the American Graduation Initiative that are "… helping us modernize community colleges at a critical time, because many of these schools are under pressure to cut costs and cap enrollments and scrap classes, even as the demand has soared." In his remarks, Education Secretary Duncan laid out "two great challenges ahead" for community colleges: addressing the needs of older adults with limited college experience who are finding it increasingly difficult to find meaningful work in the information age, and systematically reorienting the preK-16 system so that federal, state, district, and postsecondary programs do more to support earning a certificate or degree. Use the summit's website to download fact sheets and a toolkit, read Dr. Biden's and the President's full speeches, and watch the opening and closing sessions. (October 2010)
During a live broadcast as part of NBC's Education Nation Summit, Secretary Duncan launched a national teacher recruitment campaign. The campaign features a web site – Teach.gov – dedicated to providing information and resources for students and prospective teachers, including an interactive "pathway to teaching" tool designed to help individuals chart their course to becoming a teacher. The campaign also features public service announcements by celebrities, members of the Administration, and local leaders celebrating our country's teachers and urging today's students to teach. "With more than a million teachers expected to retire within the coming years, we have a historic opportunity to transform public education in America, by calling on a new generation to join those already in the classroom," the Secretary emphasized. The Department will be working with Facebook on an interactive application that will connect experienced teachers with young people, and will be collaborating with Ebony magazine on a series of teaching roundtables across the nation. To view a video of the Secretary's session with NBC News' Tom Brokaw, click here. (September 2010)
In other department efforts to improve teaching, Secretary Duncan announced 62 Teacher Incentive Fund (TIF) grants, representing various states, districts, and nonprofit organizations from 27 states. TIF seeks to strengthen the education profession by rewarding excellence, attracting teachers and principals to high-need and hard-to-staff areas, and providing educators with the feedback and support they need to succeed. The Administration is awarding the first two years of funding – $442 million – with further funding of the five-year grants contingent on Congressional action. (September 2010)
From the Office of Innovation and Improvement
U.S. Secretary of Education Arne Duncan announced the award of $100 million in Magnet School grants to 36 school districts in 15 states. The awards will help school districts increase public school choices for parents and help districts attract a diverse group of students throughout their communities. Magnet School grants provide funding to districts for up to three years. The first-year grants range in size from $470,000 to $4 million. The awards will help school districts bring diverse groups of children together through the use of innovative educational programs and will create more school choices for parents. The grants will help school districts establish new magnet schools or expand existing magnet programs that are part of a school district's voluntary or required desegregation plan. (September 2010)
From the Institute of Education Sciences
The final report of a study of teacher preparation in early reading instruction describes pre-service teachers' perceptions about the content of their training programs and summarizes their scores on an assessment of their knowledge of the essential components of reading instruction, as defined in the Reading First legislation. The study uses data collected from 2,237 pre-service teachers in a nationally representative sample of 99 institutions that prepare teachers for initial certification. (September 2010)
The What Works Clearinghouse has issued two new practice guides, with practical recommendations for educators to help them address the challenges they face in their classrooms and schools. "Improving Reading Comprehension in Kindergarten Through Third-Grade" recommends five specific steps that teachers, reading coaches, and principals can take to improve reading comprehension for young readers. "Developing Effective Fractions Instruction for Kindergarten Through Eighth-Grade" recommends five strategies to help educators improve students' understanding of fractions. Each practice guide recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions. (September 2010)
Arts Education
The Department of Education released a new video on Forest Heights Academy of Excellence in Baton Rouge, Louisiana, an award-winning public magnet school combining the art of learning with the learning of art. Students have the opportunity to study visual arts, instrumental music, vocal music, dance, and drama. Students also learn language, math, science, and social studies through their study of the arts. (October 2010)
The Wolf Trap Foundation, with help from a Department of Education $1.15 million grant, is launching an innovative Early Childhood STEM Learning Through the Arts initiative that builds upon its 30-year history developing and delivering early childhood arts education programs. Wolf Trap Education will partner with Fairfax County Public Schools and the American Institute for Research to develop, evaluate, and disseminate arts-based STEM teaching strategies for pre-K and Kindergarten. The research-based content and model programs that result from the new project, made possible by an Arts in Education Model Development and Dissemination Grant, can be expanded and replicated throughout the Wolf Trap Institute's national network of regional partners. (October 2010)
ASCD's "The Whole Child Newsletter" this month is focused on learning in and through the arts and features a Podcast with recording artist and arts education advocate Peter Yarrow, as well as research on the impact of the arts on the brain, resources for arts integration, and insights from elementary schools in Arizona that are improving student achievement by fusing the arts and academic subjects. (October 2010)
The College Board is accepting applications for the first annual College Board Award for Excellence and Innovation in the Arts. The College Board, acting on a recommendation from its National Task Force on the Arts in Education, established this annual award to recognize and celebrate the achievements of six member institutions that have implemented an arts program that promotes student learning and creativity in exemplary and innovative ways. One school from each of the College Board's six regions will be awarded a grant of $3,000 to support the continuation and growth of their arts programs. Of these six finalists, one school will be named the national winner and will be awarded an additional $1,000. Regional winners will be honored at their respective 2011 College Board Regional Forums; the national winner will also be honored at the College Board Forum 2011. (September 2010)
Charter Schools
A new database from the Education Commission of the States contains information about the state policies for charter schools in each state. From this database, users can generate profiles of the state policies for charter schools in individual states, and view predetermined reports on state policies for charter schools. At the present time, 39 states, the District of Columbia, and Puerto Rico have enacted charter school laws, so the database contains information only for them. Maintenance of the database is a collective effort between ECS and the National Alliance for Public Charter Schools. (October 2010)
A new report from Ball State University, "Charter School Funding: Inequity Persists," PDF-[200MB] compares funding for charter schools and public school districts, offering state-by-state breakdowns of allocations, and provides context for the issue of private fundraising by charter schools. Among the report's findings is the conclusion that charter schools overall were significantly underfunded relative to district schools. The analysis was based on data from the 2006-07 school year. The report provides an update to findings last reported by the Thomas B. Fordham Institute in its 2005 report on charter school funding. (October 2010)
A recent webinar by the Charter School Center featured seven case studies of charter management organization (CMO) turnaround projects under the U.S. Department of Education's "restart" model, indicating the importance and complexity of the local community's influence on success as well as the need for clarity about expectations and responsibilities. Lead presenter Viki Young, a policy analyst for SRI educational, discussed differences in the specific contexts of the CMOs' work, and cautioned that the research was not an evaluation of the restart strategy. According to the U.S. Department of Education, under the restart model, a low-performing district school is "converted or closed and reopened under the management of an effective charter operator, CMO, or education management organization." The SRI study examined projects undertaken by seven CMOs. (September 2010)
College Readiness and Completion
Lumina Foundation for Education released its second annual report, "A Stronger Nation," PDF-[8.61MB] which provides a detailed look at the progress the nation and individual states are making towards Lumina's "Big Goal" - 60 percent of Americans holding a postsecondary degree or credential by the year 2025. The report explores what is needed to meet this goal and why reaching the goal is essential. Also included are individual profiles for all 50 states with current education attainment data by county and race/ethnicity, jobs and education requirement projections for the state, and the number of degrees needed for the state to do its part in reaching the "Big Goal." (September 2010)
Focusing on efforts in California, a new policy brief from the Alliance for Excellent Education examines how blending academic and career-focused instruction can improve teaching quality. "The Linked Learning Approach: Building the Capacity of Teachers to Prepare Students for College and Careers" PDF-[367KB] argues that aligning teacher education with high school reform efforts is the best way to ensure students are prepared for the rigors of postsecondary education. Policy recommendations include: investing in college- and career-focused education for teachers and administrators; adopting school-level strategies equally supportive of college and career instruction; and creating incentives that promote partnerships between school districts, postsecondary institutions, local industry, and policymakers. (September 2010)
The College Board's new report detailing the personal and public benefits of higher education –"Education Pays 2010: The Benefits of Higher Education for Individuals and Society" – argues that despite the expense of tuition and other costs associated with attending college, the investment in postsecondary education pays off extremely well over the course of a lifetime. The report provides policymakers a wealth of data to make the case that investing in higher education improves the quality of life for individuals, makes state economies more efficient, and creates a more equitable and civil society. (September 2010)
Education Data Systems
The National High School Center released PDF-[60KB] an enhanced version of its early warning system (EWS) tool that identifies students who show early warning signs that they are at risk for dropping out of high school. The EWS Tool v2.0, a free Microsoft Excel-based program, relies on readily available student-level data (attendance, course failures, grade point average [GPA], and credit accumulation) that are entered or imported by schools, districts, or states at regular intervals – as early as the first 20 or 30 days of school and after every grading period thereafter. The tool automatically calculates research-based indicators to identify, or flag, students who are at risk for dropping out of high school. The EWS Tool v2.0 now allows users to import student demographic and performance data from existing data systems; house an inventory of dropout prevention interventions and assign students to them; monitor student response and progress in the interventions over the course of the school year; and create pre-set school-level summary reports, detailed student-level reports, and individual student reports. (October 2010)
The U.S. Senate passed S. Res 607 PDF-[151KB], designating October 2010 as National Principals Month. Sen. Byron Dorgan (D-N.D.) introduced the resolution, which honors elementary, middle, and high school principals for their passion and dedication to students across the country. The resolution encourages U.S. residents to observe National Principals Month with appropriate ceremonies and activities that promote awareness of school leadership in ensuring that every child has access to a high-quality education. In tandem with National Principals Month, NAESP is recognizing the nation's best K-8 principals during its National Distinguished Principals program in Washington, D.C. (October 2010)
The Presidential Award for Excellence in Mathematics and Science Teaching is the highest honor a K-12 math or science teacher may receive for outstanding teaching in the U.S. The President officially names up to 108 teachers annually. Awards alternate between elementary and secondary teachers – with secondary teachers eligible in 2011 – and are given to teachers from each of the 50 states, the District of Columbia, Puerto Rico, the outlying territories, and the Department of Defense schools. The deadline for nominations is April 1. (October 2010)
A group of current and former CEOs and former astronaut Sally Ride are committed to dramatically improving education in science, technology, engineering, and math (STEM), and have joined the White House's Educate to Innovate campaign to launch Change the Equation, which President Obama announced recently. The plan is to replicate successful privately-funded programs in 100 high-need schools and communities. The effort will offer a range of options, from opportunities for more students to engage in robotics competitions to professional development for math and science teachers to increasing the number of students that take and pass rigorous AP math and science courses and exams. One of the initiative's founders, former Intel Chairman and Achieve Board Co-Chair Craig Barrett, was interviewed on CNBC about Change the Equation; watch the interview here. (September 2010)
Teacher Quality and Development
"Teachers define us. In our early years, when we are still being formed, they often see in us more than we see in ourselves, more even than our families see and, as a result, help us to evolve into what we ultimately become." Those are the words of legendary composer and lyricist Stephen Sondheim and the inspiration not for a Broadway musical, but an award created in honor of Sondheim's 80th birthday to publicly recognize the contributions of specific teachers and reward them for their dedication and service. Along with the award, the selected teachers will be showcased on the Kennedy Center website and will receive $10,000 in appreciation for their inspiration to the field of teaching. Teachers of all grade levels and subject areas are eligible. The deadline for nominations is December 15, 2010. (October 2010)
TAP™: The System for Teacher and Student Advancement has launched the TAP System Training Portal, a state-of-the-art, interactive Web tool that provides individualized TAP trainings and support. As part of TAP™'s purpose to attract, retain, develop, and motivate talented people to the teaching profession, the portal provides tiered real-time access to users. It contains the most updated trainings for TAP leaders to download, review, and deliver to teachers in order to improve instruction. (September 2010)
A new study by the Stanford Institute for Economic Policy Research, "The Effects of Performance-Based Teacher Pay on Student Achievement," examines the impact of TAP on student growth in 151 TAP schools in 10 states. Study researchers evaluated the effects of TAP on state achievement exam scores in mathematics and reading and found that TAP schools outperform non-TAP schools; the difference in achievement in both mathematics and reading was equivalent to between a sixth and a half of a year of student growth, depending on the grade level. In addition to finding that TAP schools outperform similar non-TAP schools, the researchers report that the effects of TAP on student achievement are larger and more cost-effective than other education reforms. (September 2010)
Innovations in the News
Standards and Assessments
The persistent gap in achievement between racial and socio-economic group members who enroll and persist in college could be closed substantially, according to a new study and report from ACT, through a stronger core curriculum in high school and achieving benchmark scores in all four subjects of the ACT college-entrance exam. The study showed that "college-ready" scores on the ACT exam correlate with passing grades in credit courses at the college-entry level. Poor preparation for postsecondary education, according to ACT's education division president, Cynthia B. Schmeiser, is the primary reason why many students, particularly low-income students, who aspire to college either don't enroll or make it to their second year. [More—Education Week] (October 8) (premium article access compliments of EdWeek.org)
School leaders in Denver must have received an advance copy of the ACT study report, since the district was on a "blitz" in October to encourage students to take more rigorous high school courses and to graduate. The effort is to address a current graduation rate of just 52 percent, with only half of the graduates going on to college. By stressing the importance of college and taking demanding, college-level courses to get there, school leaders want to get the graduation percentage to 83 percent by 2012 and the college enrollment rate to 63 percent by 2012. [More—The Denver Post] (October 5)
The Common Core standards are bringing changes to Utah schools, and ones that will blur the traditional lines between algebra, algebra II, and geometry. The state Board of Education voted in favor of an integrated approach, known as the international model, in which classes progressively integrate all of the concepts across the three math domains. It is a "major paradigm shift," according to Brenda Hales, state associate superintendent. The approach is a familiar one in other countries and has been endorsed in Utah by the state's association of school district curriculum directors, the State Mathematics Education Coordinating Committee, and the Utah Council of Teachers of Mathematics. [More—The Salt Lake Tribune] (October 3)
In the Franklin Lakes, N.J. schools, located about 30 miles from Manhattan, the pace of math lessons will be slowing down as the district adopts the national math system of Singapore. Like more than a dozen other districts from Scarsdale, N.Y. to Lexington, K.Y., the approach, which devotes more time to fewer topics, is seen by proponents in the U.S. as responding more effectively to diverse learners. [More—The New York Times] (October 1)
Education Data Systems
The effort to build a comprehensive data system on students in California has experienced "unacceptable system performance issues" that may stall the state's efforts to bring a companion system alongside of it in the near future. The California Longitudinal Pupil Achievement Data System, or CALPADS, is undergoing needed fixes after the state superintendent called a halt to any further changes. The development of the planned companion system, the California Longitudinal Teacher Information Date Education System, or CALTIDES, has been delayed until state officials are sure that the first system is fully and successfully functioning. [More—Education Week] (October 11) (premium article access compliments of EdWeek.org)
Teachers and Leaders
Countries that outperform the U.S. tend to recruit their teachers from the top third of high school and college graduates, while less than a quarter of U.S. teachers come from the top third, according to a new report from McKinsey & Co. Factors that contribute to this contrast include pay and monetary incentives and the degree of academic prestige given teaching in the U.S. versus countries such as Finland, where getting into teacher training is extremely competitive – only one in 10 applicants is accepted. By contrast, more than half of U.S. teachers are trained in schools with low admissions standards, according to the report. Teacher retention rates are comparatively reported as well, with the U.S. at an annual attrition rate of 14 percent overall and 20 percent in high-poverty schools, compared to rates as low as 3 percent and 1 percent in Singapore and South Korea, respectively. [More—Education Week] (October 15) (premium article access compliments of EdWeek.org)
In Texas, with help from federal grants, school districts are developing "value-added" teacher evaluation systems. Irving and Plano are factoring students' test scores into teacher bonuses and not just relying on the longstanding state emphasis on teacher observations. The new efforts have engendered debate concerning the validity of one approach versus the other, but research funded by the Bill & Melinda Gates Foundation in a number of Dallas middle schools may lead to a middle ground. There the Measures of Effectiveness Teaching project, which is in operation in five other cities, is attempting to blend test-driven and classroom assessments of teachers. As the project begins its second year later this fall, Dallas researchers expect to have some preliminary findings. [More—The Dallas Morning News] (October 12)
Interventions in Low-Performing Schools
Chronic absences – missing more than 20 days in the school year – are especially damaging in the early grades because students fall behind in learning the foundations of math and reading, and states and cities are making concerted efforts to lower the number of unexcused absences. In New York City, for instance, attendance-turnaround experiments are underway in 25 schools to combat the more than 200,000 city students who missed at least 20 days last school year. Baltimore has a similar effort underway, one in which principals are reporting students who miss a string of school days in order for school personnel to contact parents to determine the reasons and find ways to help. Officials are finding that the reason for students missing school could be such necessities as a clean school uniform or a visit to a health clinic. [More—The Washington Post] (October 18)
Mixing students of varying income levels across several schools or an entire district appears to be a more effective formula for closing the achievement gap than bolstering funding for high-need schools. That's the basic finding of a new report from the Century Foundation that studied the performance of nearly 900 low-income elementary students in Montgomery County, Md., between 2001 and 2007. About one-half of the students attended schools where less than 20 percent of the students qualified for free or reduced-price meals, while the rest were in schools that received extra funding based on their higher poverty levels. Students in the lower-poverty schools scored 8 percentage points higher on standardized math exams than the low-income students in the higher-poverty schools. According to a Century Foundation official, the "research suggests there is a much more effective way to close the achievement gap. … to give low-income students a chance to attend middle-class schools." [More—The Washington Post] (October 15)
In Charlotte, N.C., the "Strategic Staffing Initiative" is turning around low-performing schools by convincing the district's best principals to leave their successful schools and lead the way to hard-won success in their new assignments. Charlotte-Mecklenburg School Superintendent Peter Gorman wanted an alternative to "reconstituting" the district's worst-performing schools, finding the results less than satisfactory. The "Gorman prize," as its locally known, is the offer made to selected principals each year, giving them the "opportunity" to turn around a school in need. Along with 10-percent raise and an increase in decision-making autonomy, principals accepting the challenge get to hand pick a core transformation team. Now in its third year and showing signs of success, no principal asked to serve has turned down the offer. [More—Newsweek] (October 12)
The principal and teachers at Fairview Elementary School in Denver are also taking a proactive approach to the school's problem of low parental involvement. Knowing that more affluent schools benefit from the many ways in which their parents are engaged, from volunteering to chauffeuring, educators at Fairview make visits to the homes of all Fairview students during the school year. An annual grant from the National Education Association allows the teachers to receive $20 per visit. Research on the now 12-year-old effort points to fewer discipline problems, increased attendance, and improved test scores. Denver Superintendent Tom Boasberg is offering $50,000 to four other elementary schools to replicate Fairview's home-visit program. [More—The Denver Post] (September 30)
Office of Innovation and Improvement
James H. Shelton III, Assistant Deputy Secretary
Doug Herbert
Cynthia Cabell
Senior Production Editor
Dramon Turner
Production Editor
Emily Archer
Copy Editor
Cheryl Garnette
Joseph Caliguro
Adam Honeysett
Article Contributions
Last Modified: 10/29/2010


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Light and airy Placid Blue is a perfect background color for spring, offering another alternative to the classic neutrals. Pair it with Comfrey, a more masculine take on the softer Hemlock green from the women's palette, to create a fresh, seasonally inspired look. For a modernized vintage feel, pair Purple Haze, a deeper, stronger version of Violet Tulip, with Paloma, a confident and adaptable gray.
Sand, a warm, agreeable neutral, can be coupled with more daring colors in the palette – making them less intimidating. Both Paloma and Sand are perfect complements to fiery Cayenne red, and help to harness the powerful energy that intense Freesia yellow brings to the spectrum. Accessories, including shoes, in bold colors, like Cayenne, Freesia and Celosia Orange, are becoming more popular for men this season, adding a touch of gusto to neutral formal attire.
As the temperatures rise, we are also seeing a lot of vibrant patterning that combines bold and tropical colors in many sectors of menswear. Create a magnetic look by mixing Magenta Purple, a more robust version of Radiant Orchid, with the higher voltage colors in the palette, like Celosia Orange and Dazzling Blue. These three energetic yet versatile hues are sure to be a hit in spring 2014.
1.866.PANTONE • Pantone LLC is a wholly owned subsidiary of X-Rite, Incorporated. © Pantone LLC, 2020. All rights reserved.

subset: commoncrawl


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I don't know about you but I'm so glad the holidays are here. The world needs a hefty dose of cheer right about now. We just emerged from a grueling presidential election, are recovering from a devastating hurricane and are facing a looming fiscal "cliff" unless our government figures out a solution by year's end. Let's face it, we're stressed out big time. Still, the holidays give us an opportunity to slow down, take a deep breath and be thankful for the good things in our lives. Sometimes it's hard to do that but we owe it to ourselves and our loved ones to try. One of the best things about running my lingerie store for so many years was the interaction I had with customers who were buying gifts for someone special in their lives. Sometimes it was for a wife. Sometimes it was for a sister and, believe it or not, occasionally I'd get employers and employees buying for each other! Buying for others brings out the best in you. It's good for the soul and it's great for the economy, too. Intimate apparel and loungewear happen to be great options for holiday gifts. They're pretty, useful and offer great value for quality. A well-made bra, pajama set or robe can give a woman years of use. For Black Friday 2012, the Pink Slip is offering 25 percent off all items on the site through November 25 so you have an opportunity to treat your loved ones to the most beautiful intimate apparel brands from around the world! To start you off on the right foot, I've come up with a diverse list of items that will satisfy the different needs and tastes of your friends and family. Some of them are cute. A few of them are sexy, but all are guaranteed to put a smile on someone's face this holiday season.
Comfy Gifts
PJ Salvage Waffle Robe
What's cozier than a plush robe? P.J. Salvage is known for using luxury fabrics and envelopes a woman in comfort in soft microfiber waffle knit with a satin trim.
Gisele PJ set
Eberjey is great at designing sweetly elegant intimates and loungewear and this pajama set from their Gisele collection is a sophisticated choice. It's inspired by classic men's pajamas but sized and shaped with a feminine look in a Modal/Spandex jersey with contrast piping.
Cute Gifts
Lola Haze Embrace Camisole
A woman can really get her girly on wearing this gorgeous romper that doubles as a cute top that can go with jeans or skirt for a cute day look. Designed by cutting-edge brand Lola Haze, its elegant, curved lace inserts on the sides highlight your own curves, while the silk charmeuse feels wonderful against your skin.
Leonora Chemise by Eberjey
Leopard print is always fun and this chemise from Eberjey's Leonora collection is simply purr-fect! The soft and light A-line chemise in sueded soft jersey features stretch-to-flatter mesh, a lace neckline and an underbust applique.
Sexy Gifts
Arianne Jade teddy
Ravishing in red, this very flattering teddy from Arianne features rose and vine jacquard fabric in rich colors with beautiful lace accents along the bustline and leg openings. Underwire cups are lined with padding to gently enhance the bustline.
Arianne Marilyn padded bustier
This bustier from Arianne has bombshell appeal in delicate floral lace and boning for excellent shape and fit. It has underwire padded demi-shaped cups and a lace-up front for a vintage, sexy detail. The Marilyn bustier coordinates with the Marilyn Bikini to complete the look.
Romantic Gifts
Mary Green Satin Doll Kimono
Silk is always a sure bet for luxurious glamour and Mary Green's Satin Doll Kimono delivers it big time. This gorgeous kimono has scalloped lace trim, 3/4 length sleeves and sexy side slits on for a true satin doll look.
Mary Green Satin Doll Chemise
This silk stretch satin chemise is a great layering piece for wearing under the Satin Doll Kimono. It features a scalloped lace trim, gathered triangle cups trimmed with lace and a side slit. Cut on the bias with adjustable straps, it has a great fit.
Functional Gifts
Hanky Panky lingerie wash powder
The designers at Hanky Panky were kind enough to create a great alternative to washing intimates in soap or detergent. The Hanky Pank Lingerie Wash Powder is a gentle but effective fabric wash specially formulated to extend the life of stretch fabrics and delicates. It's non-toxic, hypoallergenic, and biodegradable.
Nu Bra Ultra feather lite bra
Nu Bra, the masters of creating solution products for intimate apparel, have perfected their adhesive bra cups for an item that's a thoughtful stocking stuffer for the woman who likes to wear sexy dresses. The Ultra Feather Lite Bra is 70 percent lighter than Nu Bra's original silicone padded gel cups and with fabric outer shell. It's perfect for providing support under backless or strapless dresses.
I hope these suggestions prove helpful. Wishing you and your loved ones a great holiday season!


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Model Number: ZX-KD0731
This is a refurbished RC buggy. This RC buggy comes with a 45 day true warranty. We have our highly trained technical staff repair and test our refurbished products to make sure they are in perfect working order. Dominate any type of terrain with the all new Swift Off Road Electric RC Buggy. Featuring full function radio control and working front and rear suspension the Swift is able to drive over terrain most RC can't. But don't think this RC is only good for off roading because this bad boy can haul on and off the road. The shell body can be easily removed and replaced and the front and rear bumper make this RC extremely rugged. The Swift comes with a rechargeable battery for the buggy so all you need is 2 AA batteries for the transmitter and you're good to go! A must have for fans of off roading, get the Swift Off Road Electric RC Buggy today and have a blast!
- Electric Powered
- Full Function Radio Control
- Work Front And Rear Suspension
- Removable Shell Body
- Detailed Paint Job
- Rubber Tires
- Rear Wheel Drive
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- Swift Off Road 1:18 Electric RC Buggy
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- 4.8V 500mAh NiCD Rechargeable Battery
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- Length: 9.5 Inches
- Width: 6 Inches
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- Vehicle: 4.8V 500mAh NiCD Rechargeable Battery (Included)
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An event every week that begins at 19:30 on Tuesday, repeating indefinitely
Join us at Judgemeadow for our weekly Bible study. We start with worship and are then guided through a topic from the Bible. Each theme is covered over the course of several weeks.
We finish with tea, coffee, biscuits and fellowship in the cafe.
Childcare is provided by our Junior Church team for children aged 0-10 years. Children will worship with us then leave for their classes.


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Lawyer who represented woman who brought down former mayor being disciplined
Marilyn Figueroa accused attorney Victor Arellano of inappropriate sexual relations
A high-profile lawyer in the center of the sex scandal involving former Milwaukee Mayor John Norquist and an aide is now being disciplined.
The news comes after a six-year investigation into allegations of misconduct.
The state Supreme Court ordered a public reprimand of the high-profile attorney who represented the woman who brought down Norquist.
Victor Arellano is a prominent Madison attorney. Three former clients accused him of engaging in improper sexual relations while he represented them, including Norquist accuser Marilyn Figueroa.
Arellano made national headlines when he represented Figueroa in the sexual harassment lawsuit that forced the resignation of Milwaukee's former mayor in 2002.
Two years earlier, standing in a snowstorm in front of his south side home, Norquist told reporters he'd had an affair with Figueroa, but later, in videotaped depositions, obtained exclusively by WISN 12 News, Figueroa claimed the affair was not consensual.
Figueroa said Norquist threatened to withhold funds from community organizations she supported if she spurned his advances. Ultimately, the parties settled the suit for $375,000.
Five years after the settlement, Figueroa accused Arellano of starting a romantic and sexual relationship with her while representing her against Norquist.
Three other women also alleged inappropriate sexual relations by Arellano while working as their attorney, including one with whom Arellano had a child.
Arellano fought the charges over the last several years. The Office of Lawyer Regulation told WISN 12 News that Figueroa's complaint, and those of the other women, were dismissed for a variety of reasons.
The state Supreme Court punished Arellano for misrepresenting information to investigators.
Arellano must pay about $10,000 to cover the state's legal fees. The reprimand does not prevent him from continuing to practice law.


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Delivery options in Canada
Delivery options in Canada
Taking possession isn't the thing: most of those incentives are tax based, so you'd need a way to file your taxes in those provinces (I think).
Yes, I think that's what "rules" where the incentive applies. The wording of the act/regulation may have to be consulted in each province.
In Quebec, the rebate is not a taxe refund but price discount. however the vehicle has to have immatriculation from Quebec. good luck
Are there Dominion-wide incentives for green cars in Canada? or just by province?
Do not live there but just curious.
When I used to live in NY used to drive up Montreal, Toronto and the Maritimes in summers. So beautiful up there and pleasant people too... would be a real EV challenge to drive up there though, long distances with few or no people, few charging stations, low temperatures depleting the batteries.
Imagine trying to drive a Model S to Labrador or James Bay...
Check out https://suncountryhighway.ca/
They are currently on a cross country tour promoting their charging network.
There are also threads about it on TMC under Canada
Connects to Tesla's Supercharger network at Vancouver and Montreal and it is FREE... Very nice... Electric North America!
I am doing something very similar. I am living in the US on a visa but buying the car in Canada. I have checked into doing this in several provinces. Alberta has the advantage of no provincial sales tax. Ontario has the 8500 dollar rebate that is not dependent on income taxes.
I ended up selecting Ontario because it is closer to where I live. In Ontario you need proof of insurance to purchase a car. Specifically the ministry wants to see the little pink insurance card printed by Ontario insurers. The Ontario government relies upon an insurance database supplied by the Insurance Bureau of Canada. This stopped me from using insurance from the US, even if it was from a company like State Farm that operates in both countries.
The insurance companies do not have any legal requirement that you need an Ontario license, but for risk management they will insist upon it.
So if you want to purchase in a different province you will need an address in that province, a provincial driver's license with that address on it and a local auto insurance policy. If you have all three of those you can purchase and register the car.
The final requirement if you go for the Ontario Government's rebate is that the car has to bear Ontario registration and an Ontario license plate for the first year. If you break that requirement you have to give the rebate back.


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Nicole Kidman and Keith Urban have been keeping a secret – they're parents of a newborn.
A day after the Hollywood pair walked the red carpet at the Golden Globes, Kidman and Urban dropped news daughter Faith Margaret Kidman Urban was born Dec. 28 via a surrogate.
"Our family is truly blessed, and just so thankful, to have been given the gift of baby Faith Margaret," they told People in a statement on Monday. "No words can adequately convey the incredible gratitude that we feel for everyone who was so supportive throughout this process, in particular our gestational carrier."
U.S. & World
The day's top national and international news.
The Australian Oscar-winner and Urban, the country star, wed in 2006.
They reportedly share a Nashville, Tennessee home with their 2.5-year-old daughter, Sunday Rose.
Kidman also has two children she adopted with ex-hubby Tom Cruise, Isabella and Conner, according to People.
Back in November, Kidman and Urban gushed about each other on "The Oprah Winfrey Show" and talked about how Kidman's intervention helped her hubby overcome his addiction to drugs and alcohol.
"I think marriage is about, every day, trying to make it better and working through things and when things are tough, saying, 'I'm going to come to you and talk,'" Kidman said.
Selected Reading: People, TMZ, IMDB


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I knew as soon as I posted these, they would not last long. I was right. These vintage Metal Art Sandwich Markers sold in less than a month but I wanted everyone to see this awesome find. I am hoping to come across them again one day. It was also really difficult to find any information about them, so if you know anything about these gold-metal toned sandwich markers, please let me know!
You are here: Home / Archives for sandwich markers


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Gift Card
Shopping for someone else but not sure what to give them? Give them the gift of choice with a Superfly Bonsai gift card.
Gift cards are delivered by email and contain instructions to redeem them at checkout. Our gift cards have no additional processing fees.
Have a Question?
Be the first to ask a question about this.
If you are not 100% satisfied with your purchase from Superfly Bonsai, simply visit our returns center to get started. Items must be returned at your expense. If you beleive that we messed up somehow please let us know and we will evaluate the situation on a case by case basis. When a return is authorized simply send the product back in sellable condition for a full refund of the product price.
Visit our Returns Center to start a return.
We utilize several different carriers to provide accurate shipping rates. Rates are calculated by distance, weight and package dimensions. A custom shipping quote will be provided in the shipping section during checkout.
How Long Does It Take To Ship?
In most cases we ship the same or following business day. During peak season (March - May) it could take a day or two longer, especially for orders placed after noon on Fridays. We do our best to geat all orders out as fast as possible.
How Long Will It Take To Get Here?
If you are paying for your own shipping, the amount of days will be listed when you choose your shipping preference at checkout. If you reached our Free Shipping Minimum, we will ship the lowest cost method. This usually takes 1-5 business days plus our handling time of 1-2 business days. An email will be sent when your order ships with tracking information.
Free Shipping
Superfly Bonsai currently offers Free Shipping for All Retail orders over $99.00
Plants & Tree Shipping:
We ship bonsai trees and plants from either our parnter nursery or our in house nursery depending on the tree. We may limit when we ship trees to help limit their exposure to extreme environments. For example we may not ship if it will cause the tree to sit in a truck over a weekend or holiday in very low temperatures or very high temps.
If we are shipping from our Harrisburg, PA location, the tree may arrive via any carrier, but usually UPS or USPS. Time in transit will be 1-2 days in the northeast, 2-3 days in the southeast, 3-4 days in the midwest and usually 5 days for the west coast.
Trees are shipped in custom boxes made just for shipping trees. Sometimes we wrap the pot and soil in plastic to prevent it from spilling out in transit. Many times we use packing peanuts as they have proven to be very reliable in keeping trees safe in shipping. If a box is noticiably damaged, please take pictures prior to opening.
Please Note: We do not ship plants and trees to California


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Target stores under investigation for credit and debit card data theft
The U.S. Secret Service confirmed there's a major investigation underway into card theft at Target stores.
Krebs on Security first broke the story saying the data breach potentially involves millions of credit and debit card records of Target customers across the nation.
The credit and debit card breach appears to have begun on or around Black Friday when shoppers were in a frenzy at Target stores in Wisconsin and across the nation.
"It should be preventable, especially around this time of the season when it is really busy," Target customer Stephanie Martens said.
Martens said she's taking news of a potential security breach by hackers in stride.
"I feel like my bank has enough precautions to go against that. You know, I get phone calls if it looks like I'm spending stuff that I don't normally spend or if I'm spending too much," Martens said.
Krebs on Security reports sources as saying the breach may have extended as late as this past Sunday.
"It's pretty scary that it's happening all across the nation. As a customer I don't think there's too much you can do to avoid it," Target customer Drew Jaskolski said.
Former store worker Patrick Cain said if thieves were able to intercept the PIN numbers of debit card users, the cash would come right out of your checking account.
"As a customer, I would advise that you not use bank cards because those are the most vulnerable," Cain said.
Target customer Aman Gill said she's glad she's been using cash.
"As I think of it. Since it's this time of the year, you know, Christmas, the thieves are going to think, 'Oh, there's plenty of people shopping right now. They're going to be purchasing large amounts of stuff, you know,'" Gill said.
Sater asked Discover card for its take on the Target investigation, and it sent a statement saying, "We are aware of the situation and are monitoring accounts for suspicious activity."
Target has not responded to Sater's questions or those of any news outlet.
According to the Consumer Protection Agency, consumers should open their bills right away or check them online. Report any questionable charges.
Many companies have toll-free numbers and 24-hour service to deal with fraud.
The CPA said if you suspect that the card was used fraudulently, you may have to sign a statement under oath that you didn't make the purchases in question.


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Pickleball is a paddle sport that combines elements of badminton, tennis, and table tennis. Four players use solid paddles made of wood or composite materials to hit a perforated polymer ball, similar to a wiffle ball, over a net.
All age's are welcome to join every Wednesday and Saturday at 8:00AM located on the Tennis Courts at Beyer Community Park (3700 Beyer Park Drive). All skill levels are welcome to play. Help for new players is also available.


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Nets One Step Closer To Brooklyn? New Jersey Nets May Be Bought By One Of Russia's Richest Dudes!
Nets One Step Closer Towards Brooklyn Move
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


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The current GRI Certified Training Partners for Thailand are listed below. If you are interested in attending the Certified Training Courses or Modules, please contact the Training Partners directly by clicking on the link. You will be re-directed to their website where you can find out when and where each are offering the Certified Training Courses and Modules, and how to register.
If you have any questions about the content of these pages please contact GRI at firstname.lastname@example.com
Thailand is open for applications from new Training Partners. There are currently two Training Partners certified and none in the process of certification in Thailand.
Are you interested in becoming a GRI Certified Training Partner? For more information on our Pricing Policy and application process, please visit our Become A Certified Training Partner page.
If you have any questions or concerns, please read the Frequently Asked Questions or write to email@example.com.


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Rock Solid
Current Closer
Top Closer Prospect
Destined for Rotation
Trade Candidate
Looking over his shoulder
Note: This pre-season closers list is subject to quick changes and all assignments are tentative until jobs become more clear.
Note: The purpose of this thread is to denote job security and identify an alternate closer when the regular closer cannot close.
ATLANTA BRAVES – C. Kimbrel RHP , J. Walden RHP, J. Venters LHP , J. Graham RHP
MIAMI MARLINS – S. Cishek RHP, M. Dunn LHP, R. Webb RHP, G. Dayton LHP
NEW YORK METS – B. Parnell RHP , F. Francisco RHP , D. Aardsma RHP, M. Koch RHP
PHILADELPHIA PHILLIES – J. Papelbon RHP , A. Bastardo RHP, J. De Fratus RHP, E. Martin RHP
WASHINGTON NATIONALS – R. Soriano RHP , D. Storen RHP , T. Clippard RHP , S. Solis LHP
CHICAGO CUBS – K. Gregg RHP, P. Strop RHP, H. Rodriguez RHP, A. Vizcaino RHP
CINCINNATI REDS – A. Chapman LHP , J. Broxton RHP , S. Marshall LHP , A. Simon RHP, Kyle Lotzkar RHP
MILWAUKEE BREWERS – J. Henderson RHP, J. Axford RHP, M. Gonzalez LHP, J. Hellweg RHP
PITTSBURGH PIRATES – J. Grilli RHP , M. Meloncon RHP , J. Wilson LHP, V. Black RHP
SAINT LOUIS CARDINALS – E. Mujica RHP, T. Rosenthal RHP, F. Salas RHP, T. Jenkins RHP
ARIZONA DIAMONDBACKS – J. Putz RHP , H. Bell RHP, D. Hernandez RHP, J. Barrett RHP
COLORADO ROCKIES – R. Betancourt RHP , R. Brothers LHP , W. Lopez RHP, C. Bettis RHP
LOS ANGELES DODGERS – K. Jansen RHP , B. League RHP , P. Rodriguez LHP, O. Garcia RHP
SAN DIEGO PADRES – H. Street RHP , L. Gregerson RHP, D. Thayer RHP, B. Boxberger RHP
SAN FRANCISCO GIANTS – S. Romo RHP , J. Affeldt LHP , S. Casilla RHP, H. Hembree RHP
BALTIMORE ORIOLES – J. Johnson RHP , F. Rodriguez RHP, T. Hunter RHP, M. Price RHP
BOSTON RED SOX – K. Uehara RHP , J. Tazawa RHP, M. Thornton LHP, R. de la Rosa RHP
NEW YORK YANKEES – M. Rivera RHP , D. Robertson RHP , J. Chamberlain RHP, M. Montgomery RHP
TAMPA BAY RAYS – F. Rodney RHP , J. Crain RHP , J. McGee LHP , A. Colome LHP
TORONTO BLUE JAYS – C. Janssen RHP , S. Santos RHP , S. Delabar RHP, M. Stroman RHP
CLEVELAND INDIANS – C. Perez RHP , V. Pastano RHP, B. Shaw RHP, N. Hagadone LHP
CHICAGO WHITE SOX – A. Reed RHP , M. Lindstrom RHP, N. Jones RHP, N. Molina RHP
DETROIT TIGERS – J. Benoit RHP , J. Veras RHP, D. Smyley RHP, B. Rondon RHP
KANSAS CITY ROYALS – G. Holland RHP , L. Hochevar RHP, A. Crow RHP , Y. Ventura RHP
MINNESOTA TWINS – G. Perkins LHP , J. Roenicke RHP, A. Swarzak RHP, L. Bard RHP
HOUSTON ASTROS – J. Fields RHP, W. Wright RHP, H. Ambriz RHP, , L. McCullers RHP
LOS ANGELES ANGELS – E. Frieri RHP, K. Jepsen RHP, De La Rosa RHP, A. Wood RHP
OAKLAND ATHLETICS – G. Balfour RHP , R. Cook RHP, S. Doolittle LHP, S. Gray RHP
SEATTLE MARINERS – D. Farquhar RHP, Y. Medina RHP, O. Perez LHP, C. Ruffin
TEXAS RANGERS – J. Nathan RHP , J. Soria RHP , T. Sheppers RHP , N. Ramirez RHP
Reportedly Out for the Year
A. Bailey (Bos - RP)
J. Hanrahan (Bos - RHP)
K. Fujikawa (ChC - RHP)
J. Motte (Stl - RHP)
A. Vizcaino (ChC - RHP)
Unsigned Relievers of Interest
B. Wilson (RHP)
Possible Future Foreign Imports
Chiba Lotte Marines - Yasuhiko Yabuta (RHP)
Chunichi Dragons - Hitoki Iwase (LHP)
Fukuoka Softbank Hawks - Morifuku Masahiko (LHP), Brian Falkenborg (RHP)
Hanshin Tigers - Shinobu Fukuhara (RHP)
Hiroshima Toyo Carp - Kam Mickolio (RHP)
Nippon-Ham Fighters - Hisashi Takeda (RHP)
Orix Buffaloes - Mamoru Kishida (RHP)
Rakuten Golden Eagles - Koji Aoyama (RHP)
Seibu Lions - Hideaki Wakui (RHP)
Yakult Swallows - Tony Barnette (LHP)
Yokohama BayStars - Shun Yamaguchi (RHP)
Yomiuri Giants - Kentaro Nishimura (RHP)


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With his latest film "The Hole," director Joe Dante's inviting you to follow him down into a shadowy world where you never quite know what's going to happen.
Dante began his career as one of the wave of a then-emerging generation filmmakers – Steven Spielberg, George Lucas, John Landis and Joe Johnston and Tim Burton among them – who grew up voraciously consuming a massive diet of movies, TV shows, cartoons and comics both good and endearingly bad. Dante distinguished himself with an approach to movie-making that was both deeply reverential and wildly irreverent at the same time, resulting in a string of movie hits that remain fondly remembered, including "Piranha," "The Howling," "Gremlins," "Explorers," "Innerspace" and "The 'Burbs."
With "The Hole," which made its debut on video-on-demand and home video Oct. 2, Dante demonstrates that the new kid has become a master of genre storytelling, deftly mixing young suburban angst and the terror of the unexpected, flavored with a twist of mischievous humor.
This film is a little different than some of your prior work, but also right in keeping with it as well. What put the project on your radar?
Well, it'd been offered to me and I'd been looking for a job – as I often am – and it wasn't like the other horror scripts that I usually get. It was very well-written. The characters were people that spoke like real kids, and I thought I knew where the script was going and then it didn't go there. It went somewhere else. That's what sort of sold me. I thought, 'Well, this is not a remake of "The Gate." It's actually something a little more offbeat than that'
What differentiates the kind of horror that you want to work on, as opposed to many things that show up on your doorstep?
I try not to make anything I wouldn't go see, and I'm not a big fan of chop-off-your-hands and that type of thing. I've seen plenty of those, and they're fine. I think it's a kind of dead end. I think if you see 'Cabin in the Woods,' which was on the shelf almost as long as mine, that's a movie that really takes a step forward in that it gives the fans what they want, but it puts the movie in a different context and actually comments on the kinds of movies today.
You have a particular knack for blending the everyday with extraordinary horror circumstances. What things did you do to achieve that with 'The Hole'?
Well, I think that horror movies are essentially absurd anyway, and A) they need humor because if you don't put humor in them, the audience will find it in the wrong place, and B) I think that you have to contrast the horror with something normal. ... I like to try to keep people off balance a little bit, and in this movie, it starts off with a dysfunctional family – you can't have an indie movie without a dysfunctional family – and then as it develops, it's about your worst fears, and each of their worst fears are obviously personal to them. So, we have three major acts and three different stories of fear.
As someone who's been quite a student of filmmaking techniques, how was designing this film for 3-D, and what do you like about what's happening currently in 3-D in context to the historical version of the effect?
I'm old enough to have seen these 3-D movies in the theater when I was a kid, and I always loved 3-D, even Viewmasters – I couldn't get enough of those. My favorite 3-D movie is 'Dial M For Murder,' Hitchcock's murder mystery that didn't even get released in 3-D, though it was shot in 3-D. The use of space in that is really quite remarkable, and that's sort of my template. That's the one I always go to when I have a problem, and of course that technique, 3-D on film, was always very flawed because there was so much jitter in the projector and jitter in the camera. The guys had to try to focus it, and it was just difficult to make work. But now, with today's digital system all those problems are gone and you really can get a remarkable image out of it…I think 3-D is an art form and when done correctly, I think, can really enhance a movie.
Where do you want to go, moving forward? What kinds of films do you want to make and what challenges are you looking for?
Every movie is different, and I've just watched the technology change since I started in the business from 1975 to now. We don't even shoot on film anymore. And I think the movies as I knew them, this twentieth century art form called movies, went away with the 20th century. Now that we're in a new century it's becoming a new art form. No one knows exactly what it is and where it's going, or how it's going to be delivered or who it's going to be made for. But it's an exciting time to be in the movie business and it's also kind of a terrifying time, because no one really knows exactly where it's going and there's a lot of fear.
Have your successes allowed you to sort of continue to march to the beat of your own drum and do things how you want to do them, or have you had to adapt to certain things?
Well, we all have to adapt. I think the ability to impose your own personality on a project is limited by how expensive the movie is. Obviously, the more expensive it is the more the people with the money behind it would like it to be homogenous, so you end up losing some of the personal touches and rough edges and that kind of thing. So, I've become more comfortable in the indie world, where budgets aren't so high and the scrutiny is not so extreme.
Is 'Gremlins' a franchise that you'd have an interest in revisiting at any point?
I think I'd be interested. I don't somehow think that's the way it's going to be. I don't think there's going to be a 'Gremlins 3' with the same characters and continuing that story. It's probably going to be re-imagined – it will probably be revamped and they'll start over.


text: If you have an important topic to cover, your discussion needs to reach out over social media. At the European Space Agency's "Paradigm Shifts and Future Prospects in Earth Observation" seminar, which was streamed live, the audience was asked to pose questions and comments to the panel via #FutureEO on Twitter. mimoLive was used to show the relevant tweets both in the live stream as well as on stage at the venue. The ESA social media managers only had to "favor" a tweet with the agency's account on their iPhones to make it appear in the stream and on stage instantly.


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When Eric Winter (left, photo by Gabriel Goldberg) decided to leave "Days of Our Lives" back in 2006 (after playing Rex DiMera since 2002), neither he nor I could have guessed where his career would take him in the four years since. Eric has been working nonstop in film and television since his daytime television experience, and when I got the chance to catch up with him recently, he filled me in on his days since "Days."
Daytime Dial: Last we spoke, CBS had just canceled the Hugh Jackman-produced nighttime drama "Viva Laughlin," which I absolutely loved and was so sad to see go. But after that, you got an even bigger break when you were cast on "Brothers and Sisters." Tell me about working on that show.
Eric Winter: That show was a lot of fun to work on. They were very welcoming. It was a great atmosphere there. And with that many heavy-hitters, you never know what you're gonna get. And it was just really pleasant.
DD: What did you like best about the show and your character, Jason McCallister?
EW: I think with my character, it was a cool thing to explore. Here's a guy who is openly gay but he's a minister and fights for things he believes in. It was an interesting dynamic that his brother is a very conservative Republican (Robert McCallister, played by Rob Lowe) who's running for office. There were a lot of good social, economic and cultural differences that were expressed through there.
DD: More important, is Rob Lowe just as dreamy in person as he is on TV?
EW: (Laughter) He's a good-looking guy. Obviously, for me, I wouldn't say dreamy, but he's a very handsome guy. And just really, really cool. But yes, you probably would find him dreamy.
DD: After that, you were in "Harold and Kumar Escape From Guantanamo Bay," which is quite different from your role on "B and S."
EW: I thought that this sequel — and not just because I was in it — was so damn funny, because it just pushes the envelope with so many things. It racially offended everybody. It was sexist … it was everything. They just got in everyone's face, and it was so funny and so well written and well directed. That was just a blast. Very hard-core but funny.
DD: After that you were in "Moonlight," which still has an incredible cult following. How was that show to work on?
EW: That was a fun show too. I would have loved to have the chance to do a lot of the vampire-type stuff and mess around with all the effects, but we never got to dive into that part of my character. That was something they were talking about doing the next season, and then the show got canceled. So, we never really know what would have happened to my character and ultimately what his motivation was. They were finding their groove. Again, another show (like "Viva Laughlin") that was ahead of its time.
DD: Yes, it seems nowadays that networks aren't giving shows that much of a chance to really develop, grow and build their audience …
EW: It might not have been a nice hit for the CBS audience, but the ones who loved it loved it, and I think CBS was ahead of its time on two shows in the same year — and that was "Viva Laughlin" and "Moonlight."
DD: After "Moonlight" you scored a plum part in the feature film "The Ugly Truth." You must have been thrilled to land that part.
EW: Absolutely. That was just a huge opportunity that (director) Robert Luketic and Lakeshore gave me. And it was really awesome, and I had such a blast working with those guys. And my relationship with Katie (Heigl) and Gerry (Butler) was a ton of fun. We just laughed a lot. It was another fun environment to be in. It was a huge opportunity. It was kind of a fun, vulgar romantic comedy — it changes up from the normal romantic-comedy pace that you're used to.
DD: What can you tell me about your new role on CBS' "The Mentalist" of Agent Craig O'Laughlin, and what fans can expect from his appearance?
EW: Well, I'm kind of learning myself to keep a lot of stuff under wraps. But what I do feel is there has to be something else there. I don't think I'm just an FBI guy that came on and happened to find (Grace) Van Pelt attractive. I honestly don't know. But I know that my character is an ex-football player who is in the FBI. I go back in a couple of weeks to shoot other episodes. And I have a few more episodes lined up for next year. My goal is to keep this character all business. He's hot stuff, but he's not a jerk. He's not a jerk, in my mind, with Van Pelt. And he's not doing anything wrong. She and Rigsby were broken up, so it's sort of fair territory. It's just a really funny, awkward situation.
DD: Were you worried coming in, because even though Van Pelt and Rigsby were broken up, there are bound to be fans who are upset?
EW: Yeah, you're always going to get that. But hopefully with the way I treat her and the way I portray my character, people will see he's not a bad guy. Maybe they will like him, too, and see he's doing some good things for her. I want it to be a true triangle. But it's a really tricky situation to be in.
DD: As an actor, I would think it would be fun to play an FBI agent — you get to be the man in charge, you learn how to handle firearms, how to take down suspects, etc.
EW: Oh yeah, it's the best. It's my first time playing something like this, and it's been a lot of fun. It's really fricking cool to learn the ins and outs — what the FBI does and the CBI does, and how they handle situations. We have on-set experts who walk us through stuff and help us keep it real. It's been a very fun thing for me to explore.
DD: You said that you're working on a couple of more episodes — should we start a campaign to make you a permanent cast member?
EW: Yes! You've got to start campaigning. From what I understand, they plan on doing a slow burn. Whatever happens between the two of us (O'Laughlin and Van Pelt) is definitely going to play its course. But there's a lot to do with my character aside from that relationship. I'm not in the writing room, so I don't know. But I know they have it well worked out, and they've been great with me so far.
DD: What's the thing you like best about working on a weekly episodic show?
EW: Simon (Baker) works his butt off. He's very, very busy on that show. But I think that with me it's a lot of fun because I get to explore the character, but I have some time off so I can be looking for some other things as well, films and so forth. It's a very fun, comfortable environment, and I have a great character to play, which keeps me very interested and motivated with that project. It's comfortable and exciting at the same time.


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The frog princess has three adults who transport her to and from kindergarten each day. One morning bus driver, one afternoon bus driver, and one adult assistant (Miss Val a.k.a Miss "Val"-entine today!) on the bus to help a special needs child who rides her bus. At Christmas, Miss Frog Princess made adorable bus cards for each of her "drivers" and decided this morning that we needed Valentine's for each of them.
Now, I just happened to stock up on three bottles hand sanitizer ($1 each!) at the dollar tree last week. I was planning to decorate them "Just-A-Girl-style" for our own house but the Frog Princess pleaded a good case to me so we dolled up the bottles with some clear CM scrap-booking stickers and foam shapes to give as gifts at the bus stop today. Notice how she used a sharpie to add bus details to the yellow van foam stickers. She added the yellow "travel" and blue "road trip" ribbons with much giggling.
Happy Crafting!
We'll be having a nice quiet day tomorrow. Daddy and the Frog Princess will be building a heart jewelry box at a free Lowes build-it-and-grow workshop in the morning followed by a home-cooked Valentine's day dinner with a special guest, her Kindergarten teacher!
Wishing you all a very Happy Valentine's Day!


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Whilst waiting for the new JK material, please check out my band THE BOOM YEH.
We're a London based funk jazz collective - and for our next London gig (Friday June 12th at The Bedroom Bar in Shoreditch), we have none other than Nick Van Gelder playing drums for us.
Check out our new music here: https://soundcloud.com/theboomyeh/turn-it-up-2
Our band website: http://www.theboomyeh.com
Thank you funksters!


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Stone man: Toru Oba rocks
Toru Oba's fingers are short and thick. At each fingertip there's a wide, square fingernail, and at the joint just above where thumb meets wrist, a round callous like a quarter set on his hand.
He's holding out a snapshot of what appears to be a tall, contoured rock wall. It looks like a dried river bed torn out of the ground and set on end. It also appears to be indoors.
"Oh, yes," says Oba of his handiwork. "Its an indoor waterfall. That one only took me seven weeks."
For one of the region's few stonecutters and perhaps the only person in this area capable of building something like that, seven weeks is not a particularly involved job. One recent commission kept Oba busy for over three years.
A local homeowner allowed Oba to convert what looks like his entire back yard into terraces of four-inch-thick slabs of granite. Spaced liberally around the area are what appear to be whole boulders set directly into the cut granite. Oba has gouged some boulders while others, completely untouched, look as if they had always been there and Oba simply worked around them.
This is Oba's preferred style– an all-stone environment that preserves as much of the rock's natural shape and surface as possible.
As Oba recalls, for that job he had been recommended by the architect. But when Oba first arrived, the homeowner wanted to float his own ideas. "He said, 'I have this design in mind,'" says Oba. "But the architect, she knew better. She said, 'Let him design it.' And so I did."
After a small taste of Oba's work, the homeowner dropped his own plans and let Oba plan and complete the entire project. "It took me out of circulation for a while, but it was a good job," he says.
Oba, a self-described hippie, left his native Japan after dropping out of school. "In Japan, if you don't finish school, you have no future," he explains. He wandered through Europe for a few years where, in the south of France, he found work restoring dilapidated old villages– his first introduction to stone cutting. He also met his wife in Europe she's an American who brought him back with her, first to West Virginia and later to Virginia.
Oba describes himself as having a Japanese eye and a European influence, which is literally true. His sojourn through Europe produced his introduction to stone cutting, though his style– rough surfaces juxtaposed against smooth ones, wide-open spaces, and nature-like arrangements– betrays a very Japanese aesthetic.
The stonecutter, who works job to job and markets only by word of mouth (he admits to being a poor self-promoter) regularly travels between Charlottesville and quarries in Schuyler or Culpeper, where he and his two assistants, Two Bears and Elizabeth Noisos, regularly manipulate boulders weighing several tons.
All the heavy lifting has given Oba a workman's physique– his compact frame can't hide his thick torso, and even in winter, he keeps a dark tan. Oftentimes, he acknowledges, he's mistaken for a common laborer. But he says the confusion doesn't bother him so much, as long as architects continue to mention him, and homeowners wealthy enough to commission indoor waterfalls continue to give him free rein.
"I go to a job site, look at it, and can see what's going on," he said. "I see stones, and I know just where to put them."


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"Finally - The Most Comprehensive Resource Ever Created for Eliminating Knee Pain. Whether You've Been Through Rehab Recovering From Injury or You Suffer From Slight Nagging Discomfort...."
My name is Mike Robertson, MS, CSCS, USAW. I received my Masters Degree in Sports Biomechanics at the world-renowned Human Performance Lab at Ball State University. At Ball State, I was an assistant strength and conditioning coach and researcher in the areas of strength and power development. Im the co-producer of the Inside-Out and Magnificent Mobility DVDs. As a competitive powerlifter, Ive competed at the National level and coached at the World level.
Id like to think my background is impressive, but that's just the tip of the iceberg. A few years back, I tore my my lateral meniscus in a ski accident. After forking out over $10,000 for a 30-minute surgery, I set out to recover and recover fast so I could get back to normal. Needless to say, having a bum knee doesnt make it easy to train people for a living, and its even less conducive to moving heavy iron!
Little did I know I would run into roadblock after roadblock. Even after surgery, my knee wasnt quite healthy. I was left to fend for myself. After talking to dozens of doctors and PT's, no one had an answer. And when they did, no two recommendations were ever the same.
So I set out on a journey. I spent thousands of dollars on journals, magazines, books, photocopies of articles from the library, and hundreds of hours researching and filtering through medical jargon to create the fastest road to recovery imaginable.
After seeing trainer after trainer in health clubs give out advice on knee recovery that was flat out B.S. (I knew because I'd been through it myself), I decided to do something about it. Filtering through my notes, I put together one of the most comprehensive programs that bridges the gap between physical therapy and 100% full knee recovery. I named it Bulletproof Knees.
It has gotten me back to 100%, and I hope it can do the same for you.
Stay strong and train hard,
Mike Robertson