text:
Do GMOs seriously damage health? How do GMOs arrive on Romanians' plates without them being aware of it
Gandul (Official translation, please see Romanian version on the website)
In Romania, cultivation of genetically modified plants has become a rarity upon integration in the European Union. This does not mean, however, that we do not consume them indirectly, when in Romania the animals are fed with genetically modified feeds produced by the Americans, Brazilians or Canadians. Therefore, milk, yogurt, cheese, eggs, and meat products that we consume daily come, most likely, from animals fed with genetically modified feeds. Read the review of Gândul Newspaper in order to find out about the risks on health as well as the impact on Romanian economy of resuming large scale cultivation of genetically modified crops.
An important part of the worldwide existing fodder comes from genetically modified crops, also known as transgenic plants. About 30 million tons of feed arrive annually in Europe, mainly genetically modified soybean meal and soy beans that are used in farm animal feeding.
Practically, a large part of the soy, corn or rape on the EU market is imported from the United States of America, Argentina, Brazil and Canada.
Therefore, the milk, eggs or cheese that arrive on the Europeans' plates and implicitly on those of Romanians, come from animals which have been fed fodder obtained from transgenic plants or even products containing such source material. If for the latter you can find on labels a statement warning consumers of the genetically modified organisms (GMOs) used, in the case of milk from a cow fed GMOs such a statement is not mandatory.
An issue referred to by many of the anti-GMOs activists' states that if a person consumes GMOs his or her health would be at risk. Over the past 15 years, hundreds of millions of people worldwide have consumed over 2,000 billion food portions with a genetically modified content, according to EuropaBio data (European Association of Biotechnology). However, no specific case has been officially reported yet, concerning consumers' health being strictly affected by these products.
"There is a very rich scientific documentation that highlights the safety for the environment and human health of these products", stated for Gândul Newspaper Professor of Biology Elena Marcela Badea, PhD.
"These products are more controlled, more checked, and surely healthier than others", stated for Gândul Newspaper the Executive Director of AgroBiotechRom Association, Romania (Romanian Association of producers and users of agricultural biotechnology).
The Spanish and the Portuguese, large European amateurs for genetically modified crops
In order to be integrated in the culture in the states members of the European Union, genetically modified plants must be granted the consent of the national authorities, and then the specialists within the European Food Safety Authority (EFSA) must assess the risks and issue a scientific opinion subsequently sent to the Union leaders. Approval itself is strictly political and depends on the vote of Brussels.
Genetically modified corn hybrids are currently authorized for cultivation on the agricultural lands of the Member States. However, crops of corn, soy, rape, sugar beet and cotton – all genetically modified are approved for import and processing for the purposes of food and feed production.
Corn approved within EU is developed to protect the crop against pests and it can be found as well in the portfolio of one of the most important players on the Romanian market, which is MON810.
"The benefits of this corn can be noticed when there are problems with a certain pest called Ostrinia Nubilalis. Then you can see the differences in production between a conventional corn and a genetically modified corn", said for Gandul Newspaper Mihaela Vasile, public affairs specialist Monsanto.
Genetically modified potato Amflora that can be used in the production of various products such as paper, was banned by the Union Tribunal at the end of the last year, although it had been initially approved for cultivation.
According to the most recent data for the year 2010, the largest European amateurs for transgenic plants are the Spanish and the Portuguese. At the time, they occupied the top positions among the eight EU Member States who cultivated transgenic crops over an area of 91.438 hectares.
In 2010, Romania cultivated genetically modified corn on 822 hectares. In 2014, the two largest players on the seed market who include in their portfolio such a corn, Monsanto and Pioneer, have crops of about 1000 hectares. In Romania, corn cultivated surface reaches 2.6 million hectares every year.
"Farmers who choose to cultivate this genetically modified corn need an approval from the Local Department of Agriculture. After getting the approval, Monsanto Company delivers this corn. After sowing, some traceability steps shall be taken and the farmer must declare the cultivated surface to the Local Department of Agriculture, namely we declare it to the Ministry of Agriculture", explained the Monsanto representative .
Genetically modified corn does not grow faster, but only withstands pest attacks. "This is a healthier corn with fewer mycotoxins. Mycotoxins are defined as products which may cause cancer. Maybe you remember the story of aflatoxins in the milk. A corn withstanding Ostrinia and undergoing this pest attack may have fewer aflatoxins. It is healthier as well", claims Mihaela Vasile.
Crops are usually used as animal feed or they are placed on the market.
Over 929 million euro lost by farmers
Romania would earn 21.5 million euro if it cultivated genetically modified corn on larger surfaces, in order to protect the crops against pest attacks more frequent in the south, south-east and west areas, in respect of year and climatic conditions. Without these, farmers lose about 9.4 million euro each year, according to a study conducted by the University of Reading in Great Britain.
According to the same study conducted in 2011, at the EU member states level, up to 929 million euro are lost annually, due to the fact that transgenic plants are not cultivated.
For example, cotton cultivation could make a profit of almost 21 million euro per year, while sowing the land with rape could rise with up to 318 million euro.
Romania, a particular case in the EU
Before becoming an EU member, genetically modified plants cultivation was normal in Romania. Until 2006, one could find transgenic soy resistant to glufosinate herbicide on the Romanian fields.
At that time, Romania was one of the nine countries in the world where genetically modified soy was cultivated. This was extended to more than 137.000 hectares. Thus, 69% of the soy-cultivated surface was occupied by transgenic soy.
Farmers were forced to give up on these crops upon EU integration, in 2007, because this crop was not authorized. Consequently, soy-cultivated land surfaces in Romania were dramatically reduced, reaching in only two years 53.000 hectares.
Genetically modified soybean and conventional soybean are the same as composition, as explained Elena Marcela Badea for Gandul Newspaper. The difference is that transgenic soybean is not affected by an herbicide.
"There is no difference in the chemical composition", says the professor.
Soybean, an important fodder for any farmer, is currently imported in Romania from Argentina, Brazil and the United States. Imports are not always done directly. Fodders may reach our country through other EU member states as well.
Soybean is no longer cultivated in the EU, even if Romania is likely to have a large potential concerning this matter. Genetically modified soy keeps being consumed.
In 2008, Romania was also one of the seven countries among the EU members cultivating genetically modified corn, the only crop approved by EU leaders at the time. The other states were Spain, the Czech Republic, Portugal, Germany, Poland and Slovakia.
What do Europeans think about GMOs
The results of a Euro barometer survey performed in 2010 show that 45% of the Romanians are very concerned about food safety, on a par with the Bulgarians. Among inhabitants of the EU member states, those who are concerned the most about food safety are the Cypriots (75 %) and the Spanish (54 %).
On the same date, 19% of the Europeans associated with food the danger of chemicals and pesticides, while only 8% were afraid of genetically modified organisms.
The Americans are the largest producers of genetically modified plants
On a global scale, 17.3 million farmers cultivated genetically modified plants in 2012, and their number is increasing in relation to the previous year, according to the EuropaBio data. Most of them were farmers form the developing states.
On a global scale as well, 170.3 million hectares were cultivated with genetically modified plants in 28 states. The surface was larger than the entire arable land surface in the European Union.
The Americans, Brazilians and Argentineans are considered to be the largest producers of transgenic crops. Tens of millions of land hectares are annually cultivated with soybean, corn, or genetically modified potatoes.
Genetically modified golden rice, humanitarian project in Asia
Scientists have not modified plants only to support farmers, but also to improve their nutritional qualities and even turn them into drugs.
An example would be the so-called "golden rice", a humanitarian project which could help thousands of people in Asia. The golden rice, which has a high content of beta-carotene, was intended to combat vitamin A deficiencies that lead to blindness and in extreme cases to death. 3,000 babies die every day and 500,000 go blind due to a lack of vitamin A in their food, according to the EuropaBio data.
"Universities in Europe have started this project. Companies have also contributed with genes. They have created varieties of rice which are currently tested in Thailand and in several countries in Asia. It is a humanitarian project", said Badea.
Genetically modified crops could, in a few years, protect us against diseases. "This is a very dynamic field where man is trying to produce cheap drugs and implicitly accessible with plants", added Badea.
"It may take a few more years until we can consume drugs produced by transgenic plants, for we have been consuming drugs produced by genetically modified bacteria for tens of years", added the professor.


text:
Sports News-May 23, 2014
CBS Sports Programming at 105.9 WJAG-FM & 780 WJAG-AM Mon-Fri at 5:00 PM; Sat & Sun at 4:00. Also the home of Kansas City Royals baseball!
American career scoring leader Landon Donovan is among seven players cut as the United States announced its 23-man World Cup roster. The 32-year-old attacker was bidding to make his fourth World Cup team. Also cut were defenders Brad Evans, Clarence Goodson and Michael Parkhurst; midfielders Joe Corona and Maurice Edu; and forward Terrence Boyd.
The Kansas City Royals sent third baseman Mike Moustakas to Triple-A Omaha yesterday in their latest attempt to break one of their franchise cornerstones out of his prolonged slump. The team announced the move in a brief statement while traveling from Kansas City to Anaheim. The Royals open a three-game series against the Angels on Friday. Utility man Jimmy Paredes was recalled from Omaha in a corresponding move. Moustakas had slowly lost playing time to Danny Valencia. The former second overall pick heads to Omaha toting a .152 average with four homers and 17 RBIs in 40 games. Moustakas has been the everyday third baseman the past two seasons, but he's struggled to live up to expectations. He hit.233 with twelve homers and 42 RBIs a year ago.
Eight Nebraska-Omaha players have been named to the All-Summit League baseball team. Sophomore pitcher Tyler Fox led the way, securing pitcher of the year recognition. Bob Herold was chosen as coach of the year for the second straight season. The first team included Fox, senior shortstop Caleb Palensky and sophomore second baseman Clayton Taylor. Senior third baseman Tyler Splichal, senior designated hitter Brett Bass, junior outfielder Daniel Jewett, sophomore outfielder Cole Gruber and sophomore utility player Alex Schultz were picked for the second team. Fox is the first Mav to be named Summit League pitcher of the year. He recorded a league-leading nine wins to go 9-1 with a 2.59 ERA and 57 strikeouts in 78.2 innings pitched. He was 5-0 in league play.
Senior Carly Fehringer earned a third-place finish in the hammer throw yesterday to repeat as an All-American in the event on the opening day of the NCAA Division II Outdoor National Track and Field Championships in Allendale, Michigan. Last year, Fehringer was second place in the hammer throw and it marks the fourth time in her Wildcat career that she has collected All-American honors. Two other Wildcats also competed in the hammer throw yesterday as senior Emily Wells made the finals and finished in ninth place with a top throw of 181' 6" while junior Sara Wells had a best mark of 165' 0" in prelims and was 16th out of 22 competitors in the field.
Norfolk High girls basketball standout Jaycee Bradley has verbally committed to the University of South Dakota as part of the 2015-2016 recruiting class. Bradley, who will be a senior, has scored 1048 points in her career. She broke Shelly Poppe's 723 point school scoring record on December 28, 2013. Bradley is currently an 85% free-throw shooter in her career. Norfolk finished 12-12 last year. Jared Oswald was named head coach on May 6th replacing the retired Bruce Shively. South Dakota finished 19-14 last season falling to Stanford in the opening round of the NCAA Tournament.
Northeast Community College will host the 17th annual Northeast Nebraska All-Star Volleyball Classic next month. The event will take place Saturday, June 14, at 5:00 in the Cox Activities Center at Northeast Community College in Norfolk. Members of the Dark Team include: Lutheran High Northeast's Morgan Uhlir & Megan Gebhardt; Wayne's Megan Backer & Ashton Schweers; O'Neill St. Mary's Brooke Bauer & Justine Blumenstock; Ewing's Riley Funk; Tekemah/Herman's Erin Gross; Wisner/Pilger's Lauren Lehmkuhl & Makenzie Kalkowki; and Wakefield's Ashton Schweers. Coaches are O'Neill St. Mary's Nicole Renshaw & Wayne's Traci Krusemark. Members of the Light Team include Lutheran High Northeast's Morgan Sunderman; Amanda Evert & Emily Brichacek of Howells/Dodge; O'Neill St. Mary's Emily Everitt; Humphrey High's Ellie Geyer; West Point Guardian Angels' Gabby Knobbe; Hartington Cedar Catholic's Karly Noecker, Kallie Leise, & Bailey Steffen and Megan Springer of Wisner/Pilger. Coaches are Crofton's Susie Johnson and West Point Guardian Angels' Sandi Nelson.
The Norfolk High girls tennis team's season has come to conclusion. Yesterday, Molly McNally lost her opening round #1 Singles match to a competitor from Lincoln High. Ciara Kilpatrick dropped her opening round #2 Singles match to a foe from Millard North. The #1 Doubles team of Emma Kwapnioski & Jenna Jochum lost their opening round match to their opponent from Kearney. The #2 Doubles team of Madison Buettner & Malia Gass dropped their opening round match to a team from Millard North.
The Omaha World Herald has released its final high school soccer rankings. In the boys criteria, Class 'A' champion Lincoln Southwest is the new number one in the 'Nebraska Top 10' & Class 'A'. Class 'B' Champion Columbus Scotus is seventh in the 'Nebraska Top 10' & the new number one in their class after moving up from second. Also in Class 'B', Schuyler remains third, and Columbus High stays at number nine. In the girls rankings, champion Omaha Marian is once again first in the 'Nebraska Top 10' & Class 'A'. Class 'B' champion Gretna is the new number one in their class. Also in Class 'B', Columbus High slips from fourth to sixth, and Columbus Scotus drops from fifth to seventh.
The Lincoln Journal Star has released its final high school baseball rankings. Class 'A' Champion Omaha Westside remains first in their class while Class 'B' champion Lincoln Pius X is the new number one in theirs.
The State Track & Field Championships get underway today at Omaha Burke Stadium. Norfolk High will be represented in the Class 'A' competition starting at 3:30 by Charles Goodman, Kenneth Johnson, Ryker Theisen, Jaycee Bradley, Erica Dover, Cassie Echols, Michaela Heimes, Chelsea Johnson, Leah Larson, Claire Sintek, and Taylor Thompson. Representing Norfolk Catholic in Class 'C' at 3:30 will be Austin Becker, Jacob Beller, Nathan Boyle, Kegan Ehlers, David Engelhaupt, Matt Miller, Seth Montag, Ryan Olmer, Seth Ruppert, Beau Schommer, Matthew Wieser, Nathan Zach, Alex Anderson, Nicole Aschoff, Bailey Barnes, Bailey Ehlers, Joelle Heng, Brittany Kelberlau, Hailey Lammers, Courtney Schindler, and Jana Unger. Lutheran High Northeast will have Ryan Freudenburg, Kale Kucera, Megan Gebhardt, Janey Pasold, Ari Rathke, and Beth Skoglund in the Class 'C' competition as well. Approximately 460 athletes from the Northeast Nebraska area will be in competition. Reports can be heard on 106 KIX & Lite Rock 97.5 throughout Friday & Saturday.
Local Schedule: Creighton vs. Seton Hall at Brooklyn, NY (BIG EAST Bsbl Tourn.-6:00); Round Rock at Omaha Storm Chasers (Bsbl-7:05); Nebraska vs. Univ. of Alabama at Tuscaloosa, AL (NCAA Super Regional SB Game Two-5:00); WSC at NCAA Nationals at Allendale, MI (T&F-4:00).
Local Scores: Nebraska 3 Michigan St. 2 (Big Ten Bsbl Tourn.); Creighton 9 Xavier 2 (BIG EAST Bsbl Tourn.); Omaha Storm Chasers 3 Nashville 2 (Bsbl); Alabama 6 Nebraska 5 (NCAA Super Regional SB Game 1).
Final Texas 9 Detroit 2
Final Toronto 7 Boston 2
Final Tampa Bay 5 Oakland 2, 11 Innings
Final Cleveland 8 Baltimore 7, 13 Innings
Final Chi White Sox 3 N-Y Yankees 2
Final Seattle 3 Houston 1
Final Miami 4 Philadelphia 3
Final San Francisco 2 Colorado 2, 5 1/2 Innings
Final Pittsburgh 3 Washington 1
Final N-Y Mets 5 L.A. Dodgers 3
Final Atlanta 5 Milwaukee 4
Final St. Louis 4 Arizona 2
Final Chi Cubs 5 San Diego 1
Final OT Montreal 3 N-Y Rangers 2
On Air
WJAG Programming
4pm - 12am
Star Athlete of the Week
Dylan Kautz
of Norfolk Catholic High School
Sponsored by Spracklen Physical Therapy of Norfolk

subset: commoncrawl


text:
THE CAPITAL, TALLAHASSEE, Jan. 4, 2011…..State agencies are prohibited from making new rules without the approval of a new governor's office on regulations that will also go back over every state contract over $1 million, under an executive order signed by Gov. Rick Scott Tuesday shortly after he took office.
Scott had promised to freeze regulations, saying he heard repeatedly on the campaign trail last year that rules, permitting requirements and bureaucracy were the biggest impediment to Florida employers.
In his inaugural speech on Tuesday, Scott again promised to eliminate red tape, calling regulation, along with taxation and litigation, the "axis of unemployment."
Also Tuesday, Scott signed another executive order making good on a campaign promise, requiring
state agencies when making new hires to use the E-Verify system, a federal Internet based portal for checking work authorization and Homeland Security information.
That order also requires agencies to include in all state contracts a requirement that contractors and subcontractors also use E-Verify to check anyone employed during the contract term to work on state-related work. Scott also ran on a promise to try to tackle what he said is a lack of enforcement of federal immigration laws, and argued that state government can help by promising not to employ undocumented immigrants.
Scott's creation of the state Office of Fiscal Accountability and Regulatory Reform was his first official act as governor. He named former Charlie Crist budget staffer Jerry McDaniel to head up the office. In addition to reviewing any regulations before an agency can implement them, the office will also review all existing big contracts.
"I believe Floridians have a right to know where their money is being spent," Scott said after signing the order.
Scott also signed an executive order re-establishing the Office of Open Government, which was created by Crist, and putting in a place the executive branch's ethics code, which Scott said would be stronger than the current rules. Scott also ordered a "Special Counsel and Chief Ethics Officer" to review a recent grand jury report on corruption in politics and government to recommend how some of the grand jury's recommendations might be put in place.
Finally, Scott signed a fourth executive order reaffirming the state's prohibition on discrimination in hiring and contracting.
But the freeze on regulation was the boldest move, aimed at helping Scott encourage businesses to hire new workers – part of a promise to put 100,000 people a year back to work.
"While there are some regulations that are essential for health and safety, and others that are essential to the protection of our priceless environment, it's past time to demand that every regulation be re-evaluated," Scott had said in his inaugural speech shortly before signing the order. "We will conduct a top to bottom review of all state regulations and weed out unnecessary ones that hinder job creation."
TALLAHASSEE, Fla. (AP) --
Florida Gov. Rick Scott got to work within minutes of assuming office.
The multimillionaire Republican signed executive orders Tuesday, Jan. 4, freezing rule-making and contracts of more than $1 million as well as ordering state agencies to use the federal E-Verify system to
determine if current or prospective employees are illegal
Scott, whose campaign slogan was "Let's get to work," signed a
total of four executive orders before lunch after taking the oath
of office at noon.
One of the orders adopts a tougher ethics code and reaffirms
Scott's commitment to maintaining an office of open government.
Another reaffirms a ban on hiring discrimination based on race,
gender, creed, color or national origin.


text:
Jump to content
Gifted & Talented Primary Years #24
Started by ampersand , Nov 11 2011 03:51 PM
228 replies to this topic
Posted 11 November 2011 - 03:51 PM
New thread for you!
Let me know how long you generally like them to run and I'll keep an eye on them.
Posted 11 November 2011 - 07:26 PM
(having an immature moment sorry)
Posted 11 November 2011 - 08:27 PM
Hi ladies,
I posted in the last thread a couple of days ago and didn't receive any replies - I'm hoping it's because you all just missed my post not because I'm asking too much (or because my post was waaaaay too long)
Basically my DS (Prep, Vic) is way ahead of the curriculum, his teacher has advised me that academically he could easily go into grade 2 or even grade 3 next year but socially we (the teacher and DH and I) agree he is not mature enough. His only option is a Prep/1 composite next year. His teacher has recommended an Individual Learning Program for him as he his very concerned about DS getting bored at school, but has advised again skipping a grade for social reasons.
Am I doing the right thing? I am looking into having him (and DD, grade 4) tested (thanks BMJ and lotsa for all the advice re testing), but honestly I can't see what difference it will make right now. Even if his IQ were 200 he's still not mature enough to skip a grade, I think it would be detrimental to his social development. How do you balance the academic and the social needs of an advanced child?
Thanks in advance for any advice ladies
Posted 11 November 2011 - 09:04 PM
Delayfish, sorry. I read but I didn't get round to replying and also because I don't have first hand experience yet to be able to offer any advice from my own experience.
When we attended teh GERRIC conference for parents recently, one of the things I took away was that emotional maturity is often mistaken for immaturity, especially amongst boys. A highly gifted small child may, for example, appear to cry easily and so appear less matured than his age peers. However, if probed, you may find that he is crying because he feels something so deeply, and it is an emotion that is older than his years. An example provided was that in a typical class, when shown a disaster such as the bombing of the twin towers, the children may be fascinated by the explosion and the be in awe of the tumbling down of the towers. The gifted child may cry or be distressed because he is "thinking of the people trapped in there or dead". I have observed similar (not the same) in my own child in that he thinks more deeply about issues like death and suffering than what I have seen in most children his age. The upset behaviour or tears may lead one to think he is less emotionally matured.
So the question is, is your son truly socially/emotionally immatured or is he more matured and that maturity is mistaken for immaturity? When left on his own in a mixed group, who plays with him and who does he play with? Age peers or older children? That will give you an indication, I think, of how he will get on in a class of older kids.
Whether or not to have him skip.. that is a personal decision and not an easy one at all. I am not saying you should or should not have him skip a grade.. just suggesting that the "immaturity" may not be that at all.
Posted 11 November 2011 - 09:39 PM
Wasn't ignoring you delayfish, but I don't have experience with the composite class structure where that's the only option. In fact your situation would be a real concern for me. And DD is not even necessarily gifted (but is definitely advanced).
She is now in yr 2 and was in straight classes in both K and yr 1. Both teachers she had in those years strongly warned against her being in the top year group in a composite and one even suggested the lower year of a multi-ability composite would in fact be worse because of potential resentment from the older kids, at an age where differences really start to be noticed.
Is there any chance of keeping the same teacher next year? Get hold of the department's GATS policies so you understand all of the options schools should offer. I'm sure Victoria has lots of information. If not I can give you the links to NSW's, which are excellent. Then organise meetings now with everyone who makes the decisions in the school. DD had teachers walking into their offices saying you need to do something and then me backing that up and I'm so happy with the outcome this year. She has had a wonderful year.
I hope someone has some experience with their kids being in the upper year group in a composite and has some positive advice.
Posted 11 November 2011 - 09:57 PM
Just stalking the thread - my DS is bright, but not gifted as far as I can tell, but I'm a preservice teacher interested in G&T.
My mum had a similar issue when I was in Grade 1 (in a 1/2 composite) My teacher suggested grade skipping but my mum decided against it (based on age, physical size etc more than maturity). The situation was complicated by the fact that we moved states and I ended up in a 1/2 composite again. Unfortunately my teacher had no idea what to do with me and I spent most of the year in the library working on 'independent projects'. However, when I started I went through a phase where I decided to completely switch off - got all the basic spelling words wrong etc when in reality I could spell anything right after learning it (i.e. reading it). My teacher thought my mum was a crazy, pushy mother I think...
I definitely think an ILP would be necessary in a prep composite - I imagine he is bored this year in prep, let alone when they start reviewing letter sounds and basic number facts all over again. There is only so much you can differentiate the curriculum to cater for the extremes in the class.
I assume the school is quite small? Most of the schools near me have straight prep classes... In my experience (limited at prep), you can cater for gifted grade 2's in a grade 1/2 better than a grade 1 in a prep/1 class - because (some) preps need SO much support for the first two-three terms.
Posted 12 November 2011 - 07:54 PM
Thank you all so much for your replies, I appreciate it so much
When we attended teh GERRIC conference for parents recently, one of the things I took away was that emotional maturity is often mistaken for immaturity, especially amongst boys. A highly gifted small child may, for example, appear to cry easily and so appear less matured than his age peers. However, if probed, you may find that he is crying because he feels something so deeply, and it is an emotion that is older than his years.Mamaknits, I have never heard of this before, how intriguing! I have no idea at all if this would apply to my DS, maybe I need to talk to a psych about it? Or have DS talk to a psych. DS is highly emotional and cries very easily, which I must admit I assumed was emotional immaturity and therefore haven't put any further thought into it. Thanks for the information, I will definitely put some more thought into it.
Is there any chance of keeping the same teacher next year? Get hold of the department's GATS policies so you understand all of the options schools should offer. I'm sure Victoria has lots of information. If not I can give you the links to NSW's, which are excellent. Then organise meetings now with everyone who makes the decisions in the school. DD had teachers walking into their offices saying you need to do something and then me backing that up and I'm so happy with the outcome this year. She has had a wonderful year.
Kyrrie, unfortunately DS's teacher is moving to the senior school next year and will be teaching a 5/6 composite - I'm disappointed for DS, but elated that my DD might be in his class next year (grade 5). He really is a wonderful teacher. I will look up the Vic GATS policies, thank you for that idea. I think I really need to have both kids tested, as the school (especially the principal) seems reluctant to admit that they are advanced/G&T and the school seems unable to really cater for them. Maybe when I have test results (ie, something more concrete to work with) the school might be more supportive?
I definitely think an ILP would be necessary in a prep composite - I imagine he is bored this year in prep, let alone when they start reviewing letter sounds and basic number facts all over again. There is only so much you can differentiate the curriculum to cater for the extremes in the class.
I assume the school is quite small? Most of the schools near me have straight prep classes... In my experience (limited at prep), you can cater for gifted grade 2's in a grade 1/2 better than a grade 1 in a prep/1 class - because (some) preps need SO much support for the first two-three terms.
Undomesticmumma, thank you for your thoughts. I agree that an ILP will be the minimum I think DS will need in a Prep/1 composite. His teacher told me that there have been a number of times this year when DS has told the teacher he is bored, but the teacher has responded immediately with more challenging and engaging work (ie, no ILP needed so far apparently).But things will be different in a P/1 comp. His current teacher suggested that an ILP would not be considered until term 2 next year, but I think I will push for an ILP in term 1 - why waste a term waiting around??? Yes it is a small school, approximately 200 students.
....there's no 1/2 class???? My DS1 will be going into a 1/2 next year after a full year of prep (rec). A year of prep/1 definetly doesn't sound ideal...that means half of those kids will be totally new to the concept and just starting on the alphabet...but will a good teacher it could work??
taranicole there are 3 x Prep/1 composites next year, and 2 x 2/3 composites, unfortunately no 1/2 comp which would have been great for DS.
She says even at a private school with a slight gifted focus (or at least acknowledgement) she's not convinced enough is being done with extension but feels that as long as her kids are coping, happy and still enjoying learning then that's just as important rather than pushing and pushing just to see how far they can go....if you know what I mean...I understand what your friend means, and I agree with her to a point, but this is exactly the relaxed approach I took with DD (grade 4, has been academically advanced since kinder), and the result is that she has never been challenged, has never learnt to cope with challenges, and completely goes to pieces if she can't do something easily, perfectly and in 3 seconds flat I'm only just realising that I didn't push enough with her, and now, since I've been talking to her teacher about the possibility of her being G/T, her teacher is 'backpeddling' and trying to convince me that DD is not very advanced at all. I'm wondering if she's right or if DD is underachieving due to never being recognised/pushed? So, I'm very wary of treading the same path with DS, if you know what I mean!
I am absolutely kicking myself that I didn't organise testing earlier this year, but anyway, I'm on to it now and hopefully the results will give me some guidance about where my kids are at and what to do with them next!
Thanks again for the replies ladies, I'm ever so grateful
Posted 12 November 2011 - 08:13 PM
Delayfish, according to the GERRIC conference, if there are no underlying problems (e.g. 2E), then the emotional maturity is somewhere between the chronological age and cognitive age (slightly closer to the cognitive age). Social maturity is similar to emotional maturity. I know this is a general statement, and does not apply to everyone, but from what I seein my own child, I think this would be about right.
ETA: If you have time to read it, you can look up "a nation deceived". It provides some useful and interesting information about acceleration. It may not sway you either way, I think, but is informative.
Edited by mamaknits, 12 November 2011 - 08:25 PM.
Posted 14 November 2011 - 06:02 AM
Hi delayfish, I am on my iPhone so please forgive any choppiness or errors. My 2e daughter is not socially ready for a grade skip (mild ASD) but is academically working well above grade level. What has worked for us is subject matter acceleration than a full fledged acceleration. She is in kindergarten/prep yet does a significant amount of coursework with the gifted students in grades 1 and 2. Now that that arrangement has worked out well and she has gained more comfort in being with older kids, we will have more flexibility to contemplate more radical subject matter acceleration. She is on an ILP, primarily because there's no other child profiled the same way (her level of giftedness PLUS the special needs). So far, so good. Her school has really gone out of their way to tailor an individual program for her. Best wishes!
Posted 14 November 2011 - 06:29 AM
mamaknits as far as I know there are no underlying issues (2E), but I have read of giftedness masking LDs so will wait for testing to be sure. Thanks for the info about 'A Nation Deceived', I've found it and am working my way through it.
BMJ I will insist on an ILP for DS next year, but the school has made it clear that he will not be joining another class for any subject acceleration, they are convinced they can provide what he needs in his own class. I will wait and see. I think part of my problem with this school is that there is NO G&T program, no kids skipping grades (ever!), no acceleration programs, no HAP. There seems to be a general reluctance by the school to accept that kids may actually be gifted. It's a little bewildering for me, especially after reading on here about so many public schools that cater for G&T kids. I think my next step is to get the kids tested, so I can go back to the school with 'evidence' - I don't feel I have the confidence to push the school because (especially in the case of DD) they keep insisting that I'm wrong and the kids aren't actually gifted. Which is entirely possible I guess. I need the test scores and reports so I can make a decision about how hard to push the school and how hard to push the kids!
Thanks so very much to all the wonderful mums in this thread who have offered me so much advice and support, I am very grateful
Posted 14 November 2011 - 06:42 AM
What a bummer, df, that they don't seem to recognize the need to differentiate for gifted kids! This might be a dumb question, but is this the only school option in your area?
Posted 14 November 2011 - 09:49 AM
hey df - thanks for the interesting question! We've recently had our eldest assessed and have found his psychologist (that we eventually ended up with after much searching and following recommended leads) and his OT to be the absolute best.
I'd probably recommend getting the assessment done and finding a good psychologist to work with longer term as there are associated issues with G&T kids that it helps to be aware of and make your decisions based on.
One key issue with schools is that G&T kids do not carry any extra funding, so it makes it difficult for them to actually resource adequate support. Secondly, some G&T kids actually have learning difficulties and/or underperform for their IQ 'score' so schools can either doubt the results or not be able to reconcile the difference. Thirdly- many G&T kids are gifted in specific areas that are not academic, so it really makes for a complex mix for the school to cater to.
I would recommend that a psychologist who gets to know your child can either guide you through a process that is recommended for kids that are going to be advanced or can give you an idea of how well emotionally they will be able to cope. A big factor for these kids is dealing with and/or preventing anxiety as well. Many parents are faced with the need to provide additional support for the child's area of interest at home and just work with the school to deal with the social/emotional aspects of school to have a happy and contented child! You might find that ends up being your focus, rather than academic advancement. Having said that though - the school might also find that any additional issues they are experiencing can be solved by addressing boredom! lol.
Good luck with it all. We enter the school system next year - so it should be very interesting. Preschool has been a huge learning curve for all of us - including his pre-school teachers!!
Posted 14 November 2011 - 09:59 AM
I totally agree with ninaandted.
One clear advantage of testing is being able to present to the school validation of your child's giftedness. Of course, there's no guarantee that they will use that information fully to your child's benefit, but it can negate views by the teacher(s) that a particular child "Just isn't THAT advanced."
Our school does a great job at catering for gifted kids, but they also encouraged us to do testing so that everyone could get a better read on our daughter's gifts. The process was so much more than just confirming giftedness and getting an IQ score.
Good luck with your next steps. There are plenty of parents here who can relate to your questions and concerns!
Posted 14 November 2011 - 09:26 PM
Edited by eL~loco, 21 February 2012 - 10:49 PM.
Posted 15 November 2011 - 02:59 PM
Just a quickie from me...
After the reluctance from James' teacher to offer extension or even differentiation in class, we had him at home last week sort of homeschooling. It went well, however I decided to try again with the school. I spoke with his teacher last week when dropping DD1 off and she mentioned that she was conducting testing in James' class which he missed so will catch him up on this week.
So, this morning when dropping him off, she turned to me and mentioned the testing that she did with him yesterday and that she thinks he might have photographic memory! Now, I think she is wrong with that but I'm so glad that she is finally seeing what I've been talking about! She mentioned that he wrote a sentence from a story he had read, exactly as it was in the book without looking and spelled it all correctly. Now, I don't know how hard the sentence was or the words but she was suitably impressed! I'm going to ask her for a copy of it this afternoon.
Also in awesome news..... James is a great but mostly reluctant reader. Last night while he was picking a book to read in bed (our nightly tradition) I suggested he might want to try a book he picked from the local library - Dinosaurs next door. It's a 48pg chapter book (still lots of pictures) with a built in ribbon bookmark. I showed him how we use bookmarks and that he could just read a chapter or two then put the bookmark in and read more tomorrow (he typically baulks at anything longer than the school readers). So, off he went to bed and I could hear him reading. Then he announced that he read the whole thing So proud of him! He even asked me to reserve some more that were listed in the back of the book so we've done that too.
hmmm, that wasn't so quick but it was all about me! Sorry about that. Will be back later
Edited by kabailz13, 15 November 2011 - 03:14 PM.
Posted 15 November 2011 - 07:27 PM
ok, so I spoke to his teacher this afternoon. The sentence he wrote was
"Max pushed the ball in the creek"
She said that she had never seen a child his age (or in year 1 - so up to 6.5/7) spell all of the words correctly. She showed me samples of what the other kids in the class wrote and most had "poosht" "creec" "bol" etc. So, whilst I think it's great that he did it, I'm kind of a little despondent... I still don't think she realises that he can spell those words because that is where he is at with reading and writing, not because of some highly unlikely ability (photographic memory).
This is definitely making me want to test sooner rather than later - I want those substantiated results to show the school
Posted 15 November 2011 - 09:01 PM
Kabaltz, please don't take this the wrong way, I'm not trying to show off but honestly a third of our year 1 WA class could write that sentence correctly complete with capital and full stop. I would have little faith in your teachers knowledge of year 1 ability. Our class also had recent testing and all had to write a sentence. I just asked DD and she thinks the sentence was "My family went to the beach to swim, collect shells and build sandcastles." Our teacher told me 3 kids got it 100% correct including the punctuation. Our class did not get to read the sentence first, it was only read to them with no visual cues.
Get yourself by iq and achievement testing if this is the type of teacher you have to convince.
Posted 15 November 2011 - 09:21 PM
Hey all,
I know I have been absent for months - all has been going well - but no longer. Despite meetings with the teacher, learning support and stage co-ordinator DS is still telling me that he is finishing early and having to sit and wait with nothing to do. He has no homework apart from readers which are optional and he rarely does as they are easy and boring. He has completely lost his spark for learning and no longer asks the amazing questions he used to. I honestly cannot think of one thing he has learned all year. All he wants is to play computer games.
Tonight we started a project together on Pluto in an effort to get him going again. He is still very reluctant to write so its not easy but at least he's interested. I am going to talk to his teacher again....sigh.
I did reading groups this morning and honestly I think they are all bored. I was playing games with them that involved reading words the whole group has been confidently reading for months. The teacher doesn't seem to have a good grasp on where they are at. Very disappointing .
DS is also having night terrors every night - going on 4 weeks now - so that is keeping us busy. I am wondering if it might be connected to his lack of stimulation? Have to wait til December to see the paed, GP was clueless.
I hope everyone else is doing well, haven't caught up on all the posts yet...
Edited by Kay1, 15 November 2011 - 09:22 PM.
Posted 15 November 2011 - 09:32 PM
LiveLife - I completely agree! While I was there today, a girl in James' class picked up a book to read. She then proceeded to ask what it was called - the teacher told her to sound it out and she struggled greatly. The book was called "A Map". How on Earth can you differentiate in the class setting when one child can't read 'map' and another is reading 2-3 year levels ahead?? I do not begrudge this girl (or others like her) nor the teacher for wanting to help them, but I strongly believe that each child should be given work appropriate to their ability.
Posted 16 November 2011 - 01:11 PM
Kay1 - we have a very reluctant writer in DS too. He is interested in the solar system too and I've been trying to come up with activities that aren't writing based and also not too crafty as he is craft-averse. I like your idea of individual planets (or dwarf planets). Thanks for the idea! I hope that you find some joy with your sons teacher - it's so hard isn't it!?
eL~loco - at our current school, the splits are pp/1, 2/3, 4/5 and 6/7.
BMJ - your quote "Just isn't THAT advanced." really resounded with me. I feel at the moment that DS's teacher is wound up in this. James' hand writing isn't stellar and is a reluctant writer to boot - she seems to take both of those things as proof that his reading, comprehension etc can't be at the level that he shows at home and instead, he has some uncanny ability..... arggghhhh. I'm so jealous of how wonderfully your DD is catered for at her school! It is just absolutely awesome.
taranicole - thanks I think it's great that James is doing what he is and enjoying it all.
ninaandted - you make a very valid point regarding the lack of funding for G&T education. Whilst it is incorporated into education department policy, how do you cater for the differentiation or extension in class without any funding that is sometimes required? (particularly when your resources are needed for children at the other end of the scale as well). I'm not really sure there are many solutions for that. Although out of class subject extension like that which BMJ's daughter does might be one option for reducing the demands on the class teacher whilst still providing appropriate learning opportunities to all. It's all a very complex topic isn't it?
Edited by kabailz13, 16 November 2011 - 01:13 PM.
Posted 16 November 2011 - 01:34 PM
Oooh Taranicole, that's greatthatthe results are so quick. you should have seen me at the end of my 4 week wait - climbing the walls!!
kabailz13 - I do acknowledge that it is difficult to differentiate when there are kids in class on both extremes of the curve in terms of ability and achievement. I know that most schools in Australia don't do it, but I wonder whetehr itw ould make a teacher's job easier and more effective if the children were streamed in terms of ability or achievement.
kay1 - that's very disappointing I hope you get better teachers next year. It's one thing when the bright/gifted ones are not recognised and are bored but if the whole class is bored then it's another problem entirely!
Posted 16 November 2011 - 10:34 PM
Thanks everyone. I really appreciate your kind comments after being absent for so long.
I had a chat to the teacher today. She saw me after school (doing the daily round up of all DS1's belongings ) and said (a little too gleefully) that they had tested the kids today and he got 10 spelling words wrong in the level two set (he is working on level 3 at the moment). I saw the test and they were words like of - he had written ofo and girl he'd written gril. Now obviously he can spell both those words but didn't bother to check them or pay attention properly. Some he just plain got wrong (build) which is not entirely surprising to me as I haven't done these words with him for months. She also said he was easily able to read level 30 but his comprehension put him around 25. She said that while he was out of the ballpark ahead of the other kids when he started there are now a few reading at a similar level (which she seemed to think I'd be annoyed about but am actually happy about - the phonics program is one of the reasons I chose the school as I was hoping the other kids would catch up quickly). I told her his comments about being made to sit and wait when he finished and she said that he just does very half hearted rushed work and the barest of minimums which is why she won't give him anything else as she insists on their "best work". Fair enough and I do believe her as we see this at home - to him its all about finishing first and nothing we say can make him think differently. I am just at a bit of a loss as to how to motivate him. He seems to have lost his spark with everything at the moment.
I have decided I have been way too soft and just let him coast lately so from now on I will be expecting a lot more. Spelling tests every day and pushing him to work on a project. Dh is going to teach him his times tables. Last year he would devour non fiction books - now it seems the other kids are just hitting this stage and he is over it. He stubbornly refuses to read in reading time and will do Where's Wally instead (which he is not allowed to).
I feel like he is completely disengaged and I just don't know what to do about it. I really hope things look up next year.
Edited by Kay1, 16 November 2011 - 10:36 PM.
Posted 17 November 2011 - 06:18 PM
kay1, even though I know offline of your worries, it is still sad to read about them too. I just don't like the see "the fire in the belly" extinquished in any child, especially one as bright and interesting as yours. Fingers crossed that there is a wonderful Grade 1 teacher waiting in the wings for next year.
WTF is up with these teachers who don't try to motivate gifted students and also seem to take perverse delight in letting parents know that their kids "just aren't THAT bright?!" Makes me want to jump through my computer and slap a few people!
taranicole, hope the test results are fabulous.
On our end, I've been getting over some unexpected surgery, so school friends have been in charge of shuttling my kids to/fro school each day. J has coped very well, all things considered, and has even had some truly fabulous moments this week.
I feel almost guilty reporting out about how supportive her teachers/school are, in light of what so many of you are facing. My husband & I have a meeting set up in 3 weeks with "all the players" (current teacher, next year's slated teacher, G&T Head, head of curriculum) to discuss what worked particularly well this year, what didn't, and what type of extension is planned for Day One of Grade 1. Since J doesn't cope with sudden change that well, I want as much of her extension/acceleration to be in place when she returns to school -- if they are going to send her off to Grade X to do maths or writing, I want her doing that from the get go. Everyone seems to be in agreement, which is a good sign.
I should add that my kids' school has a fairly new (though seasoned principal) who really is doing all of the right things in terms of gifted education. The previous principal was a bit rigid -- no grade accelerations but for extraordinary cases, no subject matter acceleration without jumping through a jillion hoops. You can really feel the positive impact that this new leadership has had on the school.
Off to go chug pain killers. Sending best to all. xx
Edited by baddmammajamma, 17 November 2011 - 06:20 PM.
Posted 17 November 2011 - 08:57 PM
It really frustrates me hearing about teachers who don't know how to extend properly-ours included. I just had a disagreement about the whole 'they all even out by yr 3' comment with another teacher. They even out because the one's who are already there don't get taught anything for the next few years! I also got told off for extending my 3 yr old class, who were showing early literacy skills. The argument was, there will be nothing for them to learn when they get to preschool! Oh it really gets me fired up.
We too have heard the "oh she's not THAT bright, there are many others in the class just like her" comment. And when they tell you everytime you try and ask for something more, you do start to wonder if it's true...
BMJ- So happy to hear your school is on top of everything. And organised to start planning for next yr. If only more schools could be like that. We are just hoping for a better outcome next year like many others...
Posted 17 November 2011 - 09:28 PM
QUOTE (baddmammajamma @ 14/11/2011, 09:59 AM) <{POST_SNAPBACK}>
One clear advantage of testing is being able to present to the school validation of your child's giftedness. Of course, there's no guarantee that they will use that information fully to your child's benefit, but it can negate views by the teacher(s) that a particular child "Just isn't THAT advanced."
What a bummer, df, that they don't seem to recognize the need to differentiate for gifted kids! This might be a dumb question, but is this the only school option in your area?
I'm hoping the test will do just that!
In answer to your other question, no, it is not the only school in the area, in fact I drive past 3 other primary schools to get there, and in all other respects I love it. DD has been there for 5 years, and I have not really had anything but praise for the programs and teachers there, it is a wonderful environment. I've just never come across their G&T program (or should I say lack of G&T program!).
The principal seems absolutely convinced that they can cater for my childrens' needs...but she's not acknowledging that they need any more than the current environment, so we'll wait and see. I really really don't want to move schools, I would prefer to fight for better programs for my kids at this school, but I will consider it of course if it becomes absolutely necessary.
I know you love your school and this doesn't actually answer your questions, but I'm curious about the 2/3 class next year. The VELS are Prep, 1/2, 3/4 and 5/6. To me it seems unusual (please inform me otherwise if I'm totally off with the fairies, and I do say unusual not unheard of) to mix two different VELS levels in one class?! I really think a 1/2 split would be much better for your DS.
And please don't kick yourself about testing earlier, you're doing it now, so
Hi eL I am not at all familiar with VELS levels so have just googled and I see your point. I 'think' it's a numbers issue, being a small school. I understand some of the number crunching that goes on to create classes, and I know they are juggling class size, number of classes, specialist teachers, our newly imposed cap of 250 students, experienced and grad teachers etc. Our splits next year are prep/1, 2/3, 4/5 and 5/6. But the school has a policy of utilising composite classes, which I have no problem with, I just want to know how exactly they are going to cater for my DS. I honestly don't mind that he's in a prep/1 composite next year, as long as they give him a program that enriches and extends him and continues his love of learning.
Should I be looking at your school eL? What's your G&T program like over there?
I'm reading all the other personals, I just don't feel I have enough experience in this area to contribute anything useful! But thank you all so much for the continued feedback and support.
0 user(s) are reading this topic
0 members, 0 guests, 0 anonymous users
Top 5 Viewed Articles
Recipe ideas
We are discussing...


text:
Rule Out Military Intervention in Syria
August 27, 2013
Terming use of chemical weapons in the Syrian civil war a "red line" that, if crossed, would result in decisive U.S. action was a mistake on President Barack Obama's part....
thanks troll,you saved me a lot of typing.let's not forget the overuse of executive power and just plain arrogance.and what did he do to the middle class?we had one before he took office.
1 Agrees | 1 Disagrees | Report Abuse »
The neocons McCain and Graham are foaming at the mouth to bomb Syria. Yesterday McCain stated we should have bombed Syria months ago. I don't hear anyone on the left saying "let's bomb anyone".
2 Agrees | 0 Disagrees | Report Abuse »
Come on, Blackrock. We can understand how you would hate Obama's class warfare "spread the wealth around" redistributionist socialist philosophy, his crony-capitalist big-union big-business taxpayer-funded Wall Street bailouts, his catastrophically inept multiply-fatal foreign policy, his multiply-fatal intentionally-failed border patrol-protection-immigration non-policies, his job-killing economy-crushing quantitative easing borrow tax print and spend disastrous fiscal policies, his business-busting draconian legislation by decree environmental policies, his divisive race-baiting if I had a son he would look like a ground-and-pound pot-smoking punk, and his in your face you-all-tighten-your-belts while me the wife and kids take multiple multimillion dollar taxpayer-funded overseas vacation extravaganzas.
But there has to be something about him you like. As Jokin' Joe "No Coal" Biden says, at least he's "articulate and bright and clean." Try to focus on that.
1 Agrees | 1 Disagrees | Report Abuse »
To answer your question, Transplant, absolutely unequivocally everything.
2 Agrees | 0 Disagrees | Report Abuse »
I agree that we should refrain from intervention. I disagree with another of your "two-faced" criticism of the President. I'd bet the farm that if President Gingrich had drawn such a red-line, you'd be his biggest cheerleader. So, once again, if its not the President's policies and actions that you disagree with, what is it that you hate about this man...hmm...
2 Agrees | 0 Disagrees | Report Abuse »
Showing 5 of 5 comments
Post a Comment
You must first login before you can comment.


text:
Kareena Kapoor: An Ekta Kapoor fan in Golmaal Returns
If not in real life, Kareena Kapoor is all set to play an Ekta Kapoor fan in reel life! So much so that her character in the forthcoming comedy, Golmaal Returns, is actually called Ekta! Kareena plays a young wife heavily inspired by Ekta's 'K' serials and is always accusing her husband (played by Ajay Devgan) of adultery.
Laughs Tusshar Kapoor, "Bebo plays a housewife who is heavily inspired by the saas-bahu serials. She is able to draw a parallel between her husband's infidelity with specific instances of infidelity from some of the TV serials. It's hilarious!" When we asked Ekta Kapoor herself to comment on Kareena's character being a Balaji soap fan, the former smiled, "That's flattering! Long live the saas-es and bahus!"
Kareena has taken her fondness for Ekta to the next level by deciding to hold a special screening for the television czarina next week once the prints are out. Ekta is also said to be keen to have the director of Golmaal Returns, Rohit Shetty, direct the much-awaited sequel of Kya Kool Hain Hum.
Golmaal Returns was cleared on Friday by the Indian censors with a 'U' certificate and no cuts. Kareena's special screening will be attended by her friends Lovely Singh (who gave her It's Rocking), sister Karisma Kapoor and Saif Ali Khan, among others.
Golmaal Returns is out in cinemas on Wednesday 29th October.


text:
Dries Van Noten, My Hero
Dear Kay, I know you know I have a profound love of Dries Van Noten, the Antwerp clothing designer. My budget does not allow me to indulge this love on a regular basis. But the great thing about the Internet is that one can easily, freely and by freely I mean FREE-ly, indulge in every single moment of this genius's work. I cannot get enough. His fashion shows are my favorite reality show. I put them on my calendar. They are...Read More


text:
Iron Hill Twilight Criterium
- By VeloNews.com
- Published Jan. 1, 2010
- Updated Mar. 19, 2010 at 8:07 PM EDT
The intersection of Gay and High Streets in West Chester, Pennsylvania, serves as the start for the Iron Hill Twilight crit. The brewery of the same name sponsors this four-corner crit held in historic downtown West Chester.
FILED UNDER: News TAGS: Iron Hill Twilight Criterium / USA Crits


text:
June 05, 2016 | Hilton Alexandria Mark Center | Alexandria, Virginia
The Institute for Leading Internationalization is designed for any campus official who is charged with leading internationalization on their campus.
June 10, 2016 | The Dupont Circle Hotel | Washington, District of Columbia
The annual Council of Fellows Weekend is a retreat for current and former ACE Fellows to network while gaining valuable professional development about current topics relevant to higher education leadership.
June 14, 2016
For more than 40 years, CREDIT has successfully worked with thousands of corporate programs offered by businesses and industry, labor unions, associations, government agencies and military services. The CREDIT process evaluates professional workplace learning to offer college credit recommendations.
June 15, 2016 | The Westin Arlington Gateway | Arlington, Virginia
This 3-day leadership program is for senior-level women administrators (typically deans and above) seeking a college or university presidency, vice presidency, or major deanship.
June 15, 2016 2:00 PM
Attend this webinar to learn how to foster an inclusive and intentional agenda to develop CPL programs with faculty at your institution
June 17, 2016 1:00 PM
This live ACE webcast will feature a four-person panel of experts discussing the potential challenges campuses will face in implementing the new federal Fair Labor Standards Act overtime pay regulation unveiled May 17 by the Department of Labor.
May 12, 2016
This webinar discussed providing information to a wide range of campus professionals about whether helping graduate students pay for student health insurance could trigger penalties for your institution under the Affordable Care Act.
April 21, 2016 | Las Vegas, Nevada
This program provided participants with the opportunity to assess their current competencies and receive advice on creating a professional development plan and enhance their leadership skills in critical areas and enhance their career trajectory.
April 20, 2016
This webinar discussed how administrators create effective policies and procedures to support a variety of credit for prior learning (CPL) programs.
April 14, 2016 | Arlington, Virginia
On April 14-15, 2016, ACE hosted our second Service Member and Veteran Academic Advising Summit, which brought together experts in military-connected student populations, admissions and academic advising, veteran employment, and transition assistance.
April 13, 2016
Higher education in Europe has undergone significant changes in the last two decades. While there is a long history of collaboration between the U.S. and European higher education sectors, new challenges and opportunities for engagement are emerging.
April 13, 2016 | Detroit, Michigan
This 3-day leadership program is for mid-level women administrators (typically department chairs, directors, and assistant/associate deans) with high potential for advancement in higher education administration.


text:
I understand what should be causing this error and I understand that I can go into the users advanced settings and increase the limit from 10,000 up to whatever however the troubling part of this is that the user in question has 2 address books and the count of one of those differs in the desktop client versus the web client. In the desktop the numbers are 294 & 9706 and in the web client the numbers are 294 & 1697.
These contacts were imported from thunderbird via the web client.
This has me worried that somewhere this list is being duplicated unchecked and I'd love some help/advice on where I should be looking that would give me some indication as to why 1864 addresses are freezing an account on my desktop client with this error
FWIW here's the error:
Code:Failure communicating with remote server. Please try again later. Debug message: exceeded limit of 10000 contacts Exception: com.zimbra.cs.mailbox.MailServiceException: exceeded limit of 10000 contacts ExceptionId:email@example.com:1401274267780:08b8eac0cf9bb1b6 Code:mail.TOO_MANY_CONTACTS Arg:(limit, NUM, "10000") at com.zimbra.cs.mailbox.MailServiceException.TOO_MANY_CONTACTS(MailServiceException.java:303) at com.zimbra.cs.mailbox.Mailbox.updateContactCount(Mailbox.java:1083) at com.zimbra.cs.mailbox.Contact.create(Contact.java:620) at com.zimbra.cs.mailbox.Mailbox.createContact(Mailbox.java:6323) at com.zimbra.cs.mailbox.InitialSync.syncContact(InitialSync.java:973) at com.zimbra.cs.mailbox.InitialSync.syncContacts(InitialSync.java:999) at com.zimbra.cs.mailbox.DeltaSync.syncItems(DeltaSync.java:267) at com.zimbra.cs.mailbox.DeltaSync.deltaSync(DeltaSync.java:187) at com.zimbra.cs.mailbox.DeltaSync.sync(DeltaSync.java:124) at com.zimbra.cs.mailbox.DeltaSync.sync(DeltaSync.java:89) at com.zimbra.cs.mailbox.MailboxSync.sync(MailboxSync.java:192) at com.zimbra.cs.mailbox.ZcsMailbox.sync(ZcsMailbox.java:124) at com.zimbra.cs.mailbox.ZcsMailbox.syncOnTimer(ZcsMailbox.java:105) at com.zimbra.cs.mailbox.SyncMailbox$1.run(SyncMailbox.java:279) at java.util.TimerThread.mainLoop(Unknown Source) at java.util.TimerThread.run(Unknown Source) If issue persists please post description and debug information here.


text:
Yeah, okay, you are right.
I bow to your superior knowledge of the Spanish game.
I was talking about the perception of English football
Then perhaps you should explain your views properly to prevent them being misinterpreted in future.
I spend zero time on editing these posts, appropriate interpretation is assumed.
If I make poorly worded arguments the onus is on you to be able to decipher them


text:
Back to list
Taipei, April 13 (CNA) Academia Sinica, Taiwan's highest academic research institute, will forge cooperative relations with the University of Malaya to promote personnel exchanges and launch joint research projects on topics of mutual interest, the institute said Friday in a statement.
Access to articles dating back more than six months is not available free of charge. You can gain access by becoming a paid Focus Taiwan member.
average rating 0 star(s)


text:
Kobe Bryant and Andrew Bynum combined for 65 points in Los Angeles' 104-100 victory Tuesday night that gave the Lakers a 2-0 lead in the best-of-seven series that shifts to the Pepsi Center on Friday night.
After falling behind early, the younger, quicker Nuggets picked up the pace and made a game of it. Now, they'll try to duplicate their up-tempo style to make this a competitive series.
Denver's transition game is fueled by Ty Lawson and Corey Brewer, but the Nuggets have to tighten things up on defense, force Bryant to take tougher shots and clear out Bynum underneath.
(Copyright 2012 by The Associated Press. All Rights Reserved.)


text:
You have no items in your shopping cart.
Free Shipping On All Orders Over $89.99
Washington Capitals Merchandise, Shop at our Store Featuring NHL Logo Apparel and Gear
Washington Capitals
There are no products matching the selection.
This is a static CMS block displayed if category is empty. You can put your own content here.


text:
The Knight Cancer Institute at Oregon Health & Science University is offering free creative writing workshops for men and women diagnosed with cancer.
The workshop offer a confidential and relaxed setting to write stories that encourage health and healing, according to OHSU.
The workshops will be held weekly.
The men's group will meet from 2 to 4 p.m. Fridays, Jan. 11 through March 15, at the Center for Health & Healing, third floor conference room, 3303 S.W. Bond Ave.
The women's group will meet from 10 a.m. to 12:30 p.m. Tuesdays, Jan. 15 through March 19, at the Center for Women's Health, Kohler Pavilion, seventh floor, 808 S.W. Campus Drive.
To register for the workshop, contact SuEllen Pommier at 503-494-5034 or email@example.com.


text:
Torquay (3mls NW), South Devon
Situated in the beautiful English Riviera and renovated and refurbished to a high standard, this fantastic apartment offers the perfect retreat for those wishing to explore this wonderful part of Devon.
There is so much to see and do within a short drive from the property. Torquay is 3 miles away, which offers a palm-lined promenade, seafront gardens, a lively harbour and an international marina. Within minutes of the town centre there are beautiful beaches easily accessible by foot, road or water and an abundance of pavement cafes, pubs, restaurants and nightlife, good quality shops and a host of attractions to suit every interest. Things to do on days out include trips to Kents Cavern, Paignton Zoo, Babbacombe Model Village, Living Coasts Zoo, Steam Train Rides, Round Robin Bus Trip, Trago Mills, Bare Feet Soft Play Funhouse, Rainbow Funhouse, Crealy Adventure Park, Woodlands Adventure Park, Dartmouth, Totnes and Exeter. More avid explorers also benefit from being within reach of Dartmoor National Park, a number of boat trips and the 20 beaches that Torbay has to offer. There are also plenty of lovely walks direct from the property.
Farm activities: on site you will be able to see the many animals including goats, geese, rabbits, chicks (depending on the time of year), chickens and cats. Stabling: you will be able to meet the owner's horses. Amenities: ample parking available. Bed linen, electric and central heating included. Wi-fi available. Regret no smoking. Location: beach 3 miles, shops and pubs 1 mile.
A first-floor apartment entered by a flight of stairs and is situated above a garage in the grounds of the owner's main residence. Offering THREE bedrooms: all with low sloping ceilings, 1 single, 1 twin and 1 double with en-suite shower room with monsoon shower and WC. Bathroom: modern family size with whirlpool bath, modern waterfall-style sink and WC. Lounge/kitchen/diner: modern open-plan room with flatscreen TV, DVD, Freeview, hi-fi, iPod dock, cooker, microwave, fridge with ice compartment, washer/dryer, dishwasher and granite worktops. Outside: enclosed decked area with garden furniture and BBQ. Children's play area. Amenities: 1 well behaved dog welcome.
Dogs are charged per dog at £20.00 for up to 7 nights, £40.00 for up to 14 nights and an additional £20.00 for every week or part week thereafter.
Region Information: View our guide to Devon
Most of the time our holiday properties book out for the Full week (7 nights), however there are times during some Off Peak periods or last minute where Short Breaks may be arranged with certain properties.
Simply find your perfect cottage, get in touch via email or phone and our Reservations team will help finalise your enquiry.
Our offices are open every day.
Take advantage of our deposit scheme when booking 9 weeks or more in advance.
This property
joined our collection in 2007 and
is managed by
2 | Bedrooms:
View availability
£340 - £745
Our service has been rated 5 stars by an independent body.
Read the latest feedback.
Read the latest feedback.
Find our more about holidaycottages.co.uk, our great team, awards, and accreditations.
On iPhone, iPad and Android. Finding your holiday cottage has never been so simple.
Sign up to hear about our offers, competitions and latest news.
© holidaycottages.co.uk 2016


text:
The Global State of Workers' Rights - Germany
|Freedom House
|Publication Date
|31 August 2010
|Cite as
|Freedom House, The Global State of Workers' Rights - Germany, 31 August 2010, available at: http://www.refworld.org/docid/4d4fc7ffa.html [accessed 30 May 2016]
|This is not a UNHCR publication. UNHCR is not responsible for, nor does it necessarily endorse, its content. Any views expressed are solely those of the author or publisher and do not necessarily reflect those of UNHCR, the United Nations or its Member States.
The system of protections for workers' rights and workplace conditions in Germany ranks among the strongest in the world. Freedom of association is protected in law and in practice, the majority of employees are covered by collective-bargaining agreements, and unions play an important role in the country's democracy.
Freedom of association is guaranteed by the Basic Law, the postwar constitution adopted in May 1949. The most important sources of labor rules are federal legislation, collective-bargaining agreements, works agreements, and case law. Well over half of German employees are covered by collective-bargaining agreements, and some 22 percent still belong to unions despite a steady decline in recent decades. While collective bargaining remains robust, the difficult economic environment has led unions to make concessions on pay and benefits in return for guarantees against mass layoffs.
German law strongly regulates conditions of employment, working hours, and similar workplace issues. Workers have legal protection from dismissal for reasons other than the economic needs of the employer. German laws are also among Europe's most generous in mandating holidays, maternity leave, and other benefits.
Strikes and lockouts are allowed in law and in practice. There are prohibitions against strikes during the term of a collective-bargaining agreement as well as strikes for political reasons. Although German law does not mandate arbitration procedures prior to a strike, unions and employers usually agree to arbitration before an industrial action takes place. Civil servants are prohibited from striking.
In large enterprises, workers are able to participate in decision-making through works councils, which are responsible for implementing the terms of collective-bargaining agreements. Through Germany's unique co-determination system, workers are given a say on overall company policy through representation on supervisory boards. In practice, worker influence on corporate policy is limited, as the majority of board members come from management.


text:
This is an archival site left in situ for reference.
Thanks for looking.
What is synArt ?
Syn is the first bit of information sent out over a network so that a synchronized communication is created. An exchange.
Art is, if nothing else, an exchange.
synArt is an association "law 1901". Founded by Mister Faia Carl and Mister Tworowski Sébastien.
Basically, we're a bunch of Max-MSP/Jitter programmers, musicians, composers or sound engineer who want to help new technologies based creation.
The activities of synArt are as follows : Research, creation, production and diffusion of musics associated to new technologies as well as any activities in link with it.
- synArt is made of :
Carl Faia : Composer, sound designer, live electronics designer, teacher.
Sébastien Tworowski : Sound designer in live electronics, composer and musician.Gérard Délia : Sound engineer and musician.
What do we do ? ---->
The four main activities of synArt are : - creation - performances - pedagogy - research
synArt seeks the new financing for artists who work in the creation of music with new technologies (patronage). It develops the new single forms of expression with the thorough use of technologies in relation to sound art. synArt develops the new tools for computer creation making connection between researchers, composers, musicians and multi-media artists in general. The association would wish to work in bond with the units of research and creation of the pole Sophia-Antipolis and the area. Its major ambition is to develop a center for musical theater creation. Not an other "festival de la quatrième dimension" or an other CIRM but a center for research specialized in the field of musical theater.How to contact us ? ---->
-- email@example.com


text:
A place at the table
Politics | In New York City elections this year, Christian leaders believe they can't afford not to run
NEW YORK—When Hurricane Sandy hit last year, 13,700 public housing residents on the Lower East Side were stuck without power, water, or public transportation. Grocery stores closed and food went bad. Abounding Grace Ministries was one of the churches in the projects that set up a station with groceries, water, and hot meals. City officials said it was the largest distribution center after the storm.
Abounding Grace pastor Rick Del Rio zoomed around in a forklift on the basketball court that served as the distribution center, unloading pallets of donated goods. Four days after the storm hit, city employees and National Guardsmen showed up—but consigned themselves to keeping order in the lines while thousands waited for food. For the first time local pastors saw a glimmer of hope: The city might form a functional relationship with churches to meet neighborhood needs.
Del Rio thought to himself that he might be able to build some of those relationships as a councilman. Today the pastor and forklift operator is a candidate for New York City Council. And he's not the only one.
As the city's council and mayoral races heat up before the September primaries, religious leaders—mostly from smaller churches—are jumping into politics. They are alarmed at the city government's increasing distance from the poor and from churches.
Pastors point to the city's growing wealth that's pushing the poor out of some areas, and to last year's battle when the city booted churches from holding services in public schools. The view of pastors on these issues isn't fringe anymore: In May the city council overwhelmingly passed a resolution informing the state legislature that New York churches should be able to rent worship space from public schools.
"In the past few years the religious community has been disenfranchised," said New York Councilman Fernando Cabrera, who represents one of the poorest areas of New York in the Bronx. "When change is not happening at the top, a revolution begins at the bottom."
Cabrera is a pastor in the Bronx who won his council seat in 2009. He said it makes sense for church leaders to run because they know their neighborhoods.
Cabrera, like del Rio, had lived in his neighborhood for more than 20 years before running, and the people in his district already knew him. Plenty of New Yorkers balk at a Christian pastor running for office: The candidates regularly hear questions from people of other faiths or no faith asking whether the pastors could represent them without pushing a Christian agenda.
Del Rio insists that his only agenda is to serve the neighborhood. He also doesn't think running for office means abandoning his church: He said he has worked to develop young leaders in the church over the years, and they're ready to fill his shoes.
Mayor Michael Bloomberg, according to Rio, has "dismissed" clergy: "We need to look at the clergy as the strategic partners of the city. The clergymen know where the people are."
Ten Christian leaders are running for the 51 seats on city council, and another pastor, Erick Salgado, is running for mayor (he's a long shot). Many of these candidates come from smaller churches in the city. Cabrera believes pastors have a legitimate shot at winning council seats because those races are often decided by a few thousand votes. As long as the candidates are working hard to meet voters, they're viable, he said.
As for the mayor's race, the field is mostly set, and only a few candidates look viable. Christine Quinn, the speaker of the New York Council, has long held the frontrunner spot, despite a recent poll that showed disgraced former congressman Anthony Weiner in the lead (he's within the margin of error of Quinn).
Another poll showed Quinn well in front of the pack. The New Yorker titled an April 2012 profile of Quinn "Mayor Presumptive," and so far nothing has knocked her from that pedestal. She has the money and the name recognition. Though the pastors offer no real threat to her political ambitions, Quinn has often found herself sparring with them. Quinn opposes churches worshipping in public schools, and was in the city council minority who voted against a resolution to change that city policy.
Polls this early in the mayor's race aren't entirely reliable, especially because the primary is likely to result in a runoff. Polls can test the full field of candidates only, not just the two who survive for the runoff.
Ester Fuchs, a political science professor at Columbia University who has also served as an adviser to Mayor Bloomberg, said the polls right now mostly reflect who has name recognition.
Fuchs noticed something else in the polls that makes her skeptical of Weiner's prospects: He has a high unfavorability rating, a number that is typically difficult to overcome. Fuchs explained that it's easier to go from being unknown and win than to have high unfavorables and win.
"People in New York City are very forgiving," she said. "Does that mean they're going to vote for them? That's a different issue. … Do these guys have the character and competence to run? That's a very different question than, Do you forgive them?"
Not terribly far behind Quinn and Weiner in the Democratic field are the former city comptroller Bill Thompson and the city's public advocate Bill de Blasio.
In the Republican field, former deputy mayor to Rudy Giuliani and Bloomberg's head of the Metropolitan Transit Authority Joe Lhota is the frontrunner, but billionaire entrepreneur John Catsimatidis is mounting a Bloomberg-type run to challenge him. Registered Democratic voters outnumber Republicans in the city six to one, so the Republican candidates have small chances. But voter participation has been so volatile over the years that Republicans feel a glimmer of hope.
Many in New York respect Bloomberg's wealth, because he has been generous in spending it on the city. But in this year's campaigns, Bloomberg's wealth has also become a symbol for what's wrong with New York: a city increasingly defined as a place for the uber-wealthy. All Democratic mayoral candidates have made this theme central in their campaigns. Weiner opened his campaign by saying, "The very people who put everything they had into this city are being priced right out of it." De Blasio uses the phrase "a tale of two cities" in most campaign stops.
The two cities are visible in del Rio's neighborhood on the Lower East Side. With the current councilwoman Rosie Mendez, the city is working to finalize plans for new luxury apartment developments on public housing land. The proposal would help the New York City Housing Authority find much-needed revenue, but would eliminate open spaces in the projects—parking lots but also playgrounds and basketball courts. Del Rio is furious over the plans.
"When the city needs something, they can just push out the poor," he said. Del Rio moved to the neighborhood in 1982, when it was rough and people were moving out. "The ones who stayed were the poor. They lived through all the ups and downs. Now that all the folks want to come back, they're pushing [the poor out]. There is a way to do this without eliminating the people who have stood there."
Del Rio said the sewers are regularly backed up in the public housing complexes, and work orders are regularly behind too. He worries that the new infrastructure demands of the new complexes will make current problems for the public housing residents worse.
"Bloomberg's whole way of doing things is very top-down. He used his money and business savvy to get what he wants. He propped up the wealthy and ignored the poor," he said.
In late spring a coalition of pastors held a mayor's forum in Cabrera's district in the Bronx, New York's poorest borough. Quinn didn't show up, and Weiner hadn't entered the race yet, but the rest of the major candidates were there, sitting in the half-full gym of Monroe College and enduring microphone feedback. The candidates talked about the two cities, about the city pushing out the poor and the middle class. A particularly raw point for poor communities like this one in the Bronx is the current administration's policy allowing police officers to stop and frisk any suspicious-looking individuals. The candidates all criticized the stop-and-frisk policy to applause. The pastor moderators also asked each of the candidates about churches renting public schools for worship. De Blasio, the first to answer, readily took the churches' side.
"It was unfair to treat faith-based organizations differently, especially because faith-based organizations were so often doing the work that government wasn't," de Blasio said. "Too often the government has held the faith community at arms' length. ... Just look at what happened after Hurricane Sandy."
Thompson echoed de Blasio, and went a step further, saying city hall should have an office of faith-based development.
Yes, this is still New York City.
"There are a lot of stereotypes about New York that are about to be changed. There are many religious people in this city," said Cabrera. "You look at the gay community—it's a very small percentage of the population. But they have so much influence. The religious community is a bigger community and now they're starting to step up and say, hey, we want a seat at the table."


text:
Meet and Communicate with Fun Singles Near You on JDate
Register now to search thousands of members and post your FREE profile!
See who's on JDate:
Mainly I am passionate about music, though anything that stirs the heart is worthy. I enjoy spending time exercising my body as well as...
MrMicrophone is a 49yr-old single man in Old Hickory, TennesseeView Profile


text:
Definition: 'Isometropia'
isometropiaType: Term
Pronunciation: ī′sō-me-trō′pē-ă
1. Equality in refraction in the two eyes.
The definition information for isometropia is provided by Stedman's. You can search our medical dictionary here.
Stedman's, part of Lippincott Williams & Wilkins, provides a comprehensive line of health-science publications for healthcare professionals and medical students.
Medical Dictionary Copyright © 2006 Lippincott Williams & Wilkins. All rights reserved.


text:
College Hockey:Maine Delivers Record Offensive Performance
Freshman Vani Leads Bears With Three Points Against BU
ORONO, Me. — Besides making a run for at a conference title, Vanessa Vani may make a run for the conference's most impressive rookie.
The freshman scored two goals and an assist en route to Maine's 7-0 rout of Boston University Saturday at the Alfond Arena in Hockey East play. Because of a victory by Connecticut, the Black Bears are still two points out of the final playoff spot.
"We did the little things right, we pressured them and stuck to our game," Vani said. "A lot of people underestimated us and we hope this is something we can just keep going."
Maine (12-5-6, 4-5-4 HE) opened up the game with a goal just 27 seconds into the game. Freshman forward Patricia Gagnon took possession of the puck and beat BU goalie Allyse Wilcox for a 1-0 lead. A few minutes later the Terriers (10-12-4, 5-8-2 HE) saw the deficit increase as a goal by Kate Sunstrum increased the lead to 2-0. Vani earned the assist.
After the second goal, not only did the Terriers bring in Karilyn Pilch to replace Wilcox, but BU coach Brian Durocher was forced to call a time-out.
"Physically I think Maine is a heck of a hockey team but we just missed on some of our assignments," Durocher said. "They played a great game and I have a lot of respect for them. They are a legitimate top team in this league and they are going to be heard from."
A little more than four minutes later, the Black Bears added their third goal of the period after taking advantage of a Terrier defensive miscue. As the Terriers were looking to create on the power play, the BU defense misplayed the puck. Brigitte LaFlamme took advantage, blazed down the wing and beat Pilch for the 3-0 lead.
In the second period, LaFlamme picked up right where she left off with her second goal of the day. With Maine on the attack in the Terrier zone, Gagnon fed a pass to LaFlamme, who increased the lead to 4-0.
"We are just trying to apply all the systems we have learned and stick with them," said LaFlamme, who leads the Black Bears in points. "We just have to work hard and hopefully we can continue to play like that against other teams."
Six minutes later, the Maine offense struck again. Senior co-captain Cheryl White created a backhanded shot as she skated along the edge of the crease. Although her shot hit the post, it was recovered by Vani, who scored off the rebound.
Despite the offensive surge, it still did not stop both teams from being physical as they combined for 38 penalty minutes. More than a minute after the Vani goal, tempers flared from both sides, and there was pushing and shoving after the whistle. The scrum involved BU's Laurel Koller and Sophie Thornton, along with Maine's Amy Quirion and Danielle Tangredi.
Besides holding the advantage in goals, Maine also held a 25-16 advantage in shots which helped Rachel Gettings garner her second shutout on the season.
"I think the defense played great in front of me and they kept the shutout going, it was an all-around great effort from everyone," Gettings said. "At the end of the first it was 3-0 and we knew they were going to come back strong, and whether you take ten shots or 30, you have to stay focused."
The final frame saw Maine add two more goals. Maine's first goal came when Sheri Wauters poked the puck past Pilch for a 6-0 lead. The second goal came when Vani scored on a 5-on-3 advantage.
Maine's seven goal performance is the highest output for the program since joining Hockey East. As for the Terriers, it was the worst loss in their short varsity history. The Black Bears will see BU again when they travel to Boston for their last road trip of the regular season.
"I think we need to work on not letting our emotions get the best of us and not getting into the penalty box," said BU captain Cara Hendry. "We have them again in a couple of weeks at home and depending on how we do against Northeastern; I think we are still in [the playoff hunt]."
The following is a self-policing forum for discussing views on this story. Comments that are derogatory, make personal attacks, are abusive, or contain profanity or racism will be removed at our discretion. USCHO.com is not responsible for comments posted by users. Please report any inappropriate or offensive comments by clicking the "Flag" link next to that comment in order to alert the moderator.
Please also keep "woofing," taunting, and otherwise unsportsmanlike behavior to a minimum. Your posts will more than likely be deleted, and worse yet, you reflect badly on yourself, your favorite team and your conference.


text:
Fourier Transform Infrared Spectroscopy, FTIR Analysis
In Fourier Transform Infrared Spectroscopy (FTIR) analysis, a spectrum showing molecular vibrations is obtained, in order to identify or characterize organic materials such as polymers, lubricants, adhesives and cleaning agents. A limited number of inorganic compounds can also be evaluated using FTIR analysis. For semiconductors, FTIR is used to make quantitative measurements of hydrogen bonds in silicon nitride filmsand to measure the interstitial oxygen content in bulk silicon.
At Evans Analytical Group® (EAG), most FTIR analyses are carried out with a microscope FTIR. Micro-FTIR, with a minimum spot size of 15µm, is ideal for the direct, in situ, analysis of organic contaminants on metallic surface such as bond pads or contacts. For the identification of contaminants on non-metallic surfaces such as on a lens or other optical component, or for the analysis of bulk organic materials, specialized sample preparation methods are utilized at EAG.
EAG's analytical scientists are highly experienced and are knowledgeable in the application of FTIR analyses to a wide variety of problems pertaining to organic materials or organic contaminants. Experience, fast turnaround, clear concise written reports, and person to person service are provided to help customers resolve their materials problems.
Request FTIR Analysis Services
- Identifying organic contaminants (e.g. particles, residues)
- Characterization or identification of organic materials (e.g. solids, powders, films, or liquids)
- Quantification of O and H in Si, and H in SiN wafers (Si-H vs. N-H)
Signal Detected: Infrared absorption
Elements Detected: Molecular groups
Detection Limits: 0.1-1wt%
Depth Resolution: 0.1-2.5µm
Imaging/Mapping: No
Lateral Resolution/Probe Size: >=15µm
- Capable of identifying organic functional groups and often specific organic compounds
- Extensive spectral libraries for compound identification
- Ambient conditions (not vacuum; good for volatile compounds)
- Typically non-destructive
- Minimum analysis area: ~15µm
- Limited surface sensitivity (typical sampling volumes are ~0.8µm)
- Minimum analysis area: ~15µm
- Limited inorganic information
- Typically not quantitative (needs standards)
- Aerospace
- Automotive
- Biomedical/biotechnology
- Compound Semiconductor
- Data Storage
- Defense
- Displays
- Electronics
- Industrial Products
- Lighting
- Pharmaceutical
- Photonics
- Polymer
- Semiconductor
- Solar Photovoltaics
- Telecommunications
Related Application Notes
- CIGS Thin Film PV - Application Discussion BR045
- Identifying Contaminants: Fiber Found On A Wafer AN362
- Identifying Contaminants: White Powder on Electrical Pins AN375
- Organic Contamination on Optical Surfaces AN346
- Characterization Methods for Copper Technology AN192
- Cleanroom Materials as Sources of Airborne Molecular Contamination AN182
Related Brochures
- Charles Evans & Associates Model for Contamination Detection BR088
- Charles Evans & Associates Semiconductor Analysis Chart BR089
- Battery Technology Brochure BR057
- EAGLABS Bubble Chart: Analytical Resolution versus Detection Limit BR004
- Materials Characterization Brochure
- PV Materials Characterization for CIGS BR053
- PV Silicon Impurity Analysis BR025
- LED Brochure BR061
- Typical Applications for Techniques / Periodic Table of Elements BR038
- Biomedical Service Brochure BR003
- Amorphous & MicrocrystallineThin Film PV - Application Discussion BR046
- III-V Multi-Junction PV - Application Discussion BR048
- Silicon Wafer PV - Application Discussion BR044
- Your Solution for PV Materials Characterization BR032
- Compound Semiconductors for Optoelectronics - SIMS Analytical Services BR010
- Contamination Analysis for Compound Semiconductors - Analytical Services BR006
- EAG Services Introduction BR011
- EAG Technique Chart BR008
- EAGLABS Fourier Transform Infrared Spectroscopy (FTIR) Services TN105
- Metallurgical and Materials Analysis Brochure BR083


text:
Sign in now to view, license and download this image or contact us to see this image without a watermark. Want to embed this image on a non-commercial website or blog? Learn more.
Similar imagesView all
Skyscraper Low Angle Abstract View Stock PhotoAbstract,Architecture,Building Exterior,Built Structure,Close-up,Color Image,Curve,Day,Diminishing Perspective,Facade,Glass - Material,Grid,Horizontal,Large,Low Angle View,Modern,No People,Outdoors,Part Of,Part of a Series,Photography,Skyscraper,Technology,Viewpoint,WindowPhotographer PhotoAltoCollection: Brand X Pictures


text:
The teenage brain: still under construction
(Page 2 of 2)
What does this mean? Research suggests that, as smart as they are, teens don't access their frontal lobes as frequently as adults do. Parents' lectures become background when competing with electric, adrenaline-filled, charged up activity. Boring for teens is mega bad. Their brains are wired to seek out thrills, court danger, take a dare, as they convince themselves that nothing bad is ever going to happen.
So, if you have raised a considerate, caring, well-mannered kid and now have a surly, rude alien being on your hands, know you are not alone. The more you lecture your teen, the more he (or she) will have a tendency to blow you off. Some do it defiantly (Get out of my face, ma). Some. sarcastically (Yeah, you always know best, ma). Others, passive aggressively (You're right dad and then does as he pleases.)
As bright as the young people are today, there are still scads of things they do not know that adults have down pat. This is not their fault. They are "baby adults." Knowledge can smooth the transition, but it is mostly time and life experiences that will guide young people into mature adulthood.
I do not intend to insult the intelligence of young people. Indeed, many of them are super smart and have a great deal of savoir faire. They are equipped with skills and self-confidence that one can only envy. Still, these kids have "aged out" of childhood without successfully transitioning to the social roles, decision-making and myriad responsibilities of adulthood.
We adults should not confuse looking like an adult, talking like an adult, even acting like an adult with being an adult.
Linda Sapadin, Ph.D. is a psychologist in private practice who works with individuals, families and couples to help them overcome self-defeating patterns of behavior. You can reach her at email@example.com. Visit her website at www.PsychWisdom.com
KeywordsLinda Sapadin, Person to Person, teenage brain, myelin
No comments on this story | Please log in to comment by clicking here


text:
Hey All.
I'm more of a lurker/commenter on these forums so rarely start a new thread, but thought i'd make a post today. More of a message to share with fellow cyclists if anything.
Being a racer myself, I realised the other day that my training plan was missing something. I sat down and all of a sudden remembered the reason I started cycling. Because I enjoyed it. And then it clicked - I needed to just go out there, stop focusing on heart rate monitors, calorie burn and all the things that turn the sport into a chore and just have some FUN! Back when I was younger I rode my BMX because I liked jumping off ledges, ramps, stairs etc. So that's exactly what I did. Out with my mountain bike, ditched the training aids and just cycled for the fun of it. I spun the climbs, hammered the descents and jumped as many obsticles and pulled as many wheelies as I could. I came back in an hour and a half later grinning from ear to ear.
At this time of year, especially for guys who are focusing on training for the upcoming race season, (I find) it's all too easy to let yourself get caught up in the stresses of riding a bike for the sake of "training". Exercise is meant to be a stress reliever after all. So to anyone who feels like they are stuck in the rut of "training", ditch the HRM and power meters for a change and remember the reason you started cycling in the first place - for the enjoyment!
Happy days.


text:
More New and Used
from Private Sellers
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
A Holiday With Buddy!
Penguin Group USA
Questions About This Book?
What version or edition is this?
This is the edition with a publication date of 10/11/2012.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
Related Products
Featuring an adorable sticker sheet! It's the holidays and the Pteranodon family is in Troodon town checking out some Cretaceous conifers, better known to us as Christmas trees. Buddy and his family find the biggest tree they can and decorate it for the holiday. This colorful 8 x 8 is great read-aloud holiday fun!