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East Providence School District
9.1 Length of School Year
9.1.1 The work year of teachers will begin no earlier than the first Tuesday after Labor Day and shall terminate not later than June 30th and shall be no more than one hundred eighty-four (184) days for all returning teachers including the day before school opens which shall be used for the purpose of attending faculty and departmental meetings and for general preparation. The work year for Guidance Counselors at the Vocational Education facility shall be one hundred ninety-eight (198) days per year including fourteen (14) days/per diem of gross salary.
The Superintendent shall have the discretion to schedule additional professional development and/or curriculum development beyond the school year. Said days shall be voluntary. Any teacher who volunteers for said professional development and/or curriculum development shall be compensated at thirty-six dollars and thirty-one cents ($36.31) per hour, effective November 1, 2005, and thirty-nine dollars and forty-six cents ($39.46) per hour.
9.1.2 New teachers may be required to attend orientation meetings prior to the opening of schools as planned by the Superintendent of Schools. Department Heads and Coordinators shall also be required to be present on the Friday before school opens.
9.1.3 Guidance
All guidance personnel in the Middle Schools will work at their per diem rate two (2) days before all other teachers report and two (2) days after school closes for the purpose of scheduling and reports.
All guidance personnel in the Senior High will work at their per diem rate three (3) days before all other teachers report and two (2) days after school closes for the purpose of scheduling and
NOTE: (These days may be shifted as long as the TOTAL number of days do not exceed the above totals)
The work year for the Director and/or Coordinator of Guidance shall be in accordance with the past practice.
9.2 Length of School Day
9.2.1 Teachers will have a workday of not longer than six and three-quarters (6
%) consecutive hours per day. (In the elementary schools, the school day for students will be six and one-half(6 Yz) hours and an average of one (1) hour and fifteen (15) minutes per week will be devoted to common planning time or professional development, scheduled by the building administrator in consultation with the faculty before the start of the student day.)
The workday will include fifteen (15) minutes before the starting time of the student and will end fifteen (15) minutes after the dismissal time of the student.
The starting and ending times for each school will be fixed by the Superintendent in order to accommodate the student day, the teachers' day and economical bus scheduling. No teacher's workday shall commence earlier than 7:00 a.m.
9.2.2 The Association recognizes that a teacher's responsibility may necessitate remaining after the official closing of the school day as long as is reasonable to fulfill obligations relating to special help for students.
9.2.3 Teachers will not be required to sign a late sheet that accumulates attendance beyond five (5) school days.
9.3 Meetings
9.3.1 Teachers agree to attend two (2) evening meetings per school year for the purpose of parent conferences. The first meeting should be preferably at the end of the first term and the second preferably in the third term. Said meetings shall . not exceed two (2) hours. When a teacher is assigned to teach classes in two (2) or more different schools, the teacher agrees to attend meetings in each school. However, the total meeting time shall not exceed two (2) hours.
9.3.2 Teachers shall not be required to attend more than twenty (20) after school meetings in a year, of which no more than three (3) shall be scheduled in a month, for principal's meetings, or meetings called by the department chairman/coordinator, house leader/vice principal through the principal, or the Central Office Staff. Teachers shall be informed at least five (5) days in advance of any after-school meeting, except in cases of emergency. Said meetings to be approximately one (1) hour in length. Additional meetings shall be held on a voluntary basis. Teachers will be available for individual parent conferences at a time mutually established by the teacher and the parent.
9.3..3 Professional Development
Prior to the end of each school year, the President of the Association will meet with the Superintendent or his designee together with the Curriculum Advisory Committee to provide input in planning for curriculum development and planning work . There shall be a Professional Development Committee made up of teachers and administrators (3 to 1 ratio of teachers to administrators with each of the parties appointing its respective members) to develop and plan curriculum development and professional growth. Included in this training shall be information and training on site based decision making.
9.3.4 Superintendent's Meetings
Teachers may be required to attend two (2) additional after school meeting each year of the Contract called by the Superintendent.. Teachers shall be informed at least five (5) days in advance of such after-school meeting, except in cases of emergency. Said meeting shall be approximately one (1) hour in length.
9.4 Lunch Period
Teachers shall have an uninterrupted duty-free lunch period of twenty-five (25) minutes. Teachers shall take their lunch period either on or off school premises provided, however, teachers shall notify the school office when they leave the school premises and when they return.
9.5 Preparation Periods
9.5.1 Senior High School - The teaching schedule at the Senior High School shall include a minimum of six (6) preparation periods per teacher per week.
Whenever there is a departmental double preparation period at East Providence High School, the teachers shall be free to engage in collaborative curriculum work.
Middle Schools - The teaching schedule at Martin and Riverside shall include a minimum of an average of one preparation period per teacher per day.
9.5.1b Preparation periods are defined as cumulative time. For each education level, principals may schedule preparation periods on days, at times, and for durations of their choice so long as the teacher received the total preparation time each week that this agreement calls for.
9.5.2 Elementary - The School Committee agrees to improve the distribution of planning time for classroom teachers in elementary schools. The fifteen (15) minutes before and after school shall be considered as principal time and not a part of planning time. The following shall be considered as planning time:
9.5.2a The time when Special Subject teachers(art, music, physical education and librarians) are conducting classes and recess time.
9.5.2b The School Committee guarantees a minimum of two hundred twenty-five minutes of planning time per week each calendar week of school including recess time.
9.5.2d For the purpose of this section, Special Subject Teachers (formerly called itinerant teachers) in the elementary schools, that is, library science, music, physical education and art, shall be treated as a separate classification" They shall be guaranteed a minimum of two hundred twenty-five (225) minutes of planning time per week including principal time.
9.5.3 Preparation time for kindergarten teachers shall be in accordance with that listed below" It is understood that principal time shall not be a part of preparation time. The official school day for students in the elementary schools will begin as determined by the Superintendent each school year between 7:30 a.m. and 9:00 a.m.
Note: All times listed in the following Kindergarten schedules are only examples and not mandated starting times.
Example of School Day in Elementary Schools
1. The single session of the official school day for the students in the elementary schools in the East Providence School System begin at 8:45 A,M. and concludes at 2:45 P.M.
2 Children shall be allowed to enter the classrooms at 8:40 A.M. for preparatory activities under teacher supervision.
3. Teachers shall report for duty in preparation for the school day not later than 8::30 A.M. for the morning session.
4. Teachers shall remain in their classrooms and be available for student help until 3:00 P.M.
5. Physical education classes shall be held for one hundred (100) minutes each week in Grades 1 through 5.
6 There shall be a recess period for students in Grades 1 through 5 of fifteen (15) minutes which shall consist of supervised activities.
7. Kindergarten sessions shall be from 8:45 A.M. to 11:15 A.M. for the morning session and 12:15 P.M. to 2:45 PM" for the afternoon session. Students may enter their classrooms at 8:40 AM . for preparatory activities under teacher supervision in the morning session and at 12:10 P.M. for preparatory activities under teacher supervision in the afternoon session.
8. Kindergarten classes shall have one (1) break per session of supervised physical activities. This break may take the form of either a recess period or a physical education period. In either case these shall be supervised activities.
9. During period of inclement weather
Kindergarten children shall be allowed to enter their classrooms at 8:30 A.M. or 12 noon in the case of afternoon sessions.
8:30 -- 8:45 AM, - Principal. Time
8:40 - Pupils enter classroom under teacher' supervision
8:45 - 11:15 - AM Session
11:15 - 11:50 - Preparation Time
11:50 - 12:15 - Lunch
12:10 - Pupils enter classroom under supervision of aide
12:15 - 2:45 Afternoon Session
2:45 - 3:00 - Principal Time
NOTE: During a five (5) day work week:
1. Teachers will receive the services of a Special Subject Teacher for twenty (20) minutes on three (3) days of the week for either the A.M. or P.M. session on alternate weeks
2. Pupils, both AM. and P.M. sessions, will have supervised physical education every day of the week, except when the physical education Special Subject Teacher has provided services to that particular session.
Preparation Time
33 consecutive minutes x 5 days per week = 165 minutes Itinerant Services - 20 minutes x 3 days = 60 minutes
Total Preparation Time = 225 minutes
8:30 - 8:45 A.M. Principal Time
8:40 - Pupils enter classroom under teacher supervision
8:45 - 11:15 A.M., Session
11:15 - 11:30 -- Preparation Time
11:30 - 11:45 - Principal Time
1. Teachers will receive services of Special Subject Teachers for fifty (50) minutes per week .
2. Preparation Time:
a.15 minutes x 5 days per week = 75 minutes
b. other preparation time
(Special Subject Teachers) per week = 50 minutes
Total Preparation Time =125 minutes
(The above provisions would go into effect in September 1983.)
8:30 - 8:45 AM - Principal Time
8:40 - Pupils enter classroom under teacher supervision
8:45 - 11:15 -- A.M. Session
11:15 - 11:40 - Lunch
11:40 - 12:00 - Travel Time
12:00 - 12:10 - Preparation Time
12:10 -- Pupils enter classroom under supervision of aide
12:15 - 2:45 - Afternoon Session
2:45 - 3:00 - Principal Time
1. Teachers will receive the services of a Special Subject Teacher for twenty (20) minutes three (3) times a week for both sessions,
2. These services combined with those of supervisory aides will provide a minimum of thirty-five (:35) consecutive minutes of preparation time on four (4) different days of the calendar week.
3. Preparation Time
a. 35 consecutive minutes x 4 days per week = 140 minutes
b. Other preparation time (Special Subject Teachers & aides) per week = 85 minutes
c. 12:00-12:10 P.M. - 10 minutes x 5 days = 50 minutes
4. Travel Time 20 minutes x 5 days 100 minutes
Total. = 375 minutes
(The above provisions would go into effect in September of 1983.)
9.5.4 Elementary teachers shall be released immediately or may voluntary remain upon arrival of Special Subject , teachers in physical education, art, music and library science. The Committee recognizes the importance of Special Subject teachers in the elementary grades, including Kindergarten classes. The Committee agrees to provide as many Special Subject Teachers as necessary to ensure that the Special Subject Teachers visit every classroom. Substitutes shall be provided for absent Special Subject Teachers.
9.5.5 Collaborating teachers shall have their preparation periods scheduled at the same time whenever possible.
9.6 Subject Areas and Preparations
Secondary teachers will not be required to teach more than two (2) different subject areas nor more than four (4) different preparations within a given school day. It further intends to make every effort to provide secondary teachers with schedules which will not require them to teach more than two (2) different subject areas nor more than three (3) different preparations in a given day with the exception of Special Education, Resource or Bilingual/ESL teachers.
9.7 Relief From Non-Teaching Tasks
A committee will be established to study the lunchroom, homeroom and corridor duties.
The Committee and the Association accept as a goal the most objective utilization of teacher time. To this end, they agree as follows:
9.7 1 Except for nurse-teachers, special education teachers, physical education teachers and other personnel with professional responsibilities directly related to health services, teachers shall not be required to assist in the administration thereof.
9.7.2 Except in cases of emergency, teachers shall not be required to perform the following non-professional duties, However, they will retain the responsibility in an on-call capacity.
9.7.2a Supervision of playgrounds and lunchrooms (applies to elementary teachers only)
9.7.2b Calculation of monthly and year-end attendance reports (teachers K-12)
9.8 Detention
Teachers agree to handle the detention of students committing offenses within their own classes. Teachers shall not be required to supervise detention in classes which are held for violators of School Committee Policy.
9.9 Substitute Policy
The School Committee shall make every effort to provide substitutes for absent teachers.
In the case that substitutes cannot be obtained at the secondary level and teachers are assigned to cover the class of an absent colleague, they shall be compensated as follows:
Teachers assigned to cover during preparation periods shall be compensated at-thirty-eight dollars and thirty-three cents ($38.33) per coverage.
Teachers assigned to cover during any other non-teaching period, including tutorial instruction, shall be compensated at the rate of thirty-six dollars and seven cents ($36.07) for each cover after ten (10) covers.
In the case of an absent elementary classroom teacher and no substitute is provided, students may be assigned to other classroom teachers.
One hundred forty-six dollars and fifty-five cents ($146.55) shall be divided equally among the teachers after three (3) such coverages. Assignments of students shall be on an equitable basis. It is understood that the intent of this language is to apply only in the case of an absent elementary, self contained classroom teacher.
Any teacher who assumes the class of an absent colleague on a regular and continuing basis shall be compensated at fifty dollars and seventy-three cents ($50.73) per class after five (5) school days retroactive to the first day.
9.10 Class Size
The East Providence School Committee agrees with the East Providence Education Association that a class size of twenty-eight (28)pupils, (except in the elementary schools where the limit will be twenty-five (25), shall be the maximum. In this regard the Committee shall keep the class size as low as is administratively possible within the limits of the physical plant, the budget requirements and the educational policy priorities established
by the Committee in allocating its resources.
Caseloads for Occupational Therapists, Physical Therapists and Speech Pathologists shall remain consistent with state maximums. The maximum student population served by Social Workers and Psychologists shall not exceed state maximums.
9.10.1 Class Size Exception
1. Compensation for classrooms and Students over the class size limits: Secondary- Teachers whose instructional classes, with the exception of physical education, chorus and band, exceed contractual limits of twenty
eight (28) students shall be compensated at the rate of two dollars and twenty-five cents ($2.25) per day, per class, per student.
Elementary- Teachers would be compensated at the rate of twenty dollars and twenty-nine cents ($20.29) for the entire day depending on the time the teacher actually spends with the student(s). This would be divided amongst the regular and Special Subject Teachers, (formerly called Itinerants), of the twenty-sixth (26th) student. Inclusion through mainstreaming of special needs students in a class to bring the total number of students above 25 will be calculated for the actual class period or time the twenty-sixth (26th) student is placed in the class.
2. High School Physical Education classes
A desirable class size of thirty-two (32) students per teacher be established with a maximum of thirty-five (35) where necessary. A teacher student ration of 1:35 will be the maximum number of students in a particular period. If a teacher wishes to voluntarily exceed the limit of thirty-five students, the teacher will state in writing his/her desire to do so, Such a statement shall be non-binding in future classes.
3. Collaborative Classes
With the agreement of the administration and the teacher, teachers may exceed twenty-eight (28) students without addition compensation. The teacher will state in writing his/her desire to do so. Such a statement shall be non-binding for future classes.
4. Homeroom
Elementary and Middle School- Homerooms shall not exceed class limits set forth in 9.10 and 9.10.1 above
9.11 Special Education
9.11.1 Whenever it is decided by the multidisciplinary team that. a student in a special education class should be transferred to a regular class, a conference shall be held at the earliest possible day (whenever possible this shall take place prior to the student's assignment) with the regular classroom teacher and all other resource personnel present.
9.11.2 Resource teachers shall be guaranteed a minimum of two (2) hours per week for testing. This will be in addition to guaranteed preparation time.
9.11.3 The Committee agrees to provide substitutes for special education aides when they are absent.
9.11.4. Classroom teachers who are required by the administration to attend IEP conferences which are scheduled during his/her class teaching time shall be relieved of his/her duties for the time he/she participates in the conference.
9.12 Assignment of Classes
9.12.1 Each teacher in the East Providence School System will be provided a class list on the opening day of school (for each class in the secondary schools) and will be notified, in writing, of any change made in the students' schedule thereafter.
9.12.2 The Committee agrees to encourage principals to make as equitable distribution as possible of class assignments according to ability.
9.12.3 At the secondary level, each teacher' will receive a copy of his/her tentative subject preparations for the next school year by July 15th, Each teacher will receive a copy of his/hex teaching schedule by August 15th Included in the schedule will be the specific courses and levels, unless an unforeseen event occurs which makes this impossible. Additionally, teachers should be informed of the member(s) of their potential teaching team.
9.12.4 Before class assignments are made fox pupils in the elementary schools for the next school year, teachers should be included in the decision--making process.
9.12.5 Special Subject Teachers (formerly called Itinerants) shall not be required to teach in more than two (2) different buildings per day.
Secondary teachers shall not be required to teach in more than three (3) different classrooms per day.
9.13 Teaching Facilities
9.13.1 Each school shall have sufficient space for the storage of instructional materials and supplies.
9.13.2 Each school shall have well-lighted, well-ventilated and clean faculty rest rooms with chairs and tables. Workrooms with adequate chairs and tables will be provided in each school where space permits. These faculty areas shall not be used for instruction but will be available at all times during the regular school day for all teachers' use. Each school shall have a clean, full equipped, well-ventilated lavatory which insures privacy for teachers
9.13.3 Each classroom shall be well lighted, well ventilated and well heated.
9.14 Field Trips
The Committee and the Association recognize the significance of field trips for students of all grades. The Committee will make every effort within budget limitations to provide funds for the sole purpose of providing students (K-12) with field trip opportunities in accordance with the guidelines developed by the School Department..
9.15 Communications
9.15.1 The Committee shall permit the Association to use the regular mail run for business of the East Providence Education Association.
9.15.2 A public telephone shall be provided in all schools. The school phone may be used for emergency reasons.
9.16 Teacher Evaluation
9.16.1 Evaluation - All monitoring or observations of the performance of a teacher will be conducted openly, and with the full knowledge of the teacher. The use of eavesdropping, public address, or audio systems and similar surveillance devices shall be strictly prohibited.
All tenured teachers will be evaluated at least once annually.
Teachers on an Employee Improvement Target Program will be evaluated as deemed necessary by the Superintendent.
Non-tenured teachers will, be evaluated at least two times over the course of the year.
The Superintendent by agreement shall encourage evaluators through the Office of the Assistant. Superintendent for Instruction, to make use of the option of notifying teachers at least twenty-four (24) hours in advance of formal visitations for the purpose of evaluations.
Teacher will be provided with a copy of their evaluation upon request.
9.16.2 Reports and Conferences -- Teachers will be allowed to review a copy of any evaluation report prepared by their evaluators and will have the right to discuss such reports with their evaluators.
If an evaluator finds a teacher lacking, the reasons thereof shall be set forth in specific terms, as shall an identification of the specific ways in which the teacher is to improve and of assistance to be given by the administrator and other staff members.
Teachers should be included in the design and/or changes made in evaluation forms and/or criteria. Each teacher, upon his/her employment, or at the beginning of the teacher's first year of employment, whichever is later, shall be apprised of the form and criteria by which he/she will be evaluated.
The evaluation form shall have a teacher's attendance record listed by the specific types of absence.
9.16.3 Program Directors, such as the Director of Reading and ESL and the Director of Kindergarten, shall have input into the yearly evaluations of the Special Subject Teachers involved in these programs. The Principal of the school shall still be responsible for writing the final evaluation. However, he or she shall include input from the Director concerning the specialist's performance in the classroom.
9.16.4 Teacher Evaluation Committee
On or before December 5, 2005, the parties shall each designate six (6) persons to become members of a Joint Committee to Study Procedures for Evaluation of Teachers.
The committee will meet at least monthly in joint session on mutually acceptable dates.
Review and evaluate procedures for the evaluation of teachers.
Review and evaluate procedures for the evaluation of teachers utilized by other school systems within or outside Rhode Island.
Hear experts (at no cost to the School Committee) in the teaching field discourse on the foregoing.
Endeavor to reach consensus on recommendations to the School Committee for changes in present practices and procedures.
On or before July 1, 2006, said Committee shall report to the School Committee and the Association its findings and recommendations.
Recommendations will be implemented on a trial basis during the 2006-2007 and 2007-2008 school years, upon approval by both of the parties, The Joint Committee will sit during that period to evaluate trial procedures and to make a second report to the School Committee and the Association on or before July 1, 2008.
9.17 Teacher Files
All teacher files kept by the School Department shall be maintained under the following conditions:
9.17.1 No anonymous letter or materials shall be placed in a teacher's file.
9.17.2 All materials placed in the teacher's permanent file shall be available to the teacher at his/her request for inspection. Teachers desiring to inspect their files shall make an appointment with the secretary in the Human Resources Office. Upon request to the Superintendent, immediate access to teacher files will be available to the Association President with written approval of the individual teacher.
9.17.3 Materials originating within and without the School Department and which are derogatory to a teacher's conduct, service, character, or personality shall not be placed in a teacher's file unless the teacher has had an opportunity to read such material. The teacher shall acknowledge that he/she has read such material by affixing his/her signature on the actual copy to be filed. Such signature does not necessarily indicate agreement with the content of such material.
9.17.4 The teacher shall have the right to answer any materials filed, and his/her answer shall be reviewed by the Superintendent or his/her designee and attached to the file copy.
220.127.116.11 Any written complaints regarding a teacher made to the administration by any parent, student or other person will be called to the attention of the teacher by the Superintendent of Schools or his/her central office staff if the materials are to be made a part of the teacher's file when such are placed in the file, but no later than fifteen (15) working days after receipt of such materials. The teacher will have the opportunity to respond to such complaints. If a record of the complaint is filed in the teacher's record, his/her response will also be filed in the record. The teacher shall have the right to duplicate any such material filed.
9.17.6 All references and information originating outside the School Department on the basis of confidentiality and information obtained within the School System in the process of evaluating the teacher for employment shall not be subject to this Agreement and therefore, shall not be available for inspection by the teacher.
9.17.7 Teachers shall notify the Administration of changes of beneficiaries, person to notify in case of emergency, addresses, dependents and telephone numbers.
9,17.8 Teachers may have material in their permanent file, with the exception of those enumerated in 9.17.6 reproduced upon request of the teacher at his/her own expense. The Superintendent may waive the cost of copying documents.
9.17.9 All materials entered into a teacher's file will be stamped and dated.
9.18 Protection
9.18.1 Assault
9.18.2 Teachers will report all cases of assault in connection with their employment to the Superintendent of Schools through the principal verbally as soon as possible. A written report must be filed by the teacher within forty-eight (48) hours after having been provided the opportunity to notify the President of the Association who will in turn provide the teacher with access to legal counsel if the teacher so desires.
9.18.3 When a teacher has been assaulted, the Committee will comply with any reasonable request from the teacher for information in its possession relating to the incident of the person involved.
9.18.4 Whenever a teacher is absent from school as a result of a personal injury caused by an unprovoked assault occurring in the course of his/her employment, he/she will be paid his/her full salary for the period of such absence up to fifteen (15) months from the date of injury and no part of such absence will be charged to his/her annual sick leave.
9.18.5 The School Committee shall have the right to have the teacher examined by a physician, who shall consult with the teacher's physician for the purpose of establishing the length of time during which the teacher is disabled from performing his/her duties" In the event of dissenting medical opinion, the Committee's physician's findings shall prevail. However, the teacher's physician's opinion shall be recorded and attached to the report.
9.18.6 In all cases of assault, the Committee will provide legal counsel upon request of the teacher-in all cases, regardless of any other coverages the teacher might have.
9.18.7 When a teacher has been charged with assault in connection with his/her employment the Committee shall provide the services of legal counsel.
9.18.8 Appropriate physical restraint may be used by a teacher in extraordinary circumstances to protect himself/herself, another teacher, and/or a student from possible injury.
9.18.9 Personal Property
9.18.10 The Committee will reimburse teachers for any clothing or other personal property (excluding automobiles) damaged, destroyed, or stolen in the course of employment, where such damage, theft, or destruction is of a value of twenty dollars ($20"00) or more, provided such damage, destruction or theft has not been caused by the teacher's gross negligence.
The School Committee agrees to compensate teachers for the damage to their personal automobiles caused by School Department employees or contractors during the course of construction or maintenance, or by School Department employees or students during the course of scheduled school activities, so long as there is no negligence on the part of the teacher.
9.18.11 Personal properties brought onto school premises valued in excess of five hundred dollars ($500.00) shall be approved in advance, in writing, by the Business Administrator.
9.18.12 As soon as feasible, but no later than the expiration of this agreement, the School Department will install locker units or similar storage devices in classrooms or other teacher locations where they are needed but do not currently exist.
9.19 Maintenance of Classroom Control and Discipline
9.19.1 The Committee and the Association agree that the adjustment of behavioral problems is the joint responsibility of teachers and administrators. Teachers shall have the support from administrators who shall give the teacher effective and consistent support, in each case. In an instance where the situation, in the opinion of the teacher, is of a serious nature and a child is sent from the class, the teacher shall confer with the Principal or Assistant Principal to provide the necessary information concerning the problem" A child shall not be sent from the class except to the area designated by the Principal" The teacher will re-admit the child following a conference with the teacher, if available, and one of the following parties: an administrator, a counselor, visiting teacher, school psychologist, home visitor, parent or guardian of the child.
Assuming the teacher is not present at the conference, the teacher shall be informed as to the proceedings and facts of the conference.
9.19.2 Each teacher shall receive annually a set of school rules and regulations.
9.20 Faculty Committee
9.20 1 The Principal in each school shall in September of each year establish a faculty committee from among interested members of the individual school staff. The chairman shall be elected from among members of the Committee" The schedule of meetings shall be mutually established by the Principal and Chairperson. Issues to be discussed shall include recommendations on facilities that may be referred to the Superintendent. Issues that remain unresolved after two (2) meetings may be referred by the Committee to the Superintendent or his/her designee.
9,20.2 The purpose of the Committee shall be to meet monthly with the Principal to discuss educational matters of concern to the teachers and the Principal relating to the respective schools.
9.20.3 The Committee shall be organized on the following basis.
9.20.3a Elementary schools with one (1) to nine (9) teachers all interested may serve on the Committee.
9.20.3b Elementary schools with ten (10) or more teachers - five (5) teachers elected by the faculty.
9 20.3c Middle School - seven (7) teachers elected by the faculty.
9.20.3d Senior High - ten (10) teachers elected by the faculty.
9.20.4 These elections shall be conducted annually as provided for above.
9.20.5 The Committee shall meet before or after school hours, and such meetings shall not be considered as satisfying the provisions of this Agreement relating to required meetings.
9.20.6 The Principal and the Committee shall keep the faculty informed regarding the Committee's deliberations.
9.20.7 The Committee shall have the right to participate in the formulation of agenda of each meeting, and such agenda shall be formulated and distributed one (1) week prior to each meeting whenever possible. The Minutes of all meetings as well as the official results of all faculty votes shall be published as soon as possible.
9.21 Vacancies, Promotions and Job Fair
9.21.1 Vacancies and Promotions
A certified teacher, who is a member of the East Providence Education Association, shall serve on all screening committees for all certified positions. The department head or coordinator shall serve on all screening committees if available or another teacher if the department head or coordinator is not available. The certified teacher or the department head or coordinator, each of whom should be certified in the subject area being interviewed, shall be given adequate notice of the scheduled interview(s). If no East Providence Education Association member(s) is available, the President of the East Providence Education Association will be notified.
9.21.2 Whenever a vacancy in a professional position occurs with a salary above the basic salary scale or whenever a new position with a salary above basic scale is created and when non-classroom positions are open, the Superintendent shall publicize it by written notice to all certified personnel.
9.21.3 A written notice will state the last date filed applications will be accepted. Applicants will also receive, at the time of requesting the application form, a copy of the job description and the salary for the position being advertised.
9:21.4 Vacancies shall be filled on the basis of qualifications as follows:
1. Experience appropriate to the vacancy notice.
2. Educational degrees appropriate to the vacancy notice.
3. Seniority
9.21.5 The Committee agrees to continue its practice of not discriminating on the basis of race, creed, color, religion, national origin, age, sex, marital status or membership in the Association in making appointments.
9.21.6 Each applicant shall be notified in writing of the disposition of his/her application.
9.21.7 Job Fair
At the end of the school year a Job Fair shall be conducted for employees to seek appointment to vacancies which are to be filled, excluding all non-classroom positions, promotional positions and positions with a salary above the basic scale, i.e., guidance counselors, head teachers, Department Heads and Department Coordinators. The Superintendent and/or his/her representative shall meet with the East Providence Education Association President each year before the Job Fair to discuss all aspects of the process.
a. By the last school day in March, the official list of open positions for the Job Fair shall be posted. Said list shall include, but not be limited to, teacher openings that become known prior to the Job Fair by either resignations, retirements, vacancies occurring as a result of second year approved leaves of absence or new positions. On the second (2nd) Monday in April, the Job Fair shall be held for all qualifYing teachers interested in voluntarily transferring to these vacancies. At this time teachers may select vacancies based upon seniority and appropriate certification. All vacancies created by these voluntary transfers, except for non-classroom positions, promotional positions and positions above the basic scale will also be made available to teachers at this time.
b. Notwithstanding the above, no teacher may choose an option which results in the non-renewal, termination, suspensions or layoff of a teacher.
c. Vacancies which are created after the Job Fair and during the following school year, shall be filled by temporary employees who shall fill such positions until the end of the school year. These vacancies shall be posted at the Job Fair in paragraph a, above.
d. Consistent with 9.26 employees in Administration's Designated Positions will not be allowed to participate in the Job Fair unless the Superintendent has waived the right to prohibit such participation. In addition, Administration's Designated Positions shall not be posted at the Job Fair.
e. Employees who are on an Employee Improvement Target Plan, or who have received formal written notification detailing the employee's deficiencies will not be allowed to participate in the Job Fair unless the Superintendent has waived his right to prohibit such participation.
f. It is agreed that in an elementary school the least senior teacher at the grade level, or at the secondary level, the least senior teacher in the certification category of the position being eliminated in a building shall be the person to be transferred from the building should an involuntary transfer be necessary.
9.21.8 While the Committee and the Association recognize that frequent transfers of teachers are disruptive of the educational process, they also recognize that involuntary transfers of teachers are unavoidable and that, in making assignments in the East Providence School System, the interests and aspirations of teachers must be considered. Therefore, they agree to the following:
9.21.8a Notice of involuntary transfer shall be given to teachers no later than forty-five (45) days before such reassignment, when practicable.
9.21.8b No teacher shall be involuntarily transferred without cause.
9.21.8c It is understood that in the event of layoffs, the least senior person (in the area of certification as per 9.25.1) in the system will go first.
Involuntary transfers for cause may take place without regard to seniority.
9.22 Leaving the Building
Teachers may be permitted to leave the school building during their preparation and unassigned periods upon notification to the school principal.
9.23 Professionalism
9.23.1 The School Committee and the Association recognize the desirability of enhancing the image of teachers in the East Providence School System. To this end the Committee and the Association agree to the following:
Teachers shall make every effort to reflect a positive image to the students and the community by their dress.
9.24 Job Sharing
The School Committee will establish a job sharing clearing house for the purpose of matching individuals expressing an interest in the job sharing. Teachers shall receive notification of the clearing house along with the adopted procedures and deadlines.
Both the School Committee and the East Providence Education Association agree that the School Department will benefit by establishing an efficient job sharing program for the East Providence School Department that supports student learning, the School Department's academic goals, and meets the needs of teachers who desire to job share. Therefore, effective for the 2003/2004 school year, job sharing shall be administered as follows.
a. Teachers may not request to job share until they have at least three (3) years of teaching in the East Providence School Department.
b. Teachers desiring to job share during the upcoming school year who apply in writing to the Director of Human Resources before February 1 must be considered for job sharing. Teachers who apply after February T' may be considered for job sharing if approval is beneficial to the School Department.
c. Teachers desiring to job share may submit applications to Human Resources at any time. Such applications will be held in the Job Share Clearing House. The Director of Human Resources shall annually but no later than March 1st of each year, review the job share applications in the Clearing House to determine whether or not pairs of teachers' certifications and current positions are compatible for job sharing. This information shall be shared with the East Providence Education Association and publicized to the East Providence Education Association membership.
d. Should the principal of an affected school feel the job share is not feasible, he/she shall report his/her decision and rationale to the Director of Human Resources. The Director of Human Resources shall confer with the principal, the teachers involved, and the President of the Association to gather information. The Director of Human Resources shall then refer the matter to the Deputy Superintendent or Superintendent for disposition, with the Director of Human Resources recommendation.
e Should the principal feel the job sharing is feasible, he/she shall. In conjunction with the teachers involved prepare a detailed Job Sharing Plan that will cover all aspects of teaching. Such Plan shall be forwarded to the Director of Human Resources for referral to the Superintendent for approval.
f. If the Superintendent approves the Plan, he/she shall recommend approval to the School Committee.
9.24.1 Job Sharing Administration
a. Job sharing teachers shall receive prorated salary, benefits, sick days and personal days, to include fifty percent (50%) of medical/dental insurance benefits they qualified for prior to job share. Full deductions will be made in each teacher's wages for those deductions required by law that cannot be shared
b. Job sharing teacher who qualify for the medical/dental insurance buy-back program shall be paid fifty percent (50%) of the amount they would have qualified for had they remained on full-time teaching status.
c. Teachers who wish to terminate job sharing shall notify the Director of Human Resources no later than February 1st preceding the school year in which they wish to return to full-time teaching status.
d. When a job share is terminated, the teacher who held the shared position prior to the job share shall remain in that position. The other teacher shall be treated as though he/she were on a leave of absence, that is, after one year he/she shall return to his/her original position" After two years or more, he/she shall have the right to participate in the Job Fair.
e. Teachers terminating job share arrangements of three years or more may not apply for another job share arrangement for at least two (2) consecutive years.
f. Both job sharing teachers shall be evaluated pursuant to the Collective Bargaining Agreement.
9.24.2 Job Sharing Plan
a. The job sharing plan worked out between the two teachers and the principal must insure a continuity of instruction for the students. To this end, one plan book with separate notebooks for consistency of lesson plans shall be the norm.
b. Teacher who job share shall schedule weekly meetings after their school day to plan lessons and discuss student progress.
c. Both teachers in a job sharing arrangement shall attend teacher orientation day, staff meetings, all parent conferences, and all mandatory meetings called by the Superintendent, Attendance at other required meetings shall be shared between the two teachers who are job sharing" The two teachers shall develop a schedule to cover and share the contents of these meetings with each other. Both teachers may attend meetings if they so choose.
d. Should unforeseen circumstances arise that render the job sharing arrangement detrimental to the students involved, the job sharing arrangement shall be terminated immediately or at a date selected by the Superintendent of Schools.
9.24.3 Both teachers who are approved to job share shall sign a copy of the above listed job share rights and responsibilities, as well as the job share plan created by the teachers and the principal.
9.24 .4 Administration of job share arrangement entered into during school years prior to the 2003-2004 school year shall be controlled by the agreements and/or practices in place at the time.
9.25 Seniority, Layoff and Recall
Seniority is defined as continuous employment from the date appointed by the School Committee or the date the teacher commenced work whichever is earliest. Per diem substitute work shall be counted if continuous from the date work commenced. Starting in September 2000, seniority shall not accrue on full-year leaves without pay.
9.25.1 Layoffs
9.25.1a Layoffs shall first take place among the least senior teacher in the area of certification.
9.25.1b To prevent a layoff, a teacher may bump the least senior teacher in any area(s) of certification held by the teacher.
9.25.2 Recall
9.25.2a When a position becomes available, the most senior teacher in the area of certification on the recall list shall be recalled.
9.25.2b Teachers hired prior to March 1 shall receive recall nights.
9.25.2c The Director of Human Resources shall notify the teacher of recall by certified mail.
The teacher shall respond within seven (7) days. Failure to accept recall will result in removal from the recall list.
9.25.2d Teachers will not lose recall rights if they refuse a position which is less time than the teaching load held at the time of layoff.
9.25.2e Teachers will not lose recall rights if they refuse a position of shorter duration than held at the time of layoff.
9.25.2f Less than full time teachers will not lose recall rights if they refuse a full time position.
9.25.2g When a position becomes available, it shall be posted consistent with Article IX. Transfers will be permitted so long as the transfer does not cause layoff or prevent recall.
9.25.3 Lottery
If the initial seniority date is the same for two (2) or more teachers, seniority shall be determined by drawing lots. The lots shall be administrated by the Assistant Superintendent of Human Resources and the Association President with the teacher drawing the lot (If the teacher is not present, the Association President will draw the lot.)
The initial lottery shall be held by November 1st or the first school day thereafter, and all subsequent lotteries on the first of each succeeding month, or the first school day thereafter.
9.25.4 Seniority List
The official seniority list shall be maintained by the Assistant Superintendent of Human Resources who shall update the list and furnish two (2) copies to the Association. President on December 1st" Each building shall be provided with two (2) copies of the Seniority List and one (1) copy shall be placed in the library, and the other in the Principal's office.
9.26 Administration's Designated Positions (ADP)
Special Education teachers who accept employment after January 1, 2003, shall not be permitted to voluntarily transfer for the first three (3) years of employment. In addition, Administration's Designated Positions shall not be posted at the Job Fair. Upon written mutual agreement, the Superintendent and the Association may agree to exclude other positions from the voluntary transfer provision.
9.27 Mentoring
A formal mentoring program shall be created with the objective of providing a mentor to every new teacher who requires one. The School Committee shall appoint three (3) Mentor Coordinators, one (1) for elementary teachers, one (1) for middle school teachers, and one (1) for high school teachers. These Coordinators shall receive an annual stipend of five hundred sixty-three dollars and sixty-six cents ($563.66) each. Mentor teachers shall be selected as needed and shall receive an annual stipend of three hundred-thirty-eight dollars and twenty cents ($338.20) during years when they serve as mentors.


text: [Author Prev][Author Next][Thread Prev][Thread Next][Author Index][Thread Index] Re: For Teresa: NBPTS-- a FIGHTING teacher's perspective Subject: Re: For Teresa: NBPTS-- a FIGHTING teacher's perspective From: Teresa or Jeff Glenn <email@example.com> Date: Sun, 23 Sep 2001 18:07:25 -0400 Reply-to: Assessment Reform Network Mailing List <firstname.lastname@example.com> Sender: Assessment Reform Network Mailing List <firstname.lastname@example.com> Thank you, Steve... I can't express at the moment how much your message means to me-- you're right: this is definitely a low point for me... between finances, my kids, other people's kids, my principal and the Damn Test. Your words helped me take a fresh look at things-- I appreciate that. :) You & the WOO have been an inspiration to many on this list-- including me. I've thought of you all often-- particularly when confronted by things like not having enough books (a bake sale solved that problem-- bake sales can solve just about any problem ;)-- at least in the short term) and not having enough time... You & your students have been lurking there in the back of my mind as role models & I thank you for sharing your wisdom with me. I'm taking a deep breath now. BTW, I made two really nice looking bulletin boards today and my desks are doodle-free now. Teresa G. Prev by Author: Re: Defending teachers and defending students Next by Author: Re: misplacing blame Previous by thread: Re: For Teresa: NBPTS-- a FIGHTING teacher's perspective Next by thread: Photo site Index(es): Author Thread

subset: commoncrawl


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Black History Month Resources
Begun in 1926 by Black scholar and historian Carter G. Woodson, Black History Month was originally celebrated as a weeklong event. In 1976, Congress expanded the observance to the entire month of February.
To help you integrate African-American culture and history into your curriculum, we offer a selection of resources, activities and lesson plans that cover a variety of grade levels.
Lesson Plans
America I Am
Students in grades 5-12 participate in lessons and activities as a history unit or as part of social studies, economics, math, art, and literature curricula. This Black History Month curriculum is presented with support from the National Education Association.
Musical Harlem
Students in grades K-4 listen to jazz audio clips to learn to identify styles and musicians associated with the Harlem Renaissance.
African American Scientists and Inventors
Students in grades K-12 learn about and celebrate the contributions of African American scientists using a link from this page to The Faces of Science: African Americans in the Sciences.
A Jazz History
Students in grades 3-8 listen to ragtime and jazz and explore the historical events of the years jazz developed.
Jacob Lawrence's Migration Series: Removing the Mask
Students in grades 6-8 analyze and compare visual and poetic works by Jacob Lawrence, Helene Johnson, and Paul Laurence Dunbar and consider how they represent changing roles of African Americans.
The Poet's Voice: Langston Hughes and You
Students in grades 6-8 investigate "voice" in Hughes's poetry, develop their own distinctive voices in journal entries, and write an original poem or critical essay on an aspect of Hughes's poetic voice.
The Illusion of Race
Students in grades 6-8 investigate both genetic and societal consequences of the often-artificial and evolving classifications of race and ethnicity. Student and teacher materials are included.
Variation in Human Skin Color
Students in grades 9-12 explore factors controlling human skin color variation and how perceived racial differences affect human society. Student and teacher materials are included.
African American English
In this unit, students in grades 9-12 examine several hypotheses about the development of African American English (AAE), consider how AAE has been treated in schools, and analyze the influential role of AAE in modern culture and society.
African-American Poets of the Last Century
In this week-long unit, students in grades 10-12 explore 20th century African American poetry, develop strategies for reading and responding to poetry, and prepare an oral presentation on a favorite African American poet.
The Invisible Man
Students in grades 11-12 read Ralph Ellison's novel to explore the theme of invisibility in the book, in their own lives, and in their communities.
Culture & Change: Black History in America
Students in grades 3-4 can read about Rosa Parks, Melba Pattillo, and ten African American men and women and their inventions. They can view an interview with author Christopher Paul Curtis and listen to a history of jazz with Wynton Marsalis, and take a virtual journey on the Underground Railroad.
Notable African Americans from the 18th-century to the present
In this Jeopardy-type quiz game students in grades 5-12 can choose from three levels of difficulty to test their knowledge of famous African Americans. Spelling counts, for example Billy Holiday rather than Billie Holiday would be marked incorrect.
The Underground Railroad
Students make decisions as they follow Harriet Tubman and escape from a slave owner in this online interactive.
Jazz: PBS Kids
Students can learn about jazz, meet famous jazz musicians, join a jazz band, become the band leader in these online activities. The site includes an interactive timeline and K-5 lesson plans for teachers.
Black History Month: Activities
K-12 activities.
- Civil Rights Heroes Quiz
- Black History Month Quiz
The Internet African American History Challenge
Three quiz levels with 7-10 questions
- Quizzes and Crosswords
Additional Links
The History Channel
Contains videos, speeches, photo galleries, biographies, timelines, and interactive elements.
Smithsonian Education
Resources selected by the Smithsonian Institute for their relevance to classroom curriculum and standards of learning.
The Library of Congress
Put the power of primary sources to work in the classroom. Browse ready-to-use lesson plans, student activities, collection guides and research aids.
Huff Post Black History
Includes blogs, news, and community conversations about Black History.
Association for the Study of African American Life and History
Contains the definitive history of Black History Month.


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You can access thousands of recipes by subscribing to WeightWatchers.com.Learn more
Very Good. My husand really like it too. I did not add extra ham, just the bone with ham on it. This was plenty. Froze the extra servings for a later date.
Just as you said.... simple and delish. All I added was 2 cups celery and 2 cups chopped carrots so that one cup of soup becomes 2 with the same points
This was delicious
This soup is so yummy. I always add some chopped up celery about 1/2 hr. before its done.


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Getting Started
- Visit– research shows that the best way to determine if a college is right for you is to take a campus tour, meet with college representatives and ask questions.
- Explore– www.lsc.edu to learn more about academic programs offered by LSC.
- Attend– LSC's Fall/Spring Open House to learn more about academic programs & meet faculty.
- Schedule– a Campus Visit.
My Campus Visit is scheduled for: .
Application Process
Please note: International and Post Secondary Enrollment Option (PSEO) students must submit additional items for consideration for admission. Please see our Admissions website for more information.
- Complete – the paper or online Application for Admission.
- Pay – the $20.00 non-refundable application fee.
- Submit – official high school transcript or GED test scores if obtained within last 5 years.
- Send – copies of official college transcripts. Please note: College transcripts must arrive at LSC in a sealed envelope directly from all institutions you have previously attended. College transcripts from colleges within the Minnesota State Colleges and Universities system can be retrieved electronically by LSC on your behalf AFTER you have submitted your application for admission. This will be done automatically. You only need to request official transcripts from non-MNSCU colleges.
Mail – application materials to:
Lake Superior College
Attn: Admissions
2101 Trinity Road
Duluth, MN 55811
Student Orientation, Accuplacer, and Registration (SOAR)
After your application file is complete you will receive your accepted student packet which will outline the steps you need to take to enroll. Please keep your Accepted Student Checklist as it has information (including your LSC ID number) you will need as you complete the enrollment process.
- Submit – the Immunization Form. If you were born before January 1, 1957, report date of tetanus only. Minnesota high school students who have graduated in 1997 or after are exempt.
- Prepare – for the Accuplacer Placement Test. You can log onto Accuplacer to practice your skills for the test.
- Schedule – a Student Orientation, Accuplacer, and Registration (SOAR) session. During the SOAR session, you will have the opportunity to take the Accuplacer Placement Test and receive individualized advising while registering for courses.
My Student Orientation, Accuplacer, and Registration (SOAR) session is scheduled for: .
You May Also Want To:
- File– for Financial Aid. We highly recommend you submit your Free Application for Federal Student Aid (FASFA) as soon as possible, as it could take up to 6 weeks to process. Filing for Financial Aid is free.
- Apply – for tuition reciprocity (WI, ND, SD residents).
- Review– the LSC's Foundation scholarship options.
- Activate– your LSC email account.
- Make– arrangements with Disability Services if you have a documented disability and are interested in accommodations.
- Purchase– your textbooks from the LSC Store before your first day of classes.
- Remember – to check LSC's website for Parent Day events.
- Contact Student Services if you have any questions by calling (218) 733-7601 or emailing us at email@example.com.


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Related Items
inFOCUS Quarterly
Spring 2016
Israel - Beyond the Headlines
The JPC on
Top Research Issues and Regions
Most Viewed
by Shoshana Bryen
American Thinker
September 1, 2012
Before the pundits start telling you the Romney campaign stepped into a time-warp on the subject of Russia, it's worth considering what adviser Rich Williamson said and what it means. Â "They're trampling civil rights," and "they're our foe," and "they've chosen a path of confrontations, not cooperation."Â Pierre-Richard Prosper, another campaign adviser, added that "rule of law" has evaporated.
They might also have noted that Russia has staked its position as the guardian and defender of Syria. And that Putin has announced an upgrade in Russia's nuclear arsenal that caused Poland to consider its own missile defense system. (President Obama canceled plans for interceptors in Poland as part of his early "reset" of relations with Putin.)
Russia is asserting its interests the way large, dictatorial, and resource-rich countries do. The problem for President Obama -- which the Romney people can reasonably point out -- is that Putin's definition of Russia's interests doesn't correspond with the administration's desire for "reset." Jailing rock singers for "hooliganism" and businessmen for "corruption," stealing elections, murdering journalists and dissidents, eviscerating reliable civil and contract law, and protecting murderous dictators makes it hard for President Obama to claim that the only thing wrong with U.S.-Russian relations was the previous U.S. president.
The Obama administration, unfortunately -- like its predecessor -- has an ahistorical and rose-colored view of Russia.
In the heady days of the collapse of communism and the liberation of what were called "the captive nations" of Central Europe, the West made a key mistake. The U.S. and its allies generally treated Russia as if it had been one of the victims of communism, like Poland or Estonia, rather than the colonial occupier of the others. Communism was, in fact, the 20th-century iteration of Russian empire -- no different for the captives than tsarist Russia's occupations. Where Czechoslovakia (in those days), Poland, and the Baltic States had histories of capitalism, parliaments, and varied alliances, Russia had decades of Stalinist-designed destruction and famine, and a deal with Hitler to divide Poland. At the fall of the Berlin Wall in 1989, generations of people remembered life before the post-war Russian occupation. When communism fell in Russia in 1991, far fewer remembered life before 1917 -- and the waning days of the tsar were nothing on which to look back fondly.
In the decades since, Central Europe has had some problems adjusting to democratic liberalism (small d, small l), political diversity, and free markets. Czechoslovakia had a civilized divorce, but Yugoslavia's was gruesome. Hungary and Romania flirt with fascism, as does border-state Austria. But NATO and the EU have provided a strong framework in which to pull toward "Europe whole and free." How much harder would it be for Russia to adopt the economic and political norms of the West with which it was entirely unfamiliar? And why would it want to?
Russia has moved back toward traditional Russian norms. The rise of the Orthodox Church -- and its popularity with young people -- is striking. The Russian view of defense, empire, nationalism, and relations with its "near abroad" are throwback positions, as is the oligarchic nature of Russian politics and economics. Russia, rather than becoming more like us, is becoming more like itself.
It might have happened no matter how the West treated post-communist Russia; making democratic systems where none previously existed is clearly an uphill battle (see Iraq, Libya, Uzbekistan, Afghanistan). But the fact that the smallest and most lonely marker in Washington is the Monument to the Victims of Communism (2nd & G Streets, NW in case you're interested) might also be an indicator that post-communist-era United States has never had a clear picture of the victims and the aggressor in the Cold War.
Maybe another administration will do better.
Related Topics: Russia, U.S. Government | Shoshana Bryen
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Splendid Studio 1min Near Sea No. 09
Size30 m²
Floor No.(with elevator)
- Family/child friendly
- Kitchen
- Pets allowed
- Air conditioning
- Washer/dryer
- Parking available
- Smoking allowed
|Avenue de la Californie, 06200 Nice, France
|Property type
|Property ID
|Acceptance rate
|Response time
|A few hours
|Calendar updated
|2 weeks ago
|Check-in after
|Check-in before
|On arrangement
|Check-out before
|Cancellation Policy
Accommodation is very good because everything near the sea and also very good for any kind of transport. For very small apartment for three adults the sofa bed and a half bed not comfortable too hard. The crockery was all dusty and the washer was not working and machine Salvatore had to come see and we never saw. The person who received us the first day I think he is called Alexandre was very courteous and gave us several pertinantes information for our stay. Diane Paquette Bolduc, City of Sherbrooke Quebec Canada.
Logement tres bien situe car tout pres de la mer et aussi tres bien pour tout genre de transports. Pour l apt tres petit pour trois adultes le divan lit et le demi lit pas confortables trop durs. La vaisselle etait toute poussiereuse et la laveuse a linge ne fonctionnait pas et Salvatore devait venir voir et on ne l a jamais vu. La personne qui nous a recu le premier jour je crois qu il se nomme Alexandre a ete tres courtois et nous a donne plusieurs informations pertinantes pour notre sejour. Diane Paquette Bolduc, Ville de Sherbrooke Quebec Canada.
We arrived in Nice, took a bus from the airport to Magnan bus stop (in front of the aparthotel) near Av. Californie as Salvatore advised us to do.
We have been welcomed by Salvatore's workmate Stefan, who showed us the apartment. The studio was ok, very clean and near the beach as Salvatore mentions on description. Swimming pool is basic but very clean and not crowded. There was a few issues like; there wasn't enough toilet paper, washing up liquid, sponge in the apartment so we bought some more at Casino supermarket which is 3 minutes walk from the apartment. Cooker didn't work as expected. There was a good coffee machine, kettle, toaster, microwave, cutlery, cups, plates and bowls etc... All clean and well organised. There was no bottle opener so the nice people at the reception arranged one for us. There was one sofa bed and one pull out bet. They are ok but a bit weak. Linen was provided which was very clean and well packed just like new. Wifi internet is fast and works 24h/day perfectly. There are restaurants, patisseries, supermarkets, pharmacies, pizza, breakfast, sandwich shops very near the aparhotel (5 minutes walk or less). Suitable for couple/small family. I would come back and I recommend this studio flat.
Lovely we'll equipped studio in a quiet,well looked after appartment block.Finding the appartment was easy.I took the bus from the airport and 10 mins later it stoppen outside the appartment.I was met by Salvatore's cousin who gave me helpfull tips for my days in Nice.
I thoroughly enjoyed my stay,just 2 mins from the beach,and although walking to the centre takes About 20 mins,the buses run regually to the old town,centre and the train station.
The swimmingpool was great after sightseeing and shopping,although not as large as on the Photo ,it never seemed to be too Busy .
I especially appreciated the flexible departure time,and the fact that i had somewhere to Leave my luggage .i would recomended this studio for 2 people and Will definately return.
This is a lovely apartment, conveniently located in Nice. Salvatore was very helpful throughout the booking process and even offers a collection service from the airport direct to the apartment which also served as the check-in process. Despite our flights arriving earlier than check-in time, we were able to access the apartment earlier which we really appreciated. The apartment was clean and well-furnished. The only issue we had was the building works in the building, which started very early each day, but this is no fault of Salvatore or the team. Would be very happy to recommend. Slept 6 of us very comfortably.
L'appartamento pur essendo piccolo ha tutto il necessario per rendere gradevole il soggiorno . L'ospite Salvatore è molto collaborativo, la posizione strategica ti fa godere dello splendido mare e della pittoresca vecchia Nizza. Nel contempo è vicinissimo al centro più moderno e vivace .Sicuramente ottima esperienza.
Min vurdering er at vi hadde en fin villa, bra beliggenhet. Problemet var at verken oppvaskmaskinen eller Wi-Fi virket. Når vi søkte etter villa var dette et kriterie som var viktig. Vi klaget til Salvador, men fikk ingen respons før siste dagen. Han beklaget at han ikke hadde ordnet dette og låvet å gi en komposisjon. Det setter vi pris på,men er skuffet over dårlig service.
We had a great holiday in Nice during Easter 2016.
The apartment is really nice, exactly as described, in a quiet position; I absolutely recommend it, especially for a short period (in my opinion, 4 people, especially if adults, in that apartment are not really comfortable at 100%).
It's 10 minutes far from Promenade des Anglais. Near the apartment are available supermarket, bakery, pharmacy ecc.
Salvatore and his cousin are affable and helpful.
Free to choose this apartment, you will not regret !!!
Très beau studio en plein centre du Vieux Nice, confortable et calme malgré son emplacement. Restaurants, commerces et parking à proximité. A ne pas manquer : le marché est à deux pas ! Idéalement situé pour découvrir cette belle ville. De plus, Salvatore est charmant et fourni toutes les informations nécessaires pour visiter. A noter qu'il est très facile d'y aller depuis l'aéroport via les transports en commun.
Haben die Wohnung aufgrund der guten Bewertungen und ansprechenden Bildern gebucht. Die Realität war jedoch ernüchternd:
Die Wohnung ist abgewohnt und nicht ganz sauber. Die Steckdosen lebensgefährlich locker. Das Sofa ist durchgegessen, darauf kann niemand mehr schlafen. Im Badezimmer gibt es die Ablage nicht mehr, der Spiegel ist locker.
Über dem Spiegel hängt nur noch eine Glühbirne.
Das Bett war nur in gebückter Haltung zu erreichen, da die Kopfhöhe noch nicht mal 1,30 m beträgt. Für grosse Menschen, oder jemand mit Rückenleiden nicht zumutbar.
Die Wohnung befindet sich nicht in einem Hotel, sondern in der dritten Etage eines heruntergekommenen Hauses. Sie kann unmöglich erst im Jahr 2012 renoviert worden sein.
Positiv sei zu erwähnen, dass stets heißes Wasser vorhanden war und die Fenster zum Glück sehr dicht sind, denn in der Straße ist es sehr laut.
Die Beschreibungen über Nizza und Erreichbarkeit der verschiedenen Punkte wie Bahn, Innenstadt usw. entsprechen der Tatsache.
Nice appartement. Very friendly contact :-)
- Quality assured accommodation
- Every host is verified by telephone
- Secure payment via SSL encryption


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Outfielder Jason Kubel had another hitless afternoon on Thursday, dropping his Cactus League batting average under the Mendoza line, but manager Kirk Gibson says he's not worried about Kubel being ready for the start of the season.
"I just want him to be healthy and feeling good," Gibson said. "I'm not worried about the other (stuff) at all. I know he'll hit."
Gibson stood with Kubel in the outfield during batting practice Thursday morning and talked about hitting. Gibson came away believing that Kubel is probably thinking about too many things when he's at the plate.
"He's thinking about his weight and where his hands go, his swing path," Gibson said. "He's got a little too much on his mind."
Kubel is just 6 for 33 (.182) in the Cactus League. He finished the 2012 season in a brutal slump, hitting just .176 in his final 216 plate appearances.
Gibson said it probably didn't help matters that Kubel's knee was bothering him last week, which might have caused him to favor it and develop bad habits.
Still, Gibson puts his trust in Kubel's track record as a productive hitter in the majors.
"Yeah," Gibson said, "I mean, I was just watching the Cardinals. (Matt) Holliday is hitting .150. Would you be concerned about him? I know I will be on Opening Day. I don't give a (expletive) what he's hitting right now."
No answers
Gibson said that during Wednesday's game, he scribbled down six possible Opening Day lineups on the back of his lineup card, and he plans to start thinking and talking more seriously about his batting order in the coming days.
"I'll probably ask all my coaches to give me their lineup and see what they think," Gibson said. "(General Manager Kevin Towers) will have some input on it. It's getting to that time."
Though it sounds as if most of his players are subject to hitting just about anywhere, Gibson was asked specifically about first baseman Paul Goldschmidt. Gibson said Goldschmidt was "all over" in the different lineups he constructed.
"I guess certain places probably put more pressure on him to do certain things and others maybe give him a break and allow him to kind of get into the season and hit strides," Gibson said. "There are different ways of thinking. I don't know how it's going to work out."
Gibson has been trying to watch as many St. Louis Cardinals games as he can in order to prepare for the season-opening series at Chase Field.
"I'm trying to understand what the right way to attack a very good team is," he said. "Their strengths, their weaknesses, how we get around certain things."
Campana update
Outfielder Tony Campana, who two weeks ago needed eight stitches for a cut on his hand, had the stitches removed earlier this week and returned to action on Wednesday.
But the cut reopened during Thursday's game, and Campana said he'll have to pay another visit to the doctor.
"I got jammed," he said, referring to his at-bat in the bottom of the seventh. "I didn't even notice that it happened and then I got back to the dugout and I was about to go onto the field and I looked down and my hand was bleeding."
Campana was spiked on a stolen base attempt during a game against the Brewers two weeks ago.


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"King Mo" destroys Kerr, Fedor taps Mousasi
Muhammed "King Mo" Lawal needed a mere 25 seconds to dispose of Mark Kerr in the main event of "M-1: Breakthrough".
The show, billed as a "Premier Event" by M-1, was highlighted by a sparring exhibition between Fedor Emelianenko and Gegard Mousasi. Mousasi, one of the fastest rising MMA stars on the planet and a guy that Dana White desperately covets, held his own for much of the sparring match. He nearly secured an armbar and a kimura, but was seemingly no match for Fedor's sambo throws and size. Emelianenko forced a tapout with an armbar to end the friendly. There was never any real chance of Mousasi winning the match…if you get my drift.
But it was King Mo who made the most impact on this evening. Facing off against a fading opponent who took the fight on short notice, Lawal moved his record to 5-0 with a quick, decisive and brutal victory over an opponent who probably should never step in the cage again. He will fight again, though, because all fighters have a tough time accepting that it's time to hang up the gloves and Kerr is no different.
Lawal scored a quick takedown that apparently injured the shoulder of "The Smashing Machine", and Kerr could do little to defend against Lawal's punches from the back. After seeing five uncontested and hard shots land on the unconscious Kerr, the referee finally stopped the fight. But not until Lawal sent Kerr's mouthpiece flying across the ring with another brutal punch.
It was a display that I don't need to see repeated. I know that Mark Kerr believes he can still compete, but he cannot. He cannot compete at the highest level, or even a moderate level against untested opponents.
What about Lawal? He's a free agent, which means he's almost certainly going to get some type of offer from both the UFC and Strikeforce. Despite his lack of experience, Lawal is personable and entertaining, and that will score him some points with both promotions. He'll get bigger offers in Japan, a country where he's far more known and far more popular than the United States, but he seems determined to make a name for himself in America.
Tags: Fedor Emelianenko, Gegard Mousasi, king mo


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Elisa Andreis, Realtor
Specialized in Luxury Real Estate and Green & Sustainable Properties in the Sedona and Verde Valley areas.
Elisa has a Juris Doctorate Degree from the University of Milan, Italy and won the Erasmus scholarship in International Law at University of Paris in France. She is a world traveller and has extensive background in interior design, art and marketing.
She has more than 10 years of international marketing experience. She was marketing director in various corporations: at Domus, renown architecture and design magazine; in San Francisco at Workspeed, a developer of a web-based application for large commercial real estate. Prior to Workspeed she was marketing manager and researcher for Sidoun, a software developer for the architectural and engineering industry.
She has lived in Sedona for 6 years.
Buyer and Seller representation
Award of Excellence from Realtor.com
Knowledge of Sedona and Oak Creek Canyon markets
Energy Star Partner
Member of the U.S. Green Building Council - LEED certification
Speaks fluent French and Italian
J.D. Juris Doctor from the University of Milan, Italy and Paris, France
Member of the US Green Building Council, LEED


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Springing Forward
Grand Circle Cruise Line launches 2013 departures at our recent Traveler Appreciation Events
As the springtime sun sparkles on the water near our headquarters in Boston's Seaport District, it's hard not to get excited thinking about the River Cruise and Small Ship CruiseTour opportunities that await Grand Circle Cruise Line travelers in 2013. We announced departures for some of our most popular trips during four days of Traveler Appreciation Events at Anthony's Pier 4 that included meet-and-greets, a discussion about our enhanced Vacation Ambassador Referral program and 10% offer for 2013 reservations, raffles, and lunch, as well as the opportunity to let us know "how we're doing."
"We tend to book a year in advance and pay it off right away so we can enjoy the anticipation!" said Judy Malik from Manchester, N.H., who brought along her husband Dick. Though they've already booked their 18th trip, Cruising Burgundy & Provence to the Cote D'Azur, Dick was daydreaming about their 19th journey and is pushing for a repeat visit to the Dalmatian Coast. Much like traveling on a Grand Circle Cruise Line vacation, they also found themselves making new friends: John Newton, a first-time traveler from Wayland, Massachusetts, recounted his trip to Australia at the Maliks' table, while Judy recalled her Amsterdam trip as tulips were distributed to the ladies in the audience.
Everyone enjoyed a look back at some of their favorite destinations during a presentation of Grand Circle Cruise Line, Grand Circle Travel, and our sister company, OAT destination highlights given by Dave Lubchansky, Vice President of Traveler Relations, and Senior Travel Counselor Maggie Nevins. Maggie recounted her recent trek on OAT's Safari Serengeti: Tanzania Lodge & Tented Safari, speaking about how Grand Circle Foundation helps local schools and villages on many of our trips, including that one. Maggie shared that her group delivered desks to Tanzanian schoolchildren, which were donated by associate Ricky Regan—in cooperation with the Grand Circle Foundation—to honor his daughter Alison Mae Regan, a young schoolteacher killed in an automobile accident. It was a touching reminder of why it's important to live life to the fullest and think about our future—and others.' When Maggie thanked the crowd with asante sana ("thank you very much," in Swahili), and John mouthed the phrase too, it seemed like everyone in the crowd was grateful for much more than a lunch with new friends.
If you live in the Boston area, and are interested in meeting like-minded travelers and learning more about some of Grand Circle Cruise Line's European River Cruises for 2013, reserve a space to join us at our Boston headquarters at the end of the month for our next event at Harriet's Corner!


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This stunning bracelet is made from the Rudraksha seed from the sacred Rudraksha tree found in India and many parts of Asia. These seeds are precious and powerful and are thought by many to be the tears cried by the God Shiva upon creating the universe.
These beads will promote courage, compassion and integrity. They help us to draw nutrients into the body and to find a sense of calm when all else is whirling. These are sacred and beloved beads. They grow inside a blue fruit and form the hole in the centre of the seed naturally. Divine and delicious whilst still having magical properies.
They will even out the ph of the body and provide equilibrium where needed. They are strung on strong stretch to fit most sizes.
The faceted carnelian gem stone is pretty and carnelian works on opening the heart. Carnelian is the happy stone and can help us build a sense of hope and joy. This stone aids in decision making for the wearer and we could all use a little help there. This is a great stone for self confidence and to built stamina where we need to.
Sandalwood will protect and nourish the Rudraksha seed and they may become slightly darker after mixing with the oils on your body. There is no need to sleep with your Rudraksha jewellery on.
No reviews so far. Be the first to review this product.Leave a comment


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David Precht / Posted 3.14.2013
When it's time to let a blog die
More than 180 days ago, I started a Tumblr blog called Regretful Facebook Post of the Day creating fictionalized posts based on what I saw posted by friends and family. Five days ago I announced I would be reducing posts from once a day to weekly. Two days ago, I wanted to burn and bury the blog out back.
Creating a blog is often spontaneous. A conversation with a friend or a random thought you had while people-watching can lead to the design and form of your blog. Sure, you made a splash at first, but sustaining that can be next to impossible, especially if you're writing said blog in your spare time.
Content is difficult to produce. Unless you're able to repost, repurpose or meme images and video that you find elsewhere on the web (which is fine), the creation of your content can be an agonizing progress. This is especially true for anyone who is trying to be funny, as being funny is not easy.
Our hypothetical blog
Let's pretend we have a hypothetical blog "Tourists doing stupid things in Times Square." Now you have your gimmick. Then you scour Google's Image Search or Compfight looking for the perfect, iconic image that sums up seeing, say, a tourist in Times Square doing something stupid. With your banner designed and your aim decided upon, you figure out which CMS you're going to use (Tumblr is the easiest for anyone who is planning on creating any spur-of-the-moment blogs) and you're off to the races.
You come up with a list of all the stupid things you've seen tourists do in Times Square from giving their wallet to a man with a shirt that says "Wallet Inspector" to taking that picture where they're leaning back and spinning around with a big stupid smile on their face, to that lady who dresses like a human-sized cheetah. You've got your ideas and you start to write.
For the first few posts, maybe even the first few months, your ideas are novel, eliciting follows on a near daily basis. People love your writing, they love the way you described the human-sized cheetah woman's giant eyes and they repost the hell out of nearly everything you post. You're on top of the blog world! There's nothing you can do wrong. And then, after the fourth month, nothing. Nothing is coming to mind.
You frantically take the subway to Times Square, looking for tourists doing stupid things to see nothing interesting or have a moment of excitement only to realize you already wrote about that. You've hit your terminous. Your gimmick's logical end. You're staring out into the abyss.
"Based on my experience, 100% of blogs fail."
After you arrive at your terminous you panic. What's going to make the Internet laugh now, you think. I have to think of something fast. And that's when you scrape the bottom of the barrel. A man drops a tissue: GOLD! A tourist with a fannypack: PERFECT! You notice the number of followers has plateaued, your mother calls to ask if something is wrong (she's read the blog) and your significant other who used to laugh each time you explained a post looks at you nervously, smiling with their eyebrows raised wondering is that it? It is. That's the end. You've reached the end and you must stop.
Saying goodbye
Perhaps that's not your story. Perhaps for you you look at your content and notice both how difficult it is to continue creating and how little motivation you have to go on. That's your terminous. It's time to step away, leave the blog to become a bloated corpse among the Internet's billions of others and start on a new project, perhaps. Or not.
You could, like me, learn that keeping up with a blog is too damn hard and time-consuming. That it's much more practical to work on your content that'll actually pay the bills. If blogging works for you and you're able to keep going, forever writing, forever creating and even monetizing, then you're a better man than I. Jerk.
There are lots of people who say things like "live your dreams" or "keep trying even though your blog has become unspectacular." There are those who suggest that continuing to write is the only way for your writing to improve, your muse to return or to find a new muse all together.
Based on my experience, 100% of blogs fail. Perhaps due to laziness, perhaps due to a lack of comments and feedback but mostly because of laziness. Because producing content is HARD. After all, if your blog is too easy, if it's flowing forth from your keyboard strokes there are probably one of two things happening: 1) you're an experienced and trained writer capable of producing content despite writer's block or 2) You've just started your blog and haven't exited the honeymoon period. Yet.


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The Adaptable and Affordable Toolset for Network Connectivity Testing, Documentation and Reporting
The Adaptable and Affordable Toolset for Network Connectivity Testing, Documentation and Reporting
Introducing Link-Solutions, providing complete end-to-end network connectivity testing and automated reporting to Link-Live Cloud Service.
Link-Solutions provides organizations of any size and with varying skill level of users with the right tool for the job at a price point everyone can afford - starting at $199 US.
Link-Solutions is a complete product offering that can be scaled based on network sophistication and skill levels. Our goal was to keep the workflow simple yet powerful and flexible such that organizations can outfit users of varying skill level with a standardized process for network verification and troubleshooting. The result is greater workforce enablement at a price point every IT budget can support.
Link-Solutions is comprised of hand-held test and cloud based reporting. On the hand-held test side LinkSprinter and LinkRunner AT perform varying levels of testing capability but both offer automated reporting to the same Link-Live Cloud Service. Within the Link-Live Cloud Service dashboard you'll see every test appear on the dashboard as it occurs providing better job visibility and project control as you can easily keep track of who is testing what, where and when.
Here's how the depth of test shakes out between the two products at a high level. Be sure to understand which models within each LinkSprinter and LinkRunner AT family offer the specific capabilities you need to customize a toolkit that supports your unique requirement.
There is a better way, welcome to Link-Live Cloud Service, a centralized management, collaboration and archival workspace for network connectivity test results from LinkSprinter and LinkRunner AT hand-held network testers.
Test results are automatically sent to your secure Link-Live cloud account, providing organizations with a newfound ability to quickly and easily document their network, provide proof of performance and better manage jobs and staff efficiency. In addition, an e-mail of every test result is sent as it occurs, allowing the technician to annotate information about the test and even attached a photo. That annotation is then automatically added to that record in Link-Live, creating a very in-depth understanding as to the performance of each link and mapping endpoint images (wall jacks, devices, serial numbers) directly their switch slot and port.
If you already own LinkSprinter and you are using the cloud service, we just renamed it to Link-Live Cloud Service Essentials.
If you own a LinkRunner AT, Link-Live Cloud Service Essentials is available to you at no cost, you just need to update your firmware by clicking here, then come back and sign up.
If you own both products, you only need one Link-Live Cloud Service account, test results from both will show up on your dashboard.
Link-Live offers two levels, Essentials and Job Pro. Essentials comes standard with all models of both LinkSprinter and LinkRunner AT. It provides important test results management and reporting capabilities. Job Pro expands Essentials into a more complete test results management platform providing greater job visibility, project control and fleet management for larger distributed environments.
✔ Complementary
✔ Supports all models of LinkSprinter and LinkRunner AT
✔ Available in 1 and 3 year subscription
✔ Adds the following capabilities to Essentials
As you think about the right mix of tools to meet our needs, LinkSolutions will give you a lot of flexibility in models, options and pricing and even a LinkSolutions Kit to get you started, then you can add-on as your needs grow.
Designed for the team that needs quick , simple and affordable network connectivity testing and validation test in a low cost tool for remote locations and/or lower skilled technicians.
Have a big team or lots of remote locations? LinkSprinter models shown below are also available in 5 and 10 packs at a discounted price.
Visit the LinkSprinter product page for a more detailed look at LinkSprinter and all the models and accessories available.
Designed for the team that needs quick and versatile copper and fiber optic Ethernet link connectivity testing or just a deeper capabilities for more sophisticated networks and users skill levels.
Have a big team or lots of remote locations? LinkRunner AT models shown below are also available in 5 and 10 packs at a discounted price.
Visit the LinkRunner AT product page for a more detailed look at LinkRunner and all the models and accessories available.
Designed for the team that needs a mix of quick and simple troubleshooting and validation test in a low cost tool for remote locations and/or lower skilled technicians in addition to more in-depth testing including fiber optic with the LinkRunner AT 2000.
Link-Solutions products are in use by thousands of organization across virtually every industry segment. Following is an overview of our largest industries.


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Cuno Aqua-Pure DP190 Cartridge Pack
Cuno 56138-01 | Our#: 173597
Ships In 1-2 Days
Cuno Aqua-Pure DP190 Cartridge Pack
Includes 1 HF90 Cartridge and 1 HF8-S Cartridge
Aqua-Pure� Model DP190 DUAL-PORT water filtration system assures consistent
high-quality water for the multiple applications of cold beverages, ice, and coffee
at a combined flow rate to 5 gpm (18.9 lpm). Two separate streams exit the
manifold. Both streams have reduced sediment and chlorine taste and odor. One
stream has scale-inhibition media added from a dedicated cartridge to reduce the
ability of calcium and magnesium to precipitate as hard scale on the evaporator
plates of an ice machine and/or the heating coils of a coffee brewer. The other
stream supplies cold beverage dispensers and includes no added scale inhibitor.
DP190 combines chlorine taste and odor reduction with cyst, bacteria and
sediment reduction, and provides protection from the harmful effects of scale
for total volumes up to 54,000 gallons (204,412 liters).
|Normal Water
|54,000 gal (204,412 lit)
|Flow Rate
|5.0 gpm
|Micron Rating
|Model Number
|DP190 Cartpak
|Part Number
|Reduction Claims
|Cysts, Bacteria, Sediment, Chlorine Taste, Odor, Scale
|For simultaneous carbonators, ice machines, and coffee maker use
|System Compatibility
|Cuno DP190 Dual Port


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Communities In Schools [1] welcomed First Lady Michelle Obama to Ferebee Hope Elementary School in Washington, D.C. Wednesday. She spoke to the kids about the importance of reading, the books they had read recently, and answered their questions about what it is like to be First Lady. Most importantly, she advised the students, "Never quit."
- Read Michelle Obama's remarks [2]
- See Photos of the Event [3]


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@Ian S, couldn't agree more. I've been to Monaco, Monza, Montreal, Elkhart, Laguna, Indy, VIR, TWS, TMS, and some regional tracks, and this place is world-class. The logistical organization, for a first-time event, was very impressive yesterday. Aside from standing in line an hour for an event t-shirt, everything was smooth as silk despite them having a bigger crowd than I think they had anticipated. As far as the track, I don't know how mof the pundits here actually race. I do, and I am wild about the layout. The elevation change is huge, there are technical and challenging corners everywhere. Should be lots of passing tomorrow.


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30 Nov 2001
30 Nov 1995


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Kundalini Yoga, as taught by Yogi Bhajan, is considered the most comprehensive of yoga traditions, combining meditations, mantra, physical exercises and breathing techniques. Also known as Raj Yoga because it incorporates aspects of all paths of yoga: service, devotion, posture, breath, sound concentration, wisdom and much more.
Yoga is the practice of self-awareness and self-development that merges the Body, Mind & Spirit. The practice of yoga offers a higher state of personal achievement and growth.
Yoga Therapy has been advocated as the contemporary treatment of numerous afflictions such as back pain, foot, knee, shoulders, hips, neck and joint pain.
Yoga Therapy is a one on one personalize yoga application that is specifically customized to address your individual uniqueness and condition.
Please contact me for a free consultation.
Personalized Yoga Therapy
YOGA is not a religion, cult or fad. It is a practice to experience one's own excellence.
Yogi Bhajan, 7/26/96


text: Woman power Business St. Paul, Minn. · Apr 11, 2008 Dee Dee Myers Photo by Alex Wong/Getty Images for Meet the Press The first woman and one of the youngest to serve as press secretary writes about the power women are achieving in politics and business. Stay Informed Subscribe to our politics newsletter. Email Address* Zip Code See our Privacy Policy. Must be age 13.


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2013-09-12 / Columns
Along These Lines
Astrology Going To The Dogs
If you're a regular reader of weekly online horoscopes, you might be just a little puzzled when one site advises you to avoid jumping over fences because you have delicate legs. And when it's suggested that you have a tendency to hide under the bed and shiver uncontrollably during a thunderstorm, you may doubt the sanity of your virtual soothsayer.
The full version of this story is only available to online subscribers.
© 2009-2016 Spencer Evening World, Inc.
No commercial reproduction without written consent.
Electronic reproduction of any kind forbidden without written consent.