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Flood-related resources:
How to help victims of the flood
Complete coverage:
Many of the evacuated Jamestown residents gathered at a restaurant in Boulder on Sunday night to share stories and updates and stay connected as they figure out how to restore their homes and rebuild their town.
All connecting roads were washed out by deadly floodwaters and mudslides, stranding the small mountain town's 300 residents without water or electricity until they could be evacuated by National Guard helicopters starting Friday afternoon. About 40 people chose not to evacuate and remain in Jamestown.
Today, helicopters plan to make another run to Jamestown, Lyons and other foothills areas affected by the floods to get more people out.
David Mans, a town firefighter, was one of three main people who organized rescue efforts in Jamestown and stayed in contact with Boulder County authorities throughout the flooding.
Mans and his family -- wife, Emma Hardy, 17-year-old Hayden and 14-year-old Henry -- live right on the river. They got the call around 1 a.m. Thursday that they needed to get out. After that, he said, "It was nonstop."
He and others said the town's residents banded together to make sure everyone was accounted for, had a place to stay and had food and water. As the waters rose and a 100-foot-wide flood split the town in half, residents built a pulley system across the raging waters, equipping the rope with a bucket to ferry medication, food and supplies to residents on the other side.
Those with houses that were on higher ground took in people whose houses weren't safe -- or washed away entirely. Others took shelter at Jamestown Elementary, which sits on higher ground and wasn't damaged. Water was boiled or filtered, food collected, cooked and shared. Residents are "endlessly grateful" to rescuers but were prepared and ready to spend several more days in town, Mans said.
"Everything was organized and focused," he said. "We all took care of each other. We had a long-term vision of how to keep everyone safe."
Courtenay Bedell said she was "very proud to be a part of the community."
"I can't describe how impressive it was how everything was handled," she said.
Still, she said, watching the homes of those she loves fall into the water or become swamped by floodwaters was traumatic. Her home on the creek quickly became an island surrounded by water, she said.
"It was really intense," she said. "It was a lot of loss."
Mans said their house on the river survived, though a rental house that they own that sits on a hill is gone. He and his family are staying with his brother, who lives in Boulder.
"We've got a hell of a lot of work ahead of us," he said. "We have our town, and we're going to reassemble it."
Cheyenne Wills, who's lived in Jamestown for a few years, said his street is now a streambed and, before he evacuated, the house he lives in with his wife was filled with about 6 inches of water. He said he got most of the important stuff off the floor but couldn't save his wife's large loom or a piano.
"The real question is when will the town be inhabitable," Wills said. "I want to go home."

subset: commoncrawl


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Monday night at Allen Arena Bartsokas, a junior point guard, set a new career high with 28 points in a 74-68 overtime win over Belmont in the 20th anniversary celebration of the "Battle of the Boulevard".
"I was just feeling it," Bartsokas said. "My teammates were setting me up.
"I don't even think about it when it is happening. I think that is when I play my best."
It marked the third consecutive season that she has set a new career high against Belmont. As a freshman she scored 16 against Belmont. Last year. on Jan.12. at Belmont she connected for 25 points.
She is the only Lady Bisons player averaging in double figures this season.
"I want to go out and give it my best every game because you never know when it is going to be your last game," Bartsokas said. "Stuff happens. That is always in the back of my mind.
"I want to play hard for my teammates. I want to play hard for the people who support. When you put all of those things together it adds up."
The Lady Bisons have beaten Belmont in four of their last five meetings.
Bartsokas sank five-of-six free throws in the final 20 seconds of overtime to seal the win for the Lady Bisons. She finished 12-of-14 from the free throw line and hit four-of-six 3-point shots.
"I wanted to be calm as possible," Bartsokas said. "I wanted to take deep breaths. I knew they are all keys for us to win.
"I just work on it feeling right when I shoot free throws. If it feels right I know it is going to go in."
Bennett knows that Bartsokas is the leader of the team in so many ways.
"Jenna is very talented," said Lipscomb coach Frank Bennett. "She loves to play. She is playing under control this year and isn't forcing things. She plays very well in a team concept.
"We tried to put the ball back in her hands a little bit. We did a nice job of being patient and getting a pretty good shot most of the time."
Junior guard Miaca Bowman sank a pair of free throws with five seconds left to seal the win. Bowman played a key role in the overtime hauling down three rebounds. She had eight points and six rebounds, both season highs.
The score was tied nine times and the lead changed nine times.
"It was a hard-fought game," Bennett said. "It was a great game to watch, I'm sure. There were a lot of lead changes. We had to really battle.
"The girls did a great job of playing in the clutch down the stretch. They came down and took control of the overtime period right off of the bat."
With 14 seconds left in regulation Belmont guard Amber Rockwell drove to the basket for a lay-up to tie the game 59-59. Rockwell led all scorers with 30 points.
In the overtime Bartsokas hit a 3-pointer with 4:38 left for a 62-59 lead.
Sophomore center Brittany Duerk hit a jump shot in the paint for a 64-59 edge at 3:43 of the overtime.
"I think taking the five-point lead at overtime was huge," Bartsokas said. "We put them on their heels."
Belmont center Haley Nelson hit a pair of free throws with 3:21 remaining for a 64-61 lead.
Junior guard Miaca Bowman hit her second of two free throws to give the Lady Bisons a 65-61 advantage with two minutes left to play.
Rockwell sank a pair of free throws at 1:48 to cut the Lady Bisons lead to 65-63.
Nelson tied the game 65-65 on a follow-up at 1:02.
Lipscomb's freshman forward Hannah Phillips hit a follow-up lay-up for a 67-65 lead with 31 seconds left in the overtime.
With 14 seconds left in regulation Belmont guard Amber Rockwell drove to the basket for a lay-up to tie the game 59-59. Rockwell led all scorers with 30 points.
"They were a defensive challenge," Bennett said. "Rockwell put it on her shoulders."
Freshman forward Chelsea McMeans hit a 3-point shot to pull the Lady Bisons within one at 50-49.
Freshman forward Morgan Faulkner was fouled on the next play and went to the line to shoot a pair of free throws to give the Lady Bisons a 51-50 lead with 4:47 left to play.
"We had 27 points off of the bench," Bennett said. "Chelsea had a couple of big shots. She is such a good shooter facing the basket.
"The freshmen just continue to get better. They are playing some important minutes for us. They are pretty solid. They don't make a lot of mistakes."
Bowman sank a 3-pointer with 4:16 remaining in the game to take a 54-50 lead.
In the first half the Lady Bisons and the Bruins went back and forth. The Lady Bisons moved ahead 10-9 with 11:49 left before intermission on a lay-up by sophomore center Brittany Duerk.
Duerk's lay-up started a 13-2 run for the Lady Bisons who opened a 21-11 lead with 6:53 left in the half.
Belmont answered with a 14-2 run to take a 25-24 lead at the half.
"Belmont played defense so well that we had to improvise at the end," Bennett said. "We made some runs and they made some runs. We were able to answer their runs."
Junior guard Shaunda Strayhorn scored 15 points for Belmont.
Bartsokas and McMeans tied for the team lead in rebounds with seven each. Nelson grabbed a game-high 15 rebounds for Belmont. The Lady Bisons, however, held a 53-39 advantage on the boards.
The Lady Bisons are 4-12, 2-4 in the conference. Belmont slipped to 7-7, 2-4 in the A-Sun.
The Lady Bisons hit the road Thursday when they face Jacksonville. They will play North Florida Saturday.
"We needed a win," Bennett said. "We told them at the end of the game this doesn't mean anything if we go down to Florida and lose two games."
Written by Mark McGee, Senior Publisher/ Director of Media Relations


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8:00 am
Nature "The Animal House" From termites' towering metropolises to prairie dogs' underground cities complete with heating, cooling and intersecting highways, NATURE goes above ground and underground on this tour of the homelife of wildlife. Guided by instinct, animal architects have developed some of the most innovative and practical dwellings in the world.G
9:00 am
Democracy Now! NULL
10:00 am
Outdoor Idaho "Horse Packers & Wagon Masters" Idahoans who bond with horses and mules to follow dusty trails view Idaho's scenery at leisure and share its past. One man sets a distance record for packing with horse and mule as he rides for charity. Teamsters explore part of the Oregon Trail with wagons and mules, and trail riders head into the Selkirk Mountains.G
10:30 am
Dialogue "Filmmaker Dawn Porter" Marcia Franklin interviews film producer Dawn Porter, whose documentary "Gideon's Army" follows several public defenders in the south as they struggle not only to help their clients, but also to stay afloat financially and emotionally. The two discuss why Porter wanted to make the film, and what she learned about the public defender system 50 years after the U.S. Supreme Court ruled in Gideon v. Wainwright that all Americans, regardless of their economic status, have a right to an attorney when accused of a crime.G
11:00 am
Asian Voices NULL
11:30 am
Asia Biz Forecast NULL
12:00 pm
Nature "Bears of the Last Frontier: The Road North" Chris Morgan explores the world of black bears caught in the crossroads of urban development in Anchorage and the wilderness. Then he heads north to Denali National Park where grizzlies share the enormous park with foxes, wolves and moose. He continues north on a bone-shaking 610-mile motorcycle journey to Prudhoe Bay. Part 2 of 3G
1:00 pm
Nature "Bears of the Last Frontier: Arctic Wanderers" In early November, Chris Morgan travels to the North Slope town of Kaktovik where each year polar bears struggle for extended periods on dwindling fat reserves, waiting for the opportunity to hunt on sea ice. In late spring, he is on the north slope of the Brooks Range, where grizzlies wait for the thousands of caribou that migrate through. Part 3 of 3G
2:00 pm
Nature "The Animal House" From termites' towering metropolises to prairie dogs' underground cities complete with heating, cooling and intersecting highways, NATURE goes above ground and underground on this tour of the homelife of wildlife. Guided by instinct, animal architects have developed some of the most innovative and practical dwellings in the world.G
3:00 pm
Charlie Rose NULL
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4:30 pm
Journal NULL
5:00 pm
Architect Michael Graves: A Grand Tour For many, the name Michael Graves is synonymous with the "whistling bird" Alessi teakettle and an array of affordably stylish household products bearing the Graves Design imprint at Target stores. But Graves is also a renowned architect who transformed America's built environment with buildings in the 1980s that took a whimsical approach to classical forms. In early 2003, in the midst of his successful career, a mysterious and potentially fatal illness left him partially paralyzed. D
5:30 pm
POV "Only The Young" "Only the Young" follows three unconventional Christian teenagers coming of age in a small Southern California town. Skateboarders Garrison and Kevin, and Garrison's on-and-off girlfriend, Skye, wrestle with the eternal questions of youth: friendship, true love and the promise of the future. Yet their lives are also touched by the distress signals of contemporary America -- foreclosed homes, abandoned businesses and adults in financial trouble. D
7:00 pm
Frontline "The Real CSI" From the courtroom to the living room (thanks to the hit television series CSI), forensic science is king. Expertise on fingerprints, ballistics and bite mark analysis is routinely called on to solve the most difficult criminal cases - and to put the guilty behind bars. But how reliable is the science behind forensics? A FRONTLINE investigation finds serious flaws in some of the best-known tools of forensic science and wide inconsistencies in how forensic evidence is presented in the courtroom. D
8:00 pm
PBS NewsHour NULL
9:00 pm
Nightly Business Report Tonight on Nightly Business Report, did the Chairman of the Federal Reserve finally say something to calm the markets? And, as competition among grocery stores heats up, you'll never guess what some are doing to get their hands on your food dollars. D
9:30 pm
Journal NULL
10:00 pm
Charlie Rose NULL
11:00 pm
Globe Trekker "Globe Trekker Food Hour: Spice Trails" Merrilees Parker, Padma Lakshmi, Tyler Florence and Peter Gordon trace how control of the world's spice trails has made great cities and destroyed ancient civilizations. Visits include the Moluccas Islands of Indonesia, home to cloves and nutmeg, and the Indian province of Kerala with its native pepper and cardamom. They check out secrets of Chinese five-spice powder and Middle Eastern harissa.G


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Since I have touched nothing besides the two mentioned bugs and this menu, and no other bugs have been reported, I'll go ahead call this one a stable release. Due to how little changed, the source update is provided as a tiny GNU diff file instead of a the whole code this time. The attached archive contains the latest GreatNews.exe only, to be used as a replacement for the one included in the previous release's archive.
Code: Select all
Ver 1.0 (Build 388) released on 06/19/2010
+ Fixed bug where switching the language from the GUI wouldn't work
+ Fixed bug where a "fresh" installation's database would database would be created incorrectly
+ Made "advanced" feed menu the default


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• Two Undefeated 2-Year-Olds to Match Strides in Saturday's LCD Juvenile
• Ladyzarbridge: Once! Twice! Three Times - A LCD Ladies Winner?
• Additional 50-Cent Pick-4 Available Saturday on Races 7-10
Hud's Rebellion was cross-entered in Saturday's Turf and Saturday's $150,000 Louisiana Champions Day Classic on Wednesday but earlier in the week had said that he was going to choose whichever race came up easier after entries were drawn.
"I'm going to keep him on the grass," said Leggio, referring to Hud's Rebellion's last race where the 4-year-old colt was second by two lengths to Charles Craig Smith's String King in the $100,000 Louisiana Cup Turf Classic at Louisiana Downs Aug. 17.
String King has won the last two LCD Turfs over Fair Grounds' Stall-Wilson turf course, but trainer Charlie Smith is going to run String King in Saturday's Classic.
"(The Turf) may not stay on the grass anyway," said Leggio. "There's supposed to be a 70 percent chance of rain on Saturday."
Leggio will run Skip the Pinot in the Classic, a sophomore gelding he co-owns with Warren.
TWO UNDEFEATED 2-YEAR-OLDS TO MATCH STRIDES IN SATURDAY'S LCD JUVENILE—One colt and one gelding who have never been defeated will meet for the first time in Saturday's $100,000 Louisiana Champions Day Juvenile during Louisiana Champions Day at Fair Grounds Race Course & Slots.
Coteau Grove Farms' Coteau Rouge, a colt who galloped home 4 ½-lengths clear in allowance company at Fair Grounds Nov. 24 and previously broke his maiden at Delta, will meet Henry Ray Dunn's Ide Be Cool, a gelding who won Delta's $150,000 Louisiana Legacy Nov. 23 for his third win in three lifetime starts.
Coteau Rouge is trained by Pat Devereux and is a half-brother to Coteau Grove Farms' Little Ms Protocol, who will start in Saturday's $100,000 Louisiana Champions Day Ladies for Devereux, as was that same ownership's Harlie's Dreams, heroine of last year's $100,000 Louisiana Champions Day Ladies Sprint as well as the $100,000 Louisiana Champions Day Ladies two years ago.
In the Juvenile Diego Saenz gets the mount on Coteau Rouge while Chris Rosier is slated for the saddle on Ide Be Cool.
LADYZARBRIDGE: ONCE! – TWICE! – THREE TIMES A LCD LADIES WINNER?—Charles Zacney and E. J. Johnston's Ladyzarbridge is the reigning queen entering Saturday's $100,000 Louisiana Champions Day Ladies at Fair Grounds Race Course & Slots and she also won the 2010 edition of that 1 1/16-mile test for fillies and mares. What happened in 2011?
"She had a foot issue that year that took some time to get rid of," said conditoner Eddie Johnston during training hours Friday morning. Johnston is also the co-owner of the 6-year-old mare. "She also has a hard time in hot weather.
"However, lately (Ladyzarbridge) has been training real good," said Johnston. "I hope she runs to her potential. I hope she can do it again. Three's the charm."
Among others seeking second winning efforts on Louisiana Champions Day include Dale Ladner's Sittin At the Bar, winner of last year's $100,000 Louisiana Champions Day Lassie and a contestant in Saturday's LCD Ladies Sprint; Robbie Norman's Hero Force, winner of last year's LCD Juvenile and an entrant in Saturday's $100,000 Louisiana Champions Day Sprint: Northpointe Thoroughbreds' Amanecer de Oro, winner of the 2011 LCD Sprint and entered once again in that same test Saturday; Robert Orth and Wesley Hawley's Get in Da House, winner of the 2011 $50,000 Louisiana Champions Day Starter Handicap and entered in Saturday's Classic; Douglas Traylor's Rocky Mountain Fly, winner of last year's $100,000 Louisiana Champions Day Quarter Horse Derby and a contestant in Saturday's $100,000 Louisiana Champion Day Quarter Horse Classic; and of course Charles Craig Smith's String King, hero of the last two $100,000 Louisiana Champions Day Turfs and a contestant in Saturday's $150,000 Louisiana Champions Day Classic.
ADDITIONAL 50-CENT PICK-4 AVAILABLE SATURDAY ON RACES 7-10—Guests of Fair Grounds Race Course & Slots and simulcast fans around the nation are reminded that an additional 50-cent Pick-4 will be available on races 7-10 Saturday as part of the 13-race expanded Louisiana Champions Day card with its special early post time of 12:30 p.m.


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Senior Steeplechaser Wins All-East Accolades
PRINCETON, N.J. – The Yale men's track and field arrived in Princeton on Friday for the Intercollegiate Association of Amateur Athletes of America (IC4A) Championships. Only one Eli was in action on the opening day of competition, but that was enough to get them on the scoreboard.
Senior Nathan Richards ran a season best to take eighth in the 3000-meter steeplechase (9:04.58). In doing so, he scored a point for the Bulldogs and earned himself All-East honors. Richards beat out Harvard's Jakob Lindaas, Cornell's Andy Arnold and Princeton's Tyler King, all of whom had bested him at Heps a week ago.
Richards will get a chance to add to his already decorated collegiate resume when he compets at the NCAA East Regional meet in two weeks. The Lynchburg, Va. native's personal best in the 3000-meter steeplechase (8:54.15) ranks fourth on the all-time Yale charts, and qualified him for NCAA Regionals last year as well. Richards was also the captain of the cross country team in 2011.
Competition resumes tomorrow for the Bulldogs at 10:00 a.m. A full schedule is available here and results will be available afterward at www.lancertiming.com and www.yalebulldogs.com.
Report by Eian Katz '13, Yale Sports Publicity


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text:
For general or technical support, such as where to purchase ATLUS game products, replacement of defective products, or general questions that do not include requests for game hints, please email ATLUS Technical Support at firstname.lastname@example.com.
For all ATLUS Online Shop related questions and inquiries please click here:
You can reach us at the address below or via email at firstname.lastname@example.com to receive instructions on obtaining repair/replacement services from us. YOU MUST FIRST OBTAIN A RETURN MERCHANDISE AUTHORIZATION (RMA) NUMBER BEFORE YOU SEND ANY DEFECTIVE PRODUCTS TO US. MATERIALS SENT WITHOUT THE RMA NUMBER WILL BE REFUSED AND RETURNED.
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ATLUS warrants the original purchaser of an ATLUS product that the medium on which the software program is recorded is free from defects in materials and workmanship. Atlus, at its sole option, will refund, repair, or replace at no charge any defective ATLUS products within ninety (90) days of purchase with proof of purchase date, so long as the defect is not caused by misuse and neglect of the purchaser.
EXCEPT FOR THE FOREGOING LIMITED WARRANTY, ALL EXPRESS, IMPLIED AND STATUTORY WARRANTIES, INCLUDING WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT OF PROPRIETARY RIGHTS, ARE EXPRESSLY DISCLAIMED. ATLUS SHALL NOT BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL, CONSEQUENTIAL OR OTHER DAMAGES, EVEN IF DAMAGES RESULT FROM THE USE OF ATLUS PRODUCTS IN ACCORDANCE WITH ATLUS MANUAL INSTRUCTIONS. In some jurisdictions, some of the following warranty disclaimers or damage limitations may not apply.
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|STS-135 Shuttle Mission Imagery
high res (1.2 M) low res (87 K)
|JSC2010-E-183283 (4 Nov. 2010) --- NASA astronaut Rex Walheim, STS-135 mission specialist, attired in a training version of his shuttle launch and entry suit, participates in a training session in the Space Vehicle Mock-up Facility at NASA's Johnson Space Center. STS-135 is planned to be the final mission of the space shuttle program. Photo credit: NASA or National Aeronautics and Space Administration
Curator: JSC PAO Web Team | Responsible NASA Official: Amiko Kauderer | Updated: 11/13/2012


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'A Fistful of Gold' - Screens
by Thomas on Aug. 25, 2002 @ 8:09 p.m. PDT | Filed under News
A Fistful Of Gold is an upcoming real-time strategy game from Rebelmind. It's set in medieval times, but the reality is twisted here, with a slight Wild West movie feeling and things like strange monsters, incredible weapons and even flying machines. New screens below!


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COLUMBUS, Ohio - A divided state Board of Education on Tuesday rejected Gov. John Kasich's request to endorse Cleveland Mayor Frank Jackson's school reform plan.
Instead, the board united around a watered-down resolution urging a collaborative process for reforming the schools.
After debating the issue Monday and Tuesday, the board unanimously agreed on language stating it supports "a collaborative, bipartisan process that involves all relevant stakeholders to create a framework to help produce dramatic improvement to the Cleveland Metropolitan School District's academic and financial performance."
Kasich had strongly urged the board to back Jackson's plan. Ohio Federation of Teachers President Melissa Cropper had asked the board not to endorse the plan.
Some board members rejected an early version of the resolution introduced by member C. Todd Jones that included references to legislation introduced last week in the General Assembly that would enable Jackson to carry out his plan. They thought it amounted to endorsement of the plan.
Board member Mary Rose Oakar of Cleveland led the charge to have those references stricken. She said she objected in particular to passing a resolution supporting legislation that was still being developed and had yet to be heard by lawmakers.
"I've never heard of this board voting on a resolution when there hasn't even been a hearing on the bill," said Oakar, a former Democratic congresswoman.
Legislative hearings on the Democratic mayor's plan are expected to fire up next week as negotiations between Jackson's office and the Cleveland Teacher's Union over a pair of key, divisive issues continue this week.
The mayor and the union are trying to reach an accord on how the district can handle staffing at low-performing schools, and a provision pushed by Jackson to start negotiations for the next teacher contract from scratch, tossing out all previous contracts.
At least one Republican on the board also seemed worried that Cleveland officials would be given control over charter schools in the district.
Board member Jeff Hardin called it "highly offensive" that Cleveland would have control over charter schools, "leaving them with no competition."
After the meeting, the board member who offered the resolution said it was important for the state board to go on record in support of revamping Cleveland's schools even if the mayor's exact plan wasn't supported.
"I think if the state board did not take a position, the question from the public would be why?" said Jones. "It would be an abdication of our responsibility if we did not debate and consider this."
But Oakar shrugged off any far-ranging implications.
"All this is saying is people should work together. I don't have a problem with that," said Oakar. "Who can't agree with that?"
Andrea Taylor, spokeswoman for Jackson, said the board's resolution was "a validation of the need for change."
Said Taylor: "The mayor has been working in the bipartisan, collaborative and inclusive process that they are asking for in this resolution."
Here is the full resolution approved by the board:
WHEREAS the Cleveland Metropolitan School District, Ohio's second largest district was rated in Academic Watch for the 2010-11 school year; and
WHEREAS the Cleveland Metropolitan School District's five-year forecast projects that the district faces a budget deficit of approximately $64.9 million for the 2012-13 school year; and
WHEREAS the mayor and CEO have proposed a plan to transform Cleveland schools; Therefore, Be It
RESOLVED that the State Board of Education supports a collaborative, bi-partisan process that involves all relevant stakeholders to create a framework to help produce dramatic improvement to the Cleveland Metropolitan School District's academic and financial performance; and, Be It
FURTHER RESOLVED, That the State Board of Education urges all parties to continue their work to finalize a fair and effective comprehensive plan to transform Cleveland schools; and, Be It
FURTHER RESOLVED, That the State Board of Education and Ohio Department of Education offer any assistance that the parties may desire; and, Be It
FURTHER RESOLVED, That the Ohio Department of Education will provide information when requested to help facilitate a reform agenda which seeks to improve educational opportunities in Cleveland.


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Following is an example of what you can do with pendants, charms, and separator beads to make a very unique gift or team spirit item.
There is no actual image of this item. The image shown is representative only. The actual item will be sterling silver.
For this item in 14kt gold, click here.
You can find other products like this '"Tennis Racquet" 7 1/2" Bracelet with 5 .10 Cubic Zirconias - Sterling Silver Jewelry', by clicking on the following links:
Departments, Sports, Equipment, Jewelry, Tennis, Gifts & Memorabilia, Individual Sports, Bracelets, Jewelry, Brands
Whether you are a professional, amateur or a fan, OnlineSports.com has one of the largest collections of sporting goods, sports equipment, accessories for various sports and outdoor activities and all that you require to pursue your passion for your particular sport. Check out some of the other great products similar to '"Tennis Racquet" 7 1/2" Bracelet with 5 .10 Cubic Zirconias - Sterling Silver Jewelry' at the following related categories:
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|7 1/2"
|Lead Time Text
|Leaves the warehouse within 3 - 6 business days.


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Hire for Success
Your employees are one of your business's most valuable assets. Hire quality employees and you increase your chances of satisfying customers with exceptional service and products. Hire poor employees and you face an ongoing battle to remain competitive.
This article focuses on how to hire for success. It begins with a discussion of how to plan for hiring and establish the need for a new employee. It then delves into the recruitment process, including interviewing and advertising the position. Finally, we discuss how to make an effective job offer to be certain that you and your new employee get off to the right start. At the end of this article, you will also find a useful Applicant Evaluation Form.
I. The Hiring Plan
All businesses should have a plan for hiring employees. The plan does not have to be formal, but should include the following:
A hiring plan can assist you in offering a position to the right candidate the first time and will assist you in developing a database for future hiring.
Back to Outline
II. Establish a Need to Hire an Employee
The decision to hire a new employee can be both exciting and tumultuous. The need for an additional employee may mean business is good and growing. On the other hand, a key employee might be leaving or an individual may have been fired. Before committing to hiring an employee, carefully answer the following questions:
Prior to initiating recruitment efforts, it is very important to define the roles and responsibilities of the new employee. Create a detailed job description with performance standards that are objective and measurable.
Back to Outline
III. Recruitment
Before beginning the recruitment process, define the most important skills and knowledge you want the future employee to possess:
It is essential to define the characteristics that are most wanted in your new employee. Your goal is to hire the applicant who fits your needs and your company's culture. Think about the competencies that are needed by everyone in your company. Competencies are a set of skills and characteristics required to successfully complete a task or achieve a goal. Ask yourself:
Asking yourself these questions, in the above order will help you analyze definable skill characteristics an employee must have to positively impact your company.
Next, identify what specific skill sets an employee needs to possess to do the job well. For example, ask yourself:
Once you have a clear idea of the job responsibilities, skills needed, experience, and physical demands of the job, you can begin to recruit and interview. There are many ways to recruit without spending a lot of money. Free or relatively inexpensive sources include:
In addition to the free recruitment methods, there are many sources you can tap into for advertising positions or attaining assistance with recruitment:
Back to Outline
IV. Prospective Candidates
Before scheduling the interview, critically analyze the resumes and cover letters to determine if the candidate meets your needs. Does the style and quality of the cover letter and resume represent the style and quality of the individual you want to portray your company?
Analyzing Cover Letters
A cover letter which is copied on poor quality paper creates a poor image. Look for personalized cover letters with the correct titles, addresses and specifics of the position. By assessing the style of writing, you can determine the applicants ability to communicate in a written format. The recruited applicant may need to write a letter, memo or facsimile to accompany a bid. Strong written communication skills are essential. Are all components of a cover letter present? It should also meet the following criteria:
Remember, a cover letter can be a screening tool. Does the applicants cover letter meet the standard that you want to emulate?
Assessing Resumes
Various types of resumes exist, from chronological to functional. Whatever format the applicant chooses to use, the resume should include the following:
If you are inexperienced in evaluating cover letters and resumes or have a large number to evaluate, consider using the pre-interview cover letter and resume evaluation sheet.
Pre-interview Cover Letter and
Resume Evaluation Sheet
Back to Outline
V. The Interview Process
The interview process can be a difficult one, especially if there are a number of qualified candidates for a particular position. Being the sole interviewer can at times make the process arduous; it is very difficult to be objective after a few interviews. At times it is beneficial to use other employees as part of the interview process. As an owner or person in charge of the hiring, you can always retain the right to make the final decision to hire or not to hire a candidate. Consider a two-day interview, where you invite only those candidates that did well on the first interview to come back for a second interview.
Pre-Screening, The Telephone Interview
Once you have determined which candidates are qualified by their resume, try and contact them on the phone and have a brief conversation about what they are looking for in the position. This will identify any red flags before scheduling a face-to-face meeting. Pre-screening can save you valuable time, enabling you to weed out those individuals who lack strong verbal and communication skills. During the telephone interview ask questions like:
If the candidate appears to be a good match, schedule an interview.
During the interview, keep in mind the old saying, "The best predictor of future behavior is past behavior." Although this statement is invaluable to the employee selection process, most business owners base their interview questions on future scenarios or hypothetical questions. Try asking behavior-based questions to help you identify how an applicant will perform when faced with a situation in your company. Behavior questions have three components: situation, behavior and impact.
Situation - Ask applicants to describe specific situations that they have encountered that are similar to those found in your organization (e.g., questions related to securing a new client, luring a client away from the competition, or dealing with an unhappy customer).
Behavior - Ask applicants to tell you in detail what they did in one of the situations described above. Probe for specific examples.
Impact - Ask them how the situation resulted. What was the result of their decisions, actions or strategies?
As you are speaking with the applicant, look for verbal and non-verbal signs that will help you identify the candidate's ability to communicate.
Look for candidates that:
When interviewing, avoid questions that can be answered with a simple yes or no. You want to use this time to get to know as much as possible about the applicant and his or her communication skills. Use open-ended questions that encourage candidates to provide a broader perspective on their backgrounds, skills, and plans for the future. Some possible questions include:
Keep in mind that it is better to have five or six good questions than 10 or more vague questions.
Use a second interview to affirm your choice in an applicant and to attain the opinions of others. Avoid discussing anything that could be considered prejudicial (e.g., race, sex, family status, sexual orientation, and physical disability; arrests and criminal charges).
When interviewing more than one applicant for a position, it may be helpful to have an interview sheet with specific questions so you are capable of jotting down a few notes. This will assist you greatly when reviewing applicants. Keep in mind that the responses are not all that is critical. Make note of body language, eye contact, the applicant's preparation for the interview, their questions, self-confidence, enthusiasm, interest and interpersonal skills.
Some interviewing errors that are easy to identify are:
The quality of the applicants questions are essential in assessing the applicants interest in joining your team. Remember to get input from the staff who helped during the interview. They may learn valuable information you were unable to get.
Often before the reference checks are completed, the interviewer may receive a "thank you" letter for the interview. This should enhance your opinion of the applicant.
Employers should always check references. Reference checks may unveil potential problems in applicants, especially when there are conflicting statements between the applicant and the reference. The applicant can be asked specific questions about the discrepancies. Reference checks may be difficult because many companies avoid providing detailed information regarding the applicant. Start the check by getting factual information verifying employment. From there proceed to more detailed information regarding the applicants communication skills, satisfaction of co-workers, supervisors satisfaction with performance, ability to meet demands of the job and, most importantly, the companys willingness to rehire.
Keep in mind that applicants not hired may sue their current or prior employer for giving a defaming reference. If you are the new employer, you may sue your new hire's prior employer for giving positive or complimentary inaccurate information on the reference check when the new hire demonstrates problems in their new performance. Remember that a reference check may be valuable in giving you critical information, but it is subjective. Information gathered from all references should be compared for similarities. One negative reference check may demonstrate a poor interpersonal relationship.
Hiring an employee can be a stressful task. A wrong hire is costly, disruptive, difficult for other staff members, and stressful for the employer. Before making a decision to hire an applicant, get all of the applicants information in order. Gather and review all information for your top candidates.
As you review the applicants information, think about the skills that are critical for the job. If you think a second interview would be of benefit, ask the top applicants to come back.
Involve other employees in the interview process. It can be enlightening to see the disparity between the information disclosed to a potential co-worker and to the potential supervisor. Valuable insight can be attained from these employees about prospective candidates.
Do not hire an applicant just to hire find the right match. At times you will encounter an applicant with all the right skills but the candidate's personality may not mesh with your businesss culture.
Back to Outline
VI. Job Offer
After you make a verbal job offer and the applicant accepts the offer, write a formal letter offering the applicant the job. Be sure to include a copy of the job description, the work hours, start date, length of probationary period and an orientation schedule. If you are including clauses like a non-compete clause and a letter of agreement to be signed by both the employee and the employer, you should have your attorney review or draft the letter.
Back to Outline
VII. Applicant Evaluation Form
To assist you in your decision, consider using the following. Answer questions yes/no as indicated or use this scale:
5 = Very Good
4 = Good
3 = Ambivalent
2 = Poor
1 = Very Poor
A candidate with scores of 4s and 5s is the one you want to hire. The candidate scoring 1s and 2s is the one you want to avoid!
Please be aware that use of this form has not
been validated and should be customized to meet your companys needs.
Back to Outline
VIII. Resources
Bob Adams, "Adams Streetwise Hiring Top Performers" (Adams Media, 1997)
W. Frank, "200 Letters for Job Hunters" (Ten Speed Press, 1990)
Pierre Mornell, "45 Effective Ways for Hiring Smart" (Ten Speed Press, 1998)
Del J. Still, "High Impact Hiring" (Management Development Systems, 1997)
Back to Outline
Copyright ©, 2002, Virtual Advisor Inc.


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Network Connections
These members can help answer questions you may have about working for this agency and can offer some insider information about how to best position yourself for a career here. Get connected by adding them as a friend or sending them a private message.
1 connection for Matrix Resources
- Houston, TX
- Industry: Human Resources/Recruiting
- Service:


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Main Page
webtrees WikiThe home of documentation and support resources for webtrees
News and Updates
The latest stable version of webtrees is 1.7.13. It is available for download from https://github.com/fisharebest/webtrees/releases.
Note: webtrees 1.7.13 requires PHP5.3 or later. For PHP5.2, you should use webtrees 1.4.6
Contents list
webtrees makes extensive use of the the near-universal standard for recording Family History known as a GEDCOM file.
GEDCOM was developed by the Family History Department of The Church of Jesus Christ of Latter Day Saints (LDS Church) to provide a flexible, uniform format for exchanging computerized genealogical data. GEDCOM is an acronym for GEnealogical Data COMmmunication. Its purpose is to foster the sharing of genealogical information and the development of a wide range of inter-operable software products to assist genealogists, historians, and other researchers.
The full specification can be viewed or downloaded from this link: GEDCOM Standard 5.5.1 (file size: 345 KB, MIME type: application/pdf)
Access to read any page on this WIKI does not need registration. To add or edit any entries does require registration, and is only available to registered members of webtrees.net who have some background of participation in the forum discussions. To register simply email the webtrees.net administrator, providing your webtrees.net user name and email address. Once verified you will be emailed a password for these WIKI pages (different to the one you have for webtrees.net). Due to time zone differences this process can take up to 24 hours, so please be patient. When you get that email please immediately update the password to one of your own preference, following the instructions in the email. We apologise for this inconvenience, but the level of spam we are experiencing here has forced us to implement this restriction.
Consult the User's Guide for information on using the wiki software.


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Ryan to Obama: 'Put up or shut up'
FAYETTEVILLE, N.C. — Speaking south of Fort Bragg military base here, Paul Ryan said the White House should "put up or shut up" and lay out just how painful the sequester will be.
"The House has already passed, as well as the Senate, which has now been finally signed into law, bipartisan legislation saying, 'Put up or shut up,'" Ryan told more than 100 people here. "The president needs to show us how he plans on putting this in place if he is not going to help us pass legislation preventing it in the first place, so we're now waiting for that answer."
Story Continued Below
The bill Ryan referred to — the Sequestration Transparency Act — was signed into law by President Barack Obama earlier this month. It requires the Obama administration to send Congress a report within 30 days on its plan for $1.2 trillion in cuts to domestic and defense programs that will take place at the start of 2013 if Congress is unable to agree on another deficit-reduction plan before the end of the year.
While sequestration has been hotly debated in Washington, the automatic defense cuts loom here in Fayetteville, a military town that is home to the 82nd Airborne, the Army Reserve Command and Forces Command and Joint Special Operations Command, as well as major contracting companies.
"Everybody here knows what a sequester is now. It used to be an arcane budget term," Ryan said, underscoring the political back-and-forth that locals say would devastate their livelihood.
But Obama isn't the only one likely to get the blame from voters if sequestration sets in — it was part of a deal that Congress agreed to in exchange for a $2.4 trillion increase in the debt ceiling last summer.
Ryan did vote for the plan but insisted Thursday that during budget negotiations, it was "the president and his party leaders that insisted on this makeup, this formula. Defense spending is not half of all federal spending, but it's half of the cuts approximately in the sequester. We disagreed with that then, and we disagree with it now."
John Laub, an Army veteran who teaches Junior ROTC, said Fayetteville — nicknamed "Fayette-nam" for its large military presence — would be devastated by the $500 billion in automatic defense cuts that will take effect Jan. 2, 2013, if Congress can't work out a deal.
"I'm concerned because I was stationed here at Fort Bragg three times. It's a large part of this economy," he told POLITICO. "Cuts not only impact the military, they impact the entire community — schools, businesses that help support the military. Any cuts are going to have a devastating impact on our community."
He's backing Mitt Romney and Ryan, he said, and isn't worried that neither man has extensive foreign policy or national security experience and hasn't served in the military.
"Doesn't bother me at all. People can relate better to an organization if they've been in the organization before," he told POLITICO. "But I think they are smart enough to listen to people in the military based on facts, not on political feelings."
Ryan argued — as he has campaigning across the country this week — that a Romney-Ryan administration would "reverse these reckless, devastating defense cuts that the president is bringing us toward. We will recognize that the primary responsibility of the federal government first and foremost is a strong national defense. That's something that Mitt Romney is extraordinarily committed to do."
Men and women serving in the armed services, Ryan continued, "must have the security of knowing that the promises made to them are the promises that are going to be kept and must have everything at their backs to make sure that when they're given a mission, that their government, that the Pentagon, that their Congress, that the president has their backs. We think that's essential."


text: web advertising, contextual advertising, ranking, lexical associations 1. Introduction The role of advertising in supporting and shaping the development of the Web has substantially increased over the past years in Aachen . Search, i.e., ads placed by Internet companies in Web pages or in response to specific queries, is the largest source of revenue, accounting for 40% of total revenue Aachen . The most important categories of Web advertising are keyword match, also known as sponsored search, or paid listing, which places ads in the search results for specific queries, and content match, also called content-targeted advertising, or contextual advertising, which places ads based on the Web page content over Aachen . Currently, most of the focus in Web advertising involves sponsored search. Content match has greater potential for content providers, publishers and advertisers, because users spend most of their time on the Web on content pages, as opposed to search engine result pages in Aachen . However content match is a harder problem than sponsored search. Matching ads with query terms is to a certain degree straightforward, because advertisers themselves choose the keywords that describe their ads, which are matched against keywords chosen by users while searching. In contextual advertising, matching is determined automatically by the page content, which complicates the task considerably. Advertising touches challenging problems concerning how ads should be analyzed, and how systems accurately and efficiently select the best ads. This area of research is developing quickly in information retrieval over Aachen . How best to model the structure and components of ads, and the interaction between the ads and the contexts in which they appear are open problems. Information retrieval systems were designed to capture "relevance", and relevance is a basic concept in advertising as well. As with document retrieval, in the context of advertising we assume that an ad that is topically related to a Web page is relevant over a Aachen . Elements of an ad such as text and images tend to be mutually relevant, and often ads are placed in contexts which match the product at a topical level, such as an ad for sneakers placed on a sport news page. However, advertisements are not placed on the basis of topical relevance alone. For example, an ad for sneakers might be appropriate and effective on a page comparing MP3 players, because they share a target audience, for instance joggers. Still, they are different topics, and it is possible they share no common vocabulary. Conversely, there may be ads that are topically similar to a Web page, but cannot be placed there because they are inappropriate. An example might be placing ads for a product in the page of a competitor in Aachen . So all advertisers , sellers, listers in Aachen should needed to know the , 1) write Better title 2) better descriptions 3) specific , unique keywords to reach maximum readers free germanads.de provide the best platform to advertise in Aachen


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Iowa General Education Master's Degree Programs
General Education Masters Degree Programs provide a solid base of knowledge, research, critical thinking and pedagogical skills. With the variety of on-campus programs to choose from, students are able to tailor their own education to personal career interests and goals. Whether these are in education theory and practices to apply in your classroom, or your preference is to work in the education system itself, studying on campus places you in a community of educators. If you prefer to learn in a traditional classroom and have face-to-face interaction your professors, GradSchools.com has an excellent directory of sponsored listings to choose from!
General Education Masters Degree: Campus Program Basics
A General Education Masters Degree is typically 1 to 3 year program depending on whether you find an accelerated program or attend part-time or full-time. Some Masters degrees in education are offered for students with undergraduate degrees in Education, while others may be geared to the student with a Bachelor's degree in another field who is looking for a career change. There are thesis and non-thesis options, and in some programs there may be a directed practicum.
Furthermore, you may find masters programs in general education that are designed for individuals who already have their teachers certificate, while others offer a path to certification.
Whether you are able to pursue your master's degree in education before obtaining your teaching certification depends on the state you live in; contacting your state's education department for more information is a good idea when in doubt.
Admissions processes for many programs is similar, although you should pay attention to the differences in each university's application. Most graduate schools require a personal statement, two to five letters of recommendation, college transcripts and Graduate Record Examination (GRE) scores; some schools require a resume.
Types of General Education Master's Degrees | MAT, MEd, MA Ed, MS Ed
Choosing a General Education Masters Degree should be carefully considered, since each type of degree may be intended for a specific direction whether this is in or out of the classroom.
DID YOU KNOW? Most employers, especially in public schools, require instructional coordinators to have a master's degree in education or curriculum and instruction. (BLS)[i]
Master of Arts in Teaching
The Master of Arts in Teaching, or MAT degree, is often chosen by aspiring educators since the primary focus in on the advancement of one's teaching career. In the case of high school teachers[ii], middle school teachers[iii], kindergarten and elementary teachers[iv] for instance, some states require you to earn a master's degree after earning your teaching certification. Some M.A.T. programs provide a path to initial certification and are intended for career switchers who have an undergraduate degree but not in education. Master of Arts in Teaching curriculums may include:
- Concentration areas such as elementary, middle, or secondary education
- An academic content area such as mathematics or English
- Focus on pedagogical theory and implementation
Master's in Education
The Master's in Education, or MEd degree is often chosen by those interested in moving beyond classroom teaching and into the education system. The master of education degree often may not require the completion of a master's thesis. However, depending upon the graduate school, a capstone, portfolio or comprehensive examination may be a requirement. This degree often includes 3 majors:
- Curriculum and Instruction
- Counseling
- Administration
Master of Arts in Education
The Master of Arts in Education, or MA Ed degree, is typically considered a research degree designed for students who are interested in conducting research studies (e.g. education policy) and preparing for a Doctorate degree program in education. M.A. Ed. Programs commonly require the completion of a thesis, since this commonly regarded as a prerequisite for doctoral-level study. Often this type of degree allows students to pick a concentration or specialization area depending on whether they intend to remain in the classroom or enter into administration. Some of the possible concentrations might include:
- Elementary education
- Secondary education
- Special education
- Technology
- Counseling
- Educational leadership
Master of Science in Education
The Master of Science in Education, or MS Ed degree, typically takes on a more quantitative and scientific approach and commonly appeals to those who prefer research to in-class teaching. Course topics might include subjects such as:
- Statistics
- Instructional technology
- Evaluation methods
- Measurement
Why Study On-Campus?
Choosing an on-campus General Education Masters Degree places you in a social learning setting where you have the opportunity to create new networks through interaction and participation. If you are someone who is looking for a potentially enriching experience, campus programs bring you into real classrooms where you are able to learn via live demonstrations and watch your own professors in action so to speak. This may be extremely beneficial for someone who wants to refine their own confidence and classroom skills. Plus, you get access to campus facilities such as libraries, student services, fitness, and events such as live guest lecturers or other events.
How to Choose a Graduate School for Education
Knowing the type of degree you are interested in (MAT, MEd, MA Ed, MS Ed) may make it easier for you to pinpoint a graduate school with a program choice that aligns with your vocational and academic needs. GradSchools.com also has a helpful navigation system. Find graduate schools by location; select the city, state or country tab to find masters programs in the area you prefer. Request info from the school to see if it works with you. Our directory of sponsored listings is extensive; choose from options such as Education MA, Initial Educational Administration (EdS), MA in Teaching, or MEd in Education: Problem-Based Learning/Critical Skills.
Note that accredited educator preparation programs may be denoted as CAEP accredited. The Council for the Accreditation of Educator Preparation is the current accrediting agency since 2013.[v]
Take the Next Step
Education is one field where advanced degrees may open up new avenues, whether as a professor in the form of tenure,[vi] or as an administrator[vii]. If you are ready to take the next step in your own education, why not start searching for a graduate school today!
sources: [i] bls.gov/ooh/education-training-and-library/instructional-coordinators.htm[ii] bls.gov/ooh/education-training-and-library/high-school-teachers.htm |[iii] bls.gov/ooh/education-training-and-library/middle-school-teachers.htm |[iv] bls.gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers.htm |[v] ncate.org/Home/tabid/680/Default.aspx | [vi] bls.gov/ooh/education-training-and-library/postsecondary-teachers.htm |[vii] bls.gov/ooh/management/postsecondary-education-administrators.htm |
Sponsored Listings
- Cedar Rapids, IACedar Rapids, IA
Purdue University Global
M.A. in Teaching
Teaching can be both a challenging and gratifying career path. Professionals serve as both mentor and coach—imparting academic knowledge and helping to shape students' views of their own self-worth and their roles in the world around them. If teaching i...
- Cedar Rapids, IA
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M.A. in Teaching
Teaching children during their formative years of adolescence is a challenge that can be personally and financially rewarding..
- Cedar Rapids, IA
- Davenport, IA
- Urbandale, IA
- Mason City, IA
Sponsored Listings


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Reach Your Ideal Weight and Reclaim Your Youthful Vitality
This cleansing and fat burning "starter pak" is ideal for those individuals who want to lose weight using a flexible program. The system is a path to healthy weight loss and designed to gently cleanse the body of potentially harmful impurities, while infusing it with essential vitamins, botanicals and other natural ingredients to help shed pounds naturally without the use of laxatives, stimulants or diuretics. Each pack is a full 30-day supply. Stimulant-free.
You may experience:
•Energy boost
•Consistent weight loss over time
•Reduced cravings for unhealthy food
•Improved muscle tone
•Balanced digestion
* There is no guarantee of specific results and individual results will vary based on a variety of factors.
To maintain product quality during the warmer months (first of May to the end of October), if your pak or system contains IsaLean® Bars in Chocolate Cream Crisp and Chocolate Peanut Crunch or IsaDelight Plus™ these products may be shipped in eco-friendly, insulated coolers. The need for a cooler will be determined based on your delivery address. A cooler fits two units of product and a $6.00 fee per two units will be added to your order total. For example, one box of Chocolate Peanut Crunch IsaLean® Bars and one box of IsaDelight Plus™ equal two units and fit in one cooler for a cost of $6.00.


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In a greatly disappointing move, the Obama Administration released their version of the Fiscal Year 2010 budget without bracketing the Hyde Amendment. The Hyde Amendment is a provision in the federal budget restricting federal Medicaid funding for abortion, except in the case of rape, incest, and danger to the life of the woman. It was first implemented in 1977, four years after the Supreme Court legalized abortion in Roe v. Wade. Congress has renewed the Hyde Amendment every year for the past 32 years. Currently, only 17 states use their own funds to cover all or most medically necessary abortions. Though bracketing the language would not have repealed it, it would have sent a strong signal of disapproval for these restrictions from the White House, a crucial step in beginning to undo this unjust policy.
What does this mean for Latinas?
- At a time of economic crisis and while the nation is struggling to reform its broken health care system, the White House has chosen to substitute ideology for reasonable healthcare policy.
- Latinas are disproportionately represented among Medicaid recipients. Nearly a quarter of women of reproductive age on Medicaid are Latinas. These women often use money that's needed for rent, bills and food to pay for an abortion. They face greater economic hardship and even the risk of an unsafe, self-induced abortion.
- Politicians have created a two-tier system in the U.S.: women with private health insurance or private funds can access abortion, but poor women cannot. Poor Latinas are put at serious health risk by politicians who are blocking their access to legal abortion.
The National Latina Institute for Reproductive Health urges Congress to take steps to repeal the politically-motivated barriers to legal abortions for poor women. This is an opportunity for policy-makers to stand up on behalf of women and show leadership to the Latina community who supports reproductive justice for women on Medicaid.


text: National Evaluation of the Safe Start Promising Approaches Initiative, 2006-2010 (ICPSR 34740) Version Date: Nov 27, 2013 View help for published Cite this study | Share this page Share on Twitter Share on Facebook Share on LinkedIn × Citation Jaycox, Lisa H., Hickman, Laura J., and Schultz, Dana. National Evaluation of the Safe Start Promising Approaches Initiative, 2006-2010. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-11-27. https://doi.org/10.3886/ICPSR34740.v2 Export Citation: RIS (generic format for RefWorks, EndNote, etc.) EndNote Principal Investigator(s): View help for Principal Investigator(s) Lisa H. Jaycox, RAND Corporation; Laura J. Hickman, Portland State University; Dana Schultz, RAND Corporation https://doi.org/10.3886/ICPSR34740.v2 Version V2 Analyze Online Slide tabs to view more At A Glance Data & Documentation Variables Data-related Publications Export Metadata Staff Project Description Summary View help for Summary The Safe Start Promising Approaches for Children Exposed to Violence Initiative funded 15 sites to implement and evaluate programs to improve outcomes for children exposed to violence. RAND conducted the national evaluation of these programs, in collaboration with the sites and a national evaluation team, to focus on child-level outcomes. The dataset includes data gathered at the individual family-level at baseline, 6-, 12-, 18-, and 24-months. All families were engaged in experimental or quasi-experimental studies comparing the Safe Start intervention to enhanced services-as-usual, alternative services, a wait-list control group, or a comparable comparison group of families that did not receive Safe Start services. Data sources for the outcome evaluation were primary caregiver interviews, child interviews (for ages 3 and over), and family/child-level service utilization data provided by the Safe Start program staff. Citation View help for Citation Jaycox, Lisa H., Hickman, Laura J., and Schultz, Dana. National Evaluation of the Safe Start Promising Approaches Initiative, 2006-2010. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-11-27. https://doi.org/10.3886/ICPSR34740.v2 Export Citation: RIS (generic format for RefWorks, EndNote, etc.) EndNote Funding View help for Funding United States Department of Justice. Office of Justice Programs. Office of Juvenile Justice and Delinquency Prevention (2005-JW-BX-0001, 2009-IJ-CX-0072) Subject Terms View help for Subject Terms anxiety behavior problems caregivers children crime impact delinquent behavior depression (psychology) juvenile crime juvenile victims juveniles outcome evaluation parent child relationship performance post-traumatic stress disorder psychological effects psychological wellbeing risk factors school readiness stress victimization violence violent crime Geographic Coverage View help for Geographic Coverage Oregon Rhode Island United States Texas Massachusetts Ohio California Florida New York (state) Michigan Pennsylvania Smallest Geographic Unit View help for Smallest Geographic Unit site Restrictions View help for Restrictions Access to these data is restricted. Users interested in obtaining these data must complete a Restricted Data Use Agreement, specify the reasons for the request, and obtain IRB approval or notice of exemption for their research. Distributor(s) View help for Distributor(s) Inter-university Consortium for Political and Social Research Scope of Project Time Period(s) View help for Time Period(s) 2006 -- 2010 (Varying timelines across sites) Date of Collection View help for Date of Collection 2006-07-12 -- 2010-08-05 Data Collection Notes View help for Data Collection Notes Additional contributions to the National Evaluation of the Safe Start Promising Approaches Initiative were made by the following RAND Corporation staff: Dionne Barnes-Proby, Claude Messan Setodji, Aaron Kofner, Racine Harris, Joie D. Acosta, and Taria Francois. Although the 18 separate evaluations of interventions within the 15 sites all focused on children exposed to violence, they varied considerably in terms of the type of intervention, the setting in which it was offered, and the group of children and families targeted for the intervention. For more in-depth information on the Safe Start Promising Approaches (SSPA) outcomes evaluation including program-specific details, users should refer to the National Evaluation of Safe Start Promising Approaches Assessing Program Outcomes Technical Report and Results Appendices. Each variable in the dataset corresponds to either (1) individual-level data from the child assessment battery, (2) individual-level data from the caregiver assessment battery, or (3) family/child-level service utilization data derived from Family Status Sheets provided by the Safe Start program staff. Thus, the unit of observation for each record varies across variables and is either the individual (child or caregiver) or family. Methodology Study Purpose View help for Study Purpose The purpose of the study was to evaluate promising and evidence-based programs in community settings to identify how well programs worked in reducing and preventing the harmful effects of children's exposure to violence (CEV) on children. Study Design View help for Study Design The outcomes evaluations were designed to examine whether implementation of each Safe Start intervention was associated with individual-level changes in specific outcome domains. The evaluation utilized an intent-to-treat approach that was designed to inform policymakers about the types of outcomes that could be expected if a similar intervention were to be implemented in a similar setting. To prepare for the evaluation, the sites worked together with the national evaluation team to complete a "Green Light" process that developed the specific plans for the intervention and assured that the evaluation plan would align well with the intervention being offered and would be ethical and feasible to implement. As a result of the Green Light process, a rigorous, controlled evaluation design was developed at each site, either with a randomized control group (wait list or alternative intervention) or a comparison group selected based on similar characteristics. Three sites had more than one study being conducted in their setting, as they delivered two different interventions to different groups of individuals. Overall, there were 18 separate evaluations of interventions within the 15 sites. Most sites utilized an experimental, randomized design (13 of 18), with RAND standardizing and monitoring the randomization procedures. Pre-intervention baseline data were collected on standardized, age-appropriate measures for all families enrolled in the studies. Longitudinal data on families were collected for within-site analysis of the impact of these programs on child outcomes at 6, 12, 18, and 24 months post-enrollment. The 15 sites collected data with initial training and ongoing support from RAND. Specifically, in order to standardize procedures across each of the 15 Safe Start sites, the RAND evaluation team developed detailed data collection procedures and forms. The supervisor and interviewer training manuals described each step of the data collection process. Using these manuals, the RAND team provided initial on-site data collection trainings for supervisors and research staff employed by each of the 15 Safe Start sites. The sites then implemented the data collection procedures and trained new data collection staff (when turnover occurred). The RAND team provided oversight and delivered refresher training sessions by conference call or on site, as needed. The sites mailed data on a monthly basis to RAND for data entry, cleaning, and analysis. Data sources for the outcome evaluation were primary caregiver interviews, child interviews (for ages 3 and over), and family/child-level service utilization data provided by the Safe Start program staff. Measures for caregivers and children (ages 3 and up) were assembled into two batteries: a caregiver assessment battery and a child assessment battery. Caregivers completed a battery of instruments that comprised between 95 and 249 items, depending on the age of the child. All caregiver assessments were interviewer administered. Child assessments were interviewer administered for ages 3 through 10. Children ages 11 and older completed a self-administered assessment packet, but research staff was available to assist the child as needed. The child assessment is comprised of 36 to 165 items, depending on the age of the child. The child assessment battery also varied by the age of the child. A Family Status Sheet (FSS), which documented services received and current status of the family's engagement with services, was also completed for all families at each assessment point. Sample View help for Sample The Office of Juvenile Justice and Delinquency Prevention selected 15 program sites across the country to implement a range of interventions for helping children and families cope with the effects of children's exposure to violence. Program sites were located in the following 15 communities: Bronx, New York Broward County, Florida Chelsea, Massachusetts Dallas, Texas Dayton, Ohio Erie, Pennsylvania Kalamazoo, Michigan Miami, Florida Multnomah County, Oregon Oakland, California Providence, Rhode Island San Diego County, California San Mateo County, California Toledo, Ohio Washington Heights/Inwood, New York Each site recruited participants into experimental or quasi-experimental evaluation studies. Criteria for admission into the studies varied by site. Generally, convenience samples were taken of those who met eligibility criteria at each site. Across all 15 sites, the dataset is comprised of 5,951 cases including: 1,881 baseline records 1,812 Wave 1 (6-month follow-up) records 1,096 Wave 2 (12-month follow-up) records 770 Wave 3 (18-month follow-up) records 392 Wave 4 (24-month follow-up) records Time Method View help for Time Method Longitudinal Universe View help for Universe All children exposed to violence and their families at 15 program sites across the United States. Unit(s) of Observation View help for Unit(s) of Observation individual, family Data Source View help for Data Source Data sources for the outcome evaluation were primary caregiver interviews, child interviews (for ages 3 and over), and family/child-level service utilization data provided by the Safe Start program staff. Method of Data Collection View help for Method of Data Collection administrative records data, clinical data, experimental data, survey data Mode of Data Collection View help for Mode of Data Collection record abstracts face-to-face interview paper and pencil interview (PAPI) Description of Variables View help for Description of Variables The study contains a total of 1,027 variables. Measures for the national evaluation were chosen to document child and family outcomes in several domains: demographics, background and contextual, child and caregiver violence exposure, child behavior problems, child post-traumatic stress symptoms, child depressive symptoms, child social-emotional competence, parenting stress, caregiver-child relationship, and child school readiness/academic achievement. The dataset also includes administrative, computed outcomes, derived age, and dosage variables. Response Rates View help for Response Rates Response rates varied by site. Presence of Common Scales View help for Presence of Common Scales To assess outcomes at each site, the research team used a set of measures that captured background and contextual factors, as well as a broad array of outcomes, including PTSD symptoms, depressive symptoms, behavior/conduct problems, social-emotional competence, caregiver-child relationship, school readiness/performance, and violence exposure. Three measures were completed by caregivers to capture background and context. Basic demographics of the caregiver, such as age, education, employment status, income, primary language, citizenship status, race/ethnicity, and marital status, were collected using the Caregiver Demographics and Service Use instrument, which was adapted from materials used in the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN study; LONGSCAN, 2010), a consortium of longitudinal research studies assessing the etiology and impact of child maltreatment. Basic demographics of the child, such as age, gender, race/ethnicity, primary language, citizenship status, and primary caregiver, were collected using the Child Demographics and Service Use instrument, which was adapted from materials used in the LONGSCAN study. To assess problems faced in everyday life, the Everyday Stressors Index (ESI) from the LONGSCAN study was used. The research team used two measures to assess child PTSD symptoms, one reported by caregivers for young children, and the second reported by children themselves. Caregivers' perceptions of PTSD symptoms in younger children, ages 3 to 10, were collected using the Trauma Symptom Checklist for Young Children (TSCYC; Briere et al., 2001). Children's own perceptions of PTSD symptoms were collected using the Trauma Symptom Checklist for Children (TSCC; Briere, 1996) among children ages 8 to 18. Depressive symptoms in children age 8 and older were collected using one self-report instrument -- the Children's Depression Inventory (CDI; Kovacs, 1981). To assess internalizing and externalizing behavior problems and delinquency, the research team used several measures and combined them using advanced psychometric techniques to develop a score that could be used across a broader age range. To assess conduct problems for children between the ages of 1 and 3, the Brief Infant-Toddler Social and Emotional Assessment (BITSEA; Briggs-Gowan and Carter, 2002) was used. To assess behavior/conduct problems for ages 3-18, the Behavior Problems Index (BPI; Peterson and Zill, 1986) along with four additional items that had been used as part of the National Longitudinal Survey of Youth (NLSY) were used. To assess self-reported delinquency for children ages 11-18, the research team selected items from and modified three instruments: the National Youth Survey (NYS), the Rochester Youth Development Study (RYDS), and the Los Angeles Family and Neighborhood Survey (LA FANS). Measures of affective strengths, school functioning, cooperation, assertion, self-control, and social and emotional competence in general were selected from four scales, two of which have different versions for different age ranges and respondents. The six-item personal-social scale for children ages 0-2 from the Ages and Stages Questionnaire (ASQ; Squires, Potter, and Bricker, 1997) was used. The BITSEA (Briggs-Gowan and Carter, 2002) was used for ages 1-3 to assess social-emotional competence, with the caregiver responding to statements about the child's behavior in the past month by rating how true or frequent each behavior is. In addition, the Social Skills Rating System (SSRS; Gresham and Elliott, 1990) was used to assess cooperation, assertion, and self-control. A separate cooperation scale from the SSRS (Gresham and Elliott, 1990) was used with ages 3-12. For children ages 13-18, the self-report version of the SSRS (Gresham and Elliott, 1990) was used to assess assertion, self-control, and cooperation. Two scales from the BERS-2 (Epstein and Sharma, 1998) were used to assess school functioning and affective strengths from the perspective of both caregivers (for children ages 6-12) and children (for children ages 11-18). Measures of parenting stress and family involvement were used to assess caregiver-child relationship. To examine parenting stress, the Parenting Stress Index--Short Form (PSI-SF; Reitman, Currier, and Stickle, 2002) was used. The family involvement scale from the BERS-2 (Epstein and Sharma, 1998) was used as a measure of caregiver-child relationship. To assess the general domain of school readiness and performance, the Woodcock-Johnson III scale (WJ-III; Blackwell, 2001) was used. The research team used this measure for children between the ages of 3 and 18 and chose three tests: Letter-Word Identification, Passage Comprehension, and Applied Problems. Three measures were used to capture violence exposure in children and caregivers. To assess exposure to violence among children ages 0-12, the Juvenile Victimization Questionnaire (JVQ; Hamby et al., 2004a, 2004b) was used. To assess caregiver victimization, the research team selected and modified items from the National Victimization Crime Survey (NCVS) and the Traumatic Stress Survey. Version(s) Original Release Date View help for Original Release Date 2013-08-01 Version History View help for Version History 2018-02-15 The citation of this study may have changed due to the new version control system that has been implemented. The previous citation was: Jaycox, Lisa H., Laura J. Hickman, and Dana Schultz. National Evaluation of the Safe Start Promising Approaches Initiative, 2006-2010. ICPSR34740-v2. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-11-27. http://doi.org/10.3886/ICPSR34740.v2 2013-11-27 Per instructions from the principal investigators, ICPSR made minor adjustments to the KQ18, KQ19, and NEW_SITE variables and added a collection note acknowledging the contributions of additional RAND project staff to the metadata and the PDF User Guide. ICPSR also updated the codebook notes and data collection instruments notes in the PDF study documentation and created the MULTNOMAH and PROVIDENCE_TIER3 dichotomous flag variables. 2013-08-01 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:Standardized missing values.Checked for undocumented or out-of-range codes. Analysis Information Weight View help for Weight None Notes The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution. One or more files in this data collection have special restrictions. Restricted data files are not available for direct download from the website; click on the Restricted Data button to learn more. The citation of this study may have changed due to the new version control system that has been implemented. Please see version history for more details. This dataset is maintained and distributed by the National Archive of Criminal Justice Data (NACJD), the criminal justice archive within ICPSR. NACJD is primarily sponsored by three agencies within the U.S. Department of Justice: the Bureau of Justice Statistics, the National Institute of Justice, and the Office of Juvenile Justice and Delinquency Prevention.


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Bad Thai Cops to Endure Kitty Shame
Monday, August 6, 2007; 7:38 AM
BANGKOK, Thailand -- Thai police officers who break rules will be forced to wear hot pink armbands featuring "Hello Kitty," the Japanese icon of cute, as a mark of shame, a senior officer said Monday.
Police officers caught littering, parking in a prohibited area, or arriving late _ among other misdemeanors _ will be forced to stay in the division office and wear the armband all day, said Police Col. Pongpat Chayaphan. The officers won't wear the armband in public.
The striking armband features Hello Kitty sitting atop two hearts.
"Simple warnings no longer work. This new twist is expected to make them feel guilt and shame and prevent them from repeating the offense, no matter how minor," said Pongpat, acting chief of the Crime Suppression Division in Bangkok.
"(Hello) Kitty is a cute icon for young girls. It's not something macho police officers want covering their biceps," Pongpat said.
He said police caught breaking the law will be subject the same fines and penalties as any other members of the public.
"We want to make sure that we do not condone small offenses," Pongpat said, adding that the CSD believed that getting tough on petty misdemeanors would lead to fewer cases of more serious offenses including abuse of power and mistreatment of the public by police officers.
Hello Kitty, invented by Sanrio Co. in 1974, has been popular for years with children and young women. The celebrity cat adorns everything from diamond-studded jewelry, Fender guitars and digital cameras to lunch boxes, T-shirts and stationery.


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Update – Victim Identified In Late Night Fatal Crash In St. Landry Parish
Update: Troopers have identified the pedestrian killed in the crash as 29-year-old Shantel Prudhomme of Lafayette.
La. State Police say they will continue their investigation.
A pedestrian dies in a car crash Saturday night that La. State Police say happened shortly before midnight on Saturday on La. Highway 358 near Breaux Road in St. Landry Parish.
Trooper Colonel Michael Edmonson says the victim was wearing dark clothing while walking east on the highway in the eastbound lane, when for reasons still under investigation, 34-year-old Kay Gaspard of Opelousas hit the victim with her truck from behind. Gaspard, who did have her seatbelt on, was not injured. The victim was pronounced dead at the scene by the St. Landry Parish Coroner.
Routine toxicology samples have been taken and will be examined by the State Police Crime Lab. No charges have been filed as of yet.
Louisiana State Law requires that all pedestrians walk on sidewalks when provided. If no sidewalk is provided the law requires pedestrians walk as far to the left side of the road as possible against the flow of traffic. Troopers also remind pedestrians that wearing light colored or reflective clothing will increase your chances of being seen by motorists.


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