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Main Content
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Book your room at Living Valencia Edificio Vitoria
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Apartment in Valencia (Old Town - City Centre) near La Lonja
This apartment is located in Valencia (Old Town - City Centre), close to Palacio del Marques de Dos Aguas, La Lonja, and Central Market. Also nearby are Plaza del Ayuntamiento and Serrano Towers.
Property Features
Living Valencia Edificio Vitoria provides laundry facilities, tour/ticket assistance, and self parking (subject to charges).
Room Amenities
Guestrooms have kitchens, complimentary wireless Internet access, and sofa beds; rooms also include separate bedrooms and separate living rooms.Information missing or incorrect? Tell us!
At your hotel
At your hotel
Living Valencia Edificio Vitoria features tour/ticket assistance, laundry facilities, and room service (during limited hours). Onsite parking is available (surcharge).
- Total number of rooms - 7
- Number of floors - 3
- Breakfast available (surcharge)
- Elevator/lift
- Tours/ticket assistance
- Laundry facilities
- Self parking (surcharge)
- Area shuttle (surcharge)
- Number of buildings/towers - 1
Stay connected
Available in all rooms: Free Wi-Fi
Park your car
Self parking (surcharge)
In your room
- Balcony
- Air conditioning
- Climate control
- Refrigerator
- Coffee/tea maker
- Microwave
- Kitchen
- Private bathroom
- Hair dryer
- Shower only
- Iron/ironing board
- In-room safe
- Television
- Sofa bed
- Rollaway/extra beds available
- Cookware, dishware, and utensils
- Dishwasher
- Free Wi-Fi
- Separate living room
- Room service (limited hours)
- Sofa bed size
- Cribs/infant beds (complimentary)
- Separate bedroom
Eat and drink
Continental breakfasts are available for a surcharge and are served each morning between 9:00 AM and 11:00 AM.
Room service (during limited hours) is available.
The recreational activities listed below are available either on site or nearby; fees may apply.
- Bicycle rentals nearby
The fine print for Living Valencia Edificio Vitoria
When you arrive
Check-in time starts at 4 PM
Check-in time ends at 7:30 PM
Special check-in instructions:
Special Instructions: Please contact the property ahead of time if you are planning to arrive after 7:30 PM.
Cash transactions at this property cannot exceed EUR 2500, due to national regulations. For further details, please contact the property using information in the booking confirmation.
When you leave
Check-out time is noon
How you can pay
Accepted at this hotel: MasterCard, Visa
Your pets
Pets allowed
You need to know
Extra-person charges may apply and vary depending on hotel policy.
Special policies:
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
- Breakfast fee: EUR 5 for adults and EUR 5 for children (approximately)
- Self parking fee: EUR 20 per day
- Early check-in fee: EUR 20
- Late check-in fee: EUR 20 for check-in after 7:30 PM
- Rollaway bed fee: EUR 30 per night
We should mention
Cash transactions at this property cannot exceed EUR 2500, due to national regulations. For further details, please contact the property using information in the booking confirmation.


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Be comfortable day or night with new sleepwear from Sportsman's Guide!


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November 22, 1978 1535 WEST JEFFERSON
Representative Burton S. Barr, Chairman
Senator Polly Getzwiller, Vice Chairman
Joint Select Committee on Property
Tax Reform and School Finance
Arizona State Legislature
State Capitol Building
Phoenix, AZ 85007
Dear Representative Barr and Senator Getzwiller:
In response to your request for a written report on the Arizona Department of Education's
school finance project, I am enclosing a report entitled "School Finance Equalization
Project-A Description."
The report is divided into three sections. Section I (Purpose) aims at providing some
background discussion on why we structured our project as we did. This section also
contains a summary of the two major elements of the project.
Sections 11 and I11 go into considerably more detail on these two segments. They are
primarily intended for those persons, including your staffs, who wish to understand more
of the met5od that has been used to develop a cost analysis for a sample of school
districts (Section 11). The capabilities of our school finance computer simulator are
explored in more depth in Section 111.
Because we are not yet at the "product" point, this report is limited to a description of the
product. As you will note, however, we are well along in the process. I expect the major
portion of the simulator to be ready in the near future. This means that we should be in a
position to start testing the fiscal impact on school districts from various financing
proposals at that time. Significant portions of our analysis of school district expenditures
should be ready for dissemination by about January 1, 1979.
I am very much looking forward to sharing the results of our effort with you. The task
which you face in 1979 is a most difficult one. I do believe, however, that our work in the
Department of Education can assist you in preparing for the special session in a manner
which is clearly more substantive and informative than has ever before been the case.
I look forward to working with you.
~ a rinl 1~97 8, the Arizona Department of Education (ADE) undertook a school finance
equalization project. Funding for this project was made available by the United States
Office of Education under the provisions of Section 842 of the Educational Amendments
of 1974 (P.L. 93-380). The intent of Congress was to provide limited resources to the
states to assist them in developing state equalization plans for financing public
elementary and secondary education. Under a statutory formula, Arizona's grant
entitlement is $179,000.
The grant was initially made available for the federal fiscal year 1977-1978. In
September 1978, the Arizona Department of Education was granted an extension to
utilize the unexpended portion of the grant through September 30, 1979.
Beginning in February 1978, the Department undertook the task of defining the primary,
specific purposes of the project. Coincidentally, at about this same time, legislative
lenders announced plans to convene in special session in 1979 to address the broad issue
of "tax reform and school finance." Given this timing of events and because of the
Legislature's ultimate responsibility for policy development in the school finance area,
the Department has structured its project to fit into the legislative attempt to deal
with the issues and to avoid, as much as possible, duplication of effort between this
project and the work of the legislative staff. Furthermore, our intent has been to focus @ on the education delivery side of school finance. We have viewed the wide array of tax
questims and issues to be outside the primary thrust of our project, both in terms of
appropriateness and the availability of resources within this department.
At the time the project began, the specific issues to be addressed by the Legislature
were not known, but there were broad areas which could be considered and which
directly affect school finance. We judged these areas to include:
1. Reduction in the reliance on property taxes at the school district level
which would necessitate an increase in the total level of state aid;
2. A complete review of the property classification system, assessment
ratios applicable to property classes and deficiencies in the property
valuation methods used to establish full cash values for tax purposes and
distribution of state aid to school districts;
3. A review of proposals to expand the school finance system to reflect cost
variations among school districts attributable to size, enrollment trends,
and special needs of certain targeted pupils;
4. A reappraisal of the existing statutory provisions which impose fiscal and
other controls on the school districts; and
5. Consideration of proposals for inclusion of capital expenditures in the
state aid support system.
These broad areas combined have the potential for affecting (1) the flow of state funds
to the school districts, (2) the aggregate level of funds (expenditures) available to the
school districts, and (3) resultant tsx impact on the district residents.
In approaching a review of the school finance system, it seems to us essential that we
recognize a few fundamentals. School districts are basically production organizations
which utilize resources (inputs) to deliver certain services (education programs) which
are made available to c l i e ~ t s(s tudents) to give them the opportunity to attain some
level of "educated citizen" (broad result or product). Within this general framework,
school finance equalization is frequently construed to mean availability of resources to
individual school districts. Given that the districts are presently limited to the property
tax as their own source of public revenue, variations in the assessed valuation base of
the districts can lead to highly disparate tax rates among the districts to command
resources to deliver comparable services. To counter this characteristic, state
governments have moved to use their broader tax bases to enlarge state aid and to
distribute these funds to districts through equalization formulas. Eepending on the
formula and level of state funding, the target results can be (1) reduction in overall
reliance on the property tax for education funding, and (2) reduction in the tax load
disparities on individclal taxpayers among the several districts.
Implementation of this concept, however, requires that decisions be made as to the
level of resources which will be state supported in delivering education programs within
school districts and what effort will be required of district taxpayers. In our
a terminology in Arizona, these key decisions are reflected in the basic or weighted
support levels and the qualifying tax rate. The major point to be made here is that
financial equalization does not stand alone as an end in itself. Rather, it is a means t o
equalize th'e tax effort for -some p urpose. An inherent part of this must be to
establish the dollar level of resources to be made available to districts to deliver
education programs and for which state aid is intended to be tax equalizing, but the
dollar level of resources is not in itself the purpose. The real purpose is to equalize tax
effort to deliver education programs. The state, either knowingly or unknowingly,
addresses this real purpose when it establishes the dollar support level in a state aid
formilla. It then follows that we, either knowingly or unknowingly, address the question,
"Equalization for what purpose?"
In 1974 the s t a t e solidly established the principle of basic state aid through an
equalization formula. Basic state aid is distributed to the districts each year on the
basis of a statutory formula. Essentially, this formula prescribes the following:
1. Determine the total dollar support level for the district.
2. Determine how much a qualifying tax rate of $1.30 ($2.60 for unified
districts) would raise on the district's assessed valuation.
3. If the amount which could be raised by the qualifying tax rate is less then
the support level, the difference is the district's entitlement to state aid.
0 The support level was statutorily established for the year 1973-1974 at $745 for each
elementary student and $1,015 for each high school student. Under the statutory
provisions, these original support levels have increased by seven percent each year until
in 1978-1979 they are $1,045 for each elementary student and $1,423 for each high
school student. This system of aid guarantees that each district will have available for
its use a combination of state aid and district dollars equal to the s ~ p p o rlte vel and with
a tax rate that will not exceed an upper limit.
Closely tied to the establishment of support levels is the annual determination of the
general fund budget limitation for each district. With the exception of certain revenue
sources (including override elections) each district is allowed to increase its budget for
general fund expenditures by an zmount per student equal to the increase in the state
support level per student.
While this description of the basic state aid and general fund budget limitation
provisions is obviously an incomplete discussion of the school financing system in the
state, it does highlight those features which underpin the direction of our project. When
the state constructed its present basic aid system, there was a large dose of the
unknown in the selection of the support levels established for elementary and high
school students. Little was available about the resources which these levels would
support as they translated into the various educational (instructional) programs offered
by the school districts. The support levels were stated in terms of dollars per student
(statutorily expressed as dollars per classroom unit). What this meant in terms of school
district ability to deliver education programs was largely unknown. In simple terms and a at today's support levels, all this can be summarized into a question, "Does anybody
know what $1,045 per elementary student or $1,423 per high school student mean?"
Project Purpose
It is to this area that our project is oriented. If we a r e t o betxer understand the impact
of different state aid proposals and budget limitation provisions, we must have greater
knowledge of the costs of various instructional programs in the school districts. We
should be able to state with reasonable certainty which instructional programs and what
proportion of their costs will be covered by any state aid proposal. Equally important is
our ability to recognize variations in expenditures among programs and among districts
and the major contributors to these variations. Only in this way is it possible to begin
to build a bridge between resources (dollars) available to school districts and the
operational delivery of education programs as they presently exist.
Although significant improvements have occurred in the financial accounting system
established in the school districts, the format and level of detail will not permit direct
accounting of expenditures for education programs within districts. The first major
purpose of our project is to complete a cost analysis of this type for a sample of school
districts for the year 1977-1978.
Paralleling the cost analysis is the development of a computer simulator designed to
estimate the fiscal impact on each of the state's school districts from state aid and
budget limitation proposals. It is designed to be a technical tool to reflect how revenue
flow and property taxes will be altered under various funding proposals.
In summary form, the Arizona Department of Education school finance equalization a project is structured to:
1. Complete a cost analysis of 1977-1978 expentlitures for a sample of
Arizona school districts which will:
a. Establish existing costs of delivering various education programs
among different types of districts;
b. Analyze the causes of cost differentials among the districts;
c. Determine whether a sufficient pattern exists to establish a
"benchmark" cost approach which can assist in determining
support levels for state aid;
d. Serve as a reference point for evaluating various state aid and
budget limitation proposals.
2. Design and operate a computer simulator to test the fiscal impact on
individtial school districts for a wide variety of state aid and budget limit
proposals. The simulator will:
a. Estimate changes in state aid;
b. Estimate changes in district property tax levies;
c. Estimate changes in property taxes and rates on various classes
of property.
For the benefit of those who are interested in greater detail about the cost analysis
process and expected results, Section I1 is provided. A more detailed description of the
simulator's capabilities Is found in Section 111.
We now expect that the cost study will start to provide usable results by January 1,
1979. The simulator should be operational in the near future.
The following discussion is divided into four parts. Part A describes the methods used
or planned to complete the analysis. Part 3 describes the information product
expected. Part C discusses use of the data. Part D provides a status report on
completion of this part of the project.
A. Method
1. Selection of school district sample
a. Judgment sample selected to provide representation based on the
following criteria:
(1) Student population - small to large
(2) Assessed valuation per student - low to high
(3) Expenditure levels per ADM - low to high
(4) Geographical and rural - urban dispersion
(5) Growing, stable, and declining enrollment
b. Sample includes:
(1) 24 elementary districts or elementary portions 01
unified districts. Sample comprises 47 percent of the
total state elementary ADM in 1977-1978;
(21 13 high school districts or high school portions of
unified districts. Sample comprises 57 percent of the
total state high school ADM in 1977-1978;
(3) See Appendix A for a list of the sample districts.
2. Development of data for the sample districts, beginning in May 1978
a. Arizona Department of Education internal auditors were used in
the field to obtain or develop the specific data items within each
sample district. An estimated three man-years of auditor time
will be utilized in data development.
b. Phase I field work was structured to obtain the following data
(see Appendix B for greater detail):
(1) 1977-1978 expenditures by fund, function, and object;
(2) Full-time equivalent (FTE) staff within fund and func-tion.
Separation between elementary and high school
for unified districts;
(3) Direct instructional FTE staff by school and by grade
level (elementary districts) for instructional staff paid
from the general fund;
(4) Direct instructional FTE staff by handicap category of
assignment for instructiona! staff paid from the Special
Education fund;
(5) 1977-1978 district salary schedule and count of certi-fied
staff in each level and step of the schedule.
c. Phase I1 field work was structured to obtain the following data:
(I) Schedules, instructional time, enrollment, and subject
matter areas of teaching assignment to allocate teach-ers
and students to instructional programs on an FTE
basis. Allocations are compiled by instructional pro-gram
within grade level (except kindergarten) at the
elementary level;
(2) See Appendix C for a listing of instructional program
3. Allocate 1977-1978 expenditures to instructional programs.
a. General Fund expenditures (Fund 001):
(I) Allocate unified district expenditures to elementary and
high school shares (see Appendix D for allocation
(2) Allocate elementary or elementary share of unified
expenditures and high school or high school share of
unified expenditures to three areas (see Appendix E for
allocation specifics):
(a) Genera! fund expenditures assignable to
Special Education;
(b) General fund expenditures to be distributed to
instructional programs on the basis of the
number of FTE teachers in each instructional
program area;
(c) General fund expenditures to be distributed to
instructional programs on the basis of the
number of FTE students in each instructional
program area.
(3) Allocate elementary and high school expenditures to
instructional program areas:
(a) Allocate expenditures to be distributed on the
basis of teachers to instructional programs in
proportion to the number of FTE teachers in
each program;
(b) Allocate expenditures to be distributed on the
basis of students to instructional programs in
proportion to the number of FTE students in
each program.
b. Special Education fund expenditures (Fund 002):
(1) Allocate unified district expenditures to elementary and
high school shares (same basic procedure as used for the
General Fund);
(2) Allocate elementary and high school expenditures to
two areas (see' Appendix F for allocation specifics):
(a) Special Education expenditures to be distrib-uted
to handicap categories on the basis of the
number of FTE teachers in each handicap area;
(b) Special education expenditures to be distrib-uted
to handicap categories on bases other
than teachers.
(3) Allocate elementary and high school expenditures to
handicap categories:
(2) Allocate expenditures to be distributed on the
basis of teachers to handicap categories in
proportion to the number of FTE teachers
assigned to each handicap category;
(b) Allocate other expenditures directly to handi-cap
c. Other Funds (Transportation-004, Capital Outlay-410, Capital
Levy-420, Other Capital Projects-490, Federal Funds) are not
allocated to instructional programs.
B. Analysis of Expenditure Levels
The availability of data as described in Part A will permit extensive analysis of
expenditure levels and their differences among the sample districts. While the
following discussion does not list all of the comparative data which can be
developed, it is indicative of the type of analysis which will be performed. It is
important to note that this examination is strictly intended to be descriptive. Our
purpose is to develop the facts, as best they can be determined or estimated,
concerning expenditure patterns and primary sources of variations among the
districts. It is our intent that the detail in this fact base should be useful to the
legislature and education interest groups in answering questions on expenditure
ievels and patterns and in formulating the specifics of changes in the state's school
finance system. Possible utilization of this data for policy-making is discussed in
Part C.
a I. Broad expenditure levels
a. Total district expenditure and percentage distribution by fund;
b. Total expenditure per student by fund;
c. Total expenditure and percentage distribution by function within
fund (Fund 001 and 002);
d. Total expenditure per student by function within fund (Fund 001
and 002).
2. Detailed expenditure per student and source of variation among districts
(see Appendix G for additional detail)
a. General Fund (001):
(1) Instruction (Function 200)
(2) Education and Curriculum Services (Function 140 and
(3) Other Administration (Function 130 and 1XX)
(4) Principal's Office (Ftinction 3 10)
(5) Guidance and Psychological Services (Function 330)
(6) Library (Function 360)
(7) Interscholastics (Function 370)
(8) Other Instructional Support (Function 3XX)
(9) Operations and Maintenance of Plant, Excluding
Utilities (Function 410)
(10) Utilities and Communications (Function 410)
(1 I) Other Operations (Function 4XX)
b. Special Education Fund (002):
(1) Instruction (Function 200)
(2) Administration (Function 100)
(3) Guidance and Psychological Services (Function 330)
(4) Other Instructional Support (Function 3XX)
(5) Operations (Function 400)
c. Transportation Fund (004)
d. Capital Outlay Fund (410)
e. Capital Levy Fund (420)
f. Federal Funds (Specific funds identified in Appendix B)
3. Expenditure levels by instructional program
a. Regular programs (General Fund-001) (See Appendix C for a
iisting of instructional programs)
(1) Percent of general fund expended on grade level groups
and instructional programs
(a) Grade level groups are:
Grades 1-3
Grades 4-6
Grades 7-8
Grades 9-12
(b) Instructional programs within each grade level
group (except kindergarten)
(2) Expenditure per FTE student
(a) Within grade group
(b) By instructional program within grade group
(3) Ratios of FTE students to FTE teachers
(a) Within grade group
(b) By instructional program within grade group
b. Special Education (Fund 002)
(1) Percent of special education fund expended on handicap
(a) Handicap categories operated as resource pro-grams
(5) Handicap categories operated as seif-con-tained
(2) Expenditure per student by handicap category
(3) Ratios of students to teachers by handicap category
C. Use of the Data
As discussed earlier, this expenditure analysis of a sample of school districts is
intended only to be descriptive--to establish the detail of existing expenditure
levels and the sources of variation in the levels among the school districts. The
next question is to determine whether this description can usefully be brought to
bear on the difficult policy issues of state aid provisions and school district budget
With this in mind, there is a major point which should be made concerning what the
school district expenditure analysis will not directly do. Ii: will not establish that
the existing levels and patterns of expenditure are "right" or "wrong." To carry an
expenditure analysis to this point implies an ability to specify (a) clearly stipulated
and measurable functions to be performed and outcomes expected within the school
districts and (b) a way to clearly prescribe the necessary resources to accomplish
(a). To the best of our knowledge, the state of the art will not permit these
requirements literally to be met. At this point, there is no substitute for reasoned,
informed judgment in establishing the elements of a sound school finance system.
In reaching this judgment, we believe that several key questions need to be
surfaced and answered in the process of revising our school finance system. It is
our intent that the expenditure analysis can help in providing some of the
information regarding these questions. The following represent examples of what
we mean:
1. It is argued by some that a relatively higher level of district and state
resources should be programmed into lower elementary grades than into
higher grades.
a. What is the existing distribution of expenditures within elemen-tary
districts among the grade groups-of kindergarten, 1-3, 4-6,
and 7-8?
b. Are expenditure levels per student significantly different now?
c. What are the effective studentlteacher ratios now existing
among the different grade levels?
d. To what extent are the districts presently programming their
resources inta language arts, arithmetic, and other basic instruc-tional
areas at the lower grade levels?
2. Given that school districts differ in their overall expenditure levels,
teacher salary schedules, seniority of instructional staff, enrollment
growth or decline trends, and other characteristics is there a pattern of
expenditures for some districts which are similar and could be judged to
be "normal?"
a. If so, what are the factors that primarily contribute to other
districts being different from this "norm?" (student/teacher
ratios, overall seniority of staff, salary schedules, noninstruc-tional
functions, emphasis on higher cost programs)
b. Should some of these factors be considered in establishing
individual district support levels in a state aid formula? (e,g.,
size of district, vocational education programs, seniority of
teaching staff)
3. Should the present disparity in Iunding support between elementary and
high school grades be perpetuated?
a. What are the principle sources of variatior, now? (total
instructional costs per student, other functional areas, specific
higher cost instructional programs, salary schedule levels)
b. How do teacher/student ratios compare between elementary and
high school districts?
4. Is it realistic to construct a base state support level which is a total
amount per student but which is developed from the major expenditure
elements as determined in the sample district cost analysis?
These examples are intended only to be indicative of the usage to which we believe
the cost analysis data can be put once completed. We trust that they will
contribute to providing some answers to questions like, "What does a support level
of $1,045 per elementary student mean?"
D. Status of the Cost Analysis
I. Field work in the sample districts as originally designed is completed.
2. Review of data, correction of deficiencies, call-back on districts if
necessary, and finalization of basic data development are expected to be
completed by the end of November 1978.
3. Selected data items will be sent to the sample districts for their review
concerning accuracy. This step will be undertaken for each district as we
reach what we judge to be accurate results based on the information
obtained at the district level.
4. Analysis of the expenditure levels, as discussed in Part 8, will be
undertaken in December 1978. Usable results should be available shortly
after January 1, 1979.
This section is devoted to a description of the computer simulation portion of the
project. Part A describes the major capabilities of the simulator as it is now designed.
Part B addresses the information which will be produced for any simulation run. Part C
discusses the status in bringing the simulator to operational use.
A. Simulator Capabilities
In general terms, the simulator is designed to estimate the major fiscal impact
on any school district from a proposed change in state aid? formulas, property
assessment levels, and budget limitations. Major fiscal impact is defined to
include (1) the expected level of state aid, (2) the expected district tax levy,
(3) the expected level of assessed valuation by class of property, (4) the
expected distribution of the district tax levy on each class of property, (5) the
expected district tax rate, and (6) the expected level of total revenue available
for expenditure by the district.
The significant characteristics of what the simulator can accommodate are
described below under major headings.
1. District Assessed Valuation
a. Assessed valuation for the existing statutory property classes which
can be changed to reflect:
(1) adjustments to assessed valuation within classes to depict what
the assessed valuation should be if valuation practices are not
uniform across the state and if the Department of Revenue can
establish what the adjustments should be within class of property
within districts;
(2) adjustments to assessed valuation to reflect proposed changes in
the assessment percentages by class of property;
(3) proposals to reserve certain classes of property for taxation at
the state level.
b. Assessed valuation for one to ten classes of property if a major redo
of the property class system is proposed and if the valuation levels
for redefined classes can be established by the Department of
Revenue and/or legislative staff
2. Revenue Available to Districts
a. The simulator will establish estimated revenue flows separately for
the following school district funds and sources of revenue:
(1) School District Funds
(a) General Fund (001)
(b) Special Education Fund (002)
(c) Transportation Fund (004)
(d) Capital Outlay Fund (4 10)
(el Capital Levy Fund (420)
(f) Adjacent Ways Fund (430)
(g) Federal-Title I (1 10)
(h) Federal-Title I-Migrant (120)
(i) Federal-J.O.M. Supplemental (200)
(j) Federal-Title VI-B-Handicapped (2 10)
(k) Federal-Title VII-Bilingual (220)
(1) State-Federal-Vocational Education (240)
(m) Federal-Indian Education (280)
(n) State-Special Projects
(0) Debt Service
2. Revenue Sources for each fund as applicable
(a) Basic State Aid-includes general formula aid as applicable
to each fund
(b) Other State Aid-includes categorical or minor special state
aid provisions
(c) Federal Aid--as applicable for each fund, including impact
aid in the general fund
(d) District property tax levy
(e) Other--includes a variety of revenue sources such as cash
balance, interest earnings, county school fund, and miscel-laneous
b. Revenue flows can be estimated for the following years:
(1) Base or actual year--currently defined as 1977-1978. Revenue
flows will be actuals as they become available. The base year
can be set for any time period (e.g., 1978-1979) depending on the
availability of revenue data.
(2) Proposed year--same as the base year but revenue flows reflect
proposed changes in the financing system (e.g., change in the
state aid formula).
(3) Projected year-currently defined as 1980-198 1. Revenue flows
reflect estimated levels which will exist under proposed changes
in the financing system.
c. Estimating State Aid
(I) General Fund
(a) Core formula for computing entitlement to state aid is:
District Aid = (W*)(WAD M)(SSL)-(QTR)(A.V.)
(b) General explanation of the equation:
Essentially, the equation states that a district's entitlement
to state aid depends on (1) the number of students it has, (2)
weighting of student's to account for a number of conditions
which may vary from district to district (3) a specified
dollar support level per student, (4) a stipulated tax r a t e t o
be levied in the district, and (5) the district's assessed
valuation. There is inherent in this general equation a wide
range of possibilities for testing and evaluating state aid
proposals. The following sections explain in more detail how
this entitlement equation can be used.
(c) (W*)(WAD M)(SSL)
1) This portion of the equation establishes the gross dollar
amount of district revenue (or expenditures) toward
which state aid could be contributed.
a) W* permits a district's student body to be weighted
for a number of conditions which differ from
district to district and which might be considered
in distributing state aid. Examples are: ADM size
of a district, enrollment trend (decli~ing), geo-graphical
location (isolation), seniority of teaching
staff (concentration in higher portion of salary
schedule), or other characteristics.
b) WADM permits segments of a district's student
body to be weighted for higher expenditures per
student and for distributing state aid. The simu-lator
is designed to accept up to fifteen different
groupings for general fund weighting. Specific
groupings for which student count will be available
initially to permit weighting are grade levels of
kindergarten, 1-3, 4-6, 7-8, 9-12, and four groups of
vocational education enrollment at the high school
level. (Special education categories are handled in
the special education module of the simulator.)
c) SSL is a dollar amount per student, representing a
proposed state support level.
2) The simulator will permit this calculated gross support
level to be used in establishing state aid or it can be
adjusted to reflect district budget limits which may be
lower or higher than the computed support level.
Options presently designed into the simulator are:
a) Use the gross state support level as it is calculated.
b) For districts with budget limits below the support
level, adjust the support level down to the budget
limit or to some level between the two.
c) For districts with budget limits in excess of the
support level, the support level can be adjusted UD
to a specified maximum over the computed support
This portion of the equation establishes the proposed local
district property tax effort toward the funding of the
support level.
1) QTR represents the proposed district tax rate.
2) A.V. represents the district assessed valuation as it is or
as adjusted. (See Section 1 on District Assessed
(e) Special options which can be used in establishing state aid:
1) Negative Aid: Indicates the amount of revenue which
would be raised in excess of the support level by the
qualifying tax r a t e in districts with high assessed
2) Impact Aid Deduction: Permits reduction in state aid
by some percentage of the district's Federal Impact Aid
3) Minimum Aid: Permits state aid to be established at
not less than some minimum level per ADM.
4) Hold Harmless: Permits state aid to be established at
not less than some percentage of aid entitlement under
present statutory provisions.
(2) Special Education Fund
(a) Core formula for computing entitlement t o s t a t e aid is the
same equation as for the General Fund: ,
District Aid = (W*)(WADM)(SSLHQTR)(A.V.)
(b) General explanation of the equation:
The basic form of the General Fund simulation equation for
state aid is carried forward to Special Education. The
values used in the equation, however, are tailored to the
characteristics of the Special Education area, except where
they are common to both General Fund and Special
Education operations (e.g., district assessed valuation).
1) Establishes the gross dollar amount of dictrict revenue
(expenditure) for Special Education toward which state
aid could be contributed.
a) W* permits weighting a district's Special Education
students as a whole, to reflect specific circum-stances
(e.g., small size of the Special Education
b) WADM permits weighting of the Special Education
categories to reflect variations in the expenditure
levels among the different handicap categories.
The simulator is designed to permit weights for
each of the statutory categories further classified
by resource program, self-contained program, and
tuitioned students.
c) SSL is the same value as proposed for the General
Fund. It is the selection of the weights for WADM
which establishes the 'dollar difference in the total
support level for Special Education students rela-tive
to the General Fund regular students.
2) The simulator will permit the calculated gross support
level to be adjusted in ways similar to those described
for the General Fund.
1) QTR represents the proposed district tax rate for
Special Education.
2) A.V. is the same assessed valuation as described for the
General Fund.
Special options which can be used in establishing state aid
for the General Fund can also be exercised for the Special
Education Fund (i.e., negative aid, impact aid, deduction,
minimum aid, and hold harmless).
3. Other Funds
Simulation capabilities to accept a variety of proposals for state aid for
transportation, capital outlay, capital levy, or debt service have not yet
been designed. As soon as practicable, these modules in the simulator will
be completed. In the interim, the simulator will simply produce the base
year aid flows (i.e., existing transportation aid and no aid in the capital
d. Budget Limits and Estimating District Levies
(1) General Fund
(a) Budgetarily, the district levy for the General Fund is a
residual. Given the adopted budget, the levy is the amount
of revenue necessary to balance the budget after allowing
for state aid and other sources of revenue.
(b) To estimate the district levy, the simulator requires that the
level of the General Fund budget be specified. As designed,
the simulator allows the following options in specifying the
budget level for districts:
I) District will budget at its calculated gross support
level, (W*)(WAD M)(SSL).
2) Districts budgeting less than their gross support level
will increase to their support level. -
3) Districts will maintain their current relative budget
levels under the present budget limitation provisions.
4) Higher spending districts will budget an amount not to
exceed some specified percentage in excess of their
support level.
5) Lower spending districts will increase by some specified
amount over the present statutory limitation.
(2) Special Education Fund
The same basic provisions and capabilities as described for the
General Fund also apply to the Special Education Fund.
(3) Other Funds
Until the modules are designed for simulating state aid proposals
for the transportation, capital outlay, capital levy, and debt
services funds, the simulator will produce only the base year
levies for these funds.
8. Simulator Report
0 At the end of each simulation a printout will be prepared which will show the
estimated fiscal impact on each school district. The printout formats are
shown in Appendix H.
These formats are intended to show the following rnajor types of financial
information for the districts:
1. Revenue available for expenditure for each of the designated funds
a Revenue is categorized as:
(1) Basis State Aid
(2) Other State Aid (minor or smaller categorical state programs)
(3) Federal Aid
(4) District Levy
(5) Miscellaneous District Revenue (Other)
b. Available revenue by source is shown for each of the following years:
(1) Actual revenues for a base year (currently defined as 1977-1978).
(2) Estimated revenue which would have been available in the base
year had the simulated proposal been in effect (defined as 1977-
1978, Proposed).
(3) Estimated revenue which will be available in a future year if the
simulated proposal is implemented (defined as 1980-1981, Pro-jected).
(4) For the Special Education Fund, an adjusted base year is also
shown (1977-1978 Adjusted). This line adjusts the actual levy of
the district as an offset to the dollar variation between
estimated state aid at the time the budget was adopted and
actual entitlement at the end of the year.
2. District Assessed valuation
a. Actual for the base year
b. As modified and adjusted for the base year
3. Property tax levies and rates for each fund where property taxes are
a. Tax rates are calculated for the actual, proposed, and projected
b. Levies are calculated for each class of property for the actual and
proposed years only. Total levy is calculated for the projected year.
C. Status of the Simulator
The simulator is presently in the testing stage. It is expected to be operational
in December 1978. As soon as practicable, thereafter, simulation capabilities
for the transportation and capital expenditure funds will be designed and
Systems analysis and programming is being provided by the Data Center,
Department of Administration, under contract with the Arizona Department of
Education. The simulator will operate on the Data Center's computer.
School District Sample
District and Type
and Size Category*
Maricopa 7,363 (HM)
Amphitheater Pima 5,770 (LM)
Balsz Maricopa 1,785 (LM
Catalina Foothills Pima 936 (L)
Eloy Pinal 1,374 (L)
Oracle Pinal 433 (L)
Osborn Maricopa 2,633 (LM)
Phoenix Maricopa 6,514 (HM)
Roosevelt Maricopa 9,056 (HM)
Sierra Vista
Sierra Vista
Flagstaff (Elementary)
Flagstaff (High School)
Globe (Elementary)
Globe (High School)
District and Type
UNIFIED (continued)
Joseph City (Elementary)
Joseph City (High School)
Mesa (Elementary)
Mesa (High School)
Page (Elementary)
Page (High School)
Prescott (Elementary)
Prescott (High School)
Santa Cruz** (Elementary)
Scottsdale (Elementary)
Scottsdale (High School)
0 Tucson (Elementary)
Tucson (High School)
Window Rock*** (Elementary)
Window Rock (High School)
Total Sample (Elementary)
Total Sample (High School)
State Total ( Elementary)
State Total (High School)
* L = Low ADM
LM = Low Medium ADM
HM = High Medium ADM
H = High ADM
County and Size Category*
Y avapai
Y avapai
Santa Cruz
Maricopa 14,521 (H)
Maricopa 10,143 (HM)
Pima 36,894 (HI
Pima 18,432 (HI
Apache 1,897 (LM 1
Apache 834 (L)
** Elementary, not in a high schcd district
*** Elementary teaching high school
00 1 -General Fund
Expenditures and FTE Staff Items Obtained
for Sample School Districts for 1977-1978
Function/Subfunction Object*
100-Administration '7p a r i e s - ~ e r t .
Staff FTE
Employee Benefits-Cert.
130 Business and Fiscal Salaries-Class. X / I Employee Benefits-Class.
140-Education Services 1 ( Other Expenditures
I Employee Benefits-Teacher
Salaries-Class. X
200-Instruction Employee Benefits-Class.
Supplies and Materials
k h e r Expenditures
300-Instr. Support
3 10-Principal's Off ice 1 330-Guidance and Psych. Serv.
350-Curriculum Services
Employee Benef its-Cert.
Salaries-Class. X
Employee Benefits-Class.
Other Expenditures
400-Operations Employee Benefits-Class.
410-Ops, and Maint-of
Utilities and Comm.
k h e r Expenditures
002-Special Education
Employee Benefits-Cert.
1 00-Administration Salaries-Class. X
Employee Benefits
k h e r Expenditures
APPENDIX B (continued)
4 10-Capital Outlay
@ 420-Capital Levy
Staff FTE
I Salaries-Teacher X
Employee Benefits-Teacher
200-Instruction Salaries-Class. X
Employee Benefits-Class.
1 Tuition
I Other Expenditures
300-Instr. Support Employee Benefits-Cert.
330-Guidance and X
Employee Benefits-Class.
400-Operations Employee Benefits-Class.
I Utilities and Comm.
Other Expenditures
I Employee Benefits
Supplies and Materials
Capital Outlay
k e r Expenditures
]Land and Improvements I Buildings and Improvements I Furniture and Equipment
--I Vehicles
Library Books
I Textbooks 1 Aids
1 Other Expenditures
I Z d and Improvements
Buildings and Improvements
Furniture and Equipment 1 Other Expenditures
APPENDIX B (continued)
Fund Function/Subfunction Object* Staff FTE
I Land and Improvements
490-Other Capital Proj. ,---I Buildings and Improvements
I Other Expenditures
1 10-ESEA Title I -1 /
120-ESEA Title I-Mig.
200-ESEA Title VII-Biling.
240-270-Voc. Educ. I
1400 Operations
Salaries-Cert. X
Employee Benefits-Cert.
Salaries-Class. X
Employee Benefits-Class.
Employee Benefits-Teacher
Salaries-Class. X
Employee Benefits
Other Expenditures
Employee Benefits-Cert.
Salaries-Class. X
Employee Benef its-Class.
Other Expenditures
Capital Outlay
Other Expenditures
* Employee benefits have been allocated from Function 400 (Operations) to the appropriate
functional areas to obtain a more accurate. picture of expenditures on staff in each
functional area.
Regular Instructional Program Areas*
(A) Language Arts (X)
1. English
2. Composition
3. Language
4. Literature
5. Reading
6. Handwriting
7. Spelling
(B) Communication (XI
1. Speech
2. Debate
3. Journalism
4. Media
(C) Mathematics (X)
(D) Social Studies (XI
1. History
2. Government
3. Geography
4. Free Enterprise
5. Economics
6. Humanities
7. Anthropology
8. Sociology
9. Civics
10. Other
(E) Science (X)
1. Chemistry
2. Biology
3. Physics
4. Astronomy
5. Earth Science
6. General Science
7. Other
(F) Foreign Language (X)
(G) Business (Non-Voc. Ed.) (XI
1. All business type courses not classified as Business and Office
Education-Voc. Ed.
(H) Home Economics (Non-Voc. Ed.) (X)
1. Ail home economics courses not classified as Home Economics
Consumer and Homemaking or Home Economics Occupational-Voc.
(I) Industrial Arts (Non-Voc. Ed.)(X)
1. All industrial arts type courses not classified as Technical or Trades
and Industries-Voc. Ed.
APPENDIX C (continued)
(J) Physical Education (X)
I. Physical Education
2. Sports
3. Dance
4. Gymnastics
5. Swimming
6. Other
(K) Music (X)
1. Music
2. Band
3. Chorus
4. Orchestra
5. Other
(L) Art (XI
1. Art
2. Crafts
3. Photography
4. Drawing
5. Design
6. Graphics
7. Sculpture
8. Other
(M) Dramatic Arts (X)
1. Drama
2. Acting
3. Filmmaking
(N) Vocational Education
1. Agriculture (X)
2. Distributive Education (X)
3. Health Occupations (X)
4. Home Economics (Homemaking)
5. iiome Economics (Occupational Prep.) )) (x)
6. Business and Office Education (X)
7. Trades and Industry (X)
(0) Other Programs(X)**
* Generally, teacher staff and student enrollment hours were developed for
the broad instructional programs marked with an (X). Exceptions include
combining Music, Art, and Dramatic Art into a Fine Arts category and
combining Home Economics and Industrial Arts for the elementary grades.
** Specifically identified as encountered; e.g., Driver Education, Junior
ROTC, special district funded remedial programs.
Allocation Method to Distribute General Fund
Expenditures to Elementary and High School Shares
Function Allocation Method
130-Business and Fiscal Services Number of FTE staff in Elementary and High School
140-Education Services Number of FTE teachers in Elementary and High School
1 XX-Other Administration
3 10-Principal's Off ice a 330-Guidance and Psych. Serv.
350-Curriculum Services t
3XX-Other Instruction Support
Number of FTE staff in Elementary and High School
rCertified salaries and benefits allocated by number of
I certified FTE staff in Elementary and High School
I Classified salaries and benefits allocated by number of
classified FTE staff in Elementary and High School
Other expended ajlocated by total FTE staff in
I Elementary and High School
Information from district business manager
Expenditures to Special Education, Teacher Distribution Pool
and Student Distribution Pooi
I. General Fund Expenditures to Special Education
A. Function 100 (Administration) except subfunction 140 (Education Services)
1. Establish General Fund and Special Education Fund share on the
basis of total FTE staff charged against each fund.
2. If the district direct charged less than this computed share to administration
in the Special Education Fund, an allocation from the General Fund
to Special Education was completed.
B. Function 400 (Operations)
I. Establish General Fund and Special Education Fund share on the
basis of total FTE teachers charged against each fund.
2. Allocate Special Education share from the General Fund to the Special
Education Fund.
a 11. General Fund Expenditures Assigned to Teacher Distribution Pool
A. Function 140 Education Services
B. Function 1 XX All Other Administration
C. Function 200 Instructional Salaries and Benefits
D. Function 310 Principal's Off ice
E. Function 350 Curriculum Services
F. Function 400 Operations
111. General Fund Expenditures Assigned to Student Distribution Pool
A. Function 200 Instructional Expenditures Other Than Salaries
B. Function 330 Guidance and Psychological Services
C. Function 360 Library
D. Function 370 Interscholastics
E. Function 3XX Other Instructional Support
Allocation Method to Distribute Special Education Fund Expenditures
to Teacher Distribution Pool and on Other Bases
I. Special Education Fund Expenditures to Teacher Distribution Pool
A. Function 100 Administration
B. Function 200 . Instructional Salaries and Benefits
C. Function 400 Operations
11. Special Education Fund Expenditures Allocated by Other Means
A. Function 200 Instructional expenditures o;her than salaries allocated
directly to handicap categories
B. Function 330 Guidance and Psychological Services expenditures allo-cated
directly to handicap categories
C. Function 3XX Other Instructional Support expenditures allocated
directly to handicap categories
Specific Components of Expenditures per Student
and Sources of Variation in These Components Among Districts
General Fund (00 1 )
A. Instruction
1. Component Expenditures
a. Teacher compensation--includes teacher salaries, benefits, and
payment for substitutes
b. Aide compensation--includes teacher aide salaries and benefits
c. Other instructional expenditures--includes supplies and materials
and all other expenditures
2. Dollar amount of variation among districts attributable to specific
a Teacher compensation
(1) Studendteacher ratio
(2) Relative level of the district salary schedule
(3) Location mix of teachers on the salary schedule; i.e.,
proportion of teachers in the lower vs. higher portion of the
b. Aide compensation
(1) Student/aide ratio
(2) Average compensation for aides
c. Other instructional expenditures--source of variation not identifiable
B. For The Following Functions:
Education and Curriculum Services
Other Administration
Principal's Off ice
Guidance and Psychological Services
Other Instructional Support
Operations and Maintenance of Plant, excluding utilities
Other Operations
APPENDIX G (continued)
1. Component Expenditures
a. Staff compensation--includes salaries and benefits
b. Other expenditures
2. Dollar amount of variation among districts attributable to specific
a. Staff compensation
(1) Studentistaff ratio
(2) Average compensation for staff
b. Other expenditures--source of variation not identifiable
11. Special Education Fund (002)
A. Instruction
1. Component Expenditures
a. Teacher compensation--includes teacher salaries, benefits, and
payment for substitutes
b. Aide compensation--includes teacher aide salaries and benefits
c. Other instructional expenditures--includes supplies and materials
and all other expenditures
2. Dollar amount of variation among districts attributable to specific
a Teacher compensation
(1) Studendteacher ratio
(2) Relative level of the district salary schedule
(3) Location mix of teachers on the salary schedule
b. Aide compensation
(1) Studentlaide ratio
(2) Average compensation for aides
c. Other instructional expenditures--source of variation not identi-f
APPENDIX G (continued)
B. For The Following Functions:
Guidance and Psychological Services
Other Instructional Support
1. Component Expenditures
a. Staff compensation--includes salaries and benefits
b. Other expenditures
2. Dollar amount of variation among districts attributable to specific
a. Staff compensation
(I) Studendstaff ratio
(2) Average compensation for staff
b. Other expenditure--source of variation not identifiable
C. For The Following Functions:
Establishing source of variation in expenditure per student will be
somewhat indeterminate. Both the administrative and operative functions
of the Special Education Fund have been increased by General Fund
administration and operations expenditures allocated to Special Education.
(See Appendix E for a discussion of these allocations.)
111. Analysis methods of the Transportation, Capital Outlay, Capital Levy, and Federal
Funds have not yet been developed.
The general format for the Revenue Availability format is shown
on H-1. The Assessed Valuation format is presented on H-2.
The Property Tax format appears on H-3.
State Aid Federal
Basic Other -Aid
General Fund
1977-78 (Actual) XXX XXX XXX
1977-78 (Proposed) XXX XXX XXX
1980-81 (Projected) XXX XXX XXX
Special Education
1977-78 (Actual) XXX XXX XXX
1977-78 (Adjusted) XXX XXX XXX
1977-78 (Proposed) XXX XXX XXX
1980-81 (Projected) XXX XXX XXX
Other funds individually, as discussed in the section on simulator capabilities
Total Funds
1977-78 (Actual)
1977-78 (Adjusted)
1977-78 (Proposed)
1980-81 (Projected)
X X X X X X X X X X i :
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Lace Panel Ponte Dress: Comfortable ponte knit and feminine lace combine to create a slimming design! Pretty lace panels create a flattering shape while the solid black sides and inset waist slenderize. A lovely dress for work or special occasions.
NOTE: This dress has 11" long, elbow-length sleeves, which are shorter than pictured.
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Straight leg. A classic straight leg style that merges traditional fit with everyday versatility. A fine-wale corduroy in rich, inky black brings a textural element to this 5-pocket silhouette, while tonal stitching keeps the overall look clean and minimal. Zip fly with button closure.
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Slow Cooker Bourbon Chicken Recipe
- Posted on
- 37 Comments
Slow Cooker Honey Baked Ham
I'd love to make this…assuming I didn't already finish the bourbon! Thanks for sharing
Happy Blogging!
Happy Valley Chow
I love bourbon chicken and havent had it in forever. I am making this one for sure…but where's the bourbon?
I love slow cooker recipes! My husband will love this.
Elyse, our sons will love this. Just their kind of recipe. Planning on trying it really soon.
Many blessings, Sinea from Ducks 'n a Row
This sounds delicious and will definitely try it. However, can anyone explain why when using the slow cooker my food has so much liquid. It never looks like the pictures I see.
We use a slotted spoon when we dish it out of the Crock Pot and only use as much liquid as we want. Hope this helps! -The Six Sisters
This looks and sounds amazing! Thanks! Enjoy your night!
I dont have a crock pot is there another way of making it? I Love Bourbon Chicken!!
I found this information on Google. Heat the oven to 325 degrees. Convert the Crock-Pot cooking time for low settings. If a dish requires cooking in a Crock-Pot on the low setting for 4 to 8 hours, it will usually only require 30 to 45 minutes in the regular oven. For items that take 6 to 10 hours in the Crock-Pot on the low setting, plan on cooking in the oven for 40 to 50 minutes.
Not sure how accurate this is. Be sure to keep an eye on it.
I know this is a late reply but… we actually make the exact recipe on the stove top! Saute cubed chicken until done, then pour in the sauce (everything minus the cornstarch). Cook for 20 min or so. Then add cornstarch to thicken and eat over rice.
No bourbon?
Where is the Pintrest button?
It's the "Pin It" button right under the picture.
Why is it called Bourbon Chicken if there isn't any Bourbon in it, am I missing something????
I've read the recipe several times and then decided to read the comments. Glad I'm not loosing my mind when I didn't see bourbon listed. Is the sauce suppose to mimic the bourbon taste?
you call is bourbon chicken but there is no bourbon in it? not really a bourbon chicken then is it?
I was excited to see the recipe but alas… no bourbon! Does the recipe have an error?
No bourbon….no error. The name actually comes from the name of a street – Bourbon Street, not the alcohol. It's so delicious. NO Bourbon!!
When a friend recommended this recipe I was wondering what I could replace the Bourbon with…..glad I don't have to worry about that
Not trying to change a family favorite, but maybe it should be titled "Bourbon Street Chicken" instead to avoid people wondering, "where is the Bourbon?" Can't wait to try this!
I bought a large bottle of bourbon for a recipe last Thanksgiving and it hasn't been touched since. I'm adding a splash of bourbon.
LOL!! Thank you
Hi Sixsisters,
Thank you sooo much for the recipe! I'll definitely spread the word!
Thank you again,
Ben from http://www.crockpotking.com
I wanted to make this today but realized my soy sauce isn't low sodium. will it make a difference if I use that or should I wait until I get low sodium? It looks delicious!
It won't make a difference at all. We were just trying to use a little healthier version of soy sauce.
Where is the BOURBON. No Bourbon, Is this like Kahlua Pork, No Kahlua :~)
Made this yesterday and it was yummy! The whole family enjoyed it (kids 1 ,5 and 10!) This recipe is a keeper!
My wife made this tonight. Started off great. Well written, solid method, tasted during cooking and was pleased. Then the wife added the required amount of corn starch. A 1/4 cup!?!? Totally ruined it. Dish ended up tasting like someone put soap in it. That much corn starch can thicken a gallon of sausage gravy. The best thing would be to leave out the corn starch and let the sauce reduce and thicken naturally.
I'm with him on the corn starch. It's way too much. I went back and double checked the recipe to make sure I didn't leave anything out. I didn't. My gut told me not to use all that corn starch. I wish I listened to my gut.
Lol! No bourbon Saw the explanation…a lot could have been avoided by adding the word street after bourbon. I added bourbon anyway! Think outsidethe box
Didn't see the explanation either. Should put it with the recipe so it's not confusing. Thanks
Shouldn't be called bourbon chicken if there's no burbon in it!!!!!!
Who cares what it's called?? It's delicious! Thanks- my family really enjoyed this!
I don't personally drink it, but I guess if you want the bourbon, you could drink it while you enjoy your meal.
Is it okay to use frozen chicken for this?


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Dahomey and the Dahomans: Being the Journals of Two Missions to the King of Dahomey, and Residence at His Capital, in the Year 1849 and 1850
Frederick E. Forbes was a British naval officer who, in 1849-50, undertook two missions to the court of the King of Dahomey in an unsuccessful attempt to convince him to end involvement in the slave trade. Dahomey was a warlike kingdom that arose most likely in the second quarter of the 17th century and came to dominate its neighbors through its army, which included both men and women and was based on strict military discipline. This two-volume work reproduces Forbes' journal and his account of his conversations with King Gezo ...


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Richters Home
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Herb Plug Packs
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Richters Herb Plug Packs
Richters plug packs are a great solution for projects that call for more than a few herbs of the same variety. This is the best option when you need 12 or more plants for gardens, borders, window boxes.
Please note: Minimum order is two packs (can be two different varieties). Plug packs are produced in spring to ship in April and May.
Aztec Sweet Herb
Balm, Lemon
Basil, Greek Bush
Basil, Genovese
Basil, African Blue
Basil, Thai
Bergamot, Blue Stocking
Bergamot, Marshall's Delight
Bergamot, Rose-Scented
Bergamot, Red
Chamomile, Double
Chamomile, English
Chamomile, Roman
Chives, Grolau
Chives, Garlic
Cicely, Sweet
Clover, Dragon's Blood
Coriander, Vietnamese
Coriander, Mexican
Curryplant, Miniature
Dittany of Crete
Echinacea, White Swan
Echinacea, Narrowleaf
Geranium, Austrian
Gotu Kola
Jessamine, Night
Lamb's Ear, Woolly
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'Having scoured the net for the safest car seat for toddlers, maxi-cosi came through most tests as number...'
Las - Kent
'Was really easy to install. Think it will be really safe because when straps are pulled firmly the chair...'
mrslj - glasgow
Discover Isofix car seats from leading brands Recaro, Britax and Maxi-Cosi plus our very own Baby Weavers Isofix car seats. Not only that there's a whole range of Isofix accessories for safe travels from birth and beyond. At Kiddicare you'll find all the good stuff like 365 day returns, price match promise and shop 'til 8pm Mon-Thurs for next day delivery (over £29.99 to mainland UK). Plus free in-store car seat fitting and safety checking for everyone.
©Kiddicare 2014


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HťlŤne Grimaud Ė Biography
She could be called a Renaissance woman for our times. HťlŤne Grimaud is not just a deeply passionate and committed musical artist whose pianistic accomplishments play a central role in her life. She is a woman with multiple talents that extend far beyond the instrument she plays with such poetic expression and peerless technical control. The French artist has established herself as a committed wildlife conservationist, a compassionate human rights activist and as a writer.
Grimaud was born in 1969 in Aix-en-Provence where she began her piano studies at the conservatory with Jacqueline Courtin and subsequently under Pierre Barbizet in Marseille. She was accepted into the Paris Conservatoire at just 13 and won first prize in piano performance a mere three years later. She continued to study with GyŲrgy SŠndor and Leon Fleisher until, in 1987, she gave her well-received debut recital in Tokyo. The same year the renowned conductor Daniel Barenboim invited her to perform with the Orchestre de Paris.†
This marked the launch of Grimaudís musical career; one highlighted by concerts with most of the worldís major orchestras and many celebrated conductors. Her recordings have been critically acclaimed and awarded numerous accolades, among them the Cannes Classical Recording of the Year, Choc du Monde de la musique, Diapason díor, Grand Prix du disque, Record Academy Prize (Tokyo), Midem Classic Award and the Echo Award.
Between her debut in 1995 with the Berliner Philharmoniker under Claudio Abbado and her first performance with the New York Philharmonic under Kurt Masur in 1999 Ė just two of many acclaimed musical milestones Ė Grimaud made a wholly different kind of debut: in upper New York State she established the Wolf Conservation Center.
Her love for the endangered species was sparked by a chance encounter with a wolf in northern Florida which led to her determination to open an environmental education centre. ďTo be involved in direct conservation and being able to put animals back where they belong,Ē she says, ďthereís just nothing more fulfilling.Ē†
But Grimaudís engagement doesnít end there: she is also a member of the organisation Musicians for Human Rights, a worldwide network of musicians and people working in the field of music to promote a culture of human rights and social change.†
For most people, establishing and running an environmental organisation or having a flourishing career as a musician would be accomplishment enough. Yet, remarkably, HťlŤne Grimaud has also found time to pursue writing. Her first book,†Variations Sauvages, was published in French in 2003 and subsequently translated into English, Japanese, Dutch and German. Her second book, LeÁons particuliŤres, which is part novel and part autobiography, followed in 2005. Most recently she published Retour ŗ Salem, also a semi-autobiographical novel, which was released in French in October 2013.
Despite her divided dedication to these multiple passions, it is through Grimaudís thoughtful and tenderly expressive music-making that she most deeply touches the emotions of audiences. Fortunately, they have been able to enjoy her concerts due to her extensive touring programme with major orchestras around the world. Her 2014 calendar includes performances with Dallas Symphony Orchestra/Jaap van Zweden, the Philharmonia and City of Birmingham Symphony Orchestra/Andris Nelsons, San Francisco Symphony/Lionel Bringuier, Czech Philharmonic Orchestra/JirŪ BelohlŠvek, Los Angeles Philharmonic/Gustavo Dudamel, Orchestre Mťtropolitain du Grand Montrťal and Symphonieorchester des Bayerischen Rundfunks/Yannick Nťzet-Sťguin. In September, HťlŤne will begin her recital tour with a programme inspired by Water. The year ends with a collaborative project at The Park Avenue Armory in New York with the visual artist Douglas Gordon: tears becomeÖstreams becomeÖ.
In September 2013, Deutsche Grammophon released her album of the two Brahms piano concertos; the first concerto with Andris Nelsons conducting the Bavarian Radio Symphony Orchestra†and the second recorded with the Vienna Philharmonic. When she took the Brahms on tour to Southeast Asia, The Straits Times of Singapore said: ďHer playing was distinguished by superb timing and consistency of touch, and seamless interplay between piano and orchestra.Ē
Grimaud is also an ardent and committed chamber musician who performs frequently at the most prestigious festivals and cultural events with a wide range of musical collaborators that has included Sol Gabetta, Thomas Quasthoff, Rolando Villazůn, Jan Vogler, Truls MÝrk, Clemens Hagen and the CapuÁon brothers.†
An exclusive Deutsche Grammophon artist since 2002, her album prior to the Brahms concertos was Duo, a collaboration with cellist Sol Gabetta, which won the 2013 ECHO Award for ďchamber recording of the yearĒ. The disc was released in October 2012 and that autumn the pair gave a series of concerts in Germany and France, performing the cello sonatas by Schumann, Brahms, Shostakovich and Debussy which are featured on the disc. The albumís repertoire originated as an inspired recreation of a concert they gave at the 2011 Gstaad Festival and which the Berner Zeitung described at the time as ďbreathtakingĒ while BBC Music Magazine commented that ď. . . in the grand first movement [of Brahmsí Cello Sonata No. 1] HťlŤne Grimaud produces a context of almost orchestral depth and spaciousness into which Gabetta projects her eloquently refined lines.Ē
Previous releases include her Mozart Piano Concertos No.†19 and No.†23, a disc released in 2011, which also featured a collaboration with singer Mojca Erdmann on a recording of Mozartís Chíio mi scordi di te?. Grimaudís 2010 release, the solo recital album Resonances, featured music by Mozart, Berg, Liszt and Bartůk. Other DG recordings by Grimaud include Bachís solo and concerto works in which she directed the Deutsche Kammerphilharmonie Bremen from the piano bench, and a Beethoven disc with Staatskapelle Dresden and Vladimir Jurowski, Reflection and Credo (both of which feature a number of works linked thematically), a Chopin and Rachmaninov Sonatas disc, a Bartůk CD with Grimaud playing the Third Piano Concerto with the London Symphony Orchestra under Pierre Boulez and a DVD†release of Rachmaninovís Second Piano Concerto with the Lucerne Festival Orchestra under the direction of Claudio Abbado.
HťlŤne Grimaud is undoubtedly a multi-faceted artist. Her deep dedication to her musical career, both in performances and recordings, is reflected and reciprocally amplified by the scope and depth of her environmental and literary pursuits.†


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Release Date: Thursday, October 20, 2011
Charleston, W.Va. – University of Charleston School of Business Dean Charles Stebbins today announced the launch of a new venture: the Executive Master of Business Administration with a concentration in Pharmaceutical and Healthcare Management (EMBA-PHM), which will begin classes in January 2012. "Our Executive MBA program has been very popular with Charleston-area professionals who have been serving in the business world and found that they would benefit from advanced education while remaining on their jobs," said Dr. Stebbins. "We have been considering tailoring portions of the EMBA program to better serve professionals in a variety of business areas. We feel this new concentration fills a distinct need in the Charleston area with its abundance of pharmaceutical and healthcare professionals." This innovative EMBA concentration will take advantage of faculty in both the UC Schools of Business and Pharmacy to give candidates insight into the intricacies of a constantly changing economic and healthcare world. The EMBA-PHM is intended to serve the needs of employees who currently occupy or aspire to achieve advanced positions in the pharmaceutical industry, healthcare and government institutions, health insurance companies, policymaking or stakeholder relations, among others.
Demand is on the rise for degrees such as the EMBA-PHM. According to the United States Department of Labor Statistics, the medical and health service management fields are expected to grow 16 percent (over 45,000 jobs) between 2008 and 2018, or faster than average for all occupations.
"By emphasizing the economic, marketing, and management aspects of the pharmaceutical and healthcare industries, a concentration in PHM gives the candidate a significant advantage in career advancement opportunities and options," said EMBA-PHM and UC School of Pharmacy professor Dr. David Latif.
Like the University's traditional EMBA designed for experienced executives, the EMBA-PHM is intended for business executives, middle managers, or those who aspire to become managers in a healthcare/pharmaceutical organization. This program will be broken into five modules that allow candidates to graduate in just 14 months, while continuing to work full time. Candidates in the EMBA-PHM concentration will take the same first three modules as the original EMBA program (Organization & Structure; Foundations of Business; Analysis & Interpretation of Data), but will split off into healthcare specific modules for the final two modules (Pharmaceutical Marketing & Pharmacoeconomics, and Pharmaceutical & Healthcare Management & Economics).
For more information on the EMBA-PHM program, visit www.ucwv.edu/business/EMBA_PHM.
Carrie Stollings
Public Relations Specialist
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dOmEniCkI focus on posting my own, original content, and I think those make the best blogs. Follow me for original music, cool photography, Indie Radio, fitness, and fun. Check out my Find Me project here.
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Ryan Gosling and girlfriend Eva Mendes in New York in May 2012.
Lisa Kudrow: 'Friends' execs worried Monica was 'slutty'
"They were really nervous that the audience wouldn't like her."
Are ya ready kids? The new 'SpongeBob' live-action movie trailer has arrived
He's coming out of the water for this one!
Creepy Rebecca Romijn, Jerry O'Connell are 'Haunted House Hunters'
He wants a torture den. She wants to be unhappy.
Adorable middle schoolers filmed a shot-for-shot remake of the 'Ghostbusters' trailer
We're totally going to call these tiny Ghostbusters.
'Peter Pan Live!' promo brings you (briefly) behind the scenes of Neverland
Second star to the right, and straight on till morning.
Charlie Sheen talks about rumored return to 'Two and a Half Men'
"We're just a meeting away from making it happen."
'Portlandia' season 5 tease: Fred and Carrie plan their perfect goth funerals
How very Halloween-y of them.


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Have Your Next Meeting, Dinner or Party with One of Your Favorite Airplanes!
We host the best children's birthday parties anywhere!
Parties are held Saturdays and Sundays between 11:00 a.m. and 3:00 p.m.
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If you are a Corporate Member of the Museum, you get a FREE daytime (Monday-Friday) rental! Click here for more information.


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Maximum of two cars per cabin and a parking fee is charged for additional cars. The kitchen includes a refrigerator, stove, coffeemaker, dishes, dishcloth, dish towels, silverware, cooking utensils, pots and pans, microwave oven, toaster, and clock radios. Bring food, dish detergent, extra dish towels, coffee filters, coffee, salt and pepper, nonstick cooking spray, bodywash/soap, extra bath towels, board games or cards. The bedrooms have bed(s), nightstands, and a full-length mirror. Linens are provided and includes sheets, pillows, pillow cases, blankets, a comforter, towels, washcloths and dish towels. One set is provided per bed and they are not changed daily. Cabins have rustic furniture and are climate controlled (heat and air conditioning). The cabin living area has two cushioned chairs, loveseat, and a dining table with four chairs. Cabins do not have a TV, telephone, dishwasher, or washer and dryer. All cabins have a deck and an outside grill. Check-in information is placed in a letter box outside the front door park office for late arrivals. Out of respect for cabin guests, large gatherings and camping are not allowed in the cabin area. Quiet hours are from 10pm through 6am. Only overnight guests are allowed in the park after 10pm. Visitors are charged daily parking and launching; visitors must park in areas designated by the park. There are no lifeguards and it is swim at your own risk in the Chesapeake Bay.
Cabin 9: Two bedroom cinderblock, maximum capacity six, one queen bed, two single beds, two bed rentals allowed.


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NFL.com's Charles Davis believes it is a myth that Buffalo edge player Khalil Mack is a lock to be a top five draft pick.
Oregon junior DL Arik Armstead and sophomore RB Thomas Tyner did not travel for the school's game against Cal.
TFY Draft Insider's Tony Pauline reports that "there's no definitive word" about whether or not Stanford junior T Andrus Peat will declare for the draft at present time.
Washington junior OLB Shaq Thompson and junior CB Marcus Peters will both declare for the draft after this season, reports TFY Draft Insider's Tony Pauline.
TFY Draft Insider's Tony Pauline reports that "people close to the Indiana Hoosier program are planning for the departure of [junior RB] Tevin Coleman at seasons end."
ECU senior WR Justin Hardy caught 14 passes for 186 yards and a touchdown in the school's 31-21 win over UConn.
Indiana junior RB Tevin Coleman "is quickly playing his way into second-round consideration with his ability not just to run but also catch the football," said an NFC scout.
Oregon senior C Hroniss Grasu reminds an AFC scout of Browns' Pro Bowl center Alex Mack, reports NFL.com.
NFL Media's Daniel Jeremiah compared Clemson senior edge rusher to former first-round pick Jerry Hughes.
Washington redshirt senior edge rusher Hau'oli Kikaha is leading the FBS in sacks with 12.5.
Clemson coach Dabo Swinney said freshman QB Deshaun Watson will remain the starter as long as he's healthy.
Ohio State senior TE Jeff Heuerman reminds ESPN's Todd McShay of former Stanford standout Zach Ertz.


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Biggest Loser DVD and Book Gift Set
List Price: $39.95
You Save: $14.98 37% off
An essential tool for dieters and a must-have addition to the best-selling Biggest Loser franchise. As any Biggest Loser knows, keeping careful track of meals and snacks is essential for successful weight loss. On the hit NBC show and in the best-selling books, The Biggest Loser experts stress the importance of writing down in a food journal every calorie consumed. The Biggest Loser Food Journal will allow you to track calories, log workouts, and discover which foods work best for you.
The Journal will include:
- designed pages for recording meals, snacks, beverages, calories, and portion sizes
- an overview of The Biggest Loser Food Plan
- 30 recipes with accompanying photos
- 2030 exercises with accompanying photos
- contestant and trainer tips for staying on track
This interactive, indispensable weight loss resource will show at-home dieters and Biggest Loser fans how to start trackingand losingtoday.
The Biggest Loser Calorie Counter Book (Paperback)
The Biggest Loser Calorie Counter will provide readers and fans with a resource theyve repeatedly requested: a listing of the caloric totals for approximately 7500 common foods. Content includes:
The Biggest Loser: Cardio Max Weight Loss DVD
Shed mega pounds with a Cardio Max program specifically designed to support weight loss! You've seen contestants on NBC's hit series "THE BIGGEST LOSER" pushed to the max and achieve amazing results - and now it's your turn at home with a Cardio Max program specifically designed to support weight loss! Kick fitness into high gear as TV trainer Bob Harper challenges you to the ultimate boot camp workout designed to shed mega pounds. Then, boost your calorie-burning power with two high-intensity add-ons that can be alternated or combined for a more advanced program. Get ready to transform your body and your life. Maximum results start now!
The Biggest Loser: Power Walk DVD
Kick-start weight loss with four low-impact one-mile indoor walking workouts designed to get your heart pumping! Kick-start weight loss with trainer Bob Harper and fan-favorite contestants Tara Costa and Sione Fa from NBC's "THE BIGGEST LOSER." Walk off the weight with four low-impact one-mile indoor walking workouts designed to get your heart pumping. Use the progress tracker to log your miles and complete a marathon like the contestants on the show! Follow our three-week recommendation or go at your own pace and cross the finish line as a leaner, healthier you!


text: got a question ! i know the the cables are supposed to cross under the cable slide, i just put new string and cables on my onza 3 went out to shoot it and noticed they were crossed at the top of the slide, shot it anyway nothing happened. is there a problem such as bow blowing up, loss of speed, with the cables x ing at the top, just wondering? kinda like the looks x ing at the top!


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Welcome to the Disability Resource Center!
Centers for Cultural Understanding and Social Change (CCUSC)
UIC Office of Diversity
NEW Online Letter of Accommodation Form
An online Letter of Accommodations (LOA) Request Form is available for students. You can ONLY submit this Request Form online if you are already registered at the Disability Resource Center. If you are requesting an LOA for the first time or if you need to make any changes to your accommodations, please schedule a meeting with your Disability Specialist. This form has been redesigned. You will need to login with your netid and password to access the form. Also there are new options available if you want the LOA sent to you electronically or if you want the DRC to send the LOA directly to the professor.
Confidential Student Registration Form Available
If you want to register for services at the Disability Resource Center, a an online Confidential Student Registration Form is available. Before your intake appointment you can fill out this confidential online form in preparation for your meeting with your Disability Specialist. You will need your UIC Net ID and password to fill out this online form.
Nondiscrimination Statement
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Click "Available Dates" tab above.
Our Nail Technician course is designed as an alternative route to our Nail Technician NVQ Level 2 course. It combines the essential skills of a Nail Technician (Spa Manicure and Nail Extensions in Gel or Acrylic), so that you are fully equipped to start your own business, work as a mobile therapist or from your own home.
This course is ideal for beginners who want to start their own business.
· Learn the same skills that you would on the Nail Services NVQ Level 2 course
· Earn up to £50 per hour as a nail technician
· Learn with an industry leading product - EZ Flow Nail Systems
· Learn up to 3 different treatments in 1 course
Once you successfully complete the nail technician course you will receive The Carlton Institute diploma. This will enable you to obtain public liability insurance.
Nail Technician
Course Content
Manicure and Pedicure Nail Course Content Day 1 •Hygiene •Contra Indications •Nail Disorders •Adverse treatable nail conditions •Contra Actions •Client Positioning •Consultation •Manicure procedure •Hand and arm massage •Enameling •Pedicure procedure •Lower leg massage sequence •AftercareNail Extension Course ContentDay 2Health, safety and hygieneClient consultation and contra indicationsPros and cons of the different nail systemsNatural nail preparationClear tip and white tip applicationBlending and finishingAftercareDay 3Recap theory from day 1Practice preparing the natural nailGel / Acrylic chemistryGel / Acrylic application on tipsNatural nail gel overlay applicationFinishing & perfecting techniquesOverview of Gel / Acrylic nail removalPractice and perfect your overlaysMaintaining Gel / Acrylic nail enhancementsOverview of infills, re-balance and repairs
Once you have passed your Nail Technician course, you will obtain the Carlton Institute Diploma. This will allow you to obtain your Beauty Therapist Insurance. You may also have the option of taking your study further toward an NVQ qualification too.


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- $4.99 3-Day Shipping. Any Size Order -
HOME PGA Gear PGA Ladies PGA Ladies Collectibles PGA Ladies Collectibles Autographed Items Product ID: 1546800
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Jack's picture perfect swing helped guide him to 71 PGA Tour victoris and a record 20 Major Championships. The 8'' x 10'' color photo is double matted and framed with an authentic swatch from a golf shirt that was worn by Jack in a golf match. Photo is personally hand-signed by "The Golden Bear" Jack Nicklaus. Comes complete with the official "Golden Bear" hologram as well as a Fanatics Authentic certificate guaranteeing authenticity. Measures 17'' x 20'' x 1''. Limited edition of 250.
- 8'' x 10'' photo
- Authentic golf shirt swatch
- Double matted
- Fanatics Authentic Presented by Mounted Memories
- Framed in wood
- Includes Golden Bear hologram
- Personally hand-signed
Special event items are produced by manufacturers only after the outcome of a game or event. These are advanced sale items and will ship immediately after they are received in our warehouse.
Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.


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Pondering @PBS Mark Shields' "since Hector was a pup" expression? Trojan war hero's mom, Hecuba, turned into a dog, sez Euripides. h/t OED. - 13 hours 23 min
A moment of silence, please, for Great Tits (the bird species, which is threatened by climate change) http://t.co/yBORlcZwpg @SmithsonianMag - 14 hours 39 min
How Groundbreaking Is DOE's New $53M #Solar Investment? http://t.co/4BWAMpfEdt - 17 hours 12 min
U.S. Tribes to Canadian Regulators: We Oppose the Trans Mountain Pipeline Expansion http://t.co/6aXllII81U - 17 hours 13 min
ICYMI: CNN's Jake Tapper asks the right question on climate change in Florida governor's debate. @aaronhuertas http://t.co/1V7hxDCfWg - 17 hours 29 min
"I don't know how an agency redeems credibility once they've lost it at this scale." Pa's latest #fracking woes: http://t.co/j1kdu5AImE - 17 hours 36 min
RT @jackcushmanjr: NREL: News - Solar Energy Prices See Double-digit Declines in 2013; Trend Expected to Continue http://t.co/qRTlIFmyKZ - 17 hours 46 min
90% of major U.S. insurers have yet to issue a public statement on their approach to #climatechange. @Zhirji28: http://t.co/nGEjc06gsn - 18 hours 8 min
What it's like to have 30 oil & gas wells as neighbors http://t.co/4UCRiA98YB via @grist - 18 hours 13 min
RT @HuffPostGreen: Amazing wildlife photos from National Geographic's annual contest http://t.co/k7hTE1MPCt - 18 hours 15 min
RT @neelaeast: Why are measles, whooping cough and polio on the rise? The anti-vaccination movement http://t.co/8JCiVcec2K - 18 hours 15 min
ICYMI: Public trust in PA regulators erodes further over flawed fracking study. @lisalsong for @InsideClimate http://t.co/KhWz5XDKPs - 18 hours 28 min
RT @neelaeast: @NPR dismantles its great environment desk because that worked so well for @NYTimes a year ago: http://t.co/xwtApHigHr #cli… - 18 hours 36 min
Anti-#Keystone XL activists say they have a 60-day window to kill #KXL, plan big Washington protest. @msnbc: http://t.co/ClCFrDy9Q5 - 18 hours 38 min
"I don't know how an agency redeems credibility once they've lost it at this scale." #Pennsylvania #DEP http://t.co/Bc6JObZ1k0 - 19 hours 6 min
NPR's decision to cut back environment-focused staff to 1 comes as @nytimes beefs up its coverage. http://t.co/lQYEzqpzTf - 19 hours 7 min
NREL: News - Solar Energy Prices See Double-digit Declines in 2013; Trend Expected to Continue http://t.co/qRTlIFmyKZ - 19 hours 8 min
"The #gas industry is treated with kid gloves" #Pennsylvania #DEP #Marcellus http://t.co/Bc6JObZ1k0 - 19 hours 8 min
RT @MotherJones: Environmentalists Don't Like Europe's New Climate Plan. Can Obama Do Better? http://t.co/s1ZpDbOuMf - 19 hours 33 min
Europe now has a pretty good claim to the title of world leader on climate. @jackcushmanjr explains http://t.co/OVz2JGyFhp - 19 hours 35 min


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Looks good to me, a lot of steps are very similar to what I do. If anything, you may be working more precisely by marking the handles in more detail. For example, I start the octagon sides by using a 45* tilted table of on a little jig on a band saw and then finish them on the belt, relying on hand-eye coordination with the emphasis on them looking and feeling right over being mathematically exact. I also usually sand a bit higher if I have metal pieces in there to make sure they are nice and polished. I used to sand pretty much everything to 1200 grit ot higher, but unless you have metal or bakelite etc. in there, you won't hardly notice a difference after buffing it.
One question to clarify (and that may be in the next pictures): do you use the burning to shape the tang slot or do you actually then also burn in the tang when everything is finished. For that I would assume the slot should be narrower than the tang so that it holds on to it.


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BMC Mountainbike Racing Team
World Cup Finals in Hafjell, Norway
After having received some severe blows recently, BMC Racing Team nevertheless has defended the lead in the team standings at the World Cup finals. With great fighting spirit, Ralph Näf, Moritz Milatz and Martin Fanger in Norway secured victory for team BMC for the first time.
The auspices were not favorable in Scandinavia. Shortly after European champion Julien Absalon had opted out of participation in the World Cup finals, also Lukas Flückiger had to cancel his start in Hafjell due to two broken ribs. Absalon nevertheless is third overall in the final ranking.
Ralph Näf says that he is still missing "one or two percent" for top form, but the Swiss rider fought bravely for his team. From start position 38, Näf quickly moved up through the field into 15th position, where he stayed for much of the remainder of the race.
"Currently I can only go at a certain speed, and that's why at some point I don't gain further ground," explained Näf.
He finished the race two positions further back due to a flat rear tire that he suffered on the penultimate lap. This handicap made the BMC crew get into quite a sweat again. But Näf braced all his energies and did not loose much time.
For Moritz Milatz things did not nearly go as well as he had hoped for. "I have no idea what mistakes I made in the lead-up to the race. As a matter of fact I am in top shape," he grumbled. However, he had to fight hard for every position in the race and finished 16th.
Although Martin Fanger had a miserable day and was not able to contribute any World Cup points, after six races the results of the team were good enough to be honored as the best team in 2013.
In the U23 competition Reto Indergand was doing somewhat better than he did in the Worlds race. But a crash on the first lap took away all his chances to claim a better result than eighth position. Due to this mishap he also lost his podium place in the overall standings and in the end was fourth. "What a pity! It's always unfavorable to crash on the first lap," mused Indergand.
1. Jaroslav Kulhavy (Cze)
2. Nino Schurter (Sui)
3. Manuel Fumic (Ger)
4. Mathias Flueckiger (Sui)
5. Marco Fontana (Ita)
16. Moritz Milatz
17. Ralph Näf
...31. Martin Fanger
1. Nino Schurter
2. Daniel McConnell (Aus)
3. Julien Absalon
4. Jaroslav Kulhavy (Cze)
5. Ondrej Cink (Cze)
11. Lukas Flueckiger
19. Martin Fanger
22. Ralph Näf
37. Moritz Milatz
1. Jordan Sarrou (Fra)
2. Anton Cooper (Nzl)
3. Michiel van der Heijden (Ned)
8. Reto Indergand
Overall U23
1. Markus Schulte-Luenzum (Ger)
2. Hugo Drechou (Fra)
3. Michiel van der Heijden
4. Reto Indergand


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$6.99 Flat Rate Shipping. Any Size Order!
Orlando Magic Online Store
HOME Orlando Magic Gear Orlando Magic Mens Orlando Magic Mens Hats $10 to $20 (76 items) Product ID: 489800
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Stamp out your place in the stands when you show up ready to cheer on the Magic in this Cut-Out Slouch adjustable hat from adidas. With a 3D embroidered team logo on the crown, contrast stitching and a distressed cut-out adidas logo on the bill, this hat's bold, relaxed style will have you on your feet all season long!
- 100% Cotton fabric
- Adjustable slide closure with snap button
- Contrast stitching
- Cut-out adidas logo on bill
- Distressed details for a worn look
- Imported
- Officially licensed NBA product
- Quality embroidery
- Unstructured fit
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More charges for Florida pair accused in vehicle break-ins
Investigators have added charges to a Florida pair who they say broke into multiple vehicles in Rowan and surrounding counties.
The Rowan County Sheriff's Office additionally charged Jorane Desilus, 19, of Deefield Beach, Fla., with 10 counts of misdemeanor larceny. Her total bond is now $1,125,000. She remains in the county jail.
The Rowan Sheriff's Office also additionally charged Keith Lashun Taylor, 27, of Fort Lauderdale, Fla., with 10 counts misdemeanor larceny. The Iredell County Sheriff's Office additionally charged Taylor with three counts of felony financial transaction card theft, four counts of breaking and entering a vehicle and four counts misdemeanor larceny. His bond is now $575,000. He, too, remains in jail.
The two were captured after Mooresville Police Department began pursuing them in a Sunday morning chase. According to arrest warrants, a Mooresville officer was attempting a traffic stop to investigate the recent vehicle break-ins.
Taylor, who was driving, was driving 15 mph over the posted speed limit and was driving recklessly, the warrant said.
The Rowan County Sheriff's Office picked up the chase as the vehicle entered N.C. 150. The vehicle was finally stopped along N.C. 152. Authorities said there were items in the car that had been taken from some of the vehicles. The two have been charged in other counties including Guilford, Forsyth, Randolph, Cabarrus and Iredell.


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