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at least it feels like again. I think I may have found the issue but thought I would ask you guys. So I cannot get rid of a tail left tear ( rh shooter) I have checked the timing and it seems good. I watch the cams enter into the mod at the same time.. Can timing off cause a left tear?? It can't be a weak arrow because I am shooting a goldtip 100+ arrows. Shooting 73 lbs so I am stiff on the arrows. Looks like in flight the arrow is fish tailing towards the target which says rest but when the paper shows a good tear how could this be?? Sould I ditch the paper and just watch the arrow flight?/ Thanks
Martins,ryteras seem to be givign me fits when it comes to tuning them. Everone one of the 3 I have had in the last year...No issues with my hoyts,bowtechs..pulling my hair out.. But I hope I have the issue fixed.


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C. Diane Bishop, Superiritendent
March 1994
. .
Introduction - Superintendent Bishop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Report of the Committee on Decentralization
Definition of Decentralization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purposes of Decentralization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Statements of Consensus About Decentralization . . . . . . . . . . . . . . . . . . . . . .2
Barriers to Decentralization (Refer to Appendix A) . . . . . . . . . . . . . . . . . . . . 4
Decentralization Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Summary of Recommendations
General Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Specific Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Decentralization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Charter Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Areas of ConcernIDisagreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix A: Barriers to Decentralization . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix B: Selected Charts and Graphs
From the Decentralization Survey . . . . . . . . . . . . . . . . . . . . . 20
Based on continuing calls for educational improvement and the widespread interest in
decentralization as a vehicle for change, I determined there was a need to discuss the subject
from both philosophical and practical perspectives, to review rules and regulations governing
schools, and to formulate recommendations for facilitating decentralization in the public schools.
To that end, I formed the Committee on Decentralization in August 1992, and invited a group
of 26 thoughtful, articulate, progressive-minded individuals known for their dedication to
education, to join me in discussing issues related to decentralization. Committee members were
chosen to represent a cross-section of school personnel, parents, community members, and
policy makers. This document reflects the efforts of the Committee to craft recommendations
on decentralization.
I believe that the purpose of decentralization and accompanying activities is to enhance teaching
and learning, and that change must occur for that reason rather than just for the sake of making
changes. I encouraged the Committee to focus on what occurs in the classroom, and to identify
options for creating the best teaching and learning environments possible.
In an effort to forge meaningful recommendations, the Committee actively pursued information
and input about decentralization in Arizona and elsewhere. Representatives of schools and
others involved in the development and implementation of decentralization activities made
presentations to the committee. Teachers and principals statewide were surveyed to provide data
about decentralization in Arizona. The Committee participated in facilitated processes to identify
issues, establish consensus, and develop recommendations.
It quickly became evident that, try as they might, the Committee was not going to reach
agreement or consensus on all points, not because of an inability to do so but rather because of
the complexity of decentralization issues and the emotional context surrounding them. I believe
it is significant that the Committee, with each of its esteemed members committed to the goal
of improving education, was unable to arrive at agreement about some specific aspects of
decentralization. It seems clear that the points of contention create a foundation for continuing
deliberations about decentralization and education reform.
While there was general agreement for the need to create a legal climate and options for schools
and districts who wish to pursue decentralization, a major point of disagreement by Committee
members was whether decentralization should be voluntary or mandatory. As an interesting
outgrowth of that discussion, Committee members determined that most of the goals they sought
through decentralization could be achieved through the establishment of Charter Schools or
comparable entities. Consequently, the Committee considered parameters that might guide the
development and implementation of such schools, and those parameters are included in this
The Committee on Decentralization offers this report and its accompanying recommendations
to school personnel, business and community members, and policy makers for the purposes of
providing information and insights about decentralization and improving education in Arizona.
I am most grateful to members of the Committee on Decentralization for their participation in
this effort and for their commitment to improving education in Arizona.
C. Diane ~ i s f o ~
State Superintendent of Public Instruction
March 1994
C. Diane Bishop, Chair
State Superintendent of Public Instruction
Dr. Kathy Back Ms. Lavern Tarkington
Director of Instructional Technology Principal, McClintock High School
Former Principal, Camelback High School Tempe Union High School District
Phoenix Union High School District
Dr. James Buchanan Dr. Beatriz Arias
Superintendent Parent Representative
Tempe Union High School District Scottsdale Unified School District
Mr. Laverne Carrillo Mr. Ken Bennett
Support Staff State Board of Education
Washington Elementary School District Arizona Department of Education
Dr. Paul Karlowicz
Teacher, University High School
Tucson Unified School District
Mr. Jim Binns
Business Representative
Tempe, AZ
Mr. Art Lebowitz Ms. D o ~Caal vert
Director of Curriculum Parent Representative
Former Principal, South Mountain High School Tucson Unified School District
Phoenix Union High School District
Ms. Julie Letofsky Ms. Jean Donaldson
Teacher, Kyrene de 10s Lagos School Former Governing Board Member
Kyrene Elementary School District Washington Elementary School District
Dr. Joseph Martin
Kayenta Unified School District
Mr. Michael Donovan
Governing Board Member
Yuma Elementary School District
Ms. Carolyn Repp Dr. John Hosmer
Teacher, Arcadia Neighborhood Learning Center State Board of Education
Scottsdale Unified School District Arizona Department of Education
Mr. David Silva Mr. Rick Lavis
Former County School Superintendent Business Representative
Apache County Phoenix, AZ
Mr. Anthony Mason
Business Representative
Phoenix, AZ
The Honorable Lisa Graham
House of Representatives
Arizona Legislature
Mr. Carl Newman The Honorable Bev Hermon
Parent Representative State Senate
Washington Elementary School District Arizona Legislature
Ms. Onnie Shekerjian
Parent Representative
Kyrene Elementary School District
The Honorable Joe Eddie Lopez
House of Representatives
Arizona Legislature
The Honorable Chris Cummickey The Honorable Tom Patterson
House of Representatives State Senate
Arizona Legislature Arizona Legislature
A special thanks is extended to the following persons who assisted in drafting this report for
review and consideration by the fill Committee.
Mr. Ken Bennett Dr. John Hosmer
Mr. Jim Binns Dr. Paul i(;Aowicz
Dr. James Buchanan Mr. Art Lebowitz
Ms. Donna Calvert Ms. Carolyn Repp
Ms. Jean Donaldson Ms. Onnie Shekerjian
A special thanks is also extended to the following organizations whose representatives shared
their expertise with the Committee.
Arizona Business Leadership for Education Arizona School Administrators
Arizona Congress of Parents and Teachers Arizona School Boards Association
Arizona Education Association Morrison Institute for Public Policy
Arizona Federation of Teachers Pima County Collaborative
Ms. Nancy Mendoza Dr. Judy Richardson
Deputy Superintendent Associate Superintendent
Support Services
Ms. Sheila Breecher
Education Program Specialist
Special Education
Dr. Linda Fuller
Arizona Career Ladder Program
To decentralize in the educational setting is to shift the locus of and authority for making
decisions which directly impact students from the district level to the local school staff, parents,
students, and community.
A. To increase student achievement.
B. To support the involvement and empowerment of parents, community members, and
school faculty and staff in decision making at the school level.
C. To encourage and support school-based programs and innovations which meet the distinct
and unique needs of students.
D. To attract and retain quality educators.
A. Structures
There is a need:
1. To address and remove real and perceived barriers which prevent decentralization
from occurring.
2. To create tolerance for different visions and needs.
3. For communities, districts and schools to make a commitment to training,
communication and collaborative decision making.
4. For education funding to follow students in the public schools system.
5. For the state and the school districts to focus on and commit to appropriate and
adequate training for school personnel, parents and community members as they
take on new roles and responsibilities.
B. Student Learning
1. Accountability for student learning must be based on high, uniform state standards
for achievement and other performance measures.
2. The rights of all students must be protected.
3. The state's role is to specify performance outcomes, but not the methods and
processes to accomplish them.
1. The inherent resistance to and fear of change must be addressed through
information, communication and training.
2. Issues related to a lack of trust, shifts in authority and power, and fears of
despotism must be acknowledged and addressed.
3. The beliefs that uniformity must be maintained at all costs, that the whole system
must change or nothing can change, that equity equals sameness, must be
challenged and discussed.
4. The unsettling satisfaction with maintaining the status quo must be countered.
5. The resistance to change based on the belief that "this too shall pass" must be
A. There are multiple ways to achieve decentralization, including at least the following
1. A district and its schools initiate a program without external motivation or
2. An external legislative incentive model:
a. Motivates a district and its schools to initiate a program;
b. Motivates a school within a district to initiate a program (the Restructuring
Pilot Project as an example); andlor
c. Authorizes the creation of Charter Schools.
B. Decentralization should be a voluntary strategy that districts and schools may use for the
purpose of facilitating change and improvement in education.
C. Decentralization should be an available and potential option for all districts and schools
with the interest, desire and willingness to undertake it.
D. Decentralization should be based on locally developed (districttschool) plans which are
in accordance with state structures and guidelines founded on accountability for results.
E. Decentralization should be supported and encoumged at the state level by the Legislature
and the State Board of Education through:
1. The implementation of regulatory changes, amendments, and waivers which
address and/or remove barriers associated with decentralization.
2. Continued efforts to define and implement high performance standards for
students as well as accountability measures for districts, schools and staff.
3. Efforts to gather and disseminate data and information relative to existing
decentralization models and sites in Arizona and elsewhere.
4. The provision and availability of technical assistance for districts and schools,
perhaps through implementation of a Regional Service Center concept.
5. A focus on and commitment to appropriate and adequate training for school
personnel, parents and community members as they take on new roles and
6. Incentives for districts to decentralize, such as grants for training and waivers
from regulations based on accountability for student achievement.
7. Opportunities and incentives for individual schools to decentralize when the
district opts not to do so, such as obtaining status as a state Charter School and
waivers from regulations based on accountability for student achievement.
F. Decentralization should be supported and encoumged at the local level by governing
boards and district administrative offices through:
1. Implementation of changes in policies, procedures and negotiated agreements
which address and/or remove barriers associated with decentralization.
2. Establishment of a waiver process.
3. Decentralization of funding and resources.
4. Development and implementation of appropriate and adequate training for school
personnel, parents, and community members.
A summary of the barriers to decentralization identified by the Committee on Decentralization
is included in Appendix A.
The following information is derived from Attitudes About Decentralization: A Survey of Arizona
Teachers and Principals, Research and Development Division, Arizona Department of
Education, September 1993. Selected graphs from this report are included in Appendix B.
More than 4,100 public school teachers and principals were surveyed in January 1993
concerning the issue of school decentralization. In addition to assessing who currently holds real
decision making authority in Arizona's schools, the survey probed teachers and principals about
how decentralized decision making might change education. Separate survey instruments were
developed for the two groups, taking into consideration special concerns of teachers and
principals, but allowing considerable overlap for meaningful comparisons. Surveys were
comprised of multiple-choice and open-ended questions.
Responses to the sunreys indicated that a majority of both teachers and principals believed that
students would be best served if decisions were made at the school site, with the exception of
determining salaries. Teachers were identified by both respondent groups as appropriate
decision makers with regard to school curriculum issues. Generally, both principals and teachers
indicated that state and district entities have too much influence over virtually all educational
issues. More than 30 percent of teachers and 20 percent of principals indicated that no steps
toward restructuring had been taken at their schools.
Highlights of Decentralization Survey Results
Educators who currently manage various decisions at their school sites are more satisfied
than educators who do not determine education decisions at school sites.
The majority of teachers believed that student interests would be best served if decisions
were made at the school site regardless of the issue in question. With the exceptions of
determinations of salaries and organization of transportation for students, principals
likewise indicated that student interests would be best served if decisions were managed
at the school site.
Both teachers and principals indicated that influence should be greater for parents and
community members and school-site committees as well as for themselves than it is
currently on virtually all issues presented.
Teachers clearly indicated that they were not prime decision makers on issues of
personnel and money, but that they controlled curriculum to a greater extent.
Conversely, principals indicated they influenced personnel issues and allocation of funds
within their schools, but had only limited influence over curriculum.
Twenty percent of principals and 30 percent of teachers indicated they did not believe
they had the authority to maximize student learning.
The majority of teachers expressed dissatisfaction on only two issues, allocation of funds
within their schools and determination of teacher salaries. The majority of principals
expressed satisfaction on all issues surveyed.
The majority of principals believed their influence was adequate on virtually all education
issues; teachers felt their influence was inadequate over typical administrative issues; both
groups reflected they had little control over salaries.
A moderate to strong relationship exists between satisfaction and influence over education
issues for both principals and teachers.
The Committee on Decentralization supports the following principles:
A. Genuine consideration of decentralization by districts and schools which allows
decentralization to the extent that (1) parents, teachers and other school personnel,
students and community members choose to exercise such powers, and (2) the assumption
of such powers does not violate state or federal laws.
B. Development of a system whereby (1) centralized services and funding are maintained
for the support and benefit of the schools and (2) school sites are granted the authority
to determine how funds are to be expended at the site in the areas of curriculum,
instruction, personnel, and capital.
C. Maintenance of governing board oversight of policy development and school-based
decentralization activities, including spending decisions, to the extent necessary to ensure
that student outcomes and legal requirements are met; the governing board remains as
the sole legal entity to contract for district services and to sue or be sued.
A. Decentralization Committee - There should be a process for selecting members of the
Decentralization Committee (DC) of each school which includes provisions for:
1. Adequate and appropriate public information and announcements;
2. Selection of their own representatives by each constituent group, including
parents, teachers and other school personnel, students, and community members;
3. Submission of a list of recommended DC members to the governing board for
appointment; and
4. Allowing the governing board, for cause, to request a constituent group to submit
additional names for appointment to the DC.
B. Participation - There should be a process for each school DC to determine whether or
not the school will decentralize and the extent to which it will do so, including the
following provisions:
1. If the school DC determines that decentralization is not necessary, desirable or
appropriate, it should set a date to reconsider the issue, no later than one year
from the date of the original decision.
2. If the school DC determines that decentralization is necessary, desirable or
appropriate, it should proceed to develop a decentralization plan for the school
within an established time frame.
C. The components of the plan should include:
1. Outcomes to be achieved by the school through the decentralization process,
including those related to the improvement of student achievement.
2. Definition of powers and duties for example, the DC could request authority
from the governing board to make spending decisions in areas such as curriculum,
instruction, and selection, termination and transfer of personnel; the governing
board delegates requisite authority, subject to compliance with legal requirements.
3. A governance structure for the school which includes the development of bylaws
or another type of organizational framework.
4. An accountability plan for the school which includes the District Assessment
Plan and the Arizona Student Assessment Program, and which provides for
review at established intervals, perhaps at least every three school years.
D. Amendments to Decentralization Plan - There should be a requirement that a DC give
one year advance notice to the governing board before amending its decentralization plan
(1) to assume decision-making authority in an area where such authority had been left
with the governing board, or (2) to relinquish duties previously assumed through its
decentralization plan.
E. Exceptions
1. A school district of only one school or fewer than 600 students and school
districts which are transporting districts should be exempted from mandatory
2. Schools currently decentralized should be held harmless for omissions in the
decentralization plan requirements outlined in section C above, except for those
provisions regarding student achievement and the District Assessment Plan.
F. Noncompliance - The governing board should develop and implement a process for
documenting compliance and performance based on the school's accountability plan. The
process for addressing issues of unacceptable performance and improvement might
include the following:
1. Notification - The governing board (1) notifies a school of areas of deficiency or
noncompliance and (2) meets with the DC for the school to show cause why the
governing board should not assume control of the school until it is brought into
2. Improvement Plan - The school is allowed the opportunity (1) to respond to the
concerns of the governing board and, if appropriate, (2) to submit an
improvement plan which includes specific time lines.
3. Monitoring Improvement - If the school's performance continues to be
unacceptable, the governing board (1) may suspend the authority of the DC and
(2) shall have the authority to control decision making at the school level until
performance reaches acceptable levels.
4. Reinstating the DC - The governing board may allow the school (1) to reinstate
the DC and (2) to submit a revised decentralization plan when performance
reaches acceptable levels.
The Committee on Decentralization recommends that legislative authority be provided for the
establishment of Charter Schools, Contract Schools, New Initiative Schools or similar entities.
Upon consideration of previous legislative proposals, the Committee recommends inclusion of
the eight elements outlined below:
A. Purpose
The purpose of a Charter Schooi is to provide an aiternative iearning environment to
improve pupil achievement. Charter Schools provide additional choices for pupils and
their parents and guardians. A Charter School may be authorized under the sponsorship
of one or more governing boards; it may be a magnet school, a vocational or
technological school, or some other type of alternative school; it may manifest as a new
school or all or any portion of an existing school. A Charter School endeavors to
improve pupil achievement in one or more of the following ways:
1. The utilization of different and innovative teaching methods.
2. The establishment of a specialized curriculum.
3. The creation of a new school structure.
4. The creation of different and innovative forms of measuring outcomes.
5. The development of educational programs which encourage innovation and
B. Application
1. An applicant seeking to establish a Charter School may be a parent, teacher, or
school administrator, or an association of one or more such persons.
2. An applicant seeking to establish a Charter School should submit a written
application, including the following information, to the local governing board(s):
a. A description of the purpose(s) of the school and the reasons for its
b. A description of the curriculum and the course of instruction.
c. A description of the population of pupils to be served.
d. A description of admission policies and procedures.
e. A description of staffing, including qualifications of instructional and
administrative personnel.
f. A description of support services to be provided by the school and the
school district and the method of delivery.
g. A description of the organizational and management structures, including
provisions for involvement of teachers, parents and community members.
h. A description of the facility and its location.
i. A description of the extent of community support.
j. Criteria to measure the school's effectiveness.
k. A preliminary estimated budget for the development and first year of
1. A summary of waivers from rules adopted by the state Board of Education
to be requested.
m. A summary of waivers from governing board rules or policies to be
n. A summary of employee compensation, benefits and rights, if different
from those offered generally to employees of the school district, including
the right for teachers who choose to teach at a Charter School to return
to the same or a comparable position within the school district within a
three-year period of time without a reduction in employment status or
o. Assurances that the Charter School will not discriminate against applicants
for admission based on ethnicity, national origin, religion, gender, income
level, disability, race, athletic ability, or geographic location.
p. Assurances that the Charter School will not discriminate against employees
or applicants for employment based on ethnicity, national origin, religion,
gender, disability or race.
q. A copy of the contract or intergovernmental agreement required in section
C.1. below.
3. If the local governing board approves the application, the school district may
provide assistance to the applicant in developing the detailed plan for the
operation of the Charter School. The detailed plan should be developed within
90 days of the local governing board's final approval of the application.
4. If the local governing board rejects the application, the applicant shall be notified
in writing of the reasons for the rejection. An applicant may submit a revised
proposal for reconsideration by the local governing board. If the application
requires additional funding, a local governing board may condition its approval
on receipt of this funding from either a grant from the Arizona Department of
Education or a private source.
5. If an application is not approved by the local governing board, appeal may be
taken to the State Board of Education. If the application is in conformity with
statutory requirements, the state Board may approve the application after the
applicant has amended such application to include a designation of the legal entity
to sue and be sued on behalf of the Charter School. This entity may be a board
of trustees or another district governing board which has agreed in writing to act
as the governing board for the Charter School.
A Charter School should:
1. Operate under the governance and administrative authority of the local governing
board@) which approved its application or a board of trustees. A comprehensive
contractual or intergovernmental agreement should be developed to clarify the
a. Ownership of the Charter School's property.
b. Employment of the Charter School employees, including employment
contracts and policies and responsibility for employee benefits.
c. Liability for operation of the Charter School, including the right to
contract, to sue and be sued.
2. Comply with all federal, state and local laws, rules, regulations and ordinances
that are applicable to public schools, including without limitation all federal and
state laws relating to the education of exceptional children as defined in A.R.S.
5 15-761.
3. Design and maintain a process to encourage parental and community involvement
in the school.
4. Participate in the Arizona Student Assessment Program.
5. Submit to financial compliance audits by the state and school district.
6. Function in accordance with the school's detailed plan and contractual or
intergovernmental agreement which, upon approval, becomes the charter for
7. Submit the contractual or intergovernmental agreement to the State Board of
Education as part of the application process for seeking funds through the Charter
Schools Stimulus Fund (see Section H below).
Length of Charter Renewal
1. An approved detailed plan for a Charter School could be effective for up to three
years from the date of approval and could be renewed at three-year intervals at
the request of the Charter School.
2. The local governing board could deny the request for renewal if it is shown that
the Charter School has failed to:
a. Implement the approved plan;
b. Improve pupil performance; and/or
c. Comply with federal or state laws.
3. In the event the charter is not renewed, the Charter School could seek sponsorship
from another governing board or seek authorization from the State Board of
Education and establish a board of trustees to oversee future operations.
E. Admission Requirements
1. A Charter School should enroll, without payment of tuition, all eligible pupils
who submit a timely application, unless the number of applications exceeds the
capacity of a program, class, grade level or building.
a. If capacity is not sufficient to enroll all such pupils, preference should be
given to pupils who reside in the school district through an equitable
selection process such as a lottery.
b. Transportation should be provided for eligible low-income pupils up to 20
miles each way and for children with disabilities whose individualized
education programs require specialized transportation services.
2. Except as provided below, admission should not be limited based on ethnicity,
national origin, gender, religion, income level, disability, athletic ability, or
geographic location.
3. A Charter School could establish admission criteria as follows:
a. By age group or grade level.
b. For pupils who have a specific learning affinity for the school's teaching
methods, the school's learning philosophy or a specific subject such as
mathematics, science, fine arts, performing arts or a foreign language.
F. Financial Provisions
1. A Charter School sponsored by a school district governing board should receive
per pupil expenditures equal to the average cost per pupil for the district as a
whole. A school district is not financially responsible for a Charter School
authorized by the state Board of Education and sponsored by a board of trustees
or another governing board.
2. A Charter School authorized by the state Board and operating under the
governance and administrative authority of a board of trustees or another
sponsoring governing board should calculate a base support level (A.R.S. 8 15-
943), a transportation support level (A.R.S. 8 15-945), a capital outlay revenue
limit (A.R.S. 5 15-961), and a capital levy revenue limit (A.R.S. 5 15-962) as
prescribed in statute, except that:
a. A.R.S. 8 15-941 (Teacher Experience Index) and A.R.S. 8 15-942
(Adjustment for Rapid Decline) should not apply to Charter Schools.
b. The student count for the first year of operation could be determined
initially using an estimated student count based on actual registration of
pupils before the beginning of the school year. After the first 100 days
in session for the first year of operation, the Charter School could revise
the student count to be equal to the actual average daily membership as
defined in A.R.S. 5 15-901, or the adjusted daily membership as
prescribed in A.R.S. 8 15-902, of the Charter School. Before the 100th
day in session, the state Board could require a Charter School to report
periodically regarding pupil enrollment and attendance. A Charter School
should revise its student count, base support level, transportation support
level, and capital outlay revenue limit before May 15. A Charter School
that overestimated its student count should revise its budget before May
15; a Charter School that underestimated its student count could revise its
budget before May 15.
c. The transportation support level for the first year of operation could be
determined using an estimated transportation support level as prescribed
in A.R.S. 8 15-945 before the beginning of the school year. After the
first 100 days in session for the first year of operation, the Charter School
could revise the transportation support level to be equal to the actual
transportation support level of the Charter School. Before the 100th day
in session the state Board could require a Charter School to report
periodically regarding the daily route mileage and the number of eligible
students transported. A Charter school that overestimated its
transportation support level should revise its budget before May 15; a
Charter School that underestimated its transportation support level could
revise its budget before May 15.
d. A Charter School authorized by the state Board could utilize A.R.S. 8 15-
855 (year-round school). The Charter School and the Department of
Education would prescribe procedures for determining average daily
attendance and average daily membership.
e. Equalization assistance for the Charter School for the budget year should
be determined by adding the amount of the base support level, the
transportation support level, and the capital outlay revenue limit for the
budget year.
f. The State Board of Education should apportion state aid to the state
Treasurer for disbursement to each Charter School authorized by the state.
The apportionments would be as follows:
1. On July 1, one-third of the total amount to be apportioned during
the fiscal year.
2. On each of the following dates, one-twelfth of the total amount to
be apportioned during the fiscal year: October 15, December 15,
January 15, February 15, March 15, April 15, May 15, June 15.
3. A Charter School authorized by the State Board of Education should not charge
tuition, levy taxes, or issue bonds.
G. Transportation Provisions
The school district in which a Charter School is physically located could be considered
a nonresident school district with respect to transportation of Charter School pupils.
1. The governing board could provide transportation for Charter School pupils, or
it could develop an agreement with another school district, or contract with
parents or legal guardians.
2. Parents or legal guardians would be responsible for transportation for resident
transfer or nonresident pupils if the governing board does not provide it.
3. The governing board could provide transportation up to an established limit for
resident or nonresident pupils with disabilities and whose individualized education
plans speciQ that transportation is necessary.
H. Stimulus Fund
1. A Charter Schools Stimulus Fund should be established in the state treasury for
the purpose of (a) assisting in the development of Charter Schools, (b) defraying
start-up costs of Charter Schools, and (c) renovating or remodeling existing
buildings and structures. The fund could consist of legislative appropriations and
gifts, grants, and donations to the State Board of Education for the purpose of
assisting Charter Schools. The Arizona Department of Education could
administer the fund; the state treasurer would, upon notice from the Arizona
Department of Education, invest and divest monies in the fund as provided by
A.R.S. 8 35-313, and monies earned from investment would be credited to the
2. The State Board of Education should assure that grants to Charter Schools, to the
extent practicable, reflect a balance of urban and rural Charter Schools. The
State Board of Education should adopt such rules and procedures as are
appropriate for the administration of the Charter Schools Stimulus Fund.
3. Nothing in this section should be construed to preclude local governing boards
from seeking and using donations and grants from sources other than the Charter
Schools Stimulus Fund to cover start-up costs of a Charter School.
Although members of the Committee on Decentralization agreed without exception that the
process of decentralization is a viable option for facilitating meaningful school improvement,
they experienced difficulty in attaining agreement and consensus about all aspects of the subject.
This section highlights major issues of concern debated by Committee members as well as
examples of detailed comments and points of view.
A. Should the process of decentralization be voluntary or mandatory?
1. A basic point of contention and discussion among Committee members centered
on whether a decentralization process should be voluntary or mandatory.
a. Some Committee members raised opposition to state-mandated processes
in general.
b. Some suggested that mandating a process for the consideration of
decentralization was not the same as mandating a particular outcome, and
that in this case mandating the process would provide an equal opportunity
for all school sites to optimize community participation in the decision
about decentralization.
c. Committee members held continuing and lively discussions about the pros
and cons of developing and implementing voluntary and mandated
programs and processes.
2. One Committee member suggested that school districts be required to involve
parents and community members in budget, personnel, and curriculum decisions,
noting that this would (a) not require decentralization as a mechanism and (b) is
consistent with the Committee's belief that parents and community members
should be more involved in the schools. Further, this would strengthen the
policy-making authority of governing boards without usurping local responsibility
and accountability through prescription of a particular mechanism.
B. Should there be a mechanism for funding decentralized schools?
1. The issue of funding for decentralized schools sparked lively discussion among
Committee members. However, the Committee did not reach consensus on this
topic, which is closely linked to the discussion about which roles, responsibilities,
and authority should be granted to school sites.
2. One Committee member noted that, "Without some stipulation as to a set
percentage of the state base-support funding level or specific dollar amount per
pupil, decentralized schools could face the very real possibility of not being
appropriately funding by the local governing board. At a minimum, districts
must be required to fund decentralized sites equal to the average cost per pupil
for the district as a whole or in the same manner as other sites within the
district. "
C. Which entity (governing board, administration, school) should be delegated what
roles, responsibilities, and authority?
1. Some Committee members expressed the belief that there is a need to delegate
limited powers of contract to school-site councils - for example, allowing schools
to hire their own administrators, but maintaining teacher hiring as a function of
negotiated district policy, to avoid possible conflict of interest.
2. Others asserted that there should be a role for the local school site in the teacher
and staff selection process, noting that if one purpose of decentralization is to
create a common vision for the school community, then sharing that vision should
be a selection criterion.
3. A major point of contention in the decentralization discussion revolved around
whether school-site councils should be advisory with limited powers or granted
full decision-making authority.
4. An additional issue concerned the types of decisions the school-site council is
authorized to consider; most Committee members agreed that decision making
relative to curriculum and instruction was an undisputed role for the school-site
council, but were not able to reach consensus about whether or not school sites
should take on personnel and budget decisions.
5. One Committee member thought the group's recommendations did not give
enough authority to governing boards; another suggested that the policy-making
role, rather than the quasi-administrative role, of governing boards should be
D. What points in a decentralization plan need to be clarified and addressed for legal
1. The Committee observed that certain powers and authority are delegated to
governing boards by current state laws.
2. Further, it was noted that some legal considerations for schools are derived from
federal guidelines attached to particular programs and funds.
E. What is the relationship of the district and the school with respect to policies, goals,
and accountability?
One Committee member suggested that common district-wide goals must be considered
for decentralization to be successful.
F. Are there special considerations that need to be addressed relative to teachers'
employment rights?
1. One Committee member noted that a lack of incentives for teachers to participate
in suggested reform activities; another commented that she hoped the opportunity
to participate in such activities would be sufficient incentive.
2. Responding to the concern by some of a need to maintain due process for teachers
in decentralized and Charter Schools, it was suggested that specific desired
protections should be clarified and enumerated, as all teachers are afforded due
process by law.
3. One Committee member suggested that, if the purpose of decentralization and
Charter Schools is to allow public choice, teachers must accept some economic
risks and consequences, meaning that salary, continuing contracts, and work
conditions should be negotiated at the local school level.
4. Another Committee member commented that he didn't think any teacher would
accept a position in these schools without establishing a comfort level about these
G. Other
1. Some Committee members expressed the belief that there is a need to revamp
teacher training by making the Charter Schools internship sites for new teachers.
2. It was suggested that the Arizona Department of Education facilitate bringing
together those engaged in decentralization, for purposes of support, collaboration,
and input.
A. Ideas and Opinions Perceived as Barriers to Decentralization
1. The whole system must change or nothing can change.
2. Equity equals sameness.
3. There is satisfaction with the status quo.
4. The attitude that "this too shall pass."
There is a need to establish ways to support and encourage both equity and quality.
B. StateIStructural Barriers to Decentralization
1. There is no state mandate to decentralize.
2. There is no state support for decentralization structurally or financially.
3. The basic financial unit is at the district level.
4. Funding does not follow individual students.
The following issues must be considered and addressed regardless of the model or
structure developed to support decentralization:
1. Creating tolerance for different visions.
2. Balancing rights and responsibilities of all involved.
3. Protecting rights of students, especially of special populations.
4. Maintaining minimum requirements for students.
5. Decentralizing the authority to determine how funds are to be spent in the areas
of personnel, curriculum and instruction.
6. Determining who (district or individual school) makes the decision to
As a means of supporting decentralization, there is a need to:
1. Continue work on measuring performance against standards, such as the Arizona
Student Assessment Program (ASAP).
2. Establish the relationship between school choice and decentralization.
DistrictIProcedural Barriers to Decentralization
1. The lack of:
a. Working models
b. Definition of terms and roles
c. Knowledge and information
d. Communication
e. Time
f. Training
g. Collaborative involvement
h. Local (district) support and commitment
2. The existence of the following attitudes:
a. Lack of trust - powerlturf issues
b. Fear of despotism by principal
c. Jealousy of those who desire to prevent anyone from having what they all
cannot have
3. Previous practices and roles inhibit change.
Attitudes About Decentmlization: A Survey of Arizona Teachers and Principals,
Research and Development Division, Arizona Department of Education,
September 1993.
TEACHER SURVEY: Influence Over Education Decisions
QUESTION: Do you personally feel you have adequate influence over the
following issues?
Teachers Responding: 1,072 Yes No
Classroom Issues
a. selection of core instructional material? 67.1 % 32.9%
b. content, topics and skills that are taught? 74.2% 25.8%
c. sequence in which content, topics and
skills are taught?
d. grading paradigm or system?
e. discipline of students?
f. use of physical classroom space?
Schoolwide Issues
g, subjectlclass assignments? 75.4% 24.6%
h. hiring of teachers? 27.6% 72.4%
i. hiring of administrative personnel? 15.6% 84.4%
j. promotion of personnel? 15.6% 84.4%
k. allocation of hnds within your school? 23.0% 77.0%
1. determination of teacher salaries in
your school? 15.3% 84.7%
m. length of class periods? 41.0% 59.0%
n. length of the school day? 29.2% 70.8%
QUESTION: Overall, do you believe you have the authority to make decisions that
maximize your ability to teach students?
Yes No
70.2% 29.8%
PRINCIPAL SURVEY: Influence Over Education Decisions
QUESTION: Do you personally feel you have adequate influence over the
following issues?
Principals Responding: 531 Yes No
a. selection of core instructional material? 78.0% 22.0%
b. content, topics and skills that are taught? 78.0% 22.0%
c. sequence in which content, topics and
skills are taught? 77.7% 22.3%
d. grading paradigm or system? 66.7% 33.3%
e. discipline of students? 90.9% 9.1%
f. organization and use of physical plant? 83.6% 16.4%
g. mission and goals of school? 92.7% 7.3%
h. hiring of personnel? 83.9% 16.1%
i. evaluation of personnel? 87.5% 12.5%
j. promotion of personnel? 6 1.2% 38.8%
k. allocation of funds within your school? 70.7% 29.3%
1. determination of salaries in your school? 30.4% 69.6%
m. length of class periods? 82.1% 17.9%
n. length of the school day? 56.6% 43.4%
o. organization of transport for students? 54.0% 46.0%
QUESTION: Overall, do you believe you have the authority to make decisions that
maximize the ability of students in your school to learn?
Yes No
80.2% 19.8%
TEACHER SURVEY: Perceptions of Who Should Influence Education
QUESTION: In your opinion, which group(s) SHOULD have the most influence in decisions
made concerning the following classroom and schoolwide issues?
z Q
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a m c E
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m 0 5 rn Y w
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Teachers Responding: 1,072 G i3 5 k & k U w
Classroom Issues
a. selection of core instructional material
b. content, topics and skills that are taught
c. sequence in which content, topics and
skills are taught
d. grading paradigm or system
e. discipline of students
f. use of physical classroom space
Schoolwide Issues
g. subject/class assignments
h. hiring of teachers
i. hiring of administrative personnel
j. promotion of personnel
k. allocation of funds within your school
1. determination of teacher salaries in
your school
m. length of class periods
n. length of the school dav
NOTE: Since as many as three (3) responses were allowed per respondent, row totals exceed 100%.
Bold-italicized items received the largest majority of responses, give or take one percentage point.
Shaded items received a smaller response than in Table 1-H.
PRINCIPAL SURVEY: Perceptions of Who Should Influence Education
QUESTION: In your opinion, which group(s) SHOULD have the most influence in decisions
made concerning the following issues?
Principals Responding: 531
a. selection of core instructional material
b. content, topics and skills that are taught
c. sequence in which content, topics and
skills are taught
d. grading paradigm or system
e. discipline of students
f. organization and use of physical plant
g. mission and goals of school
h. hiring of personnel
i. evaluation of personnel
j. promotion of personnel
k. allocation of funds within your school
1. determination of salaries in your school
m. length of class periods
n. length of the school day
o. organization of transport for students
NOTE: Since as many as three (3) responses were allowed per respondent, row totals exceed 100%.
Bold-italicized items received the largest majority of responses, give or take one percentage point.
Shaded items received a smaller response than in Table 1-1.
TEACHER SURVEY: The Best Interests of Students and Site-Based
Decision Making
QUESTION: Student interests would be best served if the following decisions
were made at the school site ...
Teachers Responding: 1,072 Disagree Agree
Classroom Issues
a. selection of core instructional material? 20.5% 79.5%
b. content, topics and skills that are taught? 19.1% 80.9%
c. sequence in which content, topics and
skills are taught?
d. grading paradigm or system? 18.1% 81.9%
e. discipline of students? 7.4% 92.6%
f. use of physical classroom space? 5.0% 95.0%
Schoolwide Issues
g. subject/class assignments?
h. hiring of teachers?
i. hiring of administrative personnel? 31.1% 68.9%
j. promotion of personnel? 33.6% 66.4%
k. allocation of funds within your school? 12.9% 87.1%
1. determination of teacher salaries in
your school?
m. length of class periods? 14.2% 85.8%
n. length of the school dav? 23.9% 76.1%
PRINCIPAL SURVEY: The Best Interests of Students and Site-Based
Decision Making
QUESTION: Student interests would be best served if the following decisions were
made at the school site ...
Principals Responding: 531 Disagree Agree
a. selection of core instructional material? 263% 73.7%
b. content, topics and skills that are taught? 24.4% 75.6%
c. sequence in which content, topics and
skills are taught? 17.2% 82.8%
d. grading paradigm or system? 18.5% 8 1.5%
e. discipline of students? 15.1% 84.9%
f. organization and use of physical plant? 13.9% 86.1%
g. mission and goals of school? 7.9% 92.1%
h. hiring of personnel? 14.9% 85.1%
i evaluation of personnel? 12.3% 87.7%
j. promotion of personnel? 28.5% 71.5%
k. allocation of funds within your school? 13.7% 86.3%
1. determination of salaries in your school? 60.0% 40.0%
m. length of class periods? 14.9% 85.1%
n. length of the school day? 29.0% 71.0%
o. organization of transport for students? 56.7% 43.3%
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HOME Michigan State Spartans Gear Michigan State Spartans Hats Michigan State Spartans Hats Adjustable Summer Wear (46 items) Product ID: 906155
Main Content
You have a collection of Spartans hats that you're proud of. While you love each piece in your collection, you want to support Michigan State with a fresh look. The Michigan State University Spartans Neutral Zone hat by Top of the World is the style you're looking for. This hat features a 3D embroidered team logo on the crown, an embroidered applique Michigan State wordmark on the back, neutral gray and white coloring for a more subdued style, and an adjustable leather strap. Even though they call it the Neutral Zone hat, nobody will doubt that you're rooting for the Spartans!
- 100% Cotton fabric
- Adjustable leather strap
- Imported
- Officially licensed collegiate product
- Quality embroidery
- Six panels with eyelets
- Unstructured fit
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HOME NBA Golden State Warriors Gear Golden State Warriors Kids Golden State Warriors Kids Youth (84 items) Product ID: 1005627
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When the Warriors are lookin' for the best substitute the instant one of the players are down, they should look no farther that your youngin' – in the future, of course! Before he starts shootin' free throws for the home team and dribbling down the Oracle Arena's court, dress him up for success in this track jacket from adidas. This lightweight track jacket is perfect for temperature changes during basketball season and features the team logo embroidered on the front left chest, and a tackle twill team name arched across the back. He'd better start training now if he plans to play for his Golden State one day!
- 100% Polyester fabric
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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.


text: deer season has been open in florida a few weeks now. i have an 11 martin exile. my bow is actually pretty quite and all i have on it is the limbsaver kit that comes with the stabilizer and the limb and string silencers. i have been thinking about getting an SOS. the exile does not come with one , it only has the trg but there is holes there pre drilled for it. I want some kind of string supressor but i have heard almost nothing but bad reviews about the sos. then again i have heard almost nothing but bad reviews about the trg, yet i have shot my bow hundreds of times and never had a problem with mine so to speak. the trg is wearing the strings a little but i keep that spot waxed pretty regularly. the sos is cheap, i have seen it on amazon and a few other places and its around 20-25 dollars. should i get it for simplicity since it fits the trg or is there another supressor i should try. any tips or help would be appreciated


text: Anyone else having a funky deer season so far? All of my perennial doe areas have no does, but several small bucks. My usual buck areas have a few small bucks, or nothing. Decided to spend part of a day walking through, and found almost no scrapes or rubs. Wondering if the coyote explosion that's going on is running everything off. Sat in stand Saturday night, and had 4 different groups of coyotes surrounding us. One in each direction. Time to take a predator call with me. Still a little early for the main part of the rut here, so maybe that'll change things.


text:
Scrip please or scrip tease? The AAT rules in favour for roll-over relief
Tax Telegraph, March 2013
The recent AAT decisions in Dickinson and Fabig have found that scrip for scrip roll-over relief may be available even where there is a significant discrepancy between the manner in which the consideration offered by the acquiring company is allocated amongst the shareholders.
Scrip for scrip roll-over relief
Scrip for scrip roll-over relief may be available under subdivision 124-M of the Income Tax Assessment Act 1997 (ITAA 1997) when shares held in one company are exchanged for replacement shares in another company (for example where there is a company takeover).
If scrip for scrip roll-over relief is available, the capital gain arising from the exchange of shares in the target company is disregarded until a future disposal of the replacement shares. Further, the cost base of the replacement shares is determined by reference to the cost base of the original shares.
Broadly, to obtain scrip for scrip roll-over relief the exchange of shares must be the consequence of a single arrangement that:
- Results in the acquiring company holding at least 80% of the shares in the target company
- Is one in which all owners of voting shares in the target company can participate; and
- Is one in which participation is available on substantially the same terms for all owners of interests of a particular type in the target company.
Dickinson and Fabig
Factual background
Dickinson and Fabig (the Taxpayers) were shareholders in a company known as iMega Pty Limited (iMega). They held 5,000 (50%) and 3,230 (32.3%) of the shares in iMega respectively. On 22 May 2006, the shareholders of iMega and the Board of Directors of iMega entered into a Shareholders Agreement (the Shareholders Agreement). A clause in the Shareholders Agreement provided that any consideration received for the sale of the shares by the shareholders would be distributed in the following manner:
- Dickinson (80%)
- Fabig (15.5%)
- Robekesh and Kezweasel (2.25%)
- Global Interactive (2.25%).
On 3 July 2006, a Share Purchase Agreement (Share Purchase Agreement) was entered into with a company known as Photon Group Limited (Photon) where Photon acquired 90% of the shares in iMega from the shareholders. The acquisition was in proportion to each shareholder's holding so that each shareholder agreed to sell 90% of their shareholding in iMega to Photon under the Share Purchase Agreement. Additionally, the shareholders granted to Photon the option to buy the remaining shares in iMega. The shareholders were also to be paid an earn-out price based on future earnings in proportion to the shares they respectively held.
On 2 November 2006, a variation agreement (Deed of Variation) was subsequently entered into which substituted the earn-out payment with cash. The option was cancelled and the remaining shares in iMega were sold to Photon for a combination of cash and shares in Photon. The cash consideration and the issuing of shares in Photon were both allocated in a manner which was consistent by Shareholders Agreement.
In addition, the only shares on issue in iMega were ordinary shares and the Taxpayers and Photon dealt with each other at arm's length.
Consequently, the Taxpayers both elected for scrip for scrip roll-over relief under Division 124-M of the ITAA 1997 in relation to the exchange of shares pursuant to the Share Purchase Agreement and the Deed of Variation.
Before the Taxpayers could utilise scrip for scrip roll-over relief, the AAT had to determine whether each exchange was made in consequence of a single arrangement where that arrangement was one in which participation was available on substantially the same terms for all of the shareholders.
The meaning of arrangement
The AAT first identified the arrangement that led to the relevant exchange i.e. Photon becoming the owner of 80 per cent or more of the voting shares in iMega. The AAT broadly defined the meaning of arrangement and found the definition was wide enough to include things such as unenforceable promises and understandings.
As such, the two share exchanges that led to the finalisation of the relevant exchange were treated as part of the arrangement. Photon's indifference as to the break-up of the consideration between the shareholders was treated as a relevant circumstance which formed part of the ultimate arrangement.
Was the arrangement one in which participation was available on the same terms for all the shareholders?
Photon made an offer to all the shareholders for all the shares in iMega. The offer was available to all the shareholders on the same terms. However, Photon was indifferent as to how the shareholders determined the allocation of the consideration between them so long as the total amount did not exceed the total consideration that Photon was willing to pay.
The AAT adopted a broad interpretation of the requirement that 'the arrangement must be one in which participation was available on substantially the same terms for all of the owners of interests of a particular type in the target entity'. The AAT found that the key requirement was whether participation was available on substantially the same terms rather than the shareholders agreeing to exchange their shares substantially on the same terms.
The fact that the shareholders decided to take the offer on the basis that more consideration would to paid to some shareholders and less to others did not detract from the fact that participation was available on substantially the same terms to all shareholders. The shareholders ultimately decided with reference to the Shareholders Agreement how the consideration would be allocated between them.
As a result, scrip for scrip roll-over relief was available to the Taxpayers.
The outcome
The recent AAT cases of Dickinson and Fabig highlight that scrip for scrip roll-over relief may be available where participation is substantially available on the same terms even if the consideration offered by the acquiring company is allocated by the shareholders of the target company in a manner which different to their shareholdings.
This broadens the scope of the roll-over relief and is welcome news for taxpayers.
Please contact your local Deloitte Private advisor if you would like to discuss whether scrip for scrip roll-over relief may be available for you.
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Rapid Review: Lenovo Ideapad Yoga
Lenovo's Yoga is aptly named – it's flexible in more than one way. Not only can this Ultrabook be used as a laptop and a tablet, its screen can actually swivel around the hinge 360 degrees to maximize the tablet experience.
Video review of the Acer Aspire S5 laptop. If you're looking for an Ultrabook with the superslim good looks of a MacBook Air, enough computing oomph to handle multimedia and general business tasks, plus a good-enough battery life, take a long hard look at the Acer Aspire S5. Especially the superslim good looks part.
Acer isn't kidding when they describe the $1699, S7-391 ultraportable as cutting edge. This Windows 8 laptop is so thin (11.9 mm) and stiff, it could double as a weapon in the wrong hands. Did I say wrong hands? Assuming you can afford it, there are no wrong hands for this laptop. It's forward thinking in its design, eye-catchingly attractive, travels light, and is a heck of a performer.
Rapid Review: Vizio CT14-A2 Ultrabook Review
We take a quick hands-on look at the Vizio CT14-A2 Ultrabook. If Walter Gropius could see the new Vizio CT14-A2 Ultrabook, he'd probably approve. It sports a sleek, metallic elegance, like many of the quintessential Bauhaus designs.
With the now-shipping Windows 8 fully controllable by touch as well as mouse and keyboard, you're bound to see some innovative portable designs such as the Dell XPS 12 Convertible Touch Ultrabook that take advantage of touch. In the XPS 12's case you can rotate its 12.5-inch touchscreen to face outward when the laptop is closed, turning it into a tablet. Clever, though the company might have taken it a step further.
With the now-shipping Windows 8 fully controllable by touch as well as mouse and keyboard, you're bound to see some innovative portable designs such as the Dell XPS 12 Convertible Touch Ultrabook that take advantage of touch. In the XPS 12's case you can rotate its 12.5-inch touchscreen to face outward when the laptop is closed, turning it into a tablet. Clever, though the company might have taken it a step further.


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thanks guys. flubbed a shot on a 9pt this afternoon. lol. complete miss,thankfully. decided to go back to where i shot that one to recover my arrow(found the half w the ST 8 ft from where he dropped). on the way i get 20yds into the creek bottom after my 100yd yd walk across the field and the coffee hit me. so i stop to take a leak. a doe jumps out 10 yds away on the opposite side of the creek while im peeing. she didnt offer a shot and went into the other field,so i finish peeing. just as im gettin my junk put away,out comes the 9pt. so i freeze. he's at 8yds maybe. so im standing there with this buck damn near in spitting distance and i stuck motionless with my pants not even buttoned yet and my bow on the ground against a tree. he finally after bout 7min turned enough for me to grab my bow and get an arrow nocked(still w unbuttoned pants). he turned and starts back toward me so i draw and he stops.no shot. so i hold at full draw for what seemed like an hour but was prolly bout 2min. while im at full draw and the buck now at 10yds facing me wide open,my pants start falling down. so i slowly ease my right leg back to try to keep them on as i got the bottom cam resting on my knee,still holding at full draw and the buck just standing there staring through me like i was invisible. he starts to walk away and i finally was able to let down when his head went behind a tree. i pull my pants back up as far as i could before he started looking at me again. im all set now except my pants still arent buttoned. im re positioned and ready to take a shot if given one. sweet! the buck turns broadside at 15yds and stops to browse,vitals fully exposed,i draw back... i was to close to the damn tree and couldnt swing the bow far enough right at FD to get the shot i wanted. CRAP!so i slowly ease my right leg back and try to pivot enough to get double lung. so far so good...pants fall down again and i snag some scrub brush with my quiver,buck hears it starts staring again,my hearts pounding through my chest,still at full draw. FINALLY he starts feeding again on scrubs. never changed position,vitals still wide open. i make one last adjustment and the scrub that was caught on my quiver snaps,getting the bucks attention...again. but at least this time im at full draw,anchored, pin in the crease of his shoulder, deer watching on high alert,i take one last deep breath to calm my nerves,and release. the bastard dropped a good 10" at the shot,arrow sails off to no man's land.
i checked for blood and my arrow for 45min and found nothing. i knew i would cuz i saw him drop like a rock and clearly watched as my flo yellow fletchings disappear into the swamp.
tonights hunt. saw an owl scoop up a squirrel. thought that was pretty cool


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I believe I've been discriminated against because of my race. Where
can I go for help?
If you believe you're being discriminated against, you can file a complaint with the New York State Division of Human Rights.(See: http://www.nysdhr.com). The NYSDHR enforces the New York State Human Rights Law. The Human Rights Law, bans discrimination against others based on certain personal traits. Anyone claiming to have been discriminated against at work, in a place where the public is served (i.e., a restaurant, hotel, or doctor's office) or when buying or renting a house or apartment, can file a claim with Division of Human Rights. The Human Right 's Law also protects you from discrimination when applying for credit or when applying for admission to certain schools.
More Info
New York State Division of Human Rights home page.
DHR's Home Page
URL: http://www.nysdhr.com


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- Home
- Academics
- Programs & Majors
- Sales Minor
Sell real estate in an up-and-coming city. Manage a new product launch. Become an insurance agent in your hometown. Many goods and services become popular not just because of their quality, but because of the marketing teams who shape their images and salespeople who provide them to consumers.
As a sales minor at BVU, you will take courses in marketing, management, selling, and consumer behavior. Through coursework, internships and travel, sales minors are prepared for sales and sales management positions in all types of organizations and industries.
This page contains information about Sales on our Storm Lake campus. For information about programs and majors for adult learners and degree completion, visit our Graduate & Professional Studies site.


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My Account
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Look great and perform your best in the versatile Russell Athletic Nylon Tricot Mesh Shorts. These shorts feature a team athletic cut and solid tricot-lined body, allowing for mobility and comfort. There's a 9" inseam on all sizes of these shorts and a Russell logo on the upper right hip.
Mobile Coupons


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I agree with Kimberly Wilson in her letter that it isn't fair she cannot get a job because she doesn't speak Spanish ("No, I don't speak Spanish," Your Voice, Page 11, Feb. 7).
I completely understand her, because my 52-year-old mother doesn't speak English. She has been a resident here since she was 20 and has not been able to learn the language.
"Why?" I ask her.
She responds with, "I am afraid. I try to learn it, but they make fun of me."
My mother has been working the fields of Patterson since she arrived here, picking melons, hoeing, cutting apricots, planting tomatoes, etc. I encouraged her to apply at a local store in town, and she received the same answer Kimberly received: "Sorry, but thanks."
Why? Because she doesn't speak English.
I visited the store a few days ago and saw a lady who only spoke English who needed help finding a ballerina skirt for her daughter. The store associate couldn't understand her, and another associate didn't either. The lady started making ballerina moves until she became frustrated and said, "This is ridiculous!"
I immediately saw the sadness and embarrassment in the associates' faces. This made me glad that my mother was not hired there.
The reality is that, yes, this country's native language is English, but Patterson is filled with Spanish-speaking individuals, and maybe that is why some places require you know the language.
I have also applied for a few jobs in Patterson and Modesto that require employees to be bilingual, knowing English and American Sign Language. My Spanish did not help me. So, the best thing for me to do is to learn to sign by taking a few classes.
With that said, my mother should learn some English, and Kimberly Wilson should learn some Spanish.
Oyuki Angel, Patterson


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HOME San Francisco 49ers Gear San Francisco 49ers T-Shirts San Francisco 49ers T-Shirts Mens (303 items) Product ID: 965474
Main Content
No game in the world captures the same excitement and attention of fans quite like the Super Bowl. The hopes and dreams of two elite NFL teams hinge on a single, momentous night. Heroes are made and legends are born before an audience of millions. Get pumped for the return of the Super Bowl with this Winning Ranks tee! This lightweight tee displays distressed printed "Super Bowl XLVII" lettering surrounding a SB XLVII logo and the location of the big game, New Orleans. It also features a soft, pigment dyed fabric for a cool retro look. No matter who makes it to the king of professional football games, this shirt will have you prepared for all the gridiron action!
- 100% Cotton fabric
- Distressed screen print graphics
- Imported
- Officially licensed NFL product
- Pigment dyed for a vintage look
49ers Customers also liked:
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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school resources
teacher resources
school finance & grants
Testing / Accountability
student assessment & ratings
standards, college prep & programs
data, statistics & research
News & Events
communications & calendars
The Texas Virtual School Network (TxVSN) was established by the Texas Legislature in 2007 to provide Texas students with equitable access to quality, online courses. Since its inception in January 2009, the TxVSN has provided Texas students and schools with a valuable avenue for interactive, collaborative, instructor-led online courses taught by state certified and appropriately credentialed teachers.
The Texas Education Agency (TEA) offers state-supported online learning opportunities to students across the state through the Texas Virtual School Network (TxVSN) using a network approach that works in partnership with districts. TEA, under the leadership of the commissioner of education, administers the TxVSN, sets standards for and approves TxVSN courses and professional development for online teachers, and has fiscal responsibility for the network. Education Service Center (ESC) Region 10 serves as central operations for the TxVSN, oversees the day-to-day operations of the network, and conducts the review of courses submitted for inclusion in the TxVSN.
The TxVSN is made up of two components—the TxVSN statewide course catalog and the TxVSN online schools program.
The new 19 TAC Chapter 70, Technology-Based Instruction, Subchapter AA, Commissioner's Rules Concerning the Texas Virtual School Network (TxVSN), has been adopted under the commissioner's rulemaking authority and is effective beginning February 27, 2013. The new rules provide guidance for school districts, charter schools, and other entities participating in the TxVSN, in accordance with the Texas Education Code (TEC), Chapter 30A. Rule text is available at http://www.tea.state.tx.us/index4.aspx?id=2390.
The TxVSN statewide course catalog provides supplemental online courses for high school graduation to students in grades 8-12. The TxVSN statewide course catalog offers students across the state opportunities to enroll in high school, Advanced Placement, and dual credit courses provided by eligible Texas school districts, open-enrollment charter schools, education service centers, and public or private institutions of higher education. To view courses available through the TxVSN statewide course catalog, visit the online course catalog. To learn more about the TxVSN statewide course catalog, visit www.txvsn.org.
The TxVSN Online Schools Program (OLS) offers full-time virtual instruction through eligible public schools to Texas public school students in grades 3-12. Instruction provided through the TxVSN OLS is 100 percent virtual and students participating in the program are not required to be physically present on campus during instruction.
All courses offered through the TxVSN must meet the state curriculum requirements, known as the Texas Essential Knowledge and Skills or TEKS, and the International Association for K-12 Online Learning (iNACOL) National Standards of Quality for Online Courses. TxVSN courses are taught by teachers who are Texas-certified in the content area and grade level of the course or meet the credentialing requirements of the associated institution of higher education and are trained in best practices in delivering online instruction. Students are not required to be physically present at school during instruction of TxVSN courses.
For additional information, contact:
Kate Loughrey Statewide TxVSN Coordinator firstname.lastname@example.com Education Agency 1701 North Congress Avenue Austin, TX 78701-1401 (512) 463-9581
Curriculum Division firstname.lastname@example.com(512) 463-9581
Page last modified on 10/17/2014 10:41:27 AM.
Copyright Texas Education Agency (TEA) 2007-2014


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These photo clusters are SO easy to use! The 4 clusters come in a layered .psd file format with easy clipping masks for your photos as well as PNG files for use in other applications. Files in the layered .psd files are easily edited too with the ability to exclude photos and move the photos around too! You can't go wrong with this set! Individual .psd files and PNG files. File Size: 22MB
This product has multiple usage licenses available. Choosing Extended License allows for reselling embellished photographs/albums to multiple customers and scrapping for others. This license also allows for use as website graphics on sites unrelated to digital scrapbooking. This license does NOT allow for the sale of templates created with these products or for the resale or distribution of ANY of the kit contents, brushes, elements or alphabets as scrapbooking products, stationery or any other commercial use other than in completed layouts or photographs for others. This is NOT a Commercial License. This is a limited use license. Any commercial usage other than those stated above is prohibited. If you are just using this product for your personal scrapbooks/crafting, Personal Use is the default and should be chosen.


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The Microsoft Cloud OS Network is a worldwide consortium of 25 cloud service providers delivering services built on Microsoft technologies.
Joining this elite group provides significant advantages to our partners and customers.
Read More
Unified LyncLync 2013
Cloud MailExchange 2013
ConferencingHosted Video Conferencing
Cloud AccessHigh-speed connectivityMicrosoft On-Line ServicesMicrosoft Office 365Microsoft AzureMicrosoft CRM OnlineTransformation Services
CRMMicrosoft Dynamics CRMERPMicrosoft Dynamics NAVFile Sharing & CollaborationMicrosoft Sharepoint
A broad range of cloud solutions that integrate together to deliver an overall solution for businesses. Read more
O-Cloud ServersManaged and Unmanaged
Transformation ServicesCloud ReadinessCloud TransitionCloud Support
Copyright ©
You can contact Outsourcery by email, phone or via the web – using the details below. You may find our offices and address details by clicking here.
Channel and trade press: Spreckley Partners Tel: +44 20 7388 9988 E-mail: email@example.com Investor relations / corporate information: FTI Consulting LLPTel: +44 20 7831 3113 E-mail: email@example.com press / Media Enquiries please contact email@example.com
New Partner Enquiries+44 843 366 6000
Existing Partner Enquiries+44 843 366 6666
Our Fax Number+44 845 834 1022
Partner email@example.com
Partner firstname.lastname@example.com
Sales+44 843 366 6060 Customer Support+44 843 366 3366
Our Fax Number+44 845 834 0288
Customer firstname.lastname@example.com


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I am looking to buy a camera that excels in taking high quality macro pictures, the higher the quality of the zoom and picture the better, I would take pictures of the DNA of whatever it is I'm photographing if I could.
My budget goes as far as 500 pounds.
I am very new to this but am eager to learn every single feature of the camera I choose to buy though I need to be directed to one first.
Thank you for your time.


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You can run Lucene inside your Oracle JVM because is pure Java Framework and get all benefits of them for your Oracle Application.
Why do I use Lucene inside Oracle?
Oracle include a full feature Enterprise Engine named Oracle Text made in C and fully integrated to the Oracle Engine, but:
- you can not control which functionality will be included into next release
- and you can not easily customize it for your needs
Luckily Oracle provides a Data Cartridge API, a powerful connector to implement custom index called Domain Index, Oracle Text is implemented using this API.
So uploading Lucene into the Oracle JVM and implementing a Domain Index is good option for many applications. OJVMDirectory is this option, the name is related to the component used to replace Lucene File System Storage by BLOB storage, here a simple list of points take into account to choose this storage:
- Using traditional File System for storing the inverted index is not a good option for some users.
- Using BLOB for storing the inverted index running Lucene outside the Oracle database has a bad performance because there are a lot of network round trips and data marshallings.
- Indexing relational data stores such as tables with VARCHAR2, CLOB or XMLType with Lucene running outside the database has the same problem as the previous point.
- The JVM included inside the Oracle database can scale up to 10.000+ concurrent threads without memory leaks or deadlock and all the operations on tables are in the same memory space!!
- Changes on rows are automatically notified to Lucene, now these changes are enqueued using Oracle AQ. User can control if these changes are applied On Line or Deferred using Sync operation in batch mode.
- Oracle optimizer can choose a proper execution plan if there is Domain Index created
- You can mix lcontains() and lscore() operators in your queries.
- Synchronized with latest Lucene 2.2.0 production
- Replaced in memory storage using Vector based implementation by direct BLOB IO, reducing memory usage for large index.
- Support for User Data Stores, it means you can not only index one column at time (limited by Data Cartridge API on 10g), now you can index multiples columns at base table and columns on related tabled joined together.
- User Data Stores can be customized by users, it means writing a simple Java Class users can control which column are indexed, padding functionality, storage and so on.
- There is a DefaultUserDataStore which gets all columns of the query and built a Lucene Document with Fields representing each database columns, these fields are automatically padded if they have NUMBER or rounded if they have DATE data, for example.
- lcontains() SQL operator support full Lucene's QueryParser syntax to provide access to all columns indexed.
- Support for DOMAIN_INDEX_SORT and FIRST_ROWS hint, it means that if you want to get rows order by lscore() operator (ascending,descending) the optimizer hint will assume that Lucene Domain Index will returns rowids in proper order avoided an inline-view to sort it.
- Automatic index synchronization by using AQ's Call Back.
- Lucene Domain Index creates extra tables named IndexName$T and an Oracle AQ named IndexName$Q with his storage table IndexName$QT at user's schema, so you can alter storage's preference if you want.
- Implementing Array DML API, it means faster response time with operation such as insert into .. select .. from DML and faster dequeuing operations.
- Independent column format for each indexed columns including left padding with 0 for NUMBER, left padding with any char for VARCHAR2 (specially for columns which represent codes), XPath expressions for XMLType and rounding for DATE/TIMESTAMP.
- In Line pagination information at lcontains() operator using Lucene Query Parser's syntax, for example select .. from ... where lcontains('rownum:[1 TO 10] AND f2:xx AND f3:yy') instead of using Top-N query syntax.


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Prices and availability are subject to change from the time and date that you print this page.
10/26/2014 5:36:00 AM. For Customer Service, please call 800.606.6252
Pickup Check store pickup options
the zen of brew. Asian inspiration steeps modern in ultra durable clear chem lab beaker glass. Removable glass infuser does loose leaf herbal, oolong, rooibos. Handcrafted spout and curved handle make it counter-worthy. Harmonious with our yilam porcelain teacups.
Details and Dimensions
betty glass teapot. 29 oz. 7.5"Wx6"Dx8"H
- Handmade
- Borosilicate ("beaker") glass
- Glass infuser
- Hand wash
- Made in China
Overall DimensionsWidth: 7.5" Depth: 6" Height: 8" Diameter Of OpeningDiameter: 2.75"
Return/Exchange Policy
The short story is that you have 90 days within receipt of your purchase to make a return on most non-furniture items. For furniture returns or exchanges, please call us within 7 days of receipt at 800.606.6252 so we can advise you on how to make your return within 90 days of receipt. Our policy is simple. If you are not satisfied with your purchase, we promise an appropriate refund, credit or exchange.


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Program, with online option, begins fall 2012
July 19, 2012
DEARBORN / June 19, 2012 --- University of Michigan-Dearborns School of Education will launch a new masters degree in educational technology beginning this fall. The Master of Arts in Educational Technology, which can be completed fully online, is designed to support educators as they meet the growing demands of technology-driven students.
Technology is playing an ever-increasing role in our lives as demands grow for responsible digital citizenship, said Edward Silver, dean of the School of Education. Educators, instructors and trainers need to become proficient with a broad range of technologies and become capable of designing technology-enhanced learning activities to meet the needs of tech savvy K-12 students as well as adult learners.
The Master of Arts in Educational Technology is intended for educators interested in developing expertise in the effective use of various forms of educational technology in teaching and learning.
Courses in this 30-credit hour degree program focus on core digital competencies, effective instructional design, challenges in the design and delivery of online and hybrid forms of instruction, and the use of technological resources to enhance face-to-face instruction. In addition to earning the masters degree, current K-12 teachers can qualify for an NP Endorsement from the Michigan Department of Education.
Educators who teach in K-12 schools, colleges and universities, private industry and other instructional settings are encouraged to apply for the program. Courses are offered online throughout the year to accommodate a variety of schedules. More information is available on the School of Education website.
Founded in 1959 with a gift of just over 200 acres of land and $6.5 million from the Ford Motor Company, University of Michigan-Dearborn is a metropolitan university serving southeastern Michigan, committed to excellence rooted in strong academics, innovative research and programming and civic engagement. The University has nearly 8,900 students pursuing more than 100 bachelor's, masters, doctoral and professional degrees in liberal arts and sciences, engineering, business and education. A top-ranked university with a faculty devoted to teaching, and students committed to achievement, UM-Dearborn has been shaped by its history of partnering with local leaders and communities, and is committed to finding solutions for the challenges that face the region.
Beth Marmarelli
313-593-5542 / email@example.com


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Prices and availability are subject to change from the time and date that you print this page.
10/26/2014 5:37:33 AM. For Customer Service, please call 800.606.6252
available for shipping only
for the wine un-snob. Quirky foursome raises a fun glass to reds and whites. Silhouetted in black on modern stemless cylinders, antique wine glasses and goblets class up vino of any variety.
Details and Dimensions
4-piece silhouette wine glass set: one of each design. 9 oz. each. 2.25" dia. x 4.5"H
- Handmade
- Soda glass with black decal design
- Hand wash
- Made in China
Overall DimensionsHeight: 4.5" Diameter: 2.25"
Return/Exchange Policy
The short story is that you have 90 days within receipt of your purchase to make a return on most non-furniture items. For furniture returns or exchanges, please call us within 7 days of receipt at 800.606.6252 so we can advise you on how to make your return within 90 days of receipt. Our policy is simple. If you are not satisfied with your purchase, we promise an appropriate refund, credit or exchange.


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In response to an invitation from Big O Tires to "Show us your bald spot," Langley staged and photographed a scene of a bald front tire disguised with a bright pink wig, observed by a cat and two geese.
She submitted it to the Big O Facebook page with the title "Pink…better than bald!"
Langley was one of eight winners in the contest, announced in February.
Photo submissions were judged on tire baldness and description creativity.
• Send news for Accolades to email@example.com.


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At Kangan Institute we pride ourselves on many things, not least of all the outstanding range of diplomas, courses and career opportunities we provide.
In short, we want to provide a pathway to a career that you want.
Looking to take flight in aviation? We have the courses. How about a lifestyle in fashion? We've got that, too.
We understand that your career means a lot – that's why we offer courses to suit your skills and abilities. Feel free to explore our course guides to find out more:
And now, for the courses:
Our TAFE courses and qualifications cover a wide range of different study areas. Whether it's automotive, aviation, fashion, business or more - you'll find so
mething to suit your career, life and skills.


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Are you changing your global footprint by entering new markets, acquiring or merging with another company, consolidating, divesting or relocating facilities and operations?
If so, then you should consider the following tax credits & incentives that can potentially provide significant additional value to your changing organization:
As used in this document, "Deloitte" means Deloitte Tax LLP, a Deloitte LLP subsidiary. Please see www.deloitte.com/us/about for a detailed description of the legal structure of Deloitte LLP and its subsidiaries. Certain services may not be available to attest clients under the rules and regulations of public accounting.


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Fabric Shop
Kids & Crib Mattresses
Kids Bedding Designers
Pine Cone Hill Scramble Aqua Matelasse Coverlet - King
Make a subtle and playful statement in your girl's room with the Scramble Aqua Matelasse Coverlet from Pine Cone Hill. You'll love the intricately stitched branches that wind across the 100% cotton fabric. King: 108" x 96". Annie Selke's design style includes vibrant patterns, unexpected color combinations and organic layering that is evident in her Pine Cone Hill line of bedding. Pine Cone Hill offers a variety of quilts, duvet covers, shams and bed skirts that are meant to be mixed and matched to cater to your design aesthetic. By choosing kid's bedding from Pine Cone Hill, you have the freedom to express your and your child's personality. Use your imagination with this practical, versatile and most importantly � stylish line of bedding for kids!
SIZE: King
Category: Bedding, Kids Quilts & Coverlets
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Basics of Economics: Action and Exchange
Daniel Sanchez interviews Robert Murphy to discuss his upcoming online course, which consists of six lectures of economics instruction, starting from the ground up. This course is especially good for high schoolers and home schoolers. For more information, or to enroll, visit academy.mises.org.
From: Mises Academy Podcast , Friday, September 20, 2013 by Robert P. Murphy & Dan Sanchez


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- $4.99 3-Day Shipping. Any Size Order -
Main Content
This year, the Ocean Course on Kiawah Island in South Carolina will host the 94th PGA Championship. Get ready to watch your favorite golfers battle it out August 9-12, 2012 in style. Class up your PGA-spirited celebrations with this 2012 PGA Championship Elite performance polo from Antigua. It features super soft Xtra-Lite fabric with moisture-wicking Desert Dry technology to keep you cool during your partying, while the embroidered 2012 PGA logo at the left chest will help to show off your pride in this historic event!
- 100% Polyester fabric
- Contrast color accents
- Desert Dry technology for ultimate comfort
- Imported
- Officially licensed
- Placket with three buttons
- Quality embroidery
- Rib-knit collar & cuffs
- Side slits at hem
- Tagless collar
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.