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MCB School Faculty
Miami City Ballet School's artistic staff and faculty is composed of nationally and internationally renowned directors and teachers who have trained and worked with some of the greatest teachers, choreographers and directors in dance history.
The faculty imparts the knowledge and experience they have received throughout their prolific careers from such masters as Alexandra Danilova, Stanley Williams, Suki Schorer and Patricia Wilde, as well as George Balanchine, Jerome Robbins, Rudolf Nureyev, Glen Tetly, John Neumeier and John Cranko.
Each faculty member is well-versed in teaching and implementing the MCB School syllabus at all levels. They meet monthly with School Director Darleen Callaghan to discuss each student's progress and to ensure each child's training is meeting the syllabus standards. Our Pilates, Floor-Barre, and Gyrotonics™ teachers are certified in their respective fields and have years of practical experience.
School Director
Darleen Callaghan
Lourdes Lopez
Principal Faculty
Geta Constantinescu
Gerard Ebitz
Olivier Pardina
Maria Torija
Mariana Alvarez Brake
Kareen Pauld Camargo
Montse Cosin
Valia Gonzalez
Kris Kramer
Rafi Maldonado-López
Elizabeth Malm
Jennifer Manino
Maribel Modrono
Julie Pappas Smith
DeAnn Petruschke
Emily Ricca
Roberto Rodriguez
School Director
Callaghan became a principal dancer with the North Carolina Dance Theatre performing a variety of roles in both classical and contemporary works. She joined the company for two European tours, performances at the Spoleto Festivals in America and Italy, and extensive yearly tours throughout the United States.
Upon retiring from the stage, Callaghan honed her skills as a teacher, choreographer and arts administrator. She was invited by Jean-Pierre Bonnefoux and Patricia McBride to direct the North Carolina Dance Theatre School of Dance under their artistic leadership. She successfully built the School into a nationally recognized professional training ground for students from around the United States, Europe, Japan and South America.
Callaghan was named School Director of Miami City Ballet School in March 2013. Together with Artistic Director, Lourdes Lopez, she is committed to creating a truly holistic training experience for students through a comprehensive and challenging new syllabus, supplemental strength training and wellness program, and exciting new performance opportunities.
Principal Faculty
While touring the United States with the Hong Kong Ballet, she was invited by Linda Villella to become a principal teacher at the Miami City Ballet School. Ms. Constantinescu has staged the third act of Sleeping Beauty and the pas de trios from the first act of Swan Lake for Miami City Ballet company, and with Edward Villella, mounted the full-length production of Don Quixote. For advanced students at Miami City Ballet School, Ms. Constantinescu produced her own production of Cinderella, and with her colleague Rafi Maldonado, created the original ballet Carnival of the Animals, both of which were performed to high acclaim at the Adrienne Arsht Center in Miami.
Ms. Constantinescu is a master trainer in the Gyrotonic® Technique.
Gerard Ebitz was trained at the Miami Conservatory, the School of American Ballet in New York, and the National Ballet School in Toronto. He danced professionally with the New York City Ballet and was a founding member of Miami City Ballet. He was a principal dancer with the Zurich Opera Ballet and the Pacific Northwest Ballet.
As a teacher and choreographer, he has worked with the Carlisle Project and was commissioned to choreograph a work on the Pennsylvania Youth Ballet. The National Choreographic Plan has recognized his work and he was awarded a 1992-1993 and 1997-1998 Individual Choreographic Fellowship from the State of Florida. Mr. Ebitz was the Artistic Director of Ballet Randolph from 1990-1993. He choreographed for Rochester City Ballet; Ballet Jorgen in Toronto, Canada; Santa Fe Dance Foundation in New Mexico; and Tsoying Performing Arts High School in Kaohsiung, Taiwan.
In Florida, his work has been performed by Dance Alive! in Gainesville, and at the Douglas Anderson School for the Performing Arts in Jacksonville. In Miami, he choreographed for Freddick Bratcher & Company, Juegos del Arte, Acme Acting Company, Thomas Armour Youth Ballet, and solo artist Rosario Suarez. In addition, he had the pleasure of staging and choreographing for various directors through Miami-Dade College. From 2000 to 2013, he taught and choreographed for the North Carolina Dance Theatre Summer Program in Charlotte, North Carolina.
In recent years, he has taught at the Ballet School in Savannah, Georgia, the University of Miami Theatre Department, and the Miami City Ballet School. In 2006, Mr. Ebitz was a recipient of a Surdna Arts Teachers Fellowship grant for study in Budapest at the National Hungarian Dance Academy. He has been on the Dance Department faculty at the New World School of the Arts in Miami since 1988.
A native of France, Pardina began his ballet training at age 10. His training included master teachers from the Paris Opera Ballet. The Nice Opera Ballet offered the 16 year old Pardina his first professional position and promoted him to the rank of Principal Dancer by the end of his first year. Pardina has toured with Rudolph Nureyev and worked closely with him as his understudy while working for the Nancy Ballet Theatre. He also danced and toured the world with major French ballet companies. Among his breakthrough roles, was his portrayal of Petrouchka, in Hommage a Diaghilev. He also received critical acclaim for his performances in Serge Lifar's Phedra, Moses Pendleton's Pulcinella, Birgit Cullberg's Miss Julie and Hans Van Manen's Songs Without Words, Five Tangos, and Septet Extra.
Ms. Torija danced professionally for 20 years with the Deutsche Oper/Staatsballett Berlin, the largest ballet company in Germany, under the directorship of Gert Reinholm, Peter Schaufuss, Ray Barra, Richard Cragun, Sylviane Bayard and Vladimir Malakhov. Her repertoire included all of the classics, Giselle, Swan Lake, Sleeping Beauty, Coppelia, La Sylphide, La Bayadere, Paquita, Les Sylphides, and many more. She has performed soloist and principal roles in over 13 of Mr. Balanchine's ballets, including Apollo, Serenade, Symphony in C, Concerto Barocco, The Four Temperaments, Allegro Brillante, and Agon, among others. She has worked with most of the major choreographers of the 20th and 21st Centuries including Glenn Tetley, Jiri Kylian, Nacho Duato, Maurice Bejart, Kenneth MacMillan, Rudolph Nureyev and others.
Upon retiring from the stage, Ms. Torija began her studies to become a classical ballet teacher. She received her Bachelor's Degree in Ballet Training, graduating summa cum laude, from the Ministerio de Educación en España and her Master's Degree in Performing Arts, also summa cum laude, from the Universidad Rey Juan Carlos, Madrid. She went on to complete her Doctorate Degree in Art History, also graduating summa cum laude, with her thesis focusing on The Art of Ballet: From Marius Petipa to George Balanchine.
Ms. Torija has taught company classes at the Deutsche Oper Berlin Ballett for many years and has been a faculty member at the Palucca School of Professional Dance in Dresden, Germany. She has also taught in numerous private dance schools in Berlin as well as in Hong Kong, Madrid, Barcelona and La Rochelle, France. Ms. Torija will be joining the faculty at Miami City Ballet School this summer, teaching and staging ballets in the Pre-Professional Division and upper levels of the School as well as leading classes in dance history.
Mariana Alvarez Brake studied at the School of American Ballet in New York City, began her professional career at the age of 18 at the National Ballet of Washington D.C., and rounded out her career dancing for the San Francisco Ballet and Ballet Internacional de Caracas.
After retiring, she launched her teaching career. Over the next three decades, she taught at many of Miami's best-known ballet schools and organizations including New World School of the Arts, Thomas Armour Youth Ballet, Ballet Concerto Company, Momentum Dance Company, Magda Aunon School of Ballet, Florida International University, American Ballet Theatre National Audition Tour, Florida Dance Masters, and the High School Festival Conference Workshop.
In 2007, she was honored with the awards of Outstanding Teacher from both the Youth America Grand Prix Competition and the American Ballet Competition. Ms. Alvarez Brake has choreographed and staged many ballets in the South Florida area. Her work Abstract Impressions was performed at the Florida Dance Festival in 2001. Her piece Chopin: Images received a 1984 choreographic award from the Association of Critics and Commentators for the Theatrical, Classical, and Literary Art-ACCA.
As a dancer, teacher and choreographer, Ms. Alvarez Brake brings three highly specialized skills to the dance studio and has earned a reputation for teaching her dancers how best to meld solid technique with soaring artistry.
Kareen Pauld Camargo was born in Haiti, and came to the United States at the age of two. She grew up in New York, where she trained at the American Ballet Theater School, School of American Ballet, The Dance Theatre of Harlem School and Workshop Ensemble, as well as attending the High School of Performing Arts. While a member of the DTH Ensemble, she had the honor of performing the dancing sections in Gershwins "Porgy and Bess" at The Metropolitan Theater Opera House in New York. She performed with The Dance Theatre of Harlem Company for several years, dancing works by Arthur Mitchell, George Balanchine, B. Nijiinska, Agnes de Mille, Geoffrey Holder, and many others.
Ms. Camargo moved to South Florida to join Miami City Ballet in 1990. She was a featured dancer in such ballets as Balanchine's Swan Lake, The Nutcracker, Raymonda Variations, Scotch Symphony, Four Temperaments and Agon; Jimmy Gamonet's Transtangos; Lynn Taylor-Corbett's Mystery of the Dancing Princesses, and Paul Taylor's Three Epitaphs, Company B and Esplanade. After retiring from the stage, Ms. Camargo taught ballet at Miami City Ballet School from 1998-2006, and returned to the faculty in 2013. She was rehearsal and ballet mistress for the children in Miami City Ballet's production of George Balanchine's The Nutcracker™ in 2005.
Ms. Camargo joined the adjunct faculty of New World School of The Arts in 2009, where she currently teaches ballet in the Musical Theater Department. In 2011, she joined the staff of The Thomas Armour Youth Ballet, where she served the community of Miami Gardens, FL for three years as outreach coordinator and ballet instructor. She has been staging and rehearsing The Thomas Armour Youth Ballets production of The Nutcracker since 2008. Ms. Camargo has also enjoyed teaching as guest faculty at The Dance Theatre of Harlem's Summer Intensive in New York and Detroit, and at The Tallahassee Ballet.
Montse Cosin has been teaching Pilates since 1991 and holds mat and equipment certifications with STOTT PILATES, Peak Pilates, Integrated Balance Pilates and Julian Littleford Body Conditioning, and is a PMA-CPT instructor.
She has given Pilates specific courses, kinesiology & dance seminars to professional and amateur dancers and Pilates instructors in Mexico, Europe and the United States. She was Pilates presenter in the 2010, 2011, 2012 and 2013 PMA conferences. She has also presented in several international Pilates conferences. Ms. Cosin is Master instructor trainer & international curriculum coordinator for Integrated Balance, LLC.
She is an ISTD (Imperial Society of Teachers of Dancing) associated classical ballet teacher with more than 30 years of international experience. She is also a Gyrotonic® teacher and Yoga and Gyrokinesis practitioner. A graduated student on biochemistry and molecular biology from the University Autonoma of Madrid, Spain; she has a Ph.D. on Molecular Mechanisms of Rheumatoid Arthritis.
Valia Gonzalez was born and raised in Havana, Cuba where she began her dance career at the age of 9 at The National School of Ballet. Upon her graduation as a professional ballerina, she entered the Ballet Nacional de Cuba under the direction of Alicia Alonso where she danced as a soloist for six years. As part of the Company, she participated in numerous tours around the world as well as took part in the well-recognized bi-annual celebrations of the International Ballet Festival in Havana. In 1997, Ms. Gonzalez joined the Compañia Nacional de Danza of Mexico as a first soloist.
Her extensive performance experience includes principal roles of the Classical repertoire such as Swan Lake, Nutcracker, Giselle and Coppélia. She has worked with notable ballet masters and choreographers such as Alicia Alonso, Asari Plizetski, Loipa Araujo, Stanton Welch, Josefina Mendez, Aurora Bosch, David Howard, and Fernando Bujones to name a few. In 2002, Ms. Gonzalez arrived to United States and trained with Miami City Ballet where she learned the Balanchine style; she later joined Ballet Florida for three seasons in which she had the chance to work first hand with Stanton Welch in his production of Dracula.
Valia Gonzalez has performed at Miami Ballet Festival with Cuban Classical Ballet and Brazarte Dance Company. She joined the faculty at Miami City Ballet School in 2013, teaching Ballet and European Character Dances.
Kris Kramer was born in upstate New York, where she began her training at the Saugerties Ballet Center and later attended the Albany Dance Institute, under the direction of former New York City Ballet dancer, David Otto. During the summers, she studied at the School of American Ballet, American Ballet Theatre and Chatauqua Dance Institute. Kris joined Miami City Ballet in 2001, after being a scholarship student at Miami City Ballet School and apprenticing with the Company for a year. During her six years with MCB, she was featured in ballets such as Giselle, Edward Villella's "THE QUICK-STEP: Unspeakable Jazz Must Go!", and George Balanchine's The Nutcracker™, among others.
Rafi Maldonado-López is a faculty member of New World School of the Arts, where he teaches ballet and advanced Jazz for Music Theatre, and Movement in the Drama track. He has worked as a guest teacher across the Midwest as well as St. Petersburg, Russia, for the resident dance company of the famed Music Hall. He began his dance training in San Juan, Puerto Rico with Ballet Concierto and Ballet de San Juan, and later continued his studies under scholarship at Joffrey Ballet School and the Boston Conservatory.
He performed contemporary works with Boston Dance Company, Minnesota Dance Theater, Ballet of the Dolls, Ballet Arts of Minnesota, as well as various commercial video works. Most recently he has choreographed for Anything Goes, Carousel, and Guys and Dolls, and has just been awarded a choreography commission for a new original Broadway musical: Palladium. Mr. Maldonado-Lopez is head of the Jazz department of MCB School since 2004.
Elizabeth Malm is a multi-talented dancer, teacher and choreographer. She began her training in the New World School of the Arts Dance Department. She has danced for Mia Michaels, Ballet Theater of Miami, Momentum Dance Company and Brazarte Dance Company.
Ms. Malm has also worked in the music video industry where she has danced and choreographed for top artists including Lenny Kravitz, Ricky Martin, Jay-Z, P Diddy, Beastie Boys, Perry Farrell of Jane's Addiction, Lil'Romeo, Baha Men, Carlos Ponce, Tito Puente, Kevens, Celia Cruz and Iron and Wine. Her choreography has been featured on MTV, BET, CBS, FOX, HTV, Telemundo and Univision. Some of her commercial credits include: Virgin Mobile featuring Missy Elliot, Samsung "Stomp", Bud Light for Super Bowl featuring Cedric the Entertainer, Bacardi, Lays Potato Chips featuring Chayanne, Telefonica "Movie Star", Herbal Essence, Pollo Tropical "That's the Way", Orbit Gum "Lifeguard" and the "Truth" Anti-smoking campaign. She has also choreographed half-time shows for the Miami HEAT.
Since 2003, Ms. Malm has shared her time between Miami City Ballet and New World School of the Arts teaching in their Jazz and Musical Theater Departments. At New World in 2008 her work was featured in the musical "The Pajama Game" and in 2011 she choreographed the rock musical "Spring Awakening". In 2009 she was assistant director/ choreographer for Miami City Ballet's Lounge 2200 "Open Barre" Dance Series. In 2012 Ms. Malm was a guest teacher and choreographer for the Entreatos Internacional De Dança in Rio de Janeiro, Brazil.
Jennifer Manino is a graduate of The HARID Conservatory in Boca Raton, FL. While studying at HARID, she was chosen to perform in The Nutcracker with the Moscow Ballet. Upon graduation, she became a trainee with the Joffery Ballet School and then joined Columbia City Ballet where she performed soloist and principal roles. Her extensive professional career continued with The Metropolitan Opera Ballet in New York City for eight consecutive seasons.
Ms. Manino was also a founding member of American Contemporary Ballet, which is now based in California. Ms. Manino studied at renowned schools, such as Pacific Northwest Ballet, School of American Ballet and Boston Ballet. In addition, Ms. Manino graduated from New York University receiving a Bachelor of Science. Before moving to South Florida she taught at the Joffrey Ballet School in New York City.
Maribel Modrono was born in Cuba and grew up in Miami, FL. She began her studies in South Florida, and then received a scholarship with the School of American Ballet. She soon began her professional career at the age of 18 with Ft. Worth Ballet. Moving back home to Miami, after the invitation of Edward Villella, she joined Miami City Ballet and was swiftly promoted to Principal Dancer. To expand her repertoire, she later accepted an offer with Pittsburgh Ballet Theatre.
Throughout her extensive career she received high acclaim for her dancing in many of the famous George Balanchine ballets and the great classical ballets. This opened many new opportunities dancing for some of the leading choreographers of today. With her passion towards health and fitness she became a certified Pilates Instructor and later received her certification as a Core Fusion Teacher. Her dream is to share her knowledge of dance with the dreams of the next generation.
Julie Pappas Smith received her BFA from the Boston Conservatory of Music majoring in Musical Theatre. Julie's professional career spans the globe, touring with Broadway Equity Tours: A Chorus Line, Beauty and the Beast, Showboat, under the direction and choreographed by the incredible talents: Harold Prince, Susan Stroman, Baayork Lee, Robert Roth. Off-Broadway and regional roles included: Cats, Kiss of the Spider Woman, South Pacific, West Side Story, My Fair Lady, and 42nd Street. As a vocalist, Julie was featured at the Royal Albert Hall in London, Tokyo Disneyland, Walt Disney World and has worked for Carnival and Norwegian Cruise lines. She studied with the Marblehead School of Ballet, Broadway Dance Center and Steps on Broadway.
Ms. Smith studied Zena Rommett Floor-Barre® under the careful eyes of the world-renowned Zena Rommett. She was guided and taught by Zena for over 18 years and has been a mentor and master Zena Rommett Floor-Barre® instructor teaching the technique for over 10 years. Julie is honored to be a part of Miami City Ballet School and wishes to bring longevity, strength and good health to every dancer.
DeAnn Petruschke began training at the School of Cleveland Ballet under the tutelage of Daniel Job and Roni Mahler. She continued her training at the School of American Ballet, Pittsburgh Ballet Theatre and the Milwaukee Ballet Schools. During Ms. Petruschkes' ballet career she danced as a soloist and in the corps de ballet for Ballet Arizona, Cleveland Ballet, San Jose Ballet, Oregon Ballet Theater, Grand Rapids Ballet and Ballet Gamonet.
While performing with the Grand Rapids Ballet, she joined the school faculty. Ms. Petruschke has continued her teaching career as faculty and guest instructor at schools in Michigan, Ohio and South Florida, where she has been a faculty member at the Miami City Ballet since June 2012.
Emily Ricca (Pilates) began her ballet studies in Springfield, Mo., where she was invited at a young age, to be part of the Missouri State University Ballet program. After Ms. Ricca graduated from Virginia School of the Arts, she joined Ballets de San Juan where she worked with Ricardo Melendez and Ana Maria Castañon.
Ms. Ricca danced with Florida Dance Theatre for three seasons as a principal dancer and worked as a ballet teacher in the Company's school. She has also danced as a soloist and guest artist with Boca Ballet Theatre, Vero Classical Ballet, Florida Arts and Dance Company, Wellington Ballet, and Springfield Ballet.
She has taught for Vero Classical Ballet, Florida Arts and Dance Company, Indian River Charter High School and Miami City Ballet School where she recently completed their Fellowship Teacher Training Program.
Ms. Ricca is the founder and director of Romance Project, an international educational program, giving presentations at schools and other venues combining live dance and music performance with history.
She is also a certified Pilates instructor and is currently teaching at SoBe Pilates, The Jewish Community Center and 6th Street Dance Studio.
Roberto Rodriguez began his dance training with Ballets de San Juan in Puerto Rico and studied at the School of American Ballet in New York. He worked for the Pittsburgh Ballet Theater, returning to Ballets de San Juan where he performed many classical lead male roles specializing in George Balanchine's choreographies. Mr. Rodríguez holds a Bachelor's Degree in Business Management and in Theater and Dance Education from the University of Puerto Rico. For the last 28 years, he has been teaching ballet, theater, pantomime & creative movement.
He is currently a Florida State Department of Education certified teacher. He has worked as a Dance Consultant for the M-DCPS, and also an adjunct teacher for the New World School of the Arts, Theater Division. He is currently the Artistic Dance Director for the Miami Arts Charter School Dance Department and also a member of the ballet faculty of the Miami City Ballet School.


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En español | At any given time, roughly half of all computers are infected with "malware" — programs that can steal files and passwords, hold your machine hostage for purchase of bogus security software, or enlist it into a "botnet," a network that makes it secretly send out spam.
See also: How to set up a wireless network in your home.
Is yours among them? You can't always depend on your antivirus software to tell you.
Each minute, some four dozen new strains of malware are created, many of them designed to elude antivirus programs.
And each day, about 8,600 new malware-containing websites are launched.
It typically takes two days for security software to be updated to block a new malicious website. So watch for these symptoms that may signal your computer's been infected.
- Slowness. Your computer suddenly takes much longer than before to run programs, access files or the Internet, or even shut down.
- Unexpected beeps or sounds. Or your computer's fan may suddenly kick into overdrive.
- Frequent pop-up messages. Be especially vigilant if these are warnings that you need to purchase software to remedy a security threat. (The software is generally fake.)
- Unwelcome images. Sometimes they're pornographic, sometimes they replace benign images such as photos on news sites.
- Disappearing files, folders or icons.
- Lost protections. Your antivirus software vanishes, your firewall becomes disabled, or you cannot download operating system or antivirus software updates.
- Mysterious messages. Your friends and family receive email messages from your account, but you didn't send them.
- Automatic start-ups. Familiar programs on your computer (or ones you didn't know were there) start unexpectedly, or you're randomly connected to unknown websites.
- Freezes. Your computer frequently seizes up or you can't leave websites or close your Web browser.

subset: commoncrawl


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Skip to Section Subnavigation Skip to Page Content
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The Educational Advertising Awards, sponsored by Higher Education Marketing Report, awarded Rosemont College a Gold and Silver award for two marketing campaigns. The Gold Award went to Rosemont's "MFA Come Write" advertising campaign and the Silver was awarded for Rosemont's "Ocean of Possibilities" poster.
In the "Come Write!" campaign, a different author is spotlighted in each ad. The "Ocean of Possibilities" poster highlights the individual fish created to highlight each of Rosemont's majors. Both campaigns were designed by Susan Digironimo, Rosemont College's director of graphic services. "I am so proud that Rosemont has been recognized by the Education Advertising Awards for our creativity and design in recruiting and engaging prospective students. We are honored to receive these prestigious awards in recognition of our marketing efforts," said Digironimo.
The Educational Advertising Awards is the largest educational advertising awards competition in the country. This year, nearly 2,000 entries were received from over 1,000 colleges, universities and secondary schools from all 50 states and several foreign countries. Judges for the Educational Advertising Awards consisted of a national panel of higher education marketers, advertising creative directors, marketing and advertising professionals and the editorial board of Higher Education Marketing Report.
Higher Education Marketing Report has been the nation's leading marketing publication for higher education marketing professionals, for twenty-nine years; read by thousands of higher education marketing professionals.
View the complete list of winners.


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Interpretive Handbook
8230 :
Histoplasma Antibody, Spinal Fluid
Clinical Information Discusses physiology, pathophysiology, and general clinical aspects, as they relate to a laboratory test
Histoplasma capsulatum is a soil saprophyte that grows well in soil enriched with bird droppings. The usual disease is self-limited, affects the lungs, and is asymptomatic. Chronic cavitary pulmonary disease, disseminated disease, and meningitis may occur and can be fatal, especially in young children and immunosuppressed patients.
Useful For Suggests clinical disorders or settings where the test may be helpful
Aiding in the diagnosis of Histoplasma meningitis
Interpretation Provides information to assist in interpretation of the test results
Any positive serologic result in spinal fluid is significant.
Simultaneous appearance of the H and M precipitin bands indicates active histoplasmosis.
The M band alone indicates active or chronic disease or a recent skin test for histoplasmosis.
Cautions Discusses conditions that may cause diagnostic confusion, including improper specimen collection and handling, inappropriate test selection, and interfering substances
Antibody levels may be low in spinal fluid in cases of Histoplasma meningitis.
Histoplasmin skin tests yield specific antibodies in titratable quantity, and may cause difficulties in interpretation.
Cross-reacting antibodies with coccidioidomycosis or blastomycosis may cause false-positive results for Histoplasmosis.
Reference Values Describes reference intervals and additional information for interpretation of test results. May include intervals based on age and sex when appropriate. Intervals are Mayo-derived, unless otherwise designated. If an interpretive report is provided, the reference value field will state this.
Mycelial by CF: negative (positives reported as titer)
Yeast by CF: negative (positives reported as titer)
Antibody by immunodiffusion: negative (positives reported as band present)
Clinical References Provides recommendations for further in-depth reading of a clinical nature
Kaufman L, Kovacs JA, Reiss E: Clinical immunomycology. In Manual of Clinical and Laboratory Immunology, Washington, DC, ASM Press.1997


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Advanced engineering. Innovative Design. AMAX is your go-to partner for quality x86 appliance manufacturing. Because the right partner makes all the difference.
Learn more »
Certified engineers to assist with infrastructure & software analysis, design, integration & optimization.
Managing the design, installation, cabling & labeling, and configuration of servers, network, and storage.


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Fox News anchor Bill O'Reilly draws about 3 million viewers to his O'Reilly Factor program every weeknight, so expect both the faithful and the curious to turn out for his 12th book, Killing Kennedy: The End of Camelot, when it is published by Henry Holt on Oct. 2.
See also: Brothers: The Hidden History of the Kennedy Years
As he did in his previous work of popular history, Killing Lincoln (likewise coauthored with Martin Dugard), O'Reilly focuses almost exclusively on the president's truncated time in office. He also dusts off a narrative device from the first book — tracking both killer and target along separate but fatefully converging plot lines — to ratchet up the tension in Killing Kennedy.
O'Reilly's fascination with history will surprise only those unfamiliar with his memoir, A Bold Fresh Piece of Humanity. There the veteran newsman (he recently celebrated his 63rd birthday) recounts majoring in history at Marist College in Poughkeepsie, N.Y., and spending a junior year abroad (1969-70) trying to get his fill of European history. O'Reilly also taught a course called Contemporary Problems — apt, right? — at Monsignor Edward Pace High School in Miami Gardens, Fla., from 1972 to 1973.
In a wide-ranging back-and-forth, O'Reilly talked about civics, politics, 20th-century history, his growing distaste for confrontation, his obsession with the country's past and his concern for its future. And, of course, why it would be best to stand well back if Dick Cheney went hunting with Lyndon Johnson.
Allan Fallow: What's the one question you'd ask John F. Kennedy if you could meet him?
Bill O'Reilly: The paradox on Kennedy is his dueling instincts. He's got the selfish, I'm-going-to-do-what-I-want-and-I-really-don't-give-a-rip-on-the-consequences-of-my-actions instinct, but then he's got the heroic, I'm-going-to-do-what-it-takes-to-right-the-wrong instinct. The clash between those two makes him a fascinating figure. So I would talk to him about that.
AF: Why did you choose to profile Kennedy next after Killing Lincoln?
BOR: I want to reengage Americans — particularly younger Americans — with their country. I want to bring alive the people they've heard of, so that the reader becomes fascinated and starts to take an interest.
Next: What O'Reilly learned about Jackie and Robert Kennedy. »


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777 T-Bird chassis: New Mid Tower chassis for system building meeting the latest thermal requirements for dual core cpu's
- Front door opened quick release
- 2 x 5.25"; 1 x 3.5"
- USB 2.0 x 2 | HD Audio to front panel
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- Side Panels with Mesh filter for best ventilation
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- Expansion Slots 7
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Best Value 777 T-BIRD-Blue Gaming Case (No PSU)
Reviewed by grumpygit. Review Posted 27/11/2012
just received this case and on first impressions its a bargin.
front drive door has a little button on top to release the door and it opens on its own(spring loaded) with a nice smooth action to reveal two 5.25 and a 3.5 blanking plate between the 5.25.
inside its more run of the mill standard hdd mounting inline. but thats a minor gripe for a all in price of £20...
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- Overall
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The opinions expressed in this reviews section are those of our customers and not of dabs.com. Nothing contained herein amends dabs.com's terms and conditions.


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Duke Wrestling BIO
Michael Chapman
2012-13: Wrestled at 197 pounds … registered a 3-6 overall record and 3-4 mark in dual matches … post dual victories over Boston University, VMI and Davidson ... ACC Academic Honor Roll.
2011-12: Redshirt year ... posted an 11-10 overall record while competing unattached at heavyweight ... took fourth in his first collegiate tournament at The Citadel Open ... started the season with a 6-2 record ... recorded a first-period pin in his second collegiate bout ... ACC Academic Honor Roll.
Prep: A four-year letterwinner for Danny Sinnott at Peachtree Ridge High School ... Earned All-America recognition after placing fifth at NHSCA Senior Nationals in 2011 ... Compiled a 154-35 career scholastic record ... Went unbeaten at 51-0 as a senior and won the Georgia State title at 215 pounds ... Three-time state qualifier and three-time Gwinnett County champion ... Won the regional title as a senior and took home runner-up honors in 2009 and 2010 ... Earned all-county second team recognition as a sophomore and junior ... Named to the all-county first team his senior season ... Selected as the Gwinnett Takedown Association Wrestler of the Year in 2011 ... Also voted to the Georgia Wrestling Coaches Association Dream Team his senior year ... Captured five tournament titles as a senior ... wrestled with the The Wrestling Academy coached by Dustin Kawa.
Personal: Born Michael McComas Chapman on Dec. 1, 1992 in Atlanta, Ga. ... son of Chris and Terri Chapman ... has one brother, Matt.
Michael Photos:
Duke Athletics Teams
Athletic Department
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Well, that didn't work...
The bad news is we couldn't find the page. The good news is that there are other ways to find what you're looking for. If you can't find what you need using the links below, let us know and we'll try to track it down for you.
Tip: We've recently rearranged the website, so if you're having trouble locating a page whose URL begins with "www.ornl.gov," try changing it to "web.ornl.gov."
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I would like to turn an email into a card and assign it to someone in my organization on a specific Board. Is it possible?
Take the 2-minute tour ×
Web Applications Stack Exchange is a question and answer site for power users of web applications. It's 100% free, no registration required.
Don't want to disappoint you, but supposedly no : if you want to get people's attention, you can mention them in a comment (use @ followed by their name). It will generate a notification.
Here's the feature request card to Create Cards via Email.
Automatically assigning new cards in a list to a particular user would fall under a different feature request (Workflow) which is not on the public development board yet. Email us at


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Want to play college sports?
The advantages of competing in college sports are both immediate and lifelong. Participating in college sports provides opportunities to learn, compete and succeed.
Student-athlete success
More than $2.7 billion in athletic scholarships is distributed each year along with access to medical care, academic support services and first-class training opportunities.
NCAA membership
Nearly 1,100 colleges and universities in NCAA Division I, Division II and Division III collectively invest in improving the experiences of student-athletes.
Student-athlete success on the field, in the classroom and for life is at the heart of our mission.
Spotlight: Academic Progress Rate
With notable increases in football and men's basketball, student-athletes continue to improve in the classroom, earning record-high marks as measured by the NCAA's Academic Progress Rate.
Champion Magazine
A mound of cure
A cancer diagnosis. More than three years of chemotherapy. Two hip replacements. Through it all, Richie Suarez just wanted a chance to play college baseball. But he picked up something unexpected along the way. Read More >
We are a member-led, higher education association that appreciates the impact a college degree can have in transforming a life. NCAA employees come to work every day believing in their ability to make a difference.
Join our team and help us carry our mission into the future.
Latest Updates
"I think one of the reasons that I came to Minnesota was the strong support of all their programs, and I appreciate that and I think the emphasis for us going forward will be to continue to make sure we're supporting them all so that they can achieve success both in the classroom, on the field and obviously socially as we help them prepare for life after, life after Minnesota,"
– Beth Goetz, interim athletics director at the University of Minnesota


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Should A 40-Year-Old Shoplifting Charge Cost You Your Job? [Poll]
In today's job market, you have to be more careful than ever with regard to your past, errors on your resume and even your online and social network activity. I have a friend here in Evansville who recently lost his job because of a photo he had on his wall on Facebook that showed him drinking


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On my calendar (i.e. my life support system) there was written on the Oct. 17 square: "How to L. That's it. No closed quote, nothing more. It's like I was writing down something I had to do, and Ed McMahon had rung the doorbell and told me I had won the Publishers' Clearing House Sweepstakes, and I had dashed out the door in ecstasy.
I was so perplexed. Where was I supposed to be at 10 a.m. on Oct. 17? I had horrible dreams of that date arriving with no clue of where I was supposed to be. Was I having surgery? (On my brain?) I was sure that if it was a dental appointment someone would call me the day before to remind me. OK. I could stay by the phone all day Oct. 16.
What else could it be that early in the day? Book club meets at night, and it couldn't be a teacher's conference because my children have all graduated. I think.
I could just picture it: I'd be sitting at attention on Oct. 17, showered and wearing "dress casual," which seems to be good for just about anything nowadays. The phone would ring and an angry voice would shout at me, "Where in the world are you? We are waiting for you!"
Me (weakly): Oh, please remind me where you are?
Voice: You haven't left yet? In just three minutes you are presenting a paper on the evolution of man through the cro-magnum period, exclusive of homo sapiens and vine tomatoes, and how to levitate through the opening of a key hole!
Me (brightening): Oh, that's the How to L!
Voice: Are you on your way?
Me: Of course I'm on my way! Did you think I had forgotten?
Postscript (weeks later): Finally, something happened to joggle my brain. I walked past one of the books my daughter has written, and there it was: "How to Say No and Live to Tell About It." Eureka!
I was to give a presentation to my church circle about that book! Could it be Oct. 17? Thankfully, the circle president didn't chortle when I called her to "confirm" that was the date.
Whew! Now I can begin worrying about the note I have on Nov. 22 on my calendar. It says "45." I hope 45 people aren't coming for Thanksgiving dinner.


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RSS feed
Wordplay was the order of the day when Merl Reagle, syndicated crossword puzzle constructor, visited Loyola Marymount University.
To the delight of the crowd of students, faculty and staff in a packed Ahmanson Auditorium, Reagle gave a brief history of crossword puzzles, told stories of his career in puzzle constructing and posed questions for the audience to solve. He is the author of many crossword puzzle books and constructor of the Sunday puzzles that appear in 60 newspapers including the Los Angeles Times and the San Francisco Chronicle, and was the guest of LMU's Honors Program.
From the first puzzle in 1913 a daily newspaper, crosswords have been an enduring national pastime. The 2006 documentary "Wordplay," which features Reagle constructing a puzzle, shows how widespread the word game habit is, occupying the time and energies of presidents, athletes and millions of Americans.
Many of the audience could count themselves among those devotees. Reagle would pose a question to the audience, followed by a hush as the crowd thought through it. The silence was often broken by a lone burst of laughter from the first person to solve the puzzle.
Reagle takes a light-hearted approach to his puzzles, on the advice of his first editor. He told how he was admonished after submitting a couple of puzzles with serious themes. "Death, disease, war and taxes are all over the paper," Reagle was told. "The puzzle needs to be an entertainment."
Every year Reagle helps run the National Brain Game Challenge, a crossword puzzle contest that raises money for Alzheimer's disease research. Recent studies have shown that increasing mental activity, such as solving crossword puzzles, can help in slowing the progress of the degenerative disease. Reagle takes quickly to the exercise analogy, calling his puzzles "a Thighmaster for the brain."
© 2012 Loyola Marymount University


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Practice Philosophy
Specialized state-of-the-art personalized care for the young at heart and the young in years. If you have concerns due to birth, trauma, burns, cancer or self-esteem, my goal is to help you to achieve the correction and beauty you visualize within.
- Nasal & Facial Surgery
- Body Contouring
- Breast Enhancement
- Breast Reconstruction
- Pediatric Cleft and Craniofacial Surgery
Dr. Mlakar is a highly specialized plastic surgeron who provides a full range of plastic, reconstructive and cosmetic surgical services.
Dr. Mlakar's specialized niches include:
Cosmetic & corrective nasal surgery
Cleft lip and palate
Tranaxillary (endoscopic) breast surgery
Otoplasties (ear surgery)
Post burn / post trauma facial reconstruction
Eyelid & facelift surgery
- Parkview Hospital
- Parkview North Hospital
- Dupont Hospital
- Lutheran Hospital
- Inverness Surgery Center
Location & Office Hours
Suite 120
9933 West Dupont Circle Drive
Fort Wayne, IN 46825
View Map
Payment Options
Medicaid, Medicare, American Express, Discover, Visa, MasterCard, Patient Financing, Cash, Personal Checks, CareCredit


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Use your account on our other websites:
Our other sites you have recently visited:
Find your perfect fit with our shoe and boot measuring guides
Put your best foot forward with our new-season collection of occasion footwear
Kick off your heels with our fabulous flats, from ballet pumps to peep toes and comfortable loafers
Get some height with our wearable wedges, created with comfort and style in mind
Browse our new range of the boots that takes us through the season in style
Shop for mens shoes, boots and trainers including ranges from great brands in standard to ultra wide fittings
With our extensive range of wide-fitting women's footwear it's easy to find shoes that are as stylish as they are comfortable. You'll find essential everyday flats, glamorous occasion footwear for weddings and formal events and Multifit styles that allow you to customise the size of each shoe. Many designs are available in width fittings from D-EEEEEE and a choice of calf fittings, so whether you're looking for summer sandals or winter boots, you'll find the perfect pair right here.


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This sub category is for printing companies in the Philippines. All of these printing companies offers printing services like photo printing, some of these companies have the latest digital printer for the quality of your pictures. If you have photo printing business that you want to promote, feel free to post your ads here.
For more photo and video related services, you can go here - Cameras and Accessories, Equipment Rentals, Repairs and Service Centers, Photographers and Videographers, Editing Services, Photo Printing and Developing, Photo Studios, Photography Clubs, Photography Courses, and Models. If you want a dedicated photo and video services, you can go to these photo and video shops.


text: dialogConfig Configuration &Save Alt+S &Cancel Alt+C Jail Network Interface Jail Directory Temp Directory Select Jail Directory Select Temp Directory dialogDisplayOutput Command Output &Close Alt+C dialogEditIP &Add &Remove &Save &Cancel Add IP IP Address: Warden Please enter a valid IPV4 or IPV6 address! Jail Configuration IPv4 IPv4 Address IPv6 IPv6 Address Aliases IPv4 Aliases IPv4 Bridge Aliases IPv6 Aliases IPv6 Bridge Aliases Permissions The following permissions can be enabled or diabled for this jail. For more details hover over each item or refer to the jail manpage. A process within the jail has access to System V IPC primitives. The prison root is allowed to create raw sockets. Enables ping / traceroute. When this parameter is set, such users are treated as privileged, and may manipulate system file flags subject to the usual constraints on kern.securelevel. Privileged users inside the jail will be able to mount and unmount file system types marked as jail-friendly. Privileged users inside the jail will be able to mount and unmount the devfs file system. Privileged users inside the jail will be able to mount and unmount the nullfs file system. Privileged users inside the jail will be able to mount and unmount the procfs file system. Privileged users inside the jail will be able to mount and unmount the zfs file system. The prison root may administer quotas on the jail's filesystem(s). This allows access to other protocol stacks that have not had jail functionality added to them. Invalid IPv4 address! Invalid IPv4 bridge address! Invalid IPv4 router address! Invalid IPv6 address! Invalid IPv6 bridge address! Invalid IPv6 router address! Options Enable VNET / VIMAGE support IPv4 Bridge Address (Requires VNET) IPv4 Default Router (Requires VNET) IPv6 Bridge Address (Requires VNET) IPv6 Default Router (Requires VNET) dialogImport Import Jail You have the option to change the IP / Hostname of the imported jail. Any internal references to the old IP / hostname may still need to be changed after importing. Change IP Address 999\.999\.999\.999; ... Change Hostname &Ok &Cancel dialogTemplates Jail Templates Add a new Jail Remove the selected Jail &Close System Version What version do you wish to fetch? Template Nickname Enter a nickname for this template: dialogWarden The Warden &File Jails E&xit Exit New Jail Refresh Configuration Import Jail Stop this Jail Toggle Autostart Export jail to .wdn file Delete Jail Start this Jail Stopping Jail Stopping Jail: Starting Jail Starting Jail: Choose a directory to save the finished .wdn file: Exporting Jail Exporting Jail: Deleting Jail Deleting Jail: Select warden jail package Installed Jails Add a new Jail Remove the selected Jail Working on Jail Info Tools <- Please select a jail Working on jail: Warden Are you sure you want to delete the jail Jail Information Jail Type: Size on Disk: Network Information Active Connections: Listening on Ports: Jail Management User Administrator Utilities Export Jail Loading... Launch Terminal Check for Updates Start at boot: No jail selected! Snapshots Start the selected jail Stop the selected jail Restore existing snapshot Delete the snapshot Loading snapshots... For snapshot support you must be using ZFS No snapshots available. You may create one below. Creating new snapshot... Please wait... Reverting snapshot... Please wait... Are you sure you want to revert to the snapshot: Removing snapshot... Please wait... Are you sure you want to remove the snapshot: Updates available! Start update manager Service Manager Create a new snapshot Mount the snapshot Unmount the snapshot (Cloned) Loading clones... Mounted on: Snapshot not mounted R&estore &Mount &Unmount &Add &Remove Cloning snapshot... Please wait... Removing clone... Please wait... Any newer snapshots and mounted clones will be lost, and the jail will be restarted! Reverting snapshot Reverting to snapshot: No valid network interface specified! Select one now? Scheduled Snapshots Snapshot Frequency Days to keep IPs: Configure the jail Package Manager Template Manager dialogWorking Working wizardNewJail Hostname Jailbird Please select the type of jail you want to create. Jail Type Ports Jail (Insecure, allows running X applications) Next enter the root password for this jail. Root Password Root Password (Confirm) Jail Options Include system source Include ports tree Start jail at system bootup New Jail Wizard Linux Jail (Run Linux within in a jail) Please select the Linux install script to use for this jail. Select Script Linux install files (*) Hostname already used! IP already used! Invalid IP address! Please take a moment and set any other options for this jail. Note that including the system source option requires that they be present in /usr/src. Please take a moment and set any other options for this jail. IPv4 Address IPv6 Address Traditional Jail (Secure, best for services) Install PKGNG and PC-BSD utilities Jail Version Use system version (default) Invalid IPv6 address! This wizard will walk you through creating a new jail. First, enter a hostname and IP address not currently in use on the network. If you plan to use IPv6 to access the jail, check the IPv6 Address box and input a valid IPv6 address. When finished, click Next to continue.


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Nb: infants must be under the age of 2 and
children must be under the age of 12 at the time of
The Hotel Orgler, set in Kaprun's village centre, is one of the best hotels in the village with good facilities, comfortable rooms and a welcoming atmosphere. The Hotel Orgler has been a firm favourite with our guests for many years. The hotel celebrates Christmas and New Year in style with Gala Dinners and live music, and fireworks for New Year's eve.
37 bedrooms. 2 people on half board sharing a room with Austrian twin beds. Rooms with balcony are also available at a supplement as are quad rooms and suites consisting of one room with Austrian twin and sofa bed. Rooms sleeping 4 consisting of one room with Austrian twin and separate lounge with sofa bed are available on request. All bedrooms have private bath or shower, WC, cable TV, hairdryer and most with balcony.
Iglu acts as a travel agent for disclosed principals/tour operators, further details
of which will be made available at the time of booking. Your holiday contract will
be bound by the tour operators terms and conditions.
Prices are shown for a basic room or unit, can be subject to change and are indicative
until time of booking. Please call on 020 8544 7114 for prices for other travel
and room options for this property.
Prices shown are per person per week based on maximum occupancy. Descriptions and
quality ratings are provided by the Tour Operator (or one of the Tour Operators
where similar holidays are offered by more than one supplier). We reserve the right
to make minor adjustments to the description or rating based on staff and customer
feedback. For payments by credit card, a 2.5% credit card charge (4% for AMEX) will
be added to your invoice. If you pay by a UK issued debit card, there is no charge.
All bookings are subject to a £5 per person Passenger Admin Fee charged by Iglu.com.


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- Home
- On Court
- About Ana
- Club Ana
- Multimedia
- Contact
- Shop
- Sponsors
Ana fought her way past world No.65 Urszula Radwanska. The 26-year-old triumphed 4-6, 6-3, 6-3 in the first round of the Abierto Monterrey.
Second seeded Ana gave an inconsistent performance against a player whom she trailed 2-1 in head-to-head meetings.
After splitting the opening two sets, Ana moved 2-0 ahead in the decider and looked to be moving inexorably towards victory.
However, Radwanska drew level at 3-3, causing Ana and the majority of the crowd some anxiety.
When it mattered most, Ana cut out the errors and won three straight games to clinch victory.
Ana will take on Canadian qualifier Aleksandra Wozniak in the second round on Thursday.


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Beauty and Wellness
Complexions Day Spa
"Spoil yourself or someone you love in our beautiful new location"
Facials, Spa body service, Massages, Waxing, Nails and feet, Makeup, Hair, Spa Packages and more. Complexions offers a spa boutique and natural apothecary, where you'll find herbal teas and remedies, essential oils, homeopathic and nutritional supplements along with premium skin and body care products and unusual spa and beauty accessories.
|Zip Codes:
|90801 90802 90803 90804 90805 90806 90807 90808 90809 90810 90813 90814 90815 90822 90831 90832 90833 90834 90835 90840 90842 90844 90845 90846 90847 90848 90853 90888 90899
|4th Street Corridor, Alamitos Beach, Alamitos Heights, Arlington, Artcraft Manor, Belmont Heights, Belmont Park, Belmont Shore, Bixby Knolls, Bixby Village, Bluff Heights, Bluff Park, Broadway Corridor, California Heights, Carroll Park, Central Area, Craftsman Village, Downtown Long Beach, Drake Park, East Village, Eastside, El Dorado Park, El Dorado Park Estates, El Dorado South, Hellman, Imperial Estates, Lakewood Village, Cambodia Town (Little Phnom Penh), Long Beach Marina, Los Altos, Los Cerritos - Vrginia Country Club, Memorial Height, Naples, North Long Beach, Park Estates,[13], Peninsula, Ranchos, Rose Park, Shoreline Village, South of Conant, Stearns Park, Saint Mary's, Sunrise, Terminal Island, Traffic Circle, University Park Estates, Poly High, West Long Beach, Willmore City, Wrigley North and South, Wrigley Heights, Zaferia
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DMD Admissions Tour
Interested in taking a tour of the UIC College of Dentistry? The Office of Student and Diversity Affairs conducts tours for interested prospective students. Tours begin at 12:30 sharp and last about an hour. There will be a group question & answer session from 1:30 to 2 with an admissions counselor. Due to limited space, walking tours of the college are for prospective college-level students only. Please be aware that this tour is not appropriate for high school age students or children.
Reservations are required and you must register in advance. Information on how to get to the College of Dentistry is available on our directions page. It is suggested that you use the Paulina Street Parking Structure for your visit. Please note that we do not validate parking for tours. Visit Room 104 on the day of the tour to sign in.


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Main Content
Order as many items as you like with our $4.99 flat rate shipping.
This item ships within two business days.
Order as many items as you like with our $4.99 flat rate shipping.
Need it faster?
You are known for throwing the best Denver Broncos parties on your blockAt your next festivity, serve up some Broncos pride with this 12" chip and dip tray featuring the team name and logo. Made of durable melamine, it can handle the heaviest of chips and monster dips. This team-colored tray makes it easy for you to have the most Broncos-spirited shindigs in the neighborhood!
- Imported
- Made of durable melamine
- Measures 12" in diameter
- Not recommended for microwaves
- Officially licensed NFL product
- Team colors and logo
- Top shelf dishwasher safe
Broncos 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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Feb 2, 2010
17 comments:
- Beverly @ The Buzz said...
That's hysterical! Reminds of the Christmas my cousin wrapped a LIVE bird in a box and gave it to my father. Wish I'd had a video camera to capture the chaos that ensued when the gift was unwrapped!
- February 2, 2010 at 7:32 AM
- Ali said...
Perhaps it's my mood today, but that strikes me as a teeny bit ...... gross? A dead mole?
Yes. Well then.......
- February 2, 2010 at 7:56 AM
- 3 Men and a Lady said...
Ha, my dad would like that too. Moles drive him CRAZY!!
- February 2, 2010 at 8:10 AM
- Mama Zen said...
This is hilarious! What a gift!
- February 2, 2010 at 8:56 AM
- Deb said...
that is funny....
- February 2, 2010 at 9:01 AM
- Joanne said...
Lori - I love you to pieces and your sense of humour but its times like this I am happy that I am not your neighbour or receive gifts from you. Now I will never trust your beautiful packaging.
- February 2, 2010 at 12:43 PM
- mbkatc230 said...
This is a scream Lori. If anyone has ever had a problem with moles (or around here, more likely armadillos) they would understand why this gift was perfect. But the little helmet - The Fighting Moles - makes me spit soda out my nose laugh! We have some pretty funny mascots around here (The Hutto Hippos, The Taylor Ducks, The Killeen Kangaroos, The Lewisville Fighting Farmers and my new favorite, the New Braunfels Unicorns) but this is an all time best. Kathy
- February 2, 2010 at 1:31 PM
- Shellbelle said...
This just proves one thing — why I like you so much!!!!! This is wet-your-pants funny, girl, I like your style!
I agree with Kathy, anyone who has ever had a mole problem would love a gift like this. Been there, hated it, hate moles, 'nough said.
- February 2, 2010 at 2:35 PM
- Muddy Boot Dreams said...
Yeh, remind me never to walk my dog past your place, who knows what kind of Christmas gift you would give me.
I don't think that it is completely off base to do what you did. Some of us just have a wonkier sense of humor than others....LOL.
- February 2, 2010 at 3:38 PM
- Mid-Atlantic Martha said...
Too funny -- can you even imagine if your fear had come true?
BTW -- have you heard from Sue lately? I was wondering how she's doing? If you speak to her or her family -- please send her some bloggy love from me.
- February 2, 2010 at 3:40 PM
- MiMi said...
Yeah, that's a little weird. But my family had world war III over a mole trap once, so...?
- February 2, 2010 at 3:46 PM
- Kathleen said...
I don't like moles at all..but I don't know if I would want to get close up and personal with one either...ewww.rodents! :)
Come see the creature I found today..
- February 2, 2010 at 3:53 PM
- Michael Lee West said...
Oh, Lori, this was a hoot. The helmet is too funny. I appreciate your insight on ebooks. I think you've hit upon the main difference between "e" and real books. Scanning vs reading.
- February 2, 2010 at 3:56 PM
- Xazmin said...
LOL - that is awesome!
- February 2, 2010 at 4:22 PM
- lindalee said...
Nice helmet hat!
- February 2, 2010 at 5:49 PM
- matron said...
To my knowledge,we do not have moles in Ireland,so we do not have this problem,something to do with all the peat bogs and water tables,I think.Even if we did ,not sure I would want a present of a dead one.!!!
Amusing though,glad your neighbour saw the funny side.
- February 3, 2010 at 2:10 AM
- Ali said...
Well who knows? Maybe you've stumbled onto something new in the gag gift market; dead rodents. You could offer a choice of headgear on the animal, along with a can of Neutradol.
- February 3, 2010 at 5:37 AM


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Cam Newton completed just 12-of-29 passes for 141 yards with no touchdowns or interceptions in the Panthers' 16-12 Week 5 loss to the Seahawks.
DeVante Parker caught an 11-yard pass in the Dolphins' preseason finale Thursday night.
Zach Ertz (groin surgery) remains unsure of his Week 1 status.
Dolphins WR DeVante Parker (foot) is playing in Thursday's preseason finale.
Browns preseason broadcaster Solomon Wilcots believes Dwayne Bowe is on the roster bubble.
ESPN's Dan Graziano reports unsigned franchise player Jason Pierre-Paul plans to report to the Giants next week, and expects to play "early in the season."
NFL suspended Broncos SS T.J. Ward one game for violating the league's personal-conduct policy.
The league has formally appealed Judge Richard Berman's decision to vacate Tom Brady's four-game suspension.
The Cleveland Plain Dealer reports Terrelle Pryor (hamstring) is expected to be "limited" in Thursday's preseason game.
Bleacher Report's Jason Cole reported several owners did not want the NFL to appeal the Deflategate decision.
In a statement, Roger Goodell confirmed the NFL will appeal Judge Richard Berman's decision to nullify Tom Brady's four-game suspension.
Bleacher Report's Jason Cole reported Cowboys DE Greg Hardy is considering an appeal of his four-game suspension in the wake of Tom Brady's appeal win.


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Noticias y recursos sobre alfabetización informática, alfabetización informacional, alfabetización en medios desde Colombia
Competencias Informáticas e Informacionales – CI2 / Colombia
Alfabetización Informacional / Iberoamérica – Information Literacy / Ibero-America
Publication, web sites, etc. about information literacy
Global Media Wars
Global Media Wars was produced by multimedia reporters from Columbia University's Graduate School of Journalism. Their reports are based on monitoring five state-funded international TV channels: Al Jazeera English, CCTV-I, France 24, Press TV and RT. Each channel is given a score card and followed closely
The project was conceived, supervised and edited by Ann Cooper, Columbia University Graduate School of Journalism's CBS Professor of Professional Practice in International Journalism and former director of the Committee to Protect Journalists.
Youth, Media; Lifestyles: An Audience Study on Media
Presented as a comparative analysis, this qualitative audience study tests the hypothetic proposition that youths' consumption of media is mediated by various socio-economic determinants as well as cultural and institutional practices. In order to test this hypothesis, the research examines the media (more specifically, television) consumption practices and lifestyles of black South African youths living in an urban city (Durban) and a peri-urban town (Alice) at a particular moment in time.
Positioned as an historical study that reflects a specific period in the history of television (and media) in South Africa, the study attempts to provide a snapshot of youths, television consumption and lifestyles in post-apartheid South Africa. It assesses the relationship between youths and media during a specific period, namely, around a decade after South Africa's first democratically elected government and when the country was still in the throes of political and economic change and transition. It assesses this relationship over a four-year period (from 2002 to 2006) and reflects on this specific period in relation to the then existing policy and regulatory framework as well as to the findings from other relevant empirical research.
The analysis reflects upon the social constructs of class and gender in relation to the study's broader findings on television consumption, which are derived from quantitative and qualitative empirical data. It develops categories and typologies of the lifestyles of youths towards this end and it concludes that youths' media consumption practices and the production and reproduction of lifestyles is a complex matrix of 'lived' experiences, cultural identity and other socialising factors such as age, race and class. Moreover, it shows that peoples' media choices and the related selection and appropriation of media are fundamentally informed by specific policy and regulatory regimes. Notwithstanding this, the ways in which black South African youths use media (imported programming or local television content, for example) and accordingly fashion their lifestyles, remains largely determined by their class, their access to Information and Communication Technologies (ICTs) and the proximity of the experiences represented in the media to those with which they can identify.
Media Council of Tanzania (MCT)
The Media Council of Tanzania (MCT) is an independent, voluntary, non-statutory self regulatory body established by the media fraternity on June 30th 1995 at the Journalists and Stakeholders' Convention that was held in Dar es Salaam. Its operations however commenced on May 22nd 1997 when it was officially registered under the Societies Ordinance, 1954.
Mission Statement
To create an environment that enables a strong and ethical media that contributes towards a more democratic and just society.
A democratic Tanzania with a free, responsible and effective media.
The Objectives of the Council:
To promote, assist, safeguard and defend freedom of the media and allied forms of public communication in the United Republic of Tanzania;
To oversee that journalists, editors, broadcasters, producers, directors, proprietors and all those involved in the media industry in Tanzania adhere to the highest professional and ethical standards;
To receive and conciliate, mediate and or arbitrate upon complaints from the public and amongst the media inter se against alleged infringements of the Code of Ethics;
To encourage development of the media profession in Tanzania by undertaking activities including, but not limited to, training of journalists, overseeing press clubs development, to conduct various media freedom campaigns, seminars, workshops and/or symposia;
To maintain a register of developments likely to restrict the supply of information of public interest and importance, keep a review of the same, and investigate the conduct and attitude of persons, corporations and governmental bodies at all levels, towards the media, and make public reports on such investigations;
To involve members of the public in the work of the Council and constantly and reasonably keep them informed about its operations, views and decisions;
To promote and defend the interests of readers, viewers, and listeners;
To promote gender sensitivity, equality, equity in and balanced reporting and dissemination of information;
To raise funds for the purposes of the Council on such terms as are compatible with the autonomy of the Council and within the spirit of its mission and vision;
To publish papers, journals, newsletters and other materials to achieve these objectives; and
To do such other things as may be in the interest of the Council, the media and the public as may be necessary to achieve these objectives.
World Publishing Expo 2012 (IFRA Expo & Conference)
|October 29, 2012 12:00 am
|October 31, 2012 12:00 am
World Publishing Expo (IFRA Expo & Conference) is taking place from 29-31 October 2012 at the Frankfurt Messe exhibition fairground, hall 8.
The leading heads of the newspaper and media world: CEOs, IT Directors, Business Development Directors, Technical Heads and Editors-in-Chief are looking for new business models, innovative technologies that allow new creativity.
More than 8.000 visitors from more than 90 countries are expected to attend end of October at the World Publishing Expo (IFRA Expo & Conference) in Frankfurt
La Asociación Nacional de Medios Comunitarios, Libres y Alternativos surge en junio de 2002 para dar respuestas colectivas a una gran diversidad de obstáculos que han comenzado a surgir en el seno del movimiento de medios comunitarios venezolano. La escasez de recursos, la necesidad de fomentar más ampliamente la creación de medios en las comunidades, el ataque continúo por parte de los grandes medios comerciales, la posibilidad cada vez más cercana de librar una dura batalla por la democratización del espacio radioeléctrico nacional, son sólo algunos de ellos. En este sentido, ANMCLA es hoy la consolidación de una instancia organizativa que fomenta, articula y defiende los diversos procesos de comunicación comunitaria, libre y alternativa que experimentan hoy un fuerte desarrollo. ANMCLA no es un gremio. Es un movimiento social revolucionario en el campo de las comunicaciones que integra ya a más de trescientos colectivos a lo largo y ancho de nuestra geografía.
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- Jake Frackson
- Victoria, Bc
- Canada
This conversation is closed.
Shame is a hinderance to education.
In Brené Brown's "Listening to Shame," she describes the difference between guilt and shame: guilt is "I made a mistake" and shame is "I am a mistake." By accepting these definitions, can it not be assumed that shame is not needed in schools? If shame is a personal opinion of oneself, is it not then only a hinderance to gaining an education?
In an article that I wrote recently(jakefrackson.wordpress.com - You Should be Ashamed of Yourself), I discuss shame and its role in education systems. I explore the use of shame and why, I believe, it is not necessary.
Working with the definition of shame above, is shame a hinderance to education?
Venus Lim
Nov 2 2012: Just a personal humble opinion. Shame is not a hinderance to education because Shame doesn't derive solely from the mistakes made or opportunities missed in school. It happens anywhere and everywhere in circumstances where you feel you could've done better as an individual. It is an emotion and a state of mind, we can't just dismiss it as unnecessary. It can only be a hurdle to run away from, or a stepping stone. Its a development we all go through and before anyone can say its unnecessary, half the world has learnt/ gain from feeling ashamed. Cos sometimes you learn so much more when it hits you where it hurts. If 1 has no sense of shame, we'd all be running around naked in Walmart.
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Nov 9 2012: As funny as the idea of people running around naked in Walmart is do you really think that's what kids would do if their teachers decided they shouldn't feel like mistakes? Because having a sense of dignity (and remaining fully clothed) isn't the result of shame.
Where else does shame come from if not from mistakes or any effort someone else has deemed unacceptable? It's sourced in other people's reactions to you not your conscience.
I do agree that you can use shame as a learning opportunity- to learn not to be ashamed of yourself.
Jennie Trias
Nov 7 2012: The educational system is based on the manufacturing model. For over one hundred years, interchangeable parts, assembly-line production, and standardization have represented the efficient way to supply markets with affordable merchandise and job markets with compliant workers. For the most part, the United States can attribute its current philosophy toward public education to John Dewey. Dewey's goal was". . . to turn public schools into indoctrination centers to develop a socialized population that could adapt to an egalitarian state operated by an intellectual elite" (Waiting for Superman http://www.waitingforsuperman.com/action/)..
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However efficient such a system may appear, schools do not produce merchandise; they foster creativity and educate America's youth so that they can construct promising futures. Current educators recognize the pessimistic metaphor and refer to a large percentage of our nation's schools as "drop out factories" (Balfan Waiting for Superman http://www.waitingforsuperman.com/action/).
Once the system sorts and labels students, they lose any desire to learn. They have been conditioned to recognize only their limitations. The negative conditioning does produce shame, but worse than that, it produces apathy. Additionally, it reduces learning to the lowest common denominator.
Mats K
Nov 6 2012: Very much so and it's crucial to work out where shame stems from. We know that shame often is a byproduct of failure or feeling like a failure, well guess what; most schools are competitive in nature. That means if only one student gets way ahead all the others students and gets awarded for it, that could potentially leave all the other kids in despair thus shame because of the feeling of failure. So, we need to look at the fundamental level of where shame stems from and how to get rid of it. In this case, getting rid of competition in schools. Is this possible? Finland did it and they scored number one in the world in education.
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Check out this video for more information about the Finland education system: http://www.youtube.com/watch?v=qlOfZL_J5fo
Nancy Nunn
Nov 5 2012: There are many contributions to someone experiencing shame. Abuse, bullying, as well as being shamed by the teacher. Any of these can hinder education, and usually do. Not to mention the pressure some kids feel to always be the best at whatever they do. When a student has shame, something as simple as writing a report, a poem, or story or doing a presentation can be problematic. Then they have lower grades, and the cycle of shame continues.
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Nov 9 2012: I totally agree with you. When shame is the only result to any effort no matter how humble or grand how can there be any progress? Why can't the work you create be a reward in itself instead of working for someone else's approval or to avoid feeling worthless?
Kayla Swing
Nov 2 2012: Shame does have effect education. Whether it is someone who regularly struggles with learning or someone who normally excels, it can have a very negative impact. For students who may not be the top in the class, shame could cause them to drop out. It is just as hard on the student who is driven to get that 100% too. I saw a presentation recently on the book, "The Overachievers" by Alexandra Robins which had a very similar theme to this topic. Some of the facts and cases from it were quite appalling, but it showed how far this concept of shame from education can go.
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I think that the shame of not excelling in school is given in the hopes that it will make someone try harder and strive to do better. But I don't think that it isn't often taken in by the student like that. It is considered instead as something more personal, because a judgement of something you have done is like a judgement of you.Dec 1 2012: All human emotions including shame are like knives. A knife can be used either as a tool or as a weapon, but that depends on the user not on the manufacturer. Just in the same way, a person is not responsible for what other people do or say to him/her, but he/she is responsible for the way he/she (unconsciously) chooses to feel and respond to those feelings. If you ask my opinion I would say that any emotion can be a hinderance or a boost to education, I've seen people who dramatically improves in school while they're in love, but also have seen the exact opposite. It is the person who makes the difference.
In my opinion a very effective and efficient way to improve education would be to teach students from kinder garden to college to handle their emotions in a proper manner.Nov 14 2012: Gone are the days of the "Survival of the Fittest", but the modern day slogan should be "Survival of the Shameless". Because one who is the shameless can only survive in this world. For clever people Shame is a tool to belittle and humiliate the other person. This way the clever person forces the other person to feel shame , and when the intensity of the shame increases in the person who has been belittled and humiliated he ends the life through suicide.This way the clever people reduce competition in their life.
Nov 17 2012: Some corporate giants seem to function just the way you described, see Monsanto in India for example. It seems to me that "survival of the fittest" is still the MO of too many individuals and organizations.
Nov 18 2012: Just like we have vegetarians and non-vegetarians , same way "Survival of the Fittest" is still valid for some , and those who are driven by shame for them "Survival of the Shameless" is good. Survival of the Shameless ultimately leads to the Survival of the fittest.Nov 9 2012: Shame has been used for generations to intimidate free thinkers (public humiliation for what the town does't approve of comes to mind).
Shame is not the normal response of a "good conscience" because shame is the result of someone else telling you how to act, not from knowing yourself what is right.
Shame isn't motivating, it's degrading.
Why would you want to improve for a teacher, a coach, or anyone else who makes you feel so bad even if shame didn't leave you feeling like you are incapable of becoming better?
edward long
Nov 4 2012: Your statement meets the requirements for a palindrome, of sorts: Education is a hindrance to shame.
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Nov 5 2012: Interesting, idealistic to say the least.Nov 3 2012: It is the job of a teacher to attempt to assess and maximize your potential. It is not the job of anyone to use shame as a tool to achieve results. Using a open grading system by defination could be a part of shaming a student.
There appears to be a mix of replies regarding shame and what I term as regret. Regreting that I did not catch the winning TD is not the same as the shame of not doing it.
I do not see shame as a hinderance to education usless the teacher is the one who is assigning the shame publiclly.
Shame would imply total failure and if a teacher is heeping that burden on a student they need to be reported. Education is about being given the opportunity to learn, grow, and succeed and all efforts should be to arrive at those goals. Some will assimulate faster than others and that is natural. Some will require a little more guidance from the teacher to reach the goal.
If the "shame" is of a non-educational source it is still the job of the teacher to not judge but to ensure that the student is in a caring and nuturing environment that is concerned with their mind and given the same opportunities to excell as all other students. If the student continues to show problems that are interfering with the class or the learning environment then the student should be refered to the proper authority that is charged with counselling or mental health of the student.
Remember that no one can make you feel bad about yourself without your permission.
All the best. Bob.
Nov 4 2012: Teachers and other authority figures can often make children feel bad about themselves. With children, the maxim that "no one can make you feel bad about yourself without your permission" is not quite fair, I think. High school students are still children and shaming students is one reason they may drop out of school or 'shut down" in a subject.
I agree fully with your statement: "if a teacher is heeping that burden on a student they need to be reported. Education is about being given the opportunity to learn, grow, and succeed and all efforts should be to arrive at those goals. Some will assimulate faster than others and that is natural. Some will require a little more guidance from the teacher to reach the goal."
Students learn best when they can see evidence of their own growth and successes. It is the teacher's job to make sure this happens.
Nov 5 2012: I agree that part of a teacher's job is to ensure that a student is aware of their growth and success, but I believe the teacher's job extends further in this area. When a student fails, or rather attempts but does not succeed at something, I believe that it is vital for the teacher to motivate the student to persevere. When this motivation and support is not provided, I believe, shame begins to develop in the student.
Nov 5 2012: That is a big part of what teachers are, in fact, trained to do as well.
When I taught in lower education, teachers had signs up that said "Mistakes are falling FORWARD."
Unfortunately some teachers substitute other frameworks for motivating students.
Juniper Blue
Nov 2 2012: GREAT topic Jake!
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I feel that shame is generally unproductive in the classroom. I heard the message "You are not trying hard enough" repeatedly. I felt deeply ashamed that my earnest efforts where never enough and I internalized the feeling as "I am never enough." I was a perfectionist and this added to the toxicity of my experience. When I finally graduated form high school and proceeded to enroll in a community college, I was able to get evaluated for learning disabilities and it was discovered that my functioning levels were very asymmetrical. While my language skills placed me in a clearly gifted category my spacial skills were abysmally low ... The mystery was solved but the damage had been done. I had survived multiple head injuries due to childhood abuse in my home and I wonder if the teachers had asked more questions about the underlying reasons as to why I was not performing well (in the area of mathematics, in particular) instead of assuming that I was simply "not trying hard enough", if some of my suffering and brain trauma could have been avoided. What is clear, is that the shame that I felt for failing to meet their expectations only compounded my problems.
Gail .
Nov 2 2012: I was probably in 2nd grade when I realized that teachers and neighbors called me by my first name, but I was required to call them Mr./Mrs. LastName. I realized at that young age what they were saying ABOUT me by using that shaming method. When authority figures such as teachers are incapable of treating students with adequate respect, shame is a natural consequence and it is inculcated into us in the indoctrination program that is called education.
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Nov 9 2012: I agree that mutual respect is absolutly necassary.
Fritzie -
Nov 1 2012: Shaming people has no legitimate place in child-rearing, in schools, or anywhere.Nov 29 2012: We strive for greatness in order to escape mediocrity and in doing so we are in a perpetual footrace, if you will, to avoid the "shame" of living what our individual subconscious considers "shame."
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In that token, we thrive because of a fear of failure. Thus, "shame" is the most basic catalytic agent responsible for success. Taken to the context of education students will immerse themselves in study in order to reside above the status quo. Therefore, shame is the emotion responsible for competition and competition is the great inventor of progress. Without shame we lose our primal fear of losing. It seems only natural that it would exist as a natural emotion to drive us to be better at whatever field we attempt in life.
However, when an individual dwells on shortcomings instead of simply redressing them or doing something different that they are more inherently versed as persons to accomplish we see self-loathing which is a detriment botht o the person and the progress that person might derive within their brief time in existence. Shame should be embraced for its sheer horror and then displaced by either redress or understanding that not everyone will be good at everything. So it goes...Nov 26 2012: I feel shame,for i have nothing to say.Nov 17 2012: /
Nice article, Jake.
I agree with you in that shame is not a useful tool in education nor does it have any rightful place. I think it is more of a symptom of a larger problem than a problem in and of itself. The design of the educational system has to be rebuilt on a new foundation in order to encourage what you rightfully see as beneficial free-thinking creativity and vibrance.
...Nov 11 2012: I'd say you have something here. When I was growing up, I was told it says in the Bible you can say a person did a foolish thing, but don't call him/her a fool.
What are the implications of your division for the death penalty, in other words, when we put someone to death we are saying that person didn't just make a mistake, they are a mistake.
Nov 17 2012: I agree. (Death penalty works under false assumptions based on shame)
We can't claim the other person is a mistake and when we say so of ourselves it is actually not helpful. I am a mistake in the sense that two college students in the 50s had sex without intending to cause me. They did. But they bore the lion's share of shame by getting married, having two more "cover up" kids, and never telling me the truth about my origins. Even though I was shielded from shame this way I know that everyone that has at least a little shame swamp tumor lurking about in their personal baggage.
BTW I'm not a believer, but the principles you speak of seem sound.Nov 7 2012: shame can be an extremely positive thing as it encourages self-improvement. students who are ashamed with a poor test score or shoddy work tend to make an effort to do better next time. the problem is with kids who have no shame!
the single case where i'd agree with you is that kids should never be ashamed to have a guess. making an attempt even when unsure if you're right or not is important.
this is the very reason why education in america has declined so much in recent years. instead of helping students improve and achieve, teachers are forced to push the tolerance of mediocrity. we should always strive to be the best we can be, and be ashamed when we've done ourselves a disservice by not trying to live up to our potential.Nov 5 2012: 2nd people should not feel obligated to take a certain career path simply for money. No that's how people get midlife crisis, because they don't appreciate there life. But does that mean u should quit and pursue dream job not necessarily. Why because people need financial stability in order to sustain their way of life. Depends on what satifies you, and if anyone depends on u. For instance if u dreamed of being a rapper all your life then one day get this opportunity to do it. Then think about this how this effect my relationship, will I be able to take care of my kids if any, Most important if I fail how will I support myself, then consider if the risk is worth it. Another story I took a class with a finely aged man who was going back to school to be an engineer. I asked what were his goals with this degree, he didn't have any. He just wanted to go back to make some more money. You see he had already pursued a forfilling job as a carpenter but since the industry didn't make a lot of money he went back to school to find a job that supported what is now his carpentry hobby.Nov 5 2012: I have not yet read the other comments, but after reading your question, I think the difference between guilt and shame is whether you feel like you need to change something relatively fundamental to your identity (shame). A useful function of shame could be causing the person to make a fundamental change to their personality, if such a change is in fact needed.
The danger is that shame is a social and subjective phenomenon, and this brings in to play individual vs. social morals. If you feel shamed by others, it's quite possible that YOU are right and the OTHERS are wrong. Or not.
It seems we all have personal blind spots - areas of our own personality that we are blind to. And we rely on our friends to help us see ourselves, when we can not see ourselves. When we've done something and feel shame, we must judge whether the shame is legitimate. It may well be, or it may not. But I think it's worth looking into. If it is, it's worth considering whether a personal change is needed.Nov 5 2012: Ok here's what I have to say to that. In 2 aspect your right student's shouldn't be failed because they questioned if the answer was right, and I believe if the teacher can not valid why without having a open mind then they should not teach. I never had that problem in life whenever a student questioned what they learned they were smiled upon by teachers because the student had an interest and expressed his opinion. Then the teacher would listen and explain their answer or may give them more points because they agreed with the student.
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Nov 3 2012: Shame is hinderance to many things & like other emotions it can be used or abused.
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moni sri
Nov 3 2012: jake, i personally feel that shame decreases ur confidence level. if a child gets scolded among his classmates so often he would feel that he is not upto their mark as a student and he is not eligible to be in that grade.. this thought would create some pshychological effect in him.. this would make him to be in the bottom position. Rather he could be encouraged by telling him about his positive traits to make him reach a good position..Nov 2 2012: Definitely, I think shame comes from low self esteem, long chain of failures, lack of supportive relationships.
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That's when the concept "complete failure" is presented.
But what a student can do with such a daily mood? Reside in a depression?Nov 2 2012: Shame is not all bad.
The shame that one is not perfect. Nothing wrong with this and it can be a guidepost when one becomes so prideful or arrogant that they need some kind of come-uppance in order to learn that balance.
But, the shame whereby an individual feels they're being alive is a mistake of some kind, or they feel they are wrong, bad, not good enough and so on, (such as Original Sin), simply by birth or their upbringing, is known as toxic shame and that shame is very bad and not needed.
I think the differences need to be known and understood.
Certainly there has been way too much intentional toxic-shaming of humans, using gender, sexual orientations, beliefs, social status, religion, race and others, that are so extremely narrow-minded, and done so over centuries, that in their almost absolute blindness, look at the results in the world, over time.Nov 1 2012: Shame could hinder an individual from going to school. Arrogance is also an hindrance. There are so many things that could be hindrances to the desire to attend a school (like expensive fees, sickness e.t.c) ; but gaining an education depends so much on individual choices than on school attendance.
If someone really desires to be educated there is a wealth of resources in books, libraries and online that could be helpful in launching one on the path of education.
As for shame; there is no reason for an individual to be stuck in a rut because of some past mistake/circumstance, or because of the words and attitude of someone else.
Nov 2 2012: I think sickness is a big hindrance to education.For example,the lasting headache makes a lot trouble to the process of reading a book.


text: Kostas Sloukas had limited playing time at EuroBasket 2011, until now his first and only major tournament with the senior national team, but a lot has happened in the career of the young guard in the two years that elapsed since then. His stat lines do not accurately reflect the instrumental part he played in the surprising back-to-back Turkish Airlines Euroleague titles of Olympiacos and at EuroBasket 2013 he could very well be asked by coach Trinchieri to play a role similar to that he has been undertaking at club level, especially in the absence of Nick Calathes. At this stage in his career, Sloukas is the ideal guard to come off the bench and help keep intensity levels high, by providing an almost fearless attitude on the offensive end, as he can either take big shots from long range or create for his teammates in the open court.