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Blue Garden
Blue Garden Hotel is a charming resort in Phuket Thailand. It is only 100 meter away from the beach, in Bangtao beach area.
The hotel opened on December 2007 and features 9 bungalows. Accommodations include a large swimming pool, a full bar and restaurant.
All our Bungalows are fully equipped with Air Conditioner, Fans, mini bar, safe deposit box, fully equipped bathroom, LCD TV screens, cable TV.
Availability & RatesTo view availability and prices please select dates and click 'Update Dates'
Hotel Facilities & Policies
- 24 hour security
- Air Conditioning
- Bar
- Breakfast not included
- Credit Cards Accepted
- Free Internet Access
- Free Parking
- Free Wifi
- Internet Access
- Laundry Facilities
- Luggage Storage
- MiniBar
- Outdoor Terrace
- Restaurant
- Safety Deposit Box
- Swimming Pool
- Taxes included
- Tours/Travel Desk
Cancellation PolicyThis property has a 3 day cancellation policy. Failure to cancel within this time will result in a cancellation charge equal to the first night of your stay.
Must-Read Hotel InfoThis property has specific Terms & Conditions.
Check in 1 pm until 8pm
Check out until 12 am
Special check in on request
Payment cash or credit card upon check-in at the hotel
3 days advance notice for free cancellation
DirectionsShow MapHide Map
25 km from the Airport direction Phuket Town, turn left at the Heroine Monument direction Surin Beach.
Turn right at the Tesco Lotus Cherngtalay. Folow the beach road until our place.
Located Near
100 metre from the beach
82/32 Moo 3 , Bangtao Beach, Cherngtalay, Thalang, Phuket 83110 Thalang Phuket Town / Thailand
Bangtao Beach


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Series: Divine Action in the World (5 entries)
In this talk, Professor Plantinga addresses the fact that many contemporary thinkers—including many theologians—believe that God cannot perform miracles, providentially guide history, or interact in the lives of people, as these activities would be contrary to science. Plantinga, on the other hand, makes the case that this popular view is mistaken; excluding divine action in the world is not a central feature of natural science itself, but a philosophical or theological preference that has been added on to science (and can just as readily be removed). Plantinga concludes that it is completely logical to accept the miracles of the Bible and support contemporary science.
Series: Miracles and Science (7 entries)
In this five section series, Ard Louis explores the relationship between science and miracles. He indicates the self-imposed limitations of science to discover knowledge while warning against the God-of-the-Gaps explanations. Then, he explains the two types of miracles seen in Scripture: those that are divine timing and those that are violations of the natural. Overall, God sustains natural processes, but, as the master composer, he has the ability to perform miracles as well.
Series: Reviewing "Surprised by Scripture" by N.T. Wright (3 entries)
Are We Genetically Predisposed to Believe in God?
This entry was originally posted on February 13, 2010. While the question of evolutionary predisposition toward religious belief may be challenging, Christians need not see it as threatening. In fact, this is actually a Pauline notion that is explored in Romans 1, where Paul claims that it is in mankind's nature to "know God".
Stochastic Grace
I was raised in a household of atheists. My parents were card-carrying members of the American Communist Party, and therefore the atheism in my household was quite close to the militant anti-theism of the so-called "new atheists".
Evolution, the Enlightenment, and Worldviews
In this video conversation, N.T. Wright discusses how the Enlightenment worldview -- which clearly separates God from the world -- has impacted our view of Scripture, and why cleaning the "spectacles" through which we view the world can help us see both Scripture and the world more clearly.
Made in the Image of God: Human Values and Genomics
Genes and physiology are seen as something different from "us" and "our mind," and they seem to be controlling us, so we can't even change our mind. Humans are presented as pawns of their biology, puppets dancing to the tune of their genetic masters.
Does Evolution Compromise Human Morality?
Once we have a scientific hypothesis for how something exists, it is tempting to make the philosophical inference that this is also why it exists.
Can Science Ever Know Enough?
To say something is poetic is not to declare it ultimately untrue, futile and meaningless—it is to say it is more profound and meaningful and true than many other modes of expression.
Did David Hume "Banish" Miracles?
"I flatter myself," Hume triumphantly proclaimed, "that I have discovered an argument . . . which, if just, will, with the wise and learned, be an everlasting check to all kinds of superstitious delusion, and consequently, will be useful as long as the world endures."
Naming 'the God Particle'
The discovery of the Higgs boson would certainly be a breakthrough for particle physics and cosmology, but would such a finding also radically redefine theology's understanding of God or challenge the existence of such a deity? Is there actually any theological or religious significance in Higgs physics at all?
What is Scientism?
Scientism is a rather strange word, but for reasons that we shall see, a useful one. Though this term has been coined rather recently, it is associated with many other "isms" with long and turbulent histories: materialism, naturalism, reductionism, empiricism, and positivism.
Series: The God Who Acts: Robert John Russell on Divine Intervention and Divine Action (8 entries)
Does God need to supernaturally "intervene" in order to bring about the diversity of life that we observe today? Is that kind of action different from God's ordinary action? We begin our three-part series with Robert John Russell's description of how views of divine action have changed throughout history, excerpted from his book Cosmology: From Alpha to Omega. Part 2 addresses why "intervention" in the natural world is a problem philosophically, theologically, and scientifically; and Part 3 explains Russell's own theory of divine action in the natural world.
A BioLogos Response to William Dembski, Part 1
We think that God created all living organisms, including humans, through the evolutionary process. But acceptance of creation through evolution does not mean that we reject the notion of a miracle-working God. On the contrary...
Let's Not Surrender Science to the Secular World!
As much as I sympathize with Giberson and Stephens, I am concerned that one of their central assumptions—that there is a divide between 'secular knowledge' and Christian—essentially undermines their very pursuit of a middle ground where the two can be 'integrated'.
The Source of Human Value
In this video, physicist Ard Louis describes that our value and purpose do not come from whether or not we were created by an evolutionary mechanism. Evolution may tell us something about how we were created, but it is not the source of our worth.
Evolution: Is God Just Playing Dice?
With his standard panache, the late Harvard paleontologist Stephen J. Gould argued strenuously that evolution had no inherent directionality. We are mere accidents; a "tiny twig on an improbable branch of a contingent limb on a fortunate tree".
The Galileo Affair: Emblematic or Exceptional?
On the morning of June 22, 1633 in the hall of the convent of Santa Maria sopra Minvera in Rome, Galileo Galilei knelt before the Lord-Cardinal Inquisitors-General and publicly abjured his false opinion that the sun was the motionless center of the universe.
Series: From the Dust (13 entries)
In this series, Ryan Pettey offers several clips from his powerful documentary "From the Dust". This feature-length film is divided up into various sections, each of which wrestles with the difficult problems that arise when reconciling Scripture with the theory of evolution. A light of hope dawns on the science-faith conversation, however, as scientists and theologians engage in honest dialogue about tough issues such as the interpretation of Genesis, the nature of the Fall, and the idea of random design. Their profound insights are sure to enlighten all minds, raise deeper questions, and provoke new thought.

subset: commoncrawl


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|News » Archives
Lady Bucs' comeback falls short versus College of Charleston
Saturday, January 18, 2003JOHNSON CITY, Tenn. (January 18, 2003) - East Tennessee State junior Jessica Lonon (Sylvania, Ga.) scored 12 of her team-high 15 points in the second half, but the Buccaneers late surge wasn't enough as College of Charleston defeated the Lady Bucs 74-71 in Memorial Center Saturday afternoon. "You have to play two halves," said ETSU head coach Karen Kemp. "I was proud with our second-half effort. We played with some intensity and played good defense. It's frustrating to play a good team and come out as flat as we did to begin the game." The Cougars (7-8, 2-4 SoCon) took a 45-28 lead into halftime thanks to the hot shooting of guard Rachel King (Fort Wayne, Ind.), who scored 17 points in the first half on 5-of-7 shooting from three-point range and forward Wilma Simpson (Summerville, S.C.), who added 14 first-half points on 6-of-6 shooting from the floor. The duo finished with 26 and 21 points, respectively. King's three-pointer with four seconds remaining in the first stanza gave College of Charleston a 17-point advantage, its largest lead of the game. ETSU, which falls to 4-11 overall and 1-5 in the Southern Conference, forced 16 turnovers in the second half when the Lady Bucs began to make their run. Freshman point guard Adrienne Walker's (Augusta, Ga.) layup with 3:46 remaining tied the game at 62-62. The Buccaneers evened the scored on two more occasions; however, they could not manage to go ahead. College of Charleston hit all six of its free throw attempts in the closing seconds to secure the victory, despite a clutch basket from Walker and a three-pointer from walk-on sophomore Carla Akers (Greeneville, Tenn.) down the stretch. Junior forward Lauren Trantham (Asheville, N.C.) added 11 points and a team-leading seven rebounds to the Lady Buc's cause. Junior Kiya Verdell (Hartwell, Ga.) scored nine points, including seven assists and a career-high six steals. East Tennessee State will be in action again on Monday, Jan. 20, when the Buccaneers host Furman. The game is scheduled for a 7 p.m. tip-off.


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Administrative rule review is a function of interim committees and the Environmental Quality Council (EQC). These interim committees and the EQC have administrative rule review, program evaluation, and monitoring functions for the following executive branch agencies and the entities attached to agencies for administrative purposes.
The interim committees and the EQC have the authority to make recommendations to an agency regarding the adoption, amendment, or repeal of a rule or to request that the agency prepare a statement of the estimated economic impact of a proposal. They also may poll the members of the Legislature to determine if a proposed rule is consistent with the intent of the Legislature or, during a legislative session, introduce a bill repealing a rule, or directing an agency to adopt or amend a rule, or a Joint Resolution recommending that an agency adopt, amend, or repeal a rule.
Economic Affairs Interim Committee:
- Department of Agriculture;
- Department of Commerce;
- Department of Labor and Industry;
- Department of Livestock;
- Office of the State Auditor and Insurance Commissioner; and
- Office of Economic Development.
Education and Local Government Interim Committee:
- State Board of Education;
- Board of Public Education;
- Board of Regents of Higher Education; and
- Office of Public Instruction.
Children, Families, Health, and Human Services Interim Committee:
- Department of Public Health and Human Services.
Law and Justice Interim Committee:
- Department of Corrections; and
- Department of Justice.
Energy and Telecommunications Interim Committee:
- Department of Public Service Regulation.
Revenue and Transportation Interim Committee:
- Department of Revenue; and
- Department of Transportation.
State Administration, and Veterans' Affairs Interim Committee:
- Department of Administration;
- Department of Military Affairs; and
- Office of the Secretary of State.
Environmental Quality Council:
- Department of Environmental Quality;
- Department of Fish, Wildlife, and Parks; and
- Department of Natural Resources and Conservation.
The interim committees and the EQC welcome comments and invite members of the public to appear before them or to send written statements in order to bring to their attention any difficulties with the existing or proposed rules. The mailing address is PO Box 201706, Helena, MT 59620-1706.


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Where will I go?
NMU has 55 countries where you can study abroad on summer, semester, or year-long programs.
Botswana, Ghana, Morocco, Senegal, South Africa & Tanzania
China, Hong Kong, India, Japan, Korea, Malaysia, Singapore, Taiwan, Thailand & Vietnam
Australia & Pacific Islands
Central America & the Caribbean
Costa Rica, Cuba, Dominican Republic, Nicaragua, Panama & Southern Caribbean
Austria, Belgium, Czech Republic, England, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Netherlands, Poland, Portugal, Russia, Scotland, Spain, Sweden, Switzerland, & Wales


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iMPA: ACC355M, ACC356M, ACC358C, ACC359
Prague, the capital of the Czech Republic, has been a political, economic, and cultural center of Europe for more than 1,000 years. The "city of a hundred spires" on the river Volta is also home to a number of famous cultural attractions, and many survived the extraordinary war-wrought destruction of 20th century Europe. Popular sites include: the Prague Castle, Charles Bridge, Old Town Square, the Jewish Quarter, and the Lennon Wall. With a growing and diverse population of more than 2.3 million, an extensive and lively history, and relatively easy access to the rest of Europe, Prague is, without a doubt, one of a kind.
The University of Economics, Prague, (Vysoká škola ekonomická v Praze, abbreviated VŠE) is a leader in the field of management and economics in the Czech Republic. With almost 20,000 students--3,000 of which are international students mostly from the EU and post-Soviet countries--it's considered the Czech Republic's largest university in the fields of economics, business and information technologies. Officially founded as VSE in 1919, it received the second-highest ranking in post-communist European countries.
Enroll Now Enrollment Closed for 2015.
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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 Bandire is now a favourite for guests, with its absolutely prime location and comfortable interiors making a winning combination. Directly opposite the main Le Fornet cable car, only 30m from the end of the ski run and with a ski bus stop just outside for accessing other ski lifts and the resort centre, plus two good restaurants with 3 minutes walk, the Bandire is hard to beat for a perfectly located chalet.
Traditionally built and attractively furnished, the Bandire makes a comfortable home and offers fully en suite bedrooms for all.
Val d'Isère's excellent resort shuttle service runs until midnight (2am during peak weeks), so après ski access to and from the centre, just a short ride away, is both quick and convenient.
We set very high standards for our cuisine, and train our staff extensively before the season starts, to ensure that you will thoroughly enjoy every meal on your own holiday with us. We also take our Health and Safety responsibilities extremely seriously, so all our chalet and Chalet Hotel staff during the pre-season training course are trained to the Chartered Institute of Environmental Health's Level 2 in Food Safety*. For six days of the week our staff prepare all your meals, as described below.
A good breakfast is essential on a ski holiday, so we provide both a cooked breakfast including your choice of bacon, eggs, sausages and beans, as well as a continental selection with a choice of cereals or porridge, fruit juices, plentiful tea, coffee and bread (and croissants in France), cold meats, cheese and preserves, which is normally presented buffet-style for you to help yourself. On our staff's one day off a week, only the continental breakfast will be provided.
Afternoon Tea
The traditional 'welcome home' after a day on the slopes will be laid out for you in your chalet or Chalet Hotel, ready for your return, every day except on the staff's one day off per week. A good cup of tea or coffee is the perfect accompaniment to a delicious slice of freshly home-baked cake and keeps hungry skiers happy until dinner is ready. As an added benefit for guests in our Chalet Hotels, our chefs prepare a selection of cakes for afternoon tea.
Children's High Tea
In Chalets and Chalet Hotels with family guests, High Tea provides children under 13 years with a healthy menu, tailored more towards children's tastes and puréed food is available for infants on request. High Tea is at 5.30pm, and children do not join the main adult-only dinner.
Dinner in Chalets
A tasty and innovative, freshly cooked dinner will be prepared for you six nights per week by your Chalet Host – or by an experienced and professional chef in our larger chalets – and served with a choice of wines. Our four-course adult-only chalet dinners start with canapés and an apéritif, followed by an appetiser, main course and dessert, and completed by coffee with chocolates to round off your evening. Your choice of complimentary quality wines is unlimited during the meal service, and freshly chilled water is also of course always available.
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.
The price shown includes 7 nights accommodation,
with flights from Gatwick.
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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Gus Lloyd - Radio Host and Catholic Evangelist
Gus Lloyd is the host of Seize the Day, the morning radio show on Sirius XM's The Catholic Channel. He is the author of Magnetic Christianity: Using Your God-given Gifts to Build the Kingdom, A Minute in the Church Volume I and A Minute in the Church Volume II. He speaks at conferences and parishes around the country, educating and motivating people to become all that God desires them to be.
Books and Media
Explore books of faith from Gus.
A Minute in the Church Volume II
Lots of people have questions about the Catholic faith. With A Minute in the Church, Gus Lloyd gives you easy answers – in a minute!
A Minute in the Church Volume II picks up where A Minute in the Church Volume I left off, addressing questions that many non-Catholics have, while also covering topics that many Catholics may be confused about, like annulment, capital punishment, embryonic stem cell research, homosexuality, cremation and much more.
As our gift to you, we're making a special introductory offer – purchase a copy of A Minute in the Church Volume II and A Minute in the Church Volume I for just $7.50! plus S&H. These books are great for reference tools for RCIA, Religious Education, Confirmation and the whole parish! Be sure to get a copy for your friends and family members who have questions about the faith!
Gus' Recommendations
Books and materials specially chosen by Gus.
MajesticWorks, exclusive provider of Gus Lloyd books and other religious gifts.


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Alrosa plans India office opening
Russian diamond miner Alrosa is planning to open an office in India and is in negotiation to supply the precious stones to three companies in the country.
Domain-B reports Russian news agency RIA Novosti as saying the state-owned firm will distribute rough diamonds to the three enterprises – Diamond India, Ratilal Becharlal & Sons and Rosy Blue – providing they can agree contracts.
It is seeking to sign three-year deals with each business, which would see it provide rough gems worth $490 million (£308 million).
Signing of the agreements is expected to take place in March 2011, when Russian prime minister Vladimir Putin will make a working visit to Russia.
Recent figures released by the mining giant – which is responsible for 97 per cent of Russia's total diamond output – showed it expects to have sold rough and polished examples of the precious stones worth in excess of $2.78 million in the first nine months of 2010.


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BL20PG2 Xeon 3.2GHz 1M (2P) BladeHewlett-Packard Part# 345020-B21
Overview:The ProLiant BL20p G2 delivers optional Fiber Channel support for SAN implementations and clustering capabilities. Through the implementation of a SAN with the ProLiant BL20p G2 customers can achieve improved data availability easily scale capacity and realize management cost savings from consolidating disk resources. In addition with HP's fusion of SAN and NAS (Network Attached Storage) customers can design a storage architecture that incorporates application database and file serving solution functionality. Fiber Channel capability is achieved using a Dual Port Fiber Channel Mezzanine Card specifically designed for the ProLiant BL20p G2. The ProLiant BL20p G2 is optimized for HP StorageWorks and compatible with EMC and Hitachi SANs.
CategoryProliant Server
Part Number345020-B21
Products ID15415
Recommended UseCorporate business
Product Form FactorProduct Form Factor
Hot-Swap Bays Qty2
Processor TypeIntel Xeon 3.2 GHz
Installed Qty2
Max Supported Qty2
Data Bus Speed533 MHz
Chipset TypeServerWorks Grand Champion LE
Cache Memory TypeL3 cache
Installed Size2 MB
Storage Controller Type1 X RAID - plug-in-module
Controller Interface Type1 X RAID - plug-in-module
Channel Qty2
RAID LevelRAID 0, RAID 1, RAID 5, RAID 10
Buffer Size64 MB
NetworkingNetwork adapter - PCI-X-plug-in module
Data Link ProtocolEthernet, Fast Ethernet, Gigabit Etherne
FeaturesWake on LAN
Expansion Bays Total (Free)2 ( 2 ) x hot-swap - 3.5" x 1/3H
Expansion Slots Total (Free)4 ( 2 ) x memory / 2 ( 0 ) x processor


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Thursdays, January 24 - March 21
7:30 - 9 pm
with Zachary Smith
The Noble Eightfold Path is the Buddha's proposed solution to the suffering of the world, and much of the world literature of Buddhism simply constitutes further analysis of, and inquiry into, what he could possibly have meant by it. In this class we'll talk about how the components of the Eightfold Path can be woven into our daily lives and into the activity of each moment—how, sitting or standing, inside the temple or out, we can always be walking the path.
Class fees; nine class meetings: $135; $122 current SFZC members; $108 limited income.
To Register: Use the Ticket Table below. Or call our toll free number 888.743.9362 or local number 415.475.9362.


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April 25, 2014
Chair and Specialist Professor of Music and Theatre Arts Joe Rapolla and Monmouth University students were featured in the Asbury Park Press on April 25.
April 18, 2014
The pen pal project began as a pilot during the spring 2013 semester
April 11, 2014
Students are gaining valuable experience this semester interning at colleges and universities in New Jersey.
March 26, 2014
Speakers include Dr. Azza Karem, United Nations Population Fund; John K. Werner, co-founder of Citizen Schools; and David Zirin, sports correspondent for The Nation.
The program was recognized as one of the best programs in the nation by U.S. News & World Report
March 20, 2014
An opportunity to network with music educators and participate in a Q & A panel, mock interview, or mock audition.
February 14, 2014
Monmouth University announces the launch of its Master of Science in Education (MSEd) program in Speech-Language Pathology.
February 07, 2014
Program prepares students for employment in the IT sector at a management level.
January 28, 2014
The collaborative partnership will create a continuum from kindergarten through higher education and address 21st century skills and readiness for the workplace.
January 06, 2014
Business student Amber Marfitt received an employment offer from JP Morgan Chase after completing a summer internship.
December 16, 2013
Robert Solorzano believes that working in a diverse environment is a skill required for an international business major.
The basis of the project is to research solutions for community sustainability in order to help locals stabilize Macheke's economic, health, food, education, and energy systems long term.
November 14, 2013
Ebtihal Al-Alwi is pursuing a master's degree in public policy.
November 12, 2013
Dr. Saliba Sarsar received the Award for Academic Excellence
October 29, 2013
Provost Pearson and Professor Wang attend 60th year celebration at Nanjing University of Science and Technology (NUST).


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|Baseball » News » Schedule » Roster » Coaches » Statistics
Late-inning heroics lead Buccaneer Baseball to doubleheader sweep over Wofford
Saturday, March 29, 2003JOHNSON CITY, Tenn. (March 29, 2003) - East Tennessee State posted dramatic, come from behind victories in their last at-bat in both ends of a doubleheader against Southern Conference rival Wofford, 12-10 and 5-4, Saturday from Cardinal Park In Johnson City, Tenn. With the wins, the Buccaneers raise their record to 9-15, 5-6 in SoCon games, while the Terriers fall to 4-20, 2-9 in conference action. Both teams went scoreless for the first two innings in game one, until Wofford broke through in the top of the third. Center fielder Zach Pittman led the inning off with a single, and then came home on a double by first baseman Steve Casey. After the Terriers scored another run in the fourth on a home run blast by right fielder Blake Timanus, the Bucs evened the score by tallying two runs of their own in the bottom of the frame. Sophomore catcher Caleb Moore (Knoxville, Tenn.) led the inning off with a walk, then scored when sophomore designated hitter Davis Burklin (Knoxville, Tenn.) singled and went to second on an error. Freshman first baseman Blake Church (Roswell, Ga.) then doubled to score Burklin. With the score tied at two, both teams had an offensive explosion, with the Bucs scoring eight times and the Terriers plating six runs between the sixth and the ninth innings. With the score tied 10-10 after nine innings, the game would have to be settled in extra innings. Both teams went silent in the first two extra frames, but the Bucs would end the marathon game in their half of the 12th. With one out and sophomore shortstop Justin Clear (LaFollette, Tenn.) on first following a walk, Moore hit a homer over the right field wall to give the Bucs the win. Senior reliever Jarrod Hyder (Elizabethton, Tenn.) picked up the win (3-1) after pitching four almost flawless innings. He allowed three hits and struck out four. Junior starter Tim Turner (Marietta, Ga.) went the first seven innings, allowing six earned runs on eight hits and striking out 11 Terrier batters. Jarrod Rampey (2-5) was charged with the loss for Wofford, allowing six earned runs and nine hits over the last five innings of the game. Moore was the star at the plate for the Bucs, going 3-for-6 with three runs scored and two RBIs. Burklin, Church and freshman third baseman Shane Byrne (Johnson City, Tenn.) also had multiple hits in game one for ETSU. Timanus had a monster game for Wofford, going 4-for-6 with three runs scored and four RBI's. Coming into the day with two home runs on the season, Timanus drilled two in game one. Game two started as a pitcher's duel, with ETSU junior starter Josh Kite (Greenville, Tenn.) and Wofford's Chad McGill beginning the game very strong. No runs were scored until the fifth inning, and Kite struck out six batters in the first three innings. The Terriers opened the scoring by plating two runs in the top of the fifth. Shortstop Matt Davis drove in catcher Scott Holloway and left fielder David Dufour with a double down the right field line. The Terriers extended their lead to 4-0 after scoring two more runs in the top of the seventh. After a single by Davis, Steve Casey hit a two-run homer over the right field wall. ETSU stormed back in the bottom of the seventh, cutting the Wofford lead to one, 4-3. Turner singled to right field to drive in junior outfielder Bo Calloway (Knoxville, Tenn.) with the Bucs' first run of the game. Then Moore came through again, driving in Turner and Clear with a double to left center. After sophomore pitcher Mike Bauer (Kingsport, Tenn.) retired the Terriers in order in the top of the ninth, ETSU had a chance to win their second consecutive game in their final at-bat. Clear led the inning off by getting hit by a pitch, and was pinch-run for by junior Troy Moock (Baton Rouge, La.). After a sac bunt by Turner, Moock moved to third on a single by Moore. Moock scored on a subsequent single by junior second baseman Andy Howdeshell (Maryville, Tenn.). Moore then scored the game-winning run on a single by Church. Bauer (1-1) got the win after his inning of perfect relief. Kite went 6.1 innings and allowed four runs on six hits and struck out 10. Keith Sturkie (0-2) was charged with the loss for Wofford, allowing two runs on four hits in 1.2 innings pitched. Moore had another strong outing in game two, going 2-for-4 with a run scored and two RBIs. "Caleb Moore is one of the hottest hitters in college baseball," said ETSU head coach Tony Skole following the games. "He is one of the most talented players in our conference and he is playing at a very high level right now." Howdeshell also had two hits for ETSU, while Davis led the Terriers by going 2-for-4 with two RBIs and a run scored. The two teams conclude their series tomorrow at 1 p.m. from Cardinal Park in Johnson City, Tenn.
Baseball Archives
2002-03 Baseball


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- Katie Song
- Oakville
- Canada
Master - Student, Brock University
This conversation is closed.
Should students have the right to participate in developing school curriculum?
"Democratic education" and "democratic schools" is something that's not new in the US or Canada. The schools (Kindergarten - grade 12) wish to embed the values and ethics of democracy in their students so that they can fulfill the duties of exemplary democratic citizens in the future.
However, by the true meaning of democracy, this means that elementary students should have the right to participate in government/presidential elections, participate in protests, participate in labor forces, form unions, and even participate in the development of their own curriculum.
As parents, relatives, educators, community members and administrators, do you believe there are potential benefits in allowing K-12 students to participate in curriculum development?
If so, how would we go through the process of choosing the "right" students?
Apr 18 2013: Interesting, but I would say no - if you're speaking about 'currently', and not in the future. Children do not have enough knowledge/experience of the world to decide what they need to know. The problem I think you're referring to, if I'm reading 'between the lines', is that the content they're being taught is politically motivated. Also there's inherent bias into 'someone else' deciding what it is necessary, or desirable, to learn. But the inexperience of children trump all other concerns for me. Tackling the inflexibility of the education system, having educators rather than school boards control the direction of curriculum, supporting children's home life to provide the environment to learn and be excited about learning, would be more effective, in my opinion. Now, if we're talking about the future, that's something different entirely.
- +3
Apr 18 2013: Thanks for your input, R H.
I do remember watching a TED clip discussing why children and especially adolescents are less likely to make "better" decisions. Their prefrontal cortex is still yet not fully developed, which deals with decision making, thinking, problem solving, and reasoning. Not to mention social behavior and other self-controlling qualities. (by Sarah-Jayne Blakemore: http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html)
Why do you feel that students will be more capable of participating in the future as opposed to students these days??
Apr 21 2013: I believe we are constantly learning throughout our whole lives, but our world is archaic and as of yet, 'unelightened'. We are only beginning to 'scratch the surface' of who we are and what we're capable of. When that day comes, when we are fully aware, when we know what it means to be alive and fully human and our place in the universe as humanity, then our children will be no longer children and they will have the wisdom to know what they need, and to customize their own development - with whatever input they require.Apr 24 2013: When a student asks a question they are creating the curriculum. It's on the teacher to answer the question. If the answer creates another question another answer is demanded.
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Initially, it is the teacher that should determine the talents and information the student will need to compete and create in the world they are called upon to partisipate. How can a student with limited life experience, know what the demands of the world will be?
Of course we are assuming the teacher has, or knows, the answer the questions.Apr 23 2013: Being a student, I think that we should at least have the right to choose some of our lessons. Right now, all of my school lessons are compulsory, and next year, I will be able to choose one class among french, german, free and architectural sketch. The basic lessons, like, litterature and mathematics should be transactional, but students should be allowed to choose their minor lessons according to their interests. Also, more classes should be added to schools; the activities students are able to take part in are very limited nowadays.
Brent Amer
Apr 23 2013: Education is a great balancing act, routines give young children a sense of well-being and belonging, but if it is just routine, routine, routine then as we all probably know the eventual outcome is children fighting against a system of routines, instead of engaging in their education and/or learning. In New Zealand the early childhood curriculum is very much about getting the children involved in their own education but when they get to primary school these doors begin to close pretty fast, what messages are being sent to these children i ask? Giving children choice doesn't have to be at the expense of basic education like reading, writing and mathematics's. I believe excellent, motivated, valued and supported teachers should have the skills to give children a great deal of choice in the classroom and then incorporate basic education into these choices. For example - Using the playstation game guitar hero to learn about creating a rock band which Incorporated learning how to manage their tour costs (maths), about how to write songs (writing), how to get inspiration for songs (reading) etc etc. This project (which wasn't my idea) gave students a great deal of choice and they even got to play playstation in class (shock horror).
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Thanks and have great day
Apr 23 2013: I agree that we can give choices to students without having to risk the basic education. Routine can be helpful but it can also limit students. I like your point about balance. But it is tough to balance freedom and routine because of expectations and standards we as teachers have to meet at the end of the day. Sad reality...
Also, the play station is an excellent example (which I might try to incorporate into my own teachings)!Apr 24 2013: I think for children,they learn fast from adults,so we teachers should be in advance to improve ourself,it is always the most conciousness we all adults be aware of.
chantal dm
Apr 22 2013: Standardized education is standardized for a reason, what would happen if every year, a class could choose what they wished to learn, and what they didn't? You would end up with huge discrepancies in education that would make it far harder to educate the children later on, after all, they should all start out with a baseline education in grades K-12.
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Though I agree that having a say in you education would be more motivating, you can always supplement basic education with extra courses online, reading books and other educational materials. In such a way, it would be great if schools could encourage individual study in areas of the students choosing, but children don't have the experience to know what skill they might need later on in life, so basic education shouldn't be decided for them.
Brian Lee
Apr 21 2013: I think the democratic participation should go into selecting the school or choosing a tutor and letting expert educators create a curriculum based on their years of experience.
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While I think should be some accountability, trying to have students vote democratically on what they want to learn especially to the detail of curriculum could be difficult. It is challenging, even in hindsight to know what was important to learn. Even more so, to build the course without expertise in the subject area.
My personal anecdote is that I would not have wanted to read the books in 7th grade English literature had my fellow students voted on what to cover.
I think it will be better to apply democratic principles to the selection and ability to take and try multiple classes that have been developed by domain specialists (think of EdX, Coursera, Udacity, etc.).
Ben Jarvis
Apr 22 2013: i mostly agree, i myself can often find a place for a kind of democracy in allowing students to choose a specific topic to research and present within a basic framework.
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re accountability, who should the accountability be to?
Duane Thomas
Apr 24 2013: I believe that age appropriate involvement in establishing a curriculum with young students (K – 12) would better integrate the student into the leaning experience. Allowing the student to be involved in these choices would serve as a lesson in decision making and the importance of long term planning and goal setting.
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If you were born before 1994 you were confined to a dull hand me down textbook serving more as a punishment then as a learning tool. With our ever evolving technology, the availability of relevant resources in the classroom is endless and the structure of the classroom would benefit from paralleling those advancements. Allowing the students to be involved in the information finding process along with their chosen life path, I believe, has the potential to spark the interest in education that could change the dynamics of generations to come. Choice is rarely a negative.Apr 24 2013: why not,I think it is a very important learning and teaching method in education.we should do it from kindergarten.
Todd Cee
Apr 24 2013: I absolutely think that children should be given the option to have a say in their educational endeavors. They're the ones who have the first hand experience. Children know the capacity of the teachers' ability to teach first hand! Give them the vote!
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God bless!
-Todd C.Apr 23 2013: If the majority of parents don't take an interest, or only mininally, why do you think the kids would. I could see about 1% staying after school to debate and discuss this. Recent NY Times - Most kids leave as soon as the bell sounds.
Unless of course we educate by playstation .. Suffer the children.
Apr 23 2013: interesting you would say that parents don't take an interest (or only minimal do).. is this from your experience?? I would find that in secondary schools. a lot less parents are likely to get involved than in elementary schools..
Uri Kanter
Apr 23 2013: I think the main problem is that students never receive a proper explanation about the importance of a school of knowledge and the so called "tech-tree" it can unlock.
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Why are they spared such explanation: The schools are confident that kids are kind of dumb and don't have enough experience to know what they will want to do even though most of us knew early on what we enjoy doing and what interest us for various reasons.
I think having a Discussion Lesson about 'Learning & Skill Development' can help students realize what they can potentially accomplish by following seemingly useless schools of knowledge, why we do boring repetitive practice and what schools of knowledge can help them realize their dreams.
Of course such lesson doesn't actually exist because we live in an industrial world where worker drones seem to be more valued than free thinkers, so schools become a crucible to weed out any disobedience and produce people who do as they're told because others know what is good for them.
Apr 23 2013: yes, I've heard a professor once say, all students should take a mandatory course about what you want to do in life. We graduate from secondary school, change majors throughout undergrad, and then switch jobs throughout our lives. we're not prepared.
also, I agree that schools don't really relay the importance of a school of knowledge; they're busy trying to cover as much curriculum material as possible.
this is the conspiracy side of my coming out, but perhaps that's what the government wants. perhaps they don't want to raise people who ask questions or know too much. so they bombard us with things students "need to know" to succeed. which, by the way, I still don't find any use for quadratic functions or calculus in my everyday life..
Uri Kanter
Apr 24 2013: Today with the internet, crowd-funding and (maybe soon) open manufacturing, it may be that the schools would no longer have relevance as an entry bar to many more jobs since people could learn what they really need or want to learn and strike out on a smaller scale rather than having to meet the approval of big corporations.
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But then would people really bother learning history or stuff that are outside their profession but may have impact on their world view?Apr 22 2013: My only issue with the democratic process, is it's less of a choice by the people and more a choice by popularity. Yes popularity helps with spreading a message, but after a bit we will have nothing but actors and actress, music stars and famous sports hero becoming president and other office related position. Unless they are seriously qualified for such, I don't want them in office, for one they will sway a vote based on previous work, to some that seems fair, but to me it's using one completely different platform as a means to project an ideal of another, and secure it.
We need to teach fair and balanced notions of equality and confrontation. Yes, we need to fight more, not fists to cuff, but argue, debate, throw a fit, protest, get a point across passionately. I feel these basic of human traits are quickly being ousted for a more PC way of living. Soon we will be robotic emotionless drones ( Yes, we are the drones you're looking for, NOW ).
Democracy in it's honest form needs to be from the heart, a choice by the people for the people, and guess what folks, we are so far removed from such a notion it's laughable and scary at the sametime. All you have to do in today's USA to win an election is have a large sum of money, networked with the right people and say the right things at the right time, and guess what, you are vice president or president, didn't win this year, it's ok you can keep spending that $ to try again, overshadowing any other more qualified candidate.
I believe in America, I believe in our founding father's main collective goal to have a nation for the people by the people. That my friends in the key point, we are not a nation of the people for the people, we are a nation of government for the people. Most aren't aware we chose this, we can and will change it. It's our collective voting right to do so, and this is what I want taught in school. It shouldn't be left to your alternative social group to tell you, it's not right & its up to you.
Apr 24 2013: Michael, you bring up a good argument. We say we live in democracy, but in reality we are quite far removed from it. Yes, we are a considerably "democratic" nation compared to the rest of the world, but I don't believe we can achieve TRUE democracy. Also, your point about popularity is very real.
I also struggle with the balance between student right to choose curriculum content and the basic knowledge that we should alll have an opportunity to learn (such as history, mathematics, language arts, etc).
I also agree that the changing workforce and even the Western culture calls for more flexibility in student qualifications than just good marks in school.
Brian Lee
Apr 22 2013: Right, I do believe students should have participation (i.e., choose a research subject, select a book for reading, etc.) I just don't think it's as direct as selecting the curriculum.
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Accountability is tricky and I don't have a clear idea of who educators should report to. I think it's somewhere along the lines of 50% community, 40% parents, 10% students with a shift of this ratio as the student gets older and older. Of course, when I was younger I thought the student should be much more involved, so my bias is shifting over time. I've found in other areas that you should connect the customer (person who pays) as closely to the producer as possible. This probably helps in education as well.
gale kooser
Apr 18 2013: Hummm! Your first sentence caught me: "Should students have the right..." That word "right" caught me the most. Now if it were changed to: ability, privilege or choice, that might fit better. Especially "privilege".
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Those students, K-5, haven't had enough of life yet to really select what type of classes to have in a curriculum but the adults/teachers should revamp that.
"Choosing the right students?" Ouch!!! There have been many great people who were, what you would call, slow in school. All or none is my thought on that.
Apr 18 2013: Thanks for your reply Gale!
This is an issue I am studying in one of my Master's courses, and some people genuinely believe that students should practice democratic participation in their institutions and communities. Some educators go as far as to claim that by not doing so, we are practicing the opposite of democracy in a publicly funded (democratic) state school.
I do agree with you on the note that the process of "choosing the right students" is asking for problems in a lot of inequity and diversity issues. And it certainly isn't right! However, these details are overlooked by many educators even in smaller processes such as standardized testings, and even the curriculum itself. The curricula essentially require that students will only pass if they can successfully fit into a set framework of knowledge and display what they've "learned" through traditional methods of assessment which assure good memorization more than authentic learning and development.
Thanks for your input again, Gale. It's nice to know that you hold an opinion that truly puts the well-being of students first.Apr 18 2013: Hi Katie,
I think it is a GREAT idea, because I firmly believe that kids learn more when they are excited and engaged with the process. Your idea reminds me of this TED talk by John Hunter...have you seen it?
Kids are often a lot smarter than we give them credit for, and in very simple ways (John's game for example) we can start planting seeds which may grow to create a more beneficial society. I'm not sure why you would want to be selective regarding which students to "choose". It seems beneficial to get information from ALL students, and then evaluate the information to decide which may be relevant and most benificial?
Apr 18 2013: Thanks Colleen for your input!
I have not seen John Hunter's TED talk, but I am very interested in hearing what he has to say about student engagement and participation.
It definitely would be beneficial to include all students in as many activities as possible. But it's inherent in our schools that the higher academic achievers are given more privilege than those who are not. For example, to compete in a sports team, students much sustain a certain average, students who wish to participate in student council must also meet a minimum requirement of consistently "good" marks.
I felt that if we were to allow student participation in higher administrative functions, these "qualifications" would automatically be something that draws a wider gap between higher achieving students and students who struggle. Perhaps not all schools are like this, but it is a concern I've had throughout my Teacher's Ed. Program.
Thanks for sharing John Hunter's talk by the way!
Apr 18 2013: Katie,
It seems like John Hunter's program is similar to what you suggest, and it's not simply a talk, because he demonstrate how it works with kids. I love his delivery, which projects his gentleness:>)
It HAS been, at times, a practice to give higher achievers more privilege, and I certainly agree with the incentive. I also would like to see all kids engaged in what you propose in some way.
My kids participated in a ski program, which I chaperoned, many, many years ago. If their grades were satisfactory, they got Wed. afternoon off from school to ski in the program. My kids were good students anyway, and it certainly was an incentive for some students who may not have kept their grades up.
I strongly encourage you to check out John Hunter's video.....it seems SO much like what you propose:>)Apr 24 2013: As a student myself I feel that kids should not be given complete freedom and right do develop their own curriculum, as most of them don't view the long term pros which they obtain by studying certain chapters/topics. What can be done is a voting based method where a student suggests a topic and others vote to make it pass and include in the curriculum with some necessary chapters which are non-objectionable and are included by the teachers. It will be nice if students can only add content but not remove without the vote and a final teachers say.Apr 23 2013: They could not possibly do any worse than the federal government
Apr 23 2013: hahaha. point taken.Apr 22 2013: yes, because the curriculum is tought to the student for them to understand if they don't understand what use would it be to have a stiff curriculum?
yes, because students must also learn to take their education into their own hands, and guide their own future.Apr 22 2013: the right yes certainly, but the experience, ability and perspective? certainly not! what do students know about what is or will be beneficial to their education process? for that matter what do parents, community members and administrators know? only actual educators - people that spend their days in classrooms - know what students (all students, not just a few as is all students and parents can claim) are like, can achieve, and what works in the classroom, and what leads to better lives for their students and what doesn't.
just as an example, i read not long ago a post from a student who was quite angry about being paired with a certain student for a group project rather than letting them work with their friends. they saw a missed opportunity to work more comfortably with a like-minded partner, i saw a brilliant lesson in learning to work with others who weren't necessarily who they would choose, great preparation for life where you don't get to choose your fellow employees, subsidiaries, suppliers or clients.
in the medical field patients have the right to go against their doctor's advice, and the fallout from choosing to ignore many years of experience in medical school and practice with thousands of patients can at least be fixed by another doctor, but once those years up to 18 are gone, there's no re-doing them, it's just a biological fact.
if we put curriculum in the hands of children and parents, it will be a curriculum built by amateurs, and no surprise when the recipients of this curriculum also turn out to be amateurs, albeit amateurs who've quite enjoyed themselves.Apr 19 2013: yes!Apr 19 2013: Hi Katie,
In my experience, the child is the most qualified to know what is needed.
The notion of "educating" a child is wildly erroneous - it is an article of fashion that has persisted for a while and is reinforced by outcomes beneficial to others - not the child. This model is only very recent in human development, but since it spans a few generations, it is taken as truth.
Schools are the instrument of political power.
Before one approaches the curriculum, first know the agenda.
In the absence of these superfluous curricula, one needs only support the child's innate desire to learn - you will find the results are superior to the trauma factories we mis-label, as "schools".
Apr 21 2013: How in the world would dthe child "know what is needed"?! That is like giving a Chinese menu to someone who doesn't know Chinese, and calling it "Free Choice".. IIf you notice, in our society , even the Grownups are not doing very well.
Apr 22 2013: Yes, it's counter intuitive. But this is what I have found to be true.
I was exactly like you - I assumed that children had to be forced to do and learn things "for their own good". I was a staunch champion of the primacy of education-for-all as the strength of society.
But it turns out we don't really know what's good for them - because we are not them. And that what we take for "society" is an illusion .. human community can be far better if you don't force it to be something else.
Ben Jarvis
Apr 22 2013: i think your conclusion is lacking some explanation. perhaps you could clarify what experience lead you to conclude that the child is most qualified to know what is needed, and support this with logical reasoning?
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Mitch SMith
Apr 22 2013: @Ben,
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The main example is my own son.
As a high-functioning autistic, we went to great lengths to get him integrated into mainstream schooling - this included a lot of resources deployed to appoint special aids, re-train school staff and adjust school practices and processes as part of the general move to main-stream special needs education. I was involved in the project up to and including the funding aspects within the department and integration of complimentary psychologists and therapies. All involved were committed and professional, but after 18 months it failed to the point of inducing comorbid trauma in my son.
The point of failure was the under-riding model of classroom education - the premise that a child is "educated" as an active principle - the preponderance of discipline as a basis of schooling was responsible for the comorbid trauma.
Our alternative was to home-school. For a little while we actually attempted to stay on curriculum, but soon found that he got the objectives achieved as a side-effect of his own supported explorations - in the progress of finding his way to his own objectives, the means was the knowledge we could provide as support. He has achieved and exceeded the curriculum. We don't educate him - we just let him run and get answer to his questions.
In my own experience of traditional "education" I recall that most of what I learned there was from badgering teachers and spending my own time in the public library.
I have not collected additional empirical data, but have had nothing but confirmatory observation of the experience of others. Both "special needs" and "neuro-typical".Apr 18 2013: Right Fritzie kids can go to school board meetings, but I am not sure how much professional educators listen to others. So we can look at this from multiple ways.
Apr 18 2013: George, you are absolutely right. As an initiative to increase student involvement and voice, some board in Ontario have allowed student representatives to participate in board meetings and other administrative gatherings. However, this seems to be a "bandaid solution" to the issue of student voice because there is nothing that came of it (as of yet, at least).
I don't believe the students' physical presence is the same thing as authentic participation. And whether or not board members even take students' proposals/ideas seriously is another question.
Apr 19 2013: Yes the students' input is probably more important than educators attention to it.Apr 18 2013: As you have suggested, students already have a voice in some places in the selection of faculty, books the class will read, textbook adoptions, and other areas, as well as submitting teacher evaluations. In many of these areas, choosing students is not an issue, because one can get information from lots of students efficiently.
At the university level, I am sure it is not uncommon for doctoral students to review applications for new graduate students and to have an equal voice to other committee members.
In cases in which it is practical to have only a few student participants, I think an application procedure that takes into account the person's qualifications to evaluate whatever is at hand would be suitable. For example, an uncompromising person is not a good choice for a committee in which the need for compromise is likely. A person who doesn't know or take Japanese, should probably not be on a committee to consider materials for classes in Japanese language and culture. A first year physics students would not have the perspective to evaluate possible purchases of laboratory equipment for use by the upper division courses in the department.
University undergrads often have great flexibility in choosing courses that become their unique course of study. A major will tend to have a few fundamental requirements, but in many cases, the student selects many courses from a set of accepted ones. The same is true of courses to fill breadth or distribution requirements. So everyone's curriculum is, appropriately, different, depending on students' choices for themselves.
Apr 18 2013: Thanks for your response, Fritzie. However I should have been more clear about the age range I meant to discuss. I was thinking of K-12 (Elementary and High school in particular) curriculum.
You do raise a good point though about a student's qualifications and certain skills necessary in order to fulfill their role as a participant in curriculum development. I am going to assume that you see value in the student's high academic achievement in the subject they wish to contribute, their interpersonal skills, fluency in the English language and good communication skills in order to participate authentically. Please correct me if I'm wrong.
Yet I must ask, would this not somehow create a wider gap between the high achieving students and the students who struggle? Would this lead to an under-representation of the diversity of students who attend public schools? Students with low socioeconomic status may struggle in school due to lack of parental help, lack of nutrients, and a deficit thinking by teachers (just to name a few examples). Also, students who have recently immigrated here may love math or sciences, and do pretty well in those areas, but should we give them the right to part take in dictating the course of the development of our curricula? And even if we do, they may not have the fluency in speech or articulation as students who have grown up in the US or Canada all their lives have. What about students with disabilities or learning difficulties? they may have a passion for a subject and know so much about it, but not being able to conform to standardized testing of knowledge, they suffer with low grades..
I apologize for playing the devil's advocate, but I do wish to dig deeper into the issue of student participation, its risks, and whether or not it is worth the risk..
Apr 18 2013: Actually, my reference to students' participating in giving feedback on textbooks and readings, doing teacher evaluations, and sometimes serving on committees was for secondary school.
When I was on a math textbook adoption committee, for example, all students were invited to review and give feedback on textbooks, for example. Level of achievement in the subject, grades, English skills, and so forth were all over the map, which was entirely suitable, as the books were supposed to meet the needs of all sorts of students.
I don't know why you would assume that fluency in English or high achievement in the subject matter would be criteria to give feedback or that either of these is required to participate authentically. Kids would logically look at textbooks for the courses they are taking. Similarly, I would not have been a good person to review Japanese textbooks and the Japanese teacher wouldn't have been on a review committee for math.
When you want to canvas popular opinion, you need to get input from across the population.
Apr 18 2013: Fritzie,
that's amazing that your secondary school gave students a voice in choosing their own textbooks and allowed for feedback as well. Was you secondary school in the US? It is unheard of here in Canada (or in Ontario at least) that students get to choose and review their textbooks. The board must approve of each textbook and teachers are not allowed to purchase any other textbooks other than the ones that are board approved.
I guess I made the assumption that fluency in English and high academic achievement would be vital for students to participate in board-level decision making because you mentioned "qualifications." I apologize if I was mistaken.Apr 18 2013: Let me clarify. The school board adopts the textbooks. But there is a process that engages experts and stakeholders in the choice.
So, for example, we had a committee of maybe thirty math teachers and specialists, who taught the variety of levels of students in the district, including English Language Learners, Special Ed, the more typical student, and highly gifted. We had two parents on the committee, but we also had the books available for review for any interested parents. Comments from parents were solicited.
Kids did not sit as voting members on the committee but classrooms reviewed the books at the building level and gave us their comments on index cards. Remembering that kids don't have an aerial view of what mathematics looks like as a discipline, they do not comment on whether the book represents the field with integrity. Rather they comment on whether the book seems learner friendly in its physical presentation and also care greatly how much the book weighs.
The committee reviewed these inputs.
In terms of fluency in English, I am not sure what you call fluent, but it is important to realize that many people who are not fluent in a language can make themselves understood perfectly well.
Apr 18 2013: I did expect that the students would give feedback in their classrooms, and not directly vote in boards. I also expected that it would be a review of the textbook's learner friendliness rather than its content and credibility. I have not seen that in practice here, however, and I am curious where your secondary school was because it could be something useful for all schools to practice.
Also, the fluency of English is just a single issue in student participation roadblocks. As you and I are fluent in English, it would be easier to argue our position and voice our opinions. I would have to argue that for students without the fluency, it is a daily struggle to participate in class discussions and even answer a simple review question by a teacher. This is just one of the unspoken things I would have included in the process of picking "qualifications" as you have suggested we measure. We often do not consider skills we take for granted, and how much of a deficit it can create in student learning and participation.Apr 18 2013: As you know, I said there were NO qualifications, language or otherwise, for reviewing the friendliness of math text books, other than that a first year algebra student wouldn't be well-suited to review the calculus book. In the same way, I, or a student taking German, would not be qualified to give feedback on the second year Latin book.
There were ELL students and teachers making judgments on the books. Further one criterion in selecting books is what sorts of supplemental materials are available in Spanish, Chinese, and so forth to meet the needs of students and parents. Everyone on the committee considers the language requirements for reading the books.
You and I may both be fluent in English, but when you teach at schools in which many, many languages are spoken, you do become familiar with these issues and how to facilitate communication in such a context. Fluency is not necessary to communicate ideas, and schools with populations of English Language Learners also typically have personnel on hand to assist.
I agree with you that if you do not live and work in such a setting, you might not know how to engage a diverse school community or that schools take the needs of English Language Learners into account in picking curriculum materials.


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There's nothing especially complex about these pliers from prominent jeweler-supply house Rio Grande: one jaw features a rounded bending mandrel about 5mm in diameter and 20mm long, and the other, a cupped steel band holding a nylon forming block with a matching V-shaped groove. The cool part is that the nylon block is removable (via a pair of nylon screws in the back), and replaceable (Rio Grande sells spare jaw inserts as well as replacement screws), so if you want to file, sand, cut, or otherwise modify the bundled jaw to suit your particular bending task, it's easy to do so. Better yet, if you have access to a 3D printer, you can print your own custom jaw inserts and mount them in place using small wood screws.
Which is what I've done here. I have this trick of making chain mail from soda can tabs, and the mail really looks best if all the tabs are bent to exactly the same angle. This is hard to do, by hand, but with this pair of pliers and my little custom-printed forming block it becomes super easy. You can download the forming block from Thingiverse, and the pliers are available from Rio Grande (#111605) for $24.50.
Here's a second example. When I make lampshades out of soda-tab chain mail, the tabs that go around the top and bottom wire hoops have to be bent much more deeply than the tabs that make up the rows. Basically, they get bent into a deep "U" shape, slipped over the wire, and then fully closed around it using a small flat-blade screwdriver.
By pairing a second custom-printed replacement jaw with Rio Grande's "Half-Round/Flat Forming Pliers" (#111189), I was able to produce a tool that greatly simplifies this step, as well. This version took a few prototypes to get right and had to be a lot bigger / hurkier because of the greater stresses involved in these deeper bends, but even so, thanks to my trusty MakerGear M1, the whole process only took a few hours, and most of that was just printing time, during which I could work on other stuff.
Rio Grande actually sells several different types of forming pliers with replaceable/removable jaws, and though my particular application, above, is pretty specific, the trick of fitting these with custom 3D-printed forming blocks worked out so well I thought it was worth sharing.
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This coming Sunday will mark 50 years since The Beatles brought the "British Invasion" to U.S. airwaves on "The Ed Sullivan Show." Two days later, Larry Gatlin will be crossing the pond in the opposite direction to bring the sounds of Nashville to The Beatles' hometown of Liverpool, England.
The country star will host his WSM radio show "The Gospel According to Gatlin," live from The Liverpool Institute For The Performing Arts - which was co-founded by former Beatle Paul McCartney.
The show is being presented by Nashville musician and educator Suzahn Fiering, who introduced Gatlin to McCartney at the 2013 Bonnaroo Music & Arts Festival, which McCartney headlined.
"The Gospel According to Gatlin" will broadcast live from Liverpool at 2 p.m. CT Tue., February 11.
Nashville-area listeners can tune in to 650 AM, or listen online at www.wsmonline.com


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The browser you are using is out of date and is no longer supported. To view and use this site correctly, please update your browser to the latest version.
4 March 2011Culture Minister Fiona Hyslop and Tourism Minister Jim Mather are offering young people across Scotland the opportunity to take the reigns at one of the countries top tourist attractions.
For further information


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The Meridian Group of Bethesda has finalized its $36 million purchase of the 127-unit Morgan Apartments in Rockville, a complex it originally planned to convert into condominiums before the real estate market crashed in 2008.
Meridian secured a $27 million acquisition mortgage on the property, according to Jones Lang LaSalle's Capital Markets, which arranged the loan from Capital One.
"The property represents a significant value-add proposition for the current ownership as dozens of units have the ability to undergo renovations to luxury, condo-level finishes, increasing the property's appeal and leasing income," Jones Lang LaSalle said in a press release.
The deal ends a roller coaster ride for the garden apartment project, which the original owner, AvalonBay, completed in 1996.
A Meridian joint venture bought the property at 12000 Chase Crossing Circle in 2005 for $44.5 million, backed by $41 million in acquisition financing from GMAC Commercial Mortgage Corp. The 154,488-square-foot complex — originally called Avalon Crossing — held a prime corner near the intersection of Rockville Pike and Montrose Road in an area where developers were building luxury condos.
But the Meridian joint venture defaulted in 2006 and the conversion stalled. In 2008, 127 of the units were converted back to apartments.
The property sold for $36 million in a bankruptcy court auction in February and Meridian closed the acquisition in August.
The gated community, a mile north of the White Flint Metro station, is 95 percent occupied.
Meridian plans to upgrade the complex, which is part of one of Montgomery County's hottest rental markets, according to a new report by broker Marcus & Millichap. The Rockville-North Bethesda submarket had a vacancy rate of 4.6 percent when the fourth quarter began. The average rent was $1,868 per unit, a 1.1 percent increase over the prior year.
About half the units have original finishes dating to the property's construction, according to Meridian. The rest have condo-grade fixtures and fetch substantially higher rent than the original units.
The bleak news for the local office market continues to roll in from the federal government, which plans no new leases in Maryland in fiscal 2014, which began Oct. 1.
The General Services Administration plans to issue only six prospectus leases for the Washington region, down from 18 in fiscal '13.
Only two leases were announced for Montgomery County last year. Both were extensions related to Department of Health and Human Services consolidation moves into the Parklawn Building in Rockville, which is undergoing a 935,000-square-foot modernization.
The largest lease was the five-year renewal of 228,020 square feet by the Substance Abuse and Mental Health Services Administration at 1 Choke Cherry Road, Rockville. The agency plans to move to JBG's Parklawn property at 5600 Fishers Lane in 2015.
Another five-year extension was signed for 133,895 square feet at 540 Gaither Road in Rockville for the Agency for Healthcare Research and Quality, which plans to move to Parklawn in 2017. First Potomac Realty Trust paid $30 million last month to buy 540 Gaither in the Redlands office park.
Having a federal tenant might no longer be ideal for a landlord, according to real estate analyst Kurt Stout with Colliers International. With the ongoing congressional budget gamesmanship, a federal lease suddenly has become less secure than in the past, he wrote in his Capitol Markets blog.
"Property owners are now seeing that exiting their government-leased property investment has become a lot more difficult. Because of the can-kicking, average lease terms are growing ever-shorter and, more significantly, long-term leases are very rare," Stout wrote.
He noted that in a recent Colliers analysis of federal leases exceeding 75,000 square feet, only 73 of about 8,700 had remaining total terms of more than 10 years. Of those leases scheduled to expire during the past year, more than 40 percent were extended for three years or less.
While that allows landlords to secure short-term rent premiums, "the bad news, of course, is that in this investment market valuation is far more influenced by term than rent," Stout wrote.
One federal real estate site where the GSA is trying to negotiate a deal is the Nuclear Regulatory Commission's headquarters complex next to the White Flint Metro station, which the atomic agency announced is the subject of last-minute lease renewal talks.
The 2 White Flint lease with owner Lerner Enterprises expires Dec. 14 and the NRC wants to retain the 295,734 square feet for security reasons. The property is connected by a network of walkways and tunnels to 1 White Flint, which is owned by the government.
"The NRC is working with its federal partners to obtain approval of the lease prospectus that would provide a long-term solution, while reducing the NRC's real estate footprint. As an interim solution, the General Services Administration is pursuing a short-term lease extension for the Two White Flint North building."
The GSA is trying to work that deal even while it faces the task of unloading unneeded space at 3 White Flint North, a 14-story property across the street. It sits more than half empty because the nuclear agency didn't need the space it asked developer LCOR to build. The building's wasted space has been the subject of bipartisan outrage in Congress.
Dorothy Robyn, commissioner of the GSA's Public Buildings Service, said in March that the GSA's preference would be to buy 2 White Flint — an option the agency traded away — but Lerner is not interested in selling. She also said the NRC might need to vacate one of its three headquarters buildings to correct for the excess space.
Now, the GSA and NRC are trying to strike a deal with Lerner and also find other federal tenants to fill the LCOR building.
The NRC announcement said: "The key message, for which Chairman Allison Macfarlane has been very clear, is the NRC continues to work cooperatively with GSA and the Office of Management and Budget on the issue, and to be responsive to Congressional concerns. We do recognize the current lease expires next month, and cannot predict when negotiations will be completed."
In the meantime, LCOR, of Philadelphia, is looking for a buyer for its 362,000-square-foot building.
The building is triple the size authorized by the House Committee on Transportation and Infrastructure's Subcommittee on Economic Development, Public Building and Emergency Management in 2007. The NRC — which has real estate authority independent of the GSA — ordered the additional space in expectation of major staff increases to oversee a boom in nuclear power plant construction that never happened.


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NEW: QR codes with encoded links to the current page for your convenience
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Rachel Zoe's TV Show Addresses Rumored Business Woes
Rumor: Are Sales of Rachel Zoe's Clothing Line on the Decline? (Update)
How Much of Your Labor Did You Record?
Rachel Zoe's Beauty Guru Talks Making Over Kate Middleton, Fall Trends, and More
Rachel Zoe on Her Fall 2011 Collection and Baby Skyler's Shoe Wardrobe!
The Rachel Zoe Project Season 4 Now Premiering in September
Rachel Zoe Shares Fashion Tips For New Moms!
Rachel Zoe Tells Us How to Be a Stylish New Mom!
Watch the Trailer for The Rachel Zoe Project Season 4
Next Up for Rachel Zoe — A Jewelry Collection, and The Rachel Zoe Project Is Back in July
Summer TV Preview: What to Watch While Everything Else Is Off
Brad Goreski Gets His Own Show on Bravo — Check Out All of His Stylish Looks Now!


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Cumbria council accepts Government grant to freeze tax bills
Last updated at 09:34, Friday, 17 February 2012
County councillors have voted to accept a Government grant that will allow the authority to freeze council tax for the second-year running.
They approved the plan by a substantial majority yesterday at a full council meeting in Kendal which heard some impassioned debate about the merits and potential pitfalls of accepting the £5.1 million grant.
Leading the opposition to the plan was deputy leader of the council, Stewart Young, who argued that the freeze would ultimately lead to the loss of 200 council jobs.
He told the meeting that the Government grant would be a one off and would lead to problems for the authority next year.
Mr Young said: "In effect it will lead to a hole in our budget which can only be filled by charging a double council tax increase or finding extra savings or a combination of both.
"If the council accepts the council tax freeze grant this year, cabinet is recommending a council tax increase the following year of 3.5 per cent.
"That means that in addition to the £5.7m of savings which are currently unidentified for 2013/14, council would have to find an extra £3m to make up for the loss of Government grants."
Mr Young said the grants represented a trade-off between lower council tax today and further cuts in the authority's budget tomorrow.
Council leader Eddie Martin said town halls had a moral duty to freeze council tax for people who are struggling with household budgets and accepting the grant was something that it could directly control.
The meeting heard that the country was facing a financial tsunami which would not stop rolling for another three or four years.
Councillor John Mallinson endorsed accepting the council tax freeze grant, saying that he suspected Labour members of the county council had learned nothing from the trouble which the last Labour government encountered as a result of "adopting a reckless tax and spend policy".
He added: "I do not want to refuse £5m from the Government. I believe we should accept the public expenditure should reduce to a more manageable level than it has been in the past.
"We need to plan for the future and it will be a more austere future."
Councillor David Southward told the meeting that it would be tempting for the council to accept the Government's grant and bask in ephemeral electoral popularity, but the decision would have an effect next year.
He said: "Inevitably, essential services would have to go as well as jobs. If we accept this one-off grant it would make the problems more difficult year after year and in perpetuity.
"The police authority and Allerdale and Barrow councils have rejected this inducement and I implore you to reject this council tax freeze grant."
Councillor Keith Little echoed Mr Southward's comments and predicted that perhaps as many as 300 jobs could go in future years as a result.
Councillor Reg Watson said that community secretary Eric Pickles was giving money with one hand and taking it away with the other.
He said: "I think Mr Pickles is in a pickle and he's offered us a pig in a poke."
The public sector union Unison issued a statement before the vote telling councillors that accepting the Government grant would be a "vote for future cuts in jobs and services in Cumbria". The union added: "Rural counties like Cumbria rely on the public sector to sustain employment."
But 51 councillors voted in favour of accepting the grant while 22 voted against.
First published at 09:33, Friday, 17 February 2012
Published by http://www.cumberlandnews.co.uk
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In west Cumbria
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Cesar Perez is the ASPCA's Office Services manager. Last month he adopted Trolley, an amazing office foster kitty who now has his own hilarious blog. Here's his adoption story:
I met Trolley on one of my morning walks around the office.
I would see Trolley inside his office, at the highest point inside of his favorite box. He rarely came down from his box, so I had no idea what great personality and marvelous tail he had.
This was until I decided to open the door. He sprang out of the box and came toward me and let out a chirp as to kind of say "Hello, glad to see you finally decided to walk in and say hi."
I sat in a chair with a brush in hand and he walked onto my lap and let me pet and comb him. I let out a laugh when he started to play fight with the brush.
It was a good friendship for a few weeks; I'd visit for a while in the morning or evenings and tell him, "Trolley, you will have a bigger home soon. You are too awesome to not go home."
On November 17, my girlfriend Jelissa and I had moved into our new home. By November 21 Trolley was coming home. He is a perfect addition and is our baby. He truly enjoys our home and the space, darting around fast and playing hide-and-seek and catch.
I'd love to thank the ASPCA for giving me the opportunity to meet and adopt Trolley. There are some great cats here at with amazing personalities just waiting to find a home.
Catch up with Trolley at trolleythecat.tumblr.com!
It's almost 2013! Don't forget to donate to the ASPCA before January 1 to get a 2012 tax-break.


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Re-Launch Date Announced
Chili Dog Blog to re-launch on September 1, 2015.
Chili Dog Blog to re-launch on September 1, 2015.
Singer Percy Sledge has died at 73.
Ohio State completed an unexpected evolution last night, and the future looks bright.
I have newly-found respect for Nick Saban. Winning helps;.
The introduction of the playoff setup and the ridiculous annointing of the SEC as football nirvana made for a more-interesting-than-usual bowl season this year. Musical guest: Walk the Moon.
I pledge to be a better blogger in 2015. I pledge to write more interesting stuff, be more engaging.
Boxing Day is my favorite day of the year, and now that I am a follower of the beautiful game, Boxing Day is even better. Musical guest: Blink-182 (I know, right?)
It's about that time when Mariah and Mathis, Como and Williams, and Felciano have worn out their welcome. Musical guest: Dave Matthews.
A time lapse video of a truck driver's trip from Cincinnati to Toledo. When asked why he simply said, "Because it's there."
Chick Filet (aka Chick Fil-A) has cows that can miraculously read and write English but have atrocious spelling. It is therefore very satisfying for this commentator that Eat More Kate has won it's battle against that disgraceful chain. Musical guest: Head and the Heart


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Bills promoted WR Chris Hogan and LB Greg Lloyd from their practice squad.
Undrafted out of Monmouth, Hogan is the former lacrosse player who earned the nickname "7-11" on HBO's Hard Knocks because he was always open. With Donald Jones and Marcus Easley out for Week 16, Hogan will add depth behind Stevie Johnson and T.J. Graham.
Related: Greg Lloyd


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Effective today, the fees and expense caps of certain AQR Funds (the "Style Funds") will be reduced, as described in the latest Prospectus.
AQR Funds has announced a tax reclassification of the 2014 ordinary income distribution for the AQR Equity Market Neutral Fund and the AQR Long-Short Equity Fund.
AQR Capital Management today introduced four tax-managed mutual funds that are designed to allow investors to reduce their tax liabilities while investing in a variety of equity markets.
Effective today, AQR Capital Management is renaming 14 of its equity funds based on AQR's Core Equity, Defensive Equity and Momentum strategies.
Investors should carefully consider the investment objectives, risks, charges and expenses of the Funds before investing. To obtain a prospectus containing this and other important information, please call 1-866-290-2688 or click here to view or download a prospectus online. Read the prospectus carefully before you invest.
There are risks involved with investing including the possible loss of principal.
Past performance does not guarantee future results.
©2014 AQR Funds. All rights reserved.


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Scene Info - Brandi Edwards, Scene #01
- Bonus Sites8
- Models2060
- Scenes3945
- Hours of Video2556
- Pictures468945
- Customer Support24/7
I had my doubts about Brandi Edwards at first. I didn't think she'd be up for the Throated challenge. After all, she's only 95 pounds and shoving that much cock down her tiny throat was going to be a true test of her slurp skills. When she started off sucking his cock and it poked through her jaw so hard that I could see an imprint of the head, I wondered if she was going to be able to actually take it down her throat. Turns out I had nothing to worry about. She ran the gauntlet on our guy's cock, bobbing up and down on his carrot like a rabid bunny. Does she take it all the way inside her throat? You bet! And when she does, she looks up at the camera with those blue eyes beaming and smiles as if she knows she just won the lottery. She hasn't, but she has won the hearts of deep throat enthusiasts everywhere!
She may be tiny, but she eats cock like a big girl!


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Immigration Policy & Law
Immigration Policy & Law
Recent Activity
This discussion explores how the 2014 Greek Presidency of the European Union and the United States can work to address the challenges of managing migration while meeting humanitarian obligations and nurturing economic growth.
The 10th annual Immigration Law and Policy Conference featured keynotes by U.S. Senator John McCain (R-AZ) and former Mississippi Governor Haley Barbour, as well as panel discussions covering a range of key immigration topics.
In this panel discussion, Morten Kjaerum, Director of the European Union Agency for Fundamental Rights (FRA), discussed the state of rights protection in Europe as well as his agency's role in this evolving arena, and speakers discussed shared challenges and opportunities on both sides of the Atlantic.
This briefing at the State Capitol in Honolulu, organized in conjunction with the University of Hawaii at Manoa, marked the formal release of a Migration Policy Institute report that presents key demographic and socioeconomic information about the Mexican-origin population in Hawai'i.
During this online chat, MPI researchers discuss their findings in an MPI brief, Deferred Action for Childhood Arrivals at the One-Year Mark: A Profile of Currently Eligible Youth and Applicants, that provides the most up-to-date estimates of the current and prospective DACA population by educational attainment, English proficiency, state of residence, country of origin, age, gender, labor force participation, poverty, and parental status.
A discussion of data compiled by MPI on "brain waste" among foreign-trained nurses, engineers, and teachers, with updates on three state-level initiatives—in Illinois, Massachusetts, and Washington State—that are working to analyze and address challenges faced by immigrants and refugees with degrees and training in these fields.
This MPI panel discussion examines the U.S. deportation system with analysis on migrant apprehensions, removals, returns, and criminal prosecutions, and launches the report, "The Deportation Dilemma: Reconciling Tough and Humane Enforcement."
Education for the Future: Extending Georgia's High School and College Reforms to its Growing Immigrant Population
MPI experts, along with representatives from Gwinnett County Public Schools and the University of Georgia's Center for Latino Achievement and Success in Education, discuss the educational experiences of Georgia's first- and second-generation immigrant youth and where Georgia's ambitious education reforms have met—or failed to meet—the needs of this growing population.
This event with UN High Commissioner for Refugees António Guterres features findings from UNHCR's report, Children on the Run, which examines the increasing numbers of children from Central America and Mexico who head off alone to find refuge in the United States, fleeing violence, insecurity, and abuse.
This panel discussion on unaccompanied minors focuses on a report by Kids in Need of Defense and the Center for Gender & Refugee Studies at UC Hastings College of the Law, whose primary conclusion is that children face a U.S. immigration system created for adults that is not required to consider the child's best interests.


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You've probably heard this more than once: "Wash your hands—and use lots of soap and hot water!"
As it turns out, washing your hands properly is one very simple way to keep yourself healthy. Here are tips to do it right, as recommended by Dr. Lamont Sweet, Deputy Chief Health Officer for the Canadian province of Prince Edward Island:
- To wash your hands, you need lots of regular soap and lots of water.
- The temperature of the water is not important, despite common belief. It has no effect on a good scrub's germ-fighting abilities.
- Allow for two minutes (or, at the very least, 20 seconds of rigorous scrub time after lathering, as recommended by the U.S. Centers for Disease Control and Prevention).
- Put effort into scrubbing not only palms and fingers, but also the backs of hands and the skin between the fingers where germs can continue to reside.
Specifically, ensure a good cleansing at these times to limit the transfer of bacteria, viruses, and other microbes. . .
- Before and after your hands are near your face.
- Before eating and cooking.
- After using the bathroom, blowing your nose, and sneezing into a hand.
- After changing diapers.
- After handling any kind of meat or garbage.
- After touching animals or cleaning up after them.
And here's an economic solution. Use boiled potatoes to cleanse hands. They work as well as common soap and keep the skin soft and healthy.
If you have other tips or ideas, please share! Just submit your comments in the box below.


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We're so happy for Amy and Ricky! Sadly, it doesn't seem like the rest of Secret Life Land is thrilled about their big, off-white wedding –– especially Ben, who passed out like the sausage-huffing dam More »
This week's Secret Life of The American Teenager quotes were even more fabulous than usual — mostly because George Juergens and Leo Boykewich wandered around talking about lady-waxing, meat, and witch More »
Another day, another child bride. Secret Life's most sausagey couple have finally tied the knot — but now what? Will Amy and Ricky live happily ever after, or will their marriage be the catalyst for a More »
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Secret Life's Shailene Woodley Teases Season 5 Spoilers and 100th "Glee-Like" Musical Episode – Exclusive
Wetpaint Entertainment caught up with Secret Life of the American Teenager star Shailene Woodley (Amy Juergens), who dished about Anne's decision to come out of the closet, Amy and Ashley's relationsh More »
Times are tough for most Americans, not to mention recent high school grads who have to support their new wife and 3-year-old son. Jobs are hard to come by these days, but luckily, Ricky's got friends More »
You know what they say: When you play with Bunsen burners, you're gonna get burned. It's just too bad Ben Boykewich didn't pay attention during science lab safety prep. While we don't actually know if More »
Ever since Grace Bowman locked lips with Adrian Lee, she's been acting super weird — skipping school, avoiding her friends. And according to the synopsis for Season 5, Episode 2, "Shotgun," Grace cont More »