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South Salt Lake announced in October it had entered into plans to buy and rehab the historic Granite High School into a motion picture and television production facility but no one has bought the property yet.
During the fall press conference, South Salt Lake Mayor Cherie Wood said developer Woodbury Corp. and partner Redman Movies and Stories had formed a joint venture. The plan was to preserve and renovate the roughly 45-year-old building and 27-acre site at about 3300 South and 500 East and use it as a setting and studio for films.
But the deal still hasn't been finalized, according to city officials and the Granite School District, which has leased the property to the city since April 2011. In fact, there is no current lease agreement as of the end of January.
Resident Bob LeMone, who lives near the school, says the idea sounds great, but until papers are signed it is just a dream that is costing taxpayers.
"I think after that press conference everyone assumed Woodbury was taking over the payments of the building, and that is not what is going on," LeMone said, adding that he hasn't been able to get any information from the city.
LeMone wasn't the only one who thought the deal was final. KSL Newsradio's commentator Doug Wright did a special TV editorial applauding the partnership between the three parties to open a studio very soon.
In the editorial video, Wright an alumnus of the school says "it looks like they are already moving in," as he walks past an archaic film projector assumed to be property of Redman Movies and Stories just inside the entrance of the school.
A lease agreement, obtained by an open records request, between the city and the school district shows in late October the city told the school district of its intent to purchase Granite with the involvement of Woodbury. The developer paid the school district $500,000 to extend the city's lease which would have ended in November to Jan. 31. The city had already extended the lease once before.
Mayor Wood declined comment to an email from The Tribune asking what the October media event was for and if at that point a deal had been solidified.
"We are optimistic the property will be purchased in the next few weeks," said Granite School District spokesman Ben Horsley, adding it is moving forward "in good faith" that the city will finalize negotiations with the developer.
The district has been looking for an open space option for the property and feels it has found one.
"It has always been an inherent desire to offer this property up for open space," Horsley said. "We are glad to find some community benefit rather than open it up to open development."
Since October, the city has paid a total of $128,300 for a mostly unoccupied building, according to city documents obtained by an open records request. Of that total, $66,800 was spent on utilities and property maintenance, while an additional $61,500 was used for a roof and building repairs. The city has also been accruing nearly $29,000 monthly in interest that the district let them defer until the $8.7 million purchase of the property was made.
"The school district did the city a wonderful favor by not requiring them to pay interest every month until closing," said South Salt Lake Economic Development Director Randy Sant.
Sant says Woodbury will pay $8.4 million and the city will pay the remaining $300,000 plus monthly interest accrued for the past 1½ years. He expects the deal to be completed in about 30 days.
Sant said the city will buy the currently tax exempt property from the school district and then sell it to Woodbury. He said the deal would not increase taxes for residents.
LeMone said he realizes real estate deals take time, but he thinks the city shouldn't have been using taxpayer money to pay month after month on a property that wasn't being utilized like they said it would be.
"It's not done until the deal is done and they actually come up with the money for it."
Redman Movies and Stories and Woodbury Corp. would not comment on the pending real estate deal until negotiations were finalized.
Twitter: @CimCity


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|Start Date + Time: 1/25/15 at 9:00 AM
|End Date + Time: 1/25/15 at 12:00 PM
|Location: Edith Mayo Program Center
|Rochester, MN
|Grade Range: 2-12
|Fee: $11
|Registration Closes: 11:59 PM ET on January 07, 2015
|Register online here.
|If you are not a current Girl Scout member,
please register by phone at 800-845-0787.
Explore camp on snowshoes and cross-country skis. Learn the basics of staying safe in the cold and using skis and snowshoes to get around in the snow. Travel on a short trail or have a relay with your friends. Once you get the hang of how to use your skis and snowshoes, set out to find geocaches at camp. Learn how to work the GPS and discover what a travel bug is. Warm up with a cup of hot cocoa while you make a trade item for the geocache box. Juniors will complete and receive the Geocache Badge.
If you have questions or would like to register by phone, please call 800-845-0787.
Please review our Event and Cancellation Policies.

subset: commoncrawl


text:
Give your clients a tool guaranteed to assist them through important business and documents. With branded corporate pen sets customized by ePromos, recipients can convey respect and power. This affordable marketing solution pays for itself, and is sure to make a mark on central clients and colleagues! Choose your promotional pen set from our range of online options, and then let our team draw up the perfect design created with your specific artwork. Using our promo-know-how, we'll help you to check off all the right boxes on your internal marketing efforts!
A creative & unique back-to-school gift! The MopTopper Custom Notebook Set has everything you need for at school or in the office.
These custom notebooks feature a PVC cover, double spiral side binding, lined paper, and sticky notes for the perfect company meeting, seminar or tradeshow.
These durable spiral bound custom notebooks allows you to toss in your bag or desk and ensure that your notes will stay safe.


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Bookmark this site
TORONTO -- The Salvation Army has placed a vending machine stocked with synthetic food waste here at the Centre for Creative Communications at Centennial College to raise awareness that many Canadians go hungry and are reduced to eating food they find in the trash.
The one-of-a-kind vending machine is part of the multifaceted "Simple Dreams" campaign created for the Salvation Army by advertising agency Gray Canada to encourage Canadians to help fulfill the simple dreams of those in need.
Synthetic food waste is not dispensed from the machine, but staff and students have the option to donate money to The Salvation Army using the vending machine's coin slot to help provide meals to those who need them most.
"While most vending machines are filled with tempting treats like chips, candy and chocolate bars, this machine houses synthetic waste, including moldy foods, rotting fruit and half-eaten snacks, to disrupt everyday notions of choice and availability," said Stephanie Nerlich, president of Grey Canada. "The vending machine reminds passersby that although no one chooses to eat garbage; it's an everyday reality for many Canadians."
The campaign also extends into TV and radio, where mass audiences are reminded that no donation is too small to help the Salvation Army fulfill the "simple dreams" of those in need. | SEE TV SPOT


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Winner of a National Parenting Center Seal of Approval, this is the pogo stick that provides a stable platform so children can spend more time jumping and less time falling off and re-mounting. Modeled on the arched leaf springs used in truck suspensions, the jumping stick's patented "T-springs" put more surface area in contact with the ground, making it easier to balance on than traditional pogo sticks. The opposing semi-elliptical springs also provide superior bounce while allowing greater directional control. A wide, high-traction base prevents feet from slipping even during exuberant jumping. The bottom surface is a non-marring rubber-like material that won't mark floors or driveways. The aluminum shaft adjusts to three heights to accommodate riders of different statures. For ages 5 and up, 66-132 lbs. 45-58" L x 13" W x 10 3/4" D. (5 1/2 lbs.)
Lifetime Guarantee
The Easy Balance Jumping Stick comes with The Hammacher Schlemmer Lifetime Guarantee. If this product ever disappoints you, for any reason, you may return your Hammacher Schlemmer purchase for exchange, credit, or refund.
Should you have any questions, we are available seven days a week (8:00 am – midnight EST). Please call 1-800-321-1484 to speak with a specialist or email us at email@example.com to receive a response within three business hours or less.
Shipping charges noted in parentheses apply in addition to our standard shipping & service.
We're sorry, but gift wrap is not available. Please call 1-800-395-7006 for Premium or Express delivery rates.
Oversized items scheduled for expedited delivery (Premium or Express) may incur additional shipping and services charges because of their unusual size. Please call 1-800-321-1484 for an estimate of S&S charges. International callers, please call 1-513-860-3397.
We're sorry, but gift wrap is not available for oversized items.
Shipped via truck and may require customer assistance upon delivery. You will be contacted to make an appointment for delivery.
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GST still applies and will be charged upon processing. For complete shipping & service charges please call Customer Service at 1-800-321-1484.
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(3 of 3 customers found this review helpful)
Fabulous quality
By Grandma Susie
from Shafer, MN
This is a much used birthday present for our granddaughter and we love the quality of Hammacher products.
Bottom Line Yes, I would recommend this to a friend
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The new pogo stick!
By grandparent
from enfield, ct
Christmas gift for grandson. Execellent product.Superior in terms of durability and design to the heavy duty version that I had in my youth.
Pogo Stick Extraordinary
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from Long Island, New York
Delivery was on time and packaging was perfect.
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Summary Report for:
19-4021.00 - Biological Technicians
Assist biological and medical scientists in laboratories. Set up, operate, and maintain laboratory instruments and equipment, monitor experiments, make observations, and calculate and record results. May analyze organic substances, such as blood, food, and drugs.
Sample of reported job titles: Biological Science Laboratory Technician, Biological Technician, Environmental Technician, Laboratory Technician, Research Assistant, Research Associate, Research Specialist, Research Technician, Resource Biologist, Wildlife Biology Technician
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information
- Conduct research or assist in the conduct of research, including the collection of information and samples, such as blood, water, soil, plants and animals.
- Analyze experimental data and interpret results to write reports and summaries of findings.
- Keep detailed logs of all work-related activities.
- Use computers, computer-interfaced equipment, robotics or high-technology industrial applications to perform work duties.
- Clean, maintain and prepare supplies and work areas.
- Set up, adjust, calibrate, clean, maintain, and troubleshoot laboratory and field equipment.
- Measure or weigh compounds and solutions for use in testing or animal feed.
- Isolate, identify and prepare specimens for examination.
- Conduct standardized biological, microbiological or biochemical tests and laboratory analyses to evaluate the quantity or quality of physical or chemical substances in food or other products.
- Examine animals and specimens to detect the presence of disease or other problems.
- Participate in the research, development, or manufacturing of medicinal and pharmaceutical preparations.
- Monitor laboratory work to ensure compliance with set standards.
- Provide technical support and services for scientists and engineers working in fields such as agriculture, environmental science, resource management, biology, and health sciences.
- Monitor and observe experiments, recording production and test data for evaluation by research personnel.
- Feed livestock or laboratory animals.
- Conduct or supervise operational programs such as fish hatcheries, greenhouses and livestock production programs.
Technology Skills
- Analytical or scientific software — BD Biosciences CellQuest; Gene Codes Sequencher; PolyBayes; Systat Software Table Curve (see all 15 examples)
- Data base user interface and query software — Database software; Microsoft Access ; Thomson EndNote
- Document management software — Adobe Systems Adobe Acrobat
- Graphics or photo imaging software — Adobe Systems Adobe Photoshop ; Graphics software; Harvard Graphics
- Map creation software — ESRI ArcGIS software ; MapInfo MapMarker
- Office suite software — Corel WordPerfect; Microsoft Office
- Presentation software — Microsoft PowerPoint
- Project management software — Microsoft Project
- Spreadsheet software — IBM Lotus 1-2-3; Microsoft Excel
- Word processing software — Microsoft Outlook ; Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
Tools Used
- Amino acid analyzers
- Anaerobic chamber — Anaerobic growth chambers
- Analytical balances
- Benchtop centrifuges — Centrifuges
- Beta gamma counters — Radioactive counters
- Bi distillation units — Distillation equipment
- Binocular light compound microscopes — Dissection microscopes
- Complementary deoxyribonucleic acid cDNA synthesis kits — Deoxyribonucleic acid DNA synthesizers
- Conductivity meters
- Cryogenic or liquid nitrogen freezers — Liquid nitrogen freezers
- Dehydrators — Vacuum dehydration units
- Deoxyribonucleic sequence analyzers — Deoxyribonucleic acid DNA sequencers; Inherit sequencing analysis systems
- Drying cabinets or ovens — Drying ovens
- Electronic multichannel pipetters — Multichannel pipetters
- Electrophoresis system power supplies — Electrophorators
- Forced air or mechanical convection general purpose incubators — Incubators
- Fume hoods or cupboards — Biological containment hoods
- Gas chromatographs — Gas chromatographs GC
- Gel boxes — Electrophoresis boxes
- Gel filtration equipment — Gel chromatography equipment
- Histological staining apparatus — Automated tissue/slide stainers
- Homogenizers
- Hybridization ovens or incubators — Hybridization ovens
- Incubator accessories — Incubator microscopes
- Instrumentation for capillary electrophoresis — High-voltage electrophoresis apparatus
- Inverted microscopes — Light/tissue culture microscopes
- Ion selective electrode — Fluoride electrodes
- Laboratory balances — Balances
- Laboratory burets — Titration burets
- Laboratory mechanical convection ovens — Laboratory ovens
- Laboratory mixers — Agitators
- Laboratory washing machines — Glass washers
- Laser printers
- Manual or electronic hematology differential cell counters — Automated cell counters; Coulter counters; Hematology cell counters
- Microbiology analyzers — Bioanalyzers; Flow cytometers
- Microbiology inoculation loops or needles — Inoculating loops
- Microcentrifuges
- Microplate readers — Automated microplate ELISA readers
- Microplate washers
- Microtomes — Ultramicrotomes
- Multipurpose or general test tubes — Test tubes
- Notebook computers
- Personal computers
- Petri plates or dishes — Petri dishes
- pH meters
- Protein analyzers — Protein sequencers
- Rapid amplification or complementary deoxyribonucleic acid ends RACE technology products — Polymerase chain reaction PCR equipment
- Refrigerated and heated reach in environmental or growth chambers — Aerobic growth chambers
- Refrigerated benchtop centrifuges — Refrigerated centrifuges
- Respirators — Full-face respirators
- Robotic or automated liquid handling systems — Automatic pipetters; Liquid handling robots; Robotic laboratory equipment
- Scanners — Imaging systems
- Shaking incubators — Microplate shakers
- Spectrofluorimeters or fluorimeters — Cytofluorographs; Fluorometers
- Spectrophotometers
- Steam autoclaves or sterilizers — Autoclaves; Sterilizers
- Stirring hotplates
- Temperature cycling chambers or thermal cyclers — Polymerase chain reaction PCR thermocyclers
- Tissue embedding stations — Paraffin embedding consoles
- Transilluminators — Gel imaging apparatus
- Ultra cold or ultralow upright cabinets or freezers — Ultralow freezers
- Ultra violet water purification units — Ultraviolet water purification systems
- Ultracentrifuges
- Ultrasonic cleaning equipment — Ultrasonic cleaners
- Volumetric pipettes — Volumetric glassware
- Water baths — Waterbaths
- Water jacketed single chamber three gas incubators — Water jacketed incubators
- Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.
- Chemistry — Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Science — Using scientific rules and methods to solve problems.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Speaking — Talking to others to convey information effectively.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- Time Management — Managing one's own time and the time of others.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Speech Clarity — The ability to speak clearly so others can understand you.
- Speech Recognition — The ability to identify and understand the speech of another person.
- Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
- Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
- Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
- Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
- Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
- Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
- Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.
Work Activities
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
- Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Detailed Work Activities
- Collect biological specimens.
- Prepare biological samples for testing or analysis.
- Analyze chemical compounds or substances.
- Interpret research or operational data.
- Research microbiological or chemical processes or structures.
- Examine characteristics or behavior of living organisms.
- Record research or operational data.
- Monitor operational procedures in technical environments to ensure conformance to standards.
- Clean objects.
- Set up laboratory or field equipment.
- Care for plants or animals.
- Manage agricultural or forestry operations.
Find occupations related to multiple detailed work activities
Work Context
- Indoors, Environmentally Controlled — 90% responded "Every day."
- Face-to-Face Discussions — 64% responded "Every day."
- Importance of Being Exact or Accurate — 57% responded "Extremely important."
- Electronic Mail — 54% responded "Every day."
- Freedom to Make Decisions — 49% responded "A lot of freedom."
- Structured versus Unstructured Work — 41% responded "Some freedom."
- Contact With Others — 41% responded "Constant contact with others."
- Work With Work Group or Team — 36% responded "Very important."
- Impact of Decisions on Co-workers or Company Results — 37% responded "Moderate results."
- Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 37% responded "Continually or almost continually."
- Telephone — 34% responded "Every day."
- Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 44% responded "Every day."
- Time Pressure — 38% responded "Once a week or more but not every day."
- Consequence of Error — 45% responded "Very serious."
- Importance of Repeating Same Tasks — 33% responded "Very important."
- Physical Proximity — 37% responded "Moderately close (at arm's length)."
- Exposed to Contaminants — 42% responded "Once a month or more but not every week."
- Spend Time Sitting — 60% responded "About half the time."
- Spend Time Making Repetitive Motions — 43% responded "Less than half the time."
- Duration of Typical Work Week — 85% responded "40 hours."
- Frequency of Decision Making — 46% responded "Once a month or more but not every week."
Job Zone
|Job Zone Four: Considerable Preparation Needed
|Most of these occupations require a four-year bachelor's degree, but some do not.
|Related Experience
|A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
|Job Training
|Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
|Job Zone Examples
|Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, graphic designers, chemists, art directors, and cost estimators.
|SVP Range
|(7.0 to < 8.0)
Interest code: RIC
- Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
- Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
- Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
Work Styles
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Integrity — Job requires being honest and ethical.
- Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Persistence — Job requires persistence in the face of obstacles.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
Work Values
- Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
- Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
Related Occupations
Wages & Employment Trends
|Median wages (2016)
|$20.44 hourly, $42,520 annual
|State wages
|Employment (2014)
|79,000 employees
|Projected growth (2014-2024)
|Average (5% to 8%)
|Projected job openings (2014-2024)
|State trends
|Top industries (2014)
Source: Bureau of Labor Statistics 2016 wage data and 2014-2024 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- Biological technicians . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.
- American Academy of Forensic Sciences (AAFS) , 410 N 21st St., Colorado Springs, CO 80904. Phone: (719) 636-1100. Fax: (719) 636-1993.
- American Institute of Biological Sciences (AIBS) , Suite 200, 1444 I St. NW, Washington, DC 20005. Phone: (202) 628-1500. Fax: (202) 628-1509.
- American Society for Microbiology (ASM) , 1752 N St. NW, Washington, DC 20036-2804. Phone: (202) 737-3600.
- Botanical Society of America (BSA) , P.O. Box 299, St. Louis, MO 63166-0299. Phone: (314) 577-9566. Fax: (314) 577-9515.
- Federation of American Societies for Experimental Biology (FASEB) , 9650 Rockville Pike, Bethesda, MD 20814. Phone: (301) 634-7000.


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This time, the Clippers got it right.
No sweat. No reason to believe they couldn't do this every night without point guard Chris Paul. | PHOTOS
Leaving nothing to chance, the Clippers played it safe and sane during a 96-83 victory over the Portland Trail Blazers in front of a sellout crowd of 19,060 at Staples Center on Sunday night. The Clippers flexed their muscles close to the basket and ended a four-game losing streak.
The turning point came late in the second quarter, when power forward Blake Griffin scored the Clippers' final 11 points of the half and they built a 55-50 lead by halftime. Griffin scored on a hook shot, a dunk, a free throw, two layups and a fast-break dunk to cap an electric run.
Sensing a good thing, the Clippers kept going inside and kept getting rewarded for their persistence around the basket. They began the third quarter with a 19-9 run that turned a close game into a runaway only 24 hours after the Trail Blazers caught them at the finish line in Portland.
The Clippers (33-13) scored 56 points in the paint; Portland (22-22) had 24 points in the paint.
"Chris is a huge part of our team," Griffin said of Paul. "He directs the game from the point guard spot. He has the ball in his hands, I would say, 85 percent of the time. It's everybody's job on this team to step up, and that's what I've tried to do."
Griffin started by playing the role of facilitator, recording six assists in the opening minutes of the game. He was a scorer in the second and third quarters and mostly just an observer in the final period, sitting on the bench with the Clippers holding a commanding lead.
Griffin finished with 23 points, five rebounds and nine assists for the Clippers, who played for the fourth consecutive game and the seventh time in nine contests without the injured Paul. Griffin made 9 of 15 shots overall, and was 5 for 5 during his pivotal second-quarter flurry.
"For us to win, Blake has to play at a high level all the time," Clippers coach Vinny Del Negro said. "Our lead assist guy (Paul) is not around, so we have to run things through Blake. He's making guys better, and that's what All-Stars do. Obviously, Blake is the guy out there right now."
No way was this a one-man show, however.
Eric Bledsoe filled in at point guard for Paul - who has a bruised right kneecap and is out indefinitely - and played a steady if unspectacular game. Bledsoe scored 10 points on 4-for-14 shooting with five assists and zero turnovers in 35 minutes, 7 seconds.
Caron Butler scored 12 points, Jamal Crawford had nine points and Lamar Odom added eight points, 13 rebounds and six assists in 29 minutes in a reserve role as the Clippers' support players came through with what Del Negro labeled "solid" performances.
LaMarcus Aldridge scored 21 points on 9-for-14 shooting and grabbed a team-leading 11 rebounds for the Trail Blazers. Damian Lillard, a rookie point guard, added 16 points, but made only 5 of 14 shots. J.J. Hickson scored 15 points and grabbed 11 rebounds.
"I liked our intensity in the second half," Del Negro said. "We did a better job guarding the 3(-point shots from the Trail Blazers). I thought our activity defensively was the difference in the game. We got solid production from several guys. We needed any win right now."
The Clippers showed their desperate side during the third quarter, when they clamped down on the Trail Blazers and turned the game in their direction with a suffocating defense. The Clippers outscored the Trail Blazers 23-12 in the period.
The Trail Blazers rallied from a nine-point deficit to defeat the Clippers on Saturday at the Rose Garden. It was the Clippers' fourth consecutive defeat.
The Clippers rebounded from a November four-game skid to win a franchise-record 17 in a row. A repeat is unlikely, given Paul's absence and the difficulty of the upcoming schedule.
After all, there's no timetable for Paul's return and the Clippers begin their annual Grammy Awards getaway Wednesday in Minneapolis against the Minnesota Timberwolves. They also visit Toronto, Boston, Washington, Orlando, Miami, New York and Philadelphia.


description: In the quiet Welsh countryside, a rally car is put through a high-octane test before a big rally.

is_us_only: false

title: I Didn't Know That: Rally Car Testing

allowUserEmbed: True

credit: National Geographic

transcript:
Here in the sleepy Welsh countryside the sheep are grazing, the grass is green and the roads are winding. But this is no ordinary road.  It's nearly 50 kilometres of testing track...... for rally cars!
This is multiple National Rally Championship winner Marcus Dodd. Pushing his Hyundai around the track at speeds of over 170 kilometres per hour, he's testing its performance in preparation for a vital upcoming rally. This is essential to make sure the car is fit to take on the punishing course.  And a rally car is a lot more demanding than your average motor.  High Octane fuel for this bad boy costs more than twice as much as normal petrol, and the 140 quid tyres are changed after only 48 kilometres.
This rallying beast is based on a domestic car.  The souping up process took over 500 hours and its now worth £200,000. In a rally, it'll reach up to 200 kilometres an hour in 6th gear.
RACING MECHANIC PTC: We probably test 7 times a year and then we also do a shake down before each event which is actually what we're doing today.  We just test different things.  Er new gear boxes, suspension, different engines.  As many things as the engineers want to play with.
£50,000 of the price tag is the monitoring system.  Around 100 sensors and 2 onboard computers record the performance of almost every part of the car in one hundredths of a second.
After a run, engineers download the data to see which parts of the car need tweaking. They've spotted the exhaust sensor may be broken because of excessive heat...and investigate.
This is the EGT sensor. There's a hole in the end from the temperature where it's burnt the end off, so effectively the sensors now no longer any use and we'll have to throw it away and put a new one on.
With the EGT - or exhaust gas temperature sensor changed, it's time for another run.
This time, all the sensors read A OK, so the car is fit for the rally.


text:
Read the full story here Web Link posted Tuesday, March 25, 2008, 9:23 PM
Town Square
2 picked as Police Department's employees of the year
Original post made on Mar 27, 2008
Read the full story here Web Link posted Tuesday, March 25, 2008, 9:23 PM
Comments (2)
a resident of Another Pleasanton neighborhood
on Mar 27, 2008 at 12:53 am
Kudos to this Officer and the whole Pleasanton PD who don't get thanked enough for the job they do 24 hours a day - maintaining our quality of life. In fact a big thanks goes out to all Police Officers who don't get thanked enough for the sacrifices they and their families make for us.
Do know there are people out there who do care and appreciate your hard work and dedication to the communities you serve.
a resident of Another Pleasanton neighborhood
on Mar 27, 2008 at 12:55 pm
Congratulations Ofc. Schlehuber and Mr. Linton! You both truly deserve the award of employee of the year. It is wonderful that you both are being recognized for your service to our community. Because of you, we are a safe city!
Don't miss out on the discussion!
Sign up to be notified of new comments on this topic.
Tri-Valley cities rank high in poll
By Tim Hunt | 0 comments | 658 views
Question credibility, corroboration before condemnation
By pleasantonweekly.com | 3 comments | 431 views
What You Need to Do Before Your Child Goes to College
By Elizabeth LaScala | 0 comments | 291 views


text:
MusicClass of
Michael Jackson, Django, and Freelancing - His primary instrument is guitar. His specialty, the renowned gypsy jazz of the two-fingered Django Reinhardt. His compositions are poly-stylistic, infusing Impressionist and Modern with mostly folk and popular music. His muse: Michael Jackson. That's right, the King of Pop. In the mid-'80s, a jazz career was the last thing anyone would have pegged for Aaron Walker as the seven-year-old swept dramatically across the living room, gyrating and hee-heeing in step with the immortal Thriller album. But these days he plays three to four gigs a week around Denver.
After college, Aaron formed Elevation Jazz Orchestra, a 15-piece, pre-war big-band ensemble in which he's director, arranger, and guitarist. Then he and other members formed Swing Je T'aime on the side, releasing a debut album in 2010. Earlier that same year, Elevation closed the main stage at Denver's 5 Points Jazz Festival, the largest event of its kind in Colorado. Both groups are fronted by vocalist and fellow CCU alum Chelsea de la Cuadra and regularly feature other alumni and professors from the University.
Aaron is proof positive that you can make a good living as a freelance musician, and he's met many others who do. But it takes more than virtuosic talent, he says. It requires a whole lot of diligence.
"No one is going to post an ad on Craigslist offering a freelance music job 40 hours a week," he jokes. "You have to make your own work." Each week, he rehearses for 20 hours to stay sharp and spends up to 40 more researching music, arranging charts, traveling and performing, and developing a list of on-call artists for future gigs. Then there's maintaining his instruments, recording and mixing demos, and of course, drumming up business.
Aside from his home ensembles, Aaron's often hired as a sit-in with other groups, sometimes next to musicians he's never met before. Unlike in school, freelancers don't get numerous rehearsals for several months before a show, yet everyone expects them to sound like they've been together for years. "You have to be able to read charts, play the style, interact musically, and nail it all," he says, "or you won't be called back." In short, you've got to really, really know your craft. But Aaron embraces the challenge to do what he loves.
If you want a competitive leg up as a working musician and you don't see a famous rock band in your future, Aaron stresses formal training. He's played with music alumni from schools all over Colorado and thinks CCU produces quite a few fantastic technical players. What's more, it's the combination of musicianship and professional character taught at CCU that makes them stand out, lessons that weren't as prominent even in his graduate school. "There are a lot of players much better than me, but I've been hired over many because people know I'm reliable and will come with a good attitude," Aaron recalls. Musicians who stray from that code, no matter how talented, can end up blacklisted and out of work.
But Aaron's prospects are fine. Going back to his Thriller days, one fateful afternoon his cassette player finally ate the well-worn tape. He cried all day at the loss. In the end, you could say, Michael was just prodding Aaron to make his own music. He took the suggestion to heart and it's paying off, straight to the bank.
Professor of Music & Coordinator of Instrumental Music
Harp Instructor
Professor of Music
Dean and Professor of Music
Music, Performance emphasis
, Class of 2002


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Hi All,
I am looking to sell a website that i currently run, content wise it falls into the 'web design inspiration' category i suppose.
what im selling is the existing 5 yr old*domain, twitter account with 700 followers, 575 RSS subscribers, current web design & all files associated with it.
in terms of stats about 3-4 years it was getting about 3000 visits a month, its now getting about 300 a month due to some downtime, lack of maintenance & lack of promotion, for this reason im not sure it would be a huge success on flippa but i do think it still has some worth behind it and would like to find it a home with a designer who has some interest in the area!
All help appreciated! Thanks.
You can sell your website on forums.
Try to sell via forums or special portals.
Not on this forum
Who knows. But flippa is one of the places to sell your website. So I guess your question is if there are better places?
post the thread like this one on advertisement websites, ebay... as many as you can, Many people will catch it. But 300 visits seems to be so poor
thanks for the suggestions, names of forums / special portals is what i was hoping to find out.
300 visits is poor, but its more the brand, domain, site design, rss, twitter, etc. that i'd imagine people to be interested in. (plus i wouldn't be expecting much.. )
Flippa is the best place to sell your website.
Another hit place is sedo ( More preferable for domains)
You can also sell via digitalpoint,warriorforum.
Flippa is currently THE place; you can also try Sedo. With the stats you mentioned, I'd bet you'd still get a fair figure for it; I'm surprised at some of the stuff that sell for much on Flippa. However, as you know, the actual wording of the domain weighs much in the equation as well <= that, you did not disclose!
You can sell your website at Forum's or by using Classified ads.
Look for a forum where there's a thread of buy and sell. Mostly webmasters forum's has it.
300/3000 visitors a month is really very poor. what is the price of your domain .
The price is irrelevant, since he can't sell it here.


text:
Hi, just wondering if there are any authentic catch wrestling schools/coaches left in the UK?
Seen that there are 2 guys on the scientific wrestling site that are from the UK and have been accredited by Billy Robinson, but no amount of googling can track them down.
Preferably looking for anyone in the south of the country, but if needs must happy to travel.
cheers in advance.


text:
Constituent Update - June 7, 2013
Constituent Update - June 7, 2013
FSIS Proposes New Labeling Rules for Mechanically Tenderized Beef Products
FSIS is proposing new requirements for labeling beef products that have been mechanically tenderized, including adding new cooking instructions, so that consumers can safely enjoy these products.
"Ensuring that consumers have effective tools and information is important in helping them protect their families against foodborne illness," said Under Secretary Elisabeth Hagen. "This proposed rule would enhance food safety by providing clear labeling of mechanically-tenderized beef products and outlining new cooking instructions so that consumers and restaurants can safely prepare these products."
To increase tenderness, some cuts of beef go through a process known as mechanical tenderization, during which they are pierced by needles or sharp blades in order to break up muscle fibers. Research has shown that this process may transfer pathogens present on the outside of the cut to the interior. Because of the possible presence of pathogens in the interior of the product, mechanically tenderized beef products may pose a greater threat to public health than intact beef products, if they are not cooked properly.
Since 2003, the Centers for Disease Control and Prevention has received reports of five outbreaks attributable to needle or blade tenderized beef products prepared in restaurants and consumers' homes. Failure to thoroughly cook a mechanically tenderized raw or partially cooked beef product was a significant contributing factor in all of these outbreaks. In developing this proposed rule, FSIS used data from its own research, from the Agricultural Research Service, and from the CDC to determine the public health risk associated with undercooking mechanically tenderized products, and the benefits of the proposed rule.
The proposal was posted yesterday on the FSIS website at http://www.fsis.usda.gov/wps/portal/fsis/topics/regulations/federal-register/proposed-rules and soon will publish in the Federal Register. The comment period will end 60 days after the proposal publishes in the Federal Register and must be submitted through the Federal eRulemaking Portal at www.regulations.gov, or by mail to the U.S. Department of Agriculture (USDA), FSIS, OPPD, RIMD, Docket Clearance Unit, Patriots Plaza III, Room 8-164, 355 E Street, S.W., Washington, D.C. 20024-3221. All items submitted by mail or electronic mail must include the agency name and docket number, which will be assigned when it is published in the Federal Register.
Faces of Food Safety: Introducing Scott Seys
Fulfilling his dream, today Seys works as an Epidemiologist at the national level with FSIS' Office of Policy and Program Development (OPPD). In OPPD, he helps to develop food safety policy and guidance published in directives and notices to reduce foodborne illnesses and hazards. "I was excited to take the position in OPPD to explore how to more broadly prevent illnesses using more widespread interventions and policy," said Seys.
Working with other FSIS staff members, Seys provides critical scientific and technical assistance to field inspection personnel and other field investigation staff through askFSIS, principally concerning allergens, test and hold policies, ready-to-eat (RTE) products and Listeria monocytogenes (Lm). Seys also began developing outreach materials and educational supplements regarding Lm at retail.
To read more about Seys and other Faces of Food Safety, visit http://www.fsis.usda.gov/wps/portal/informational/aboutfsis/faces-of-food-safety/faces-food-safety-sseys.
Export Requirement Updates The Library of Export Requirements has been updated to reflect changes in export requirements for the following areas:
- Canada
- Japan
- Kuwait
- Mexico
- South Africa
Complete information can be found at http://www.fsis.usda.gov/wps/portal/fsis/topics/international-affairs/exporting-products.
IFSAC To Hold Webinar
The Interagency Food Safety Analytics Collaboration (IFSAC) is sponsoring a webinar on Tuesday, June 18, 2013, from 4:00-5:00 PM EDT. The webinar will describe IFSAC's activities and provide an update on its project to improve classification of foods into different categories for attribution analysis.
Preventing foodborne illness is a goal FSIS shares with other agencies and organizations, and those food safety partners can contribute needed expertise and resources to this common effort. For this reason, FSIS established goals in the agency's 2011-2016 Strategic Plan to both reduce foodborne illness from FSIS-regulated products and strengthen collaboration among internal and external stakeholders to prevent foodborne illness (Goals 1 and 4, respectively).
In working to meet this goal, FSIS, with the FDA and the CDC, formed IFSAC in 2011. This tri-agency analytic collaboration is focused on projects related to foodborne illness source attribution; that is, on improving the data and methods used to estimate the proportion of foodborne illnesses that are caused by specific contaminated foods, including those that are regulated by FSIS. Improving those estimates will improve FSIS' ability to measure and assess its effectiveness on reducing foodborne illness.
To register for the webinar entitled, "Improving the Categories Used to Classify Foods Implicated in Outbreaks" go to http://ifsac-webinar-201306.eventbrite.com.
Follow Us On Twitter
Find food safety information for at-risk people, along with tips and resources to keep consumers and other interested groups informed of the latest agency news and events. Follow FSIS on Twitter at www.twitter.com/USDAFoodSafety.
Also Tweet en Español
The FSIS Spanish language Twitter feed keeps consumers and other interested communities informed of the latest agency news and events and provides useful food safety tips.
Follow FSIS' Spanish Twitter account at www.twitter.com/usdafoodsafe_es.
Registration Open for RCC Dialogue on June 20
The U.S.-Canada Regulatory Cooperation Council (RCC) is organizing a RCC Stakeholder Dialogue Session to solicit input from stakeholders across the range of sectors included in the RCC effort. The U.S. Department of Commerce sent out invitations to the event on May 29, 2013, and FSIS is following-up with this announcement. The stakeholder event will be held in Washington, D.C., on June 20, 2013, at the Embassy of Canada, and is designed to review progress on the implementation of the Joint Action Plan and seek input on the next phase of regulatory cooperation.
To register for the stakeholder event on June 20, or for further information about the RCC, visit www.trade.gov/rcc/. Registration slots are limited, but if you are not able to attend the event, webinars of the discussions will be made available on-line and alternative options to provide feedback will be made available.
Additional information about the RCC can be accessed via the link to the following White House Fact Sheet: www.whitehouse.gov/the-press-office/2011/12/07/fact-sheet-us-canada-beyond-border-and-regulatory-cooperation-council-in. A copy of the RCC Action Plan, 2012 RCC Progress Report, individual sector work plans and other RCC related information is available at www.trade.gov/rcc/. FSIS and USDA related questions, comments and concerns relative to the RCC initiatives and the stakeholder meeting can also be addressed to email@example.com. For those unable to attend the stakeholder meetings in Washington, D.C., on June 20, comments for FSIS and other USDA agencies may be directed to this same address for review.
Food Safety Information Available During Severe Weather
We practice basic safe food handling in our daily lives, but obtaining and storing food safely becomes more challenging during a power outage or natural disasters. Residents with questions about the safety of their food as a result of weather damage and power outages are encouraged to call the USDA Meat and Poultry Hotline (888-MPHotline or 888-674-6854), available in English and Spanish from 9 a.m. to 3 p.m. CDT weekdays.
Ask Karen, FSIS's virtual food safety expert, is available in English and Spanish 24 hours a day, 7 days a week with answers to nearly 1,500 food safety questions. Ask Karen can be downloaded for free for iOS and Android devices.
Updates on FSIS Testing for E. coli
FSIS posts bi-weekly updates for the agency's raw ground beef E. coli sampling program. Included are testing results of raw ground beef component samples for E. coli O157:H7 and STECs from FSIS routine and follow-up sampling programs. Also featured is data for non-O157 STECs by each non-O157 STEC serogroup.
To review testing results, go to http://www.fsis.usda.gov/wps/portal/fsis/topics/data-collection-and-reports/microbiology/ec/testing-program-for-e-coli-o157h7-and-non-o157-stec.
FSIS Policy Updates
FSIS issues notices and directives to protect public health. All notices and directives are available at http://www.fsis.usda.gov/wps/portal/fsis/topics/regulations. The following policy updates were recently issued:
Notice 37-13, Length of Service January, February and March 2013
Notice 38-13, Interpreting Results of FSIS Verification Sampling of Domestic Beef Product Derived From Advanced Meat Recovery Systems (AMR01/FAMR01)
Get Answers at AskFSIS
AskFSIS is a web-based technology and policy question-and-answer forum on topics such as exporting, labeling, inspection, programs and procedures. In addition, AskFSIS offers Really Simple Syndication (RSS) feeds that link back to the Q&As.
Visit http://askfsis.custhelp.com/ to view recently posted topics.
FSIS to Hold Public Meeting on HACCP Validation
Last week, FSIS announced in the Federal Register the availability of updated guidance for Hazard Analysis Critical Control Point (HACCP) systems validation. In addition, FSIS announced that it will sponsor a public meeting in Washington, D.C., on June 25, 2013, to review the guidance document.
The public meeting will be held from 8:30 a.m. to 12:30 p.m., at Patriots Plaza III, First Floor Auditorium, 355 E Street, SW, Washington, D.C. Due to increased security measures, all persons wishing to attend must RSVP in advance.
FSIS will finalize an agenda by June 18 and post it on the FSIS webpage at http://www.fsis.usda.gov/wps/portal/fsis/newsroom/meetings. Individuals interested in making a public comment during the teleconference may do so on the registration form.
To view the Federal Register notice, go to http://www.fsis.usda.gov/wps/wcm/connect/13f49670-aeeb-49f6-9f0d-e79983404efa/2009-0019.pdf?MOD=AJPERES
Codex Public Meeting
USDA's Office of the Under Secretary for Food Safety in conjunction with the FSIS is sponsoring a public meeting to provide information and receive public comments on agenda items, and draft U.S. positions to be discussed at the 36th Session of the Codex Alimentarius Commission (CAC), which will be held in Rome, Italy July 1-5, 2013.
The public meeting will be held June 18, 2013, from 1 to 4 p.m. at USDA headquarters, The Jamie L. Whitten Building, 1400 Independence Avenue SW, Room 107-A, Washington, DC 20250.
Documents and agenda items related to the 36th Session will be accessible at: www.codexalimentarius.org. To join the public meeting by conference call, dial 1 (888) 858-2144, participant code: 6208658.
For more information about the public meeting and the 36th Session of the CAC and how to submit comments, go to http://www.fsis.usda.gov/wps/portal/fsis/newsroom/news-releases-statements-transcripts/news-release-archives-by-year/archive/2013/NR-061713-01.


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Can anyone who knows about Judo (present day) please P.M me.
I have some questions about gradings and a some other stuff.
Can anyone who knows about Judo (present day) please P.M me.
I have some questions about gradings and a some other stuff.
I currently grade in Judo every month.I have been grading in Judo since 2004 so i have a reasonable understanding of the old,and new rules.
I'm quite happy to answer questions on the forum so my answers could possibly help others,so if you like,ask the questions here and i'll answer them.
I may be able to help also but why ask on a no gi forum????
Ok. Thanks Simon.
My questions...
1) Has the new syllibus taken affect now?
2) If so how are these new gradings recorded? I still have the old type Judo License book with all the old kyu's theory stuff in them. (I tried ordering a new booklet but they just sent me another paper membership/insurance thing to go stick in the book)
just causing myther - im bored! Neil adams on a bjj forum!
Yes syllabus has started and is recorded in licence book. (glad i dont need to do it)
What license book though? Is there a new one?
Still the old one i think - almost sure of it. Although I know the syllabus would be different
Awesome, cheers!
I have another question though if you don't mind?
Do you know how the new grading system has affected the Budokwai gradings? Do they still do gradings last sunday of each month and if so, can anyone still turn up to them to get graded?
Depends what grade you are i suppose? I would guess Simon could help - as a budokwai semi regular.


text:
Ashwini - from Middletown, CT
It is not necessary to refrigerate this cake overnight. The combination of buttercream and fondant will seal in the moistness of the cake – so you'll find it just perfect the next day! Fondant covered cakes can be stored at room temperature for 3-4 days.


text: Our programs are designed for students who truly want to make a difference. Courses emphasize problem solving, communication strategies and a sense of entrepreneurship. With a focus on the future, Marymount California continues to grow. We're expanding our campus, our faculty and our programs all to help our students realize their full academic and professional potential. Grow with us. See your future through our eyes. It looks amazing.


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'"You can bring that into your coaching: what it takes, what the pitfalls are along the way. Coaching . . . might be a little more difficult if you've never won the Stanley Cup. . . . There's that credibility factor. And he has it, being a member of a team that won something."'
Barber has been there, won that
April 16, 2001 Submitted by


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Library and Archives
Curious about the natural world? Then you're in the right place.
The Library and Archives has been developing its unparalleled collection of natural history literature, artwork and information resources since 1881.
Museum scientists and visitors can use the search engine to find specific articles and journals, or simply explore our collection pages to discover the treasures of the Library and Archives.
Service updates
Revised opening times for external visitors on 16 August 2017
Due to staff training the Reading Room will be open 10:00–12:30
Audit of Library and Archives collections, 11–22 September 2017
The Library and Archives will be closed to external enquiries and appointments during this period. The public reading room will re-open for appointments from Tuesday 26 September 2017.
Opening hours
- South Kensington: Tuesday to Thursday 10.00-16.00
- Tring: Monday to Thursday 9.30-15.30
Using our services
Find out how to search the collections, access our resources or visit one of our reading rooms.
Our collection
Browse the highlights of our incredible collection or use the search tools below to find exactly what you are looking for.
About us
Find out how the Library and Archives has evolved to support a broad range of research.


text:
Faculty Added and Instructional Offerings Expand at Tampa Bay Campus
December 11, 2012 – Thomas M. Cooley Law School has added three new faculty members at the school's Tampa Bay campus. Professor Renalia Smith DuBose of Plant City, Fla.; Professor Victoria Cruz-Garcia of Tampa, Fla.; and Professor Barbara Kalinowski of Canton, Mich. will begin teaching in January as the school expands to offering afternoon classes. Cooley began offering evening classes when the school opened in May and morning classes were added in September.
Renalia Smith DuBose
DuBose will join the faculty as an adjunct professor teaching Contracts. She is currently the assistant superintendent for administration at Pasco County Schools where she is responsible for oversight of human resources, employee relations, information services, transportation and the district's education foundation. DuBose previously served as an adjunct professor at St. Leo University and the University of Florida. She earned her bachelor's degree from the University of Florida, her master's degree from the University of Southern Florida and her juris doctor from Florida Agricultural and Mechanical University.
Victoria Cruz-Garcia
Cruz-Garcia will join Cooley's full-time faculty and teach Professional Responsibility. She is currently a partner at Cruz-Garcia Law, P.A. where her primary areas of practice include family law and commercial litigation. She was a trial attorney in the Commercial Litigation Practice Group at Solomon Law Group, P.A. Cruz-Garcia served as a supervising attorney in civil litigation at the Curry Law Group, P.A. and at Joyce Reyes, P.A. She earned a bachelor's degree from Rutgers University and a juris doctor from Stetson College of Law. She is president of the Tampa Bay Hispanic Bar Association and serves on the Voluntary Bar Liaison Committee for the Florida Bar Association.
Barbara Kalinowski
Kalinowski will also join Cooley's full-time faculty teaching Legal Research and Writing. Before joining Cooley as an adjunct professor at the school's Michigan campuses, Kalinowski was the director of research, writing, and advocacy programs at Ave Maria School of Law. She has held positions with the Michigan Court of Appeals, the Third Judicial Circuit Court of Michigan, and operated a solo appellate research and brief writing practice. Kalinowski earned her bachelor's degree from the University of Michigan and juris doctor from Wayne State University, in Michigan.
"The experiences that Professors Cruz-Garcia, DuBose and Kalinowski bring to Cooley are paramount to the growth of our legal programs," said Jeff Martlew, Associate Dean at Cooley's Tampa Bay campus. "Our students will be receiving education from experts who have extensive experience practicing law and this translates into graduates who will be practice-ready."
Cooley's Tampa Bay campus is located at 9445 Camden Field Parkway, Riverview, Fla.
About Cooley Law School: Founded in 1972, the Thomas M. Cooley Law School is a private, nonprofit, independent law school accredited by the American Bar Association and the Higher Learning Commission. Cooley has provided its more than 16,000 graduates with the practical skills necessary for a seamless transition from academia to the real world. Cooley offers its Juris Doctor program, Joint Degree programs, and Master of Laws programs three times a year with enrollment in January, May and September. Cooley Law School has campuses across Michigan in Lansing, Auburn Hills, Grand Rapids and Ann Arbor, and its new campus in Tampa Bay, Florida.


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This is your opportunity to gain valuable work experience and insight into our business, while developing and demonstrating your skills in the financial industry.
Text Size
We welcome candidates from diverse cultural and educational backgrounds. If you are interested in the financial markets, have a strong academic performance and professional drive, we encourage you to apply, regardless of your discipline or major.
We look for individuals who can balance competition and team work, have drive and motivation, integrity, intellectual curiosity, leadership potential and a passion for excellence. In return, we can offer you an internship with real responsibility, outstanding training and the chance to learn from the best.
Summer Internship
Operations Summer Analysts join a ten-week comprehensive program, where you are given the opportunity to learn critical business skills while gaining fundamental experience in either Capital Markets Operations, Financial Analytics & Reporting, Operations Design, or Data Science & Engineering. We look for students who possess various academic backgrounds based on these functional alignments. They are highly motivated team oriented individuals who have demonstrated outstanding academic achievements with excellent organization and communication skills.
You will join a team-based, collegial environment where people take the time to properly train and mentor you in your specific role. A significant portion of our full time Analyst class comes from our summer internships.
READ MORE: Our Operations Summer Analyst program [PDF]
READ MORE: Our Operations Semester Analyst program [PDF]


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Results 1 to 12 of 36
Some stats at the quarter pole....dissecting what they mean
First, here are some straightforward ones:
Joe Flacco: 1269 passing yards, on pace for 5076, yet still only 3rd in the league, which shows you the direction the game has gone.
Ray Rice:491 yards from scrimmage. That puts him on pace for 1964 for the year. If he can average 125.8 YFS for the remainder of the season, that will give him his 3rd 2000 YFS of his career. Assuming he does, that he will join an elite company of current and future Hall of Famers with Faulk (4 times), Payton (4), Dickerson (4), Tomlinson (3), Barber (3), Holmes (3), and James (3). That's pretty elite company.
Rice currently trails Jamaal Charles for the lead in YFS, so Sunday's matchup will be interesting in that respect. However, Jamaal Charles only gets to play that pitiful, pitiful Saints defense once this year, and most of his yards seem to come at the expense of that historically-awful defense.
Now here are some of the stats I thought were a bit bizarre.
Ravens Defense:
Points allowed: ranked 10th (respectable)
Yards allowed: ranked 23rd (not good)
As bad as our offense has been at times, having this type of rank disparity is typically a sign of a good team.
Rush attempts allowed: 7th most
Rush yards allowed: 13th
Rush yards/carry allowed: 3.2 (tied for 3rd in NFL)
So, again, that is a positive stat for the defense. Teams are running the ball a bunch against us, but with minimal success.
Passing yards/game allowed: 29th in NFL
Pass attempts/game against: 4th most
Pass completes allowed per game: 24th
Pass completion % by opponent- 10th
Opposing passer rating- 10th in NFL
I think this might again mean that our defense isn't really as bad as it might have seemed. Even though we are giving up yards too easily, it seems to be a byproduct of a very high amount of attempts by opposing offenses. If we give up the 4th most amount of attempts, it's logical to think that an average defense would give up the 4th most yards, which we have. What would be alarming would be if we were middle of the pack in attempts against and in the bottom four in yards allowed. Yet, that's clearly not what has happened.
Even though we have seemingly struggled quantitatively on defense, we are still a decent/above average using every qualitative measure available, both in terms of how we are limiting the efficiency of our opposing QBs and in terms of limiting the opposing running game.
Our stats are skewed by the fact that we have allowed so many plays against us. We have allowed the 7th most rush attempts against us (despite our success stopping the run) and the 4th most pass attempts. The Ravens defense has faced 291 offensive plays this year, tied for 3rd most. By comparison, the Texans (arguably the AFC's best defense) have only had 232. Those extra 59 plays are nearly a games-worth of defensive snaps that the Ravens have faced over a team like Houston. No wonder we are towards the bottom in the league in yards/game allowed.
Now here's the strange stat:
Pass TDs allowed: 2 (Tied for 1st in NFL)
So, this team is 29th in Yards per game allowed, yet only 2nd in pass TDs allowed. Again, I think this is a good sign, that despite the lack of a pass rush, our defense has really maximized it's productivity by being the kings of the "bend but don't break" effiency mode. Yes, the Ravens have given up 6 rushing TDs, some of which were due to drives that were mostly passing plays, but this stat does show that, while the Ravens might give up a lot of yards in front of them, they've protected the goal line extremely well.
One last stat:
1st downs allowed: 30th
So, this stat kinda sums up the entire compilation of these stats. The Ravens defensive "problems" have been a byproduct of one thing, an inability to get off the football field. Everyone is talking about these high yardage totals as a sign of despair for our defense. They're not. Our defense is limiting our opposing offenses, and opposing QBs, to below-league-average levels of productivity. They aren't top 5 levels like we are accustomed to seeing, but it's still within the acceptable ranges. Our defense is also doing a great job of keeping the ball out of the end zone in relation to the amount of yards allowed.
Allowing our opponents 73 plays/game is clearly unacceptable, but I would consider this a much smaller sin than giving up oodles of points. I would also consider it a smaller sin than allowing opposing QBs to go wild against us (there are 9 teams who have allowed an opposing QB rating of 99.7 or higher so far this year, which is ridiculous). The QB rating against us this year is 78.4. That's 10 points worse than the league leading 68.8 we allowed last year, but I don't see any stat where we are in the top 10 as troubling in the least.
The encouraging part of this is would figure to be a correctable issue. Naturally, the return of an effective Suggs changes a lot. However, even without him, I don't think it's reason to panic. I would be far more concerned if the Ravens were allowing opposing offenses to pass the ball up and down the field with little resistance. When you look at all the stats and our passing TDs allowed, that's clearly not the case. One area of improvement in 3rd down stops and we are back in our normal spot in the top 8-10 defenses in the league. Even if the improvement never comes, there are bigger areas impacting other defenses around the league. I can live with the yards as long as they don't translate into points, and based on the season's first four games, our defensive efficiency is doing just fine.
10-02-2012, 06:37 PM #2Hall Of Fame Poster
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Re: Some stats at the quarter pole....dissecting what they mean
Makes we wonder how much of those 291 defensive snaps are a result of our 3rd down defense being below average or our quick strike offense scoring too quickly. It's probably the 3rd down defense. Can anyone dig up those numbers?
Re: Some stats at the quarter pole....dissecting what they mean
10-02-2012, 07:30 PM #4Hall Of Fame Poster
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10-02-2012, 07:35 PM #5Regular 1st Stringer
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Re: Some stats at the quarter pole....dissecting what they mean
It really looks like the Ravens offensive no-huddle is what is hurting the Ravens defensive stats. But I think that's ok, because as long as our offense is scoring points while gaining all those yards they will still win the games.
Good thread - I think the stats DO say something: things aren't all that bad on defense.
10-02-2012, 07:39 PM #6Hall Of Fame Poster
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Re: Some stats at the quarter pole....dissecting what they mean
Hmmm..just looked up our 3rd down defensive rankings, we are tied for 13th in the league at 35% and we've faced 60 third down attempts which is tied for 3rd most in the league. We are just not getting off the field when we need to and therefore our inability to bring the QB down can be a little glaring here. We've only collected 9 sacks in 4 games thus far. That number needs to get better
Re: Some stats at the quarter pole....dissecting what they mean
It seems like a lot of the passing yards came late in games as well, would love to see a breakdown by quarter.
The one obvious stat that i have mentioned before is the YPC against, everyone was soooo scared to death about losing Suggs/JJ/FRedding, they fail to realize with our Dline and 52 in the middle we can still be one of the best.
The setting of the edge is going just fine.Follow me on Twitter! https://twitter.com/#!/thenflanalyst
Re: Some stats at the quarter pole....dissecting what they mean
The Bengals game is the perfect example.
We scored so fast on our drives and our defense let the Bengals drive slowly down the field nearly every time.360 tag: Ahhhhhhhhnold
10-02-2012, 10:38 PM #9Regular 1st Stringer
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Re: Some stats at the quarter pole....dissecting what they mean
I pointed out the defensive passer rating in another thread before the Cleveland game, but it's worth bringing up again. I think our pass defense is the single biggest difference between this year and last so far.
att: 534
comp: 288
%: 53.9
td: 11
int: 15
defensive passer rating: 69.0 (1st in NFL)
att: 162
comp: 98
%: 60.5
td: 2
int: 4
defensive passer rating: 78.4 (10th in NFL)
It's actually a lot better now than it was last week--Weeden's effort really helped this stat line across the board. However, it's interesting to note that the Ravens only gave up a passer rating above 90 twice all of last year--to Hasselbeck week 2 and to Rivers week 15. That's already happened twice so far this year--Vick had 94.7, and Brady was 101.2, which is almost double his rating from the AFCCG, and in M&T.
I can only surmise that the comparative lack of pass rush is giving opposing QBs more instances of ATS (as Filmstudy calls it), because this is basically the same secondary from last year, no? With what seems to be an improved Ed Reed... So, more ATS, more chance that they find a target/can make the throw to get it there.
Re: Some stats at the quarter pole....dissecting what they meanFollow me on Twitter! https://twitter.com/#!/thenflanalyst
Re: Some stats at the quarter pole....dissecting what they mean
I find it dissappointing that our front 7 cannot generate genuine pass rush without Suggs. I mean even McPhee was so good in this department last year, but I didn't expect much drop off considering Ngata is still there to simply bully linemen.
To me, Kruger and McPhee are more disappointments than Upshaw's (as he was our first pick) simply because they've been there and the other is sill a rookie.Self appointed Ravens SuperFan in the southern hemisphere/New Zealand.
10-03-2012, 12:27 PM #12Regular 1st Stringer
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More miscellaneous ramblings
[Has it really been almost a month since I last posted? Probably. But with the Lindependence 2008 project hopping, maybe that's not so surprising. My apologies for the long hiatus to those outside my family who read this blog.]
The Heron has landed: Ubuntu let fly with its semiannual release — Hardy Heron, which really goes by the name Ubuntu 8.04 (and Kubuntu 8.04 and Xubuntu 8.04, for those of you keeping score at home) — and it certainly has a lot to offer. Having a chance to tinker with the beta in preparation for the Cabrillo College installfest yesterday, I seem to join a legion of those who use Ubuntu who are deeply impressed with this release. In fact, some are so impressed — like the writer of this eWeek article who seems to think that the *buntus are ready for prime time. Let's hope he's right.
[Also, hats off to the Xubuntu developers who completely kicked bug butt in getting 8.04 out the door. How do I know this? For some reason, I'm on the developer's mailing list and the bug reports — and their solutions — were fast and furious over the last few weeks. Way to go, Cody and others on the Xubuntu team.]
MySQL, YourSQL, OurSQL: The MySQL conference in Santa Clara two weeks ago was yet another learning experience wrapped in a swagfest. If I keep going to these, I may never go naked again, with a total of 12 T-shirts (one a small YouTube shirt for Mirano, of course) garnered during the course of the show. I worked the dbEntrance booth with Tod Landis and Shane Duan, two ex-Borland guys who have written a browser for MySQL that's definitely worth a try. Not to toot my own horn or anything, I did get dbEntrance up and running on a Hardy Heron beta with Shane's help and they work like they were made for each other.
[dbEntrance was fortunate enough to be across from the Red Hat booth, which had a monitor looping a video called "Truth Happens" which was absolutely great. Watch it here. Go ahead, I'll wait.]
Follow the money: Scott Ruecker wrote an editorial on LXer.com rightfully questioning the validity of a report from The Standish Group International that says the "disruptive technology" of open source has cost the IT industry $60 billion over the last five years. So Scott asks $60 billion question: How did it cost the IT industry $60 billion dollars? Where did the money go and to whom?
[Scott does acknowledge that those are more than one question and apologizes for it in the editorial, though I don't feel an apology is necessary; at least not from Scott.]
More on Lindependence 2008 upcoming, which is starting to come together better than I had expected. Watch this space.
(Larry Cafiero is an associate member of the Free Software Foundation.)


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Friday, January 06, 2012
"Not a one shot event"
One? The very sensible idea that gifted identification should "be a recurring phenomena, not a one-shot event." The old idea that you test once at third grade has a lot of holes in it. For starters, the "third grade" idea seems quite late to me. Apparently people were concerned that some kids learned more at home or went to pre-school, but by third grade, this would all come out in the wash. How arbitrary. Why not 2nd grade, or 4th grade? If gifted identification is about school accommodation (as it should be) then kids should be tested as they're starting school. That is, around kindergarten. If people really think everything will come out in the wash by third grade, then keep testing. And why not after that too? There's nothing magical about third grade.
Personally, I like the idea of individually-matched curriculum and pacing, as is becoming more possible through digital learning. In this case, you're constantly testing and figuring out what a child needs. You can also move at different paces for different subjects. Much of our approach to education is stuck in old mindsets, but here's hoping this is the year this starts changing.
As we start another year with Gifted Exchange, I'd love to hear what people would like to see covered. My oldest child will be starting kindergarten in the fall so, after years of shooting off my mouth about schools and curricula and testing and the like, I'll finally have some personal experience with it. Digital learning will be a big topic this year, and possibly education policy too, with it being an election year. Ideas are welcome!
3 comments:
My son was admitted to a gifted program in an Indiana public school starting in 1st grade. The year after he started, the gifted program was expanded to include kindergarten. Every year, one or two students seem to be added to the program in his grade. Although, it gets harder for new students to fit in each year as his class is getting further and further ahead of the regular classes.
- Corin Barsily Goodwin said...
You wrote: "If gifted identification is about school accommodation (as it should be)..." I have to strenuously disagree with that point. Gifted identification is about understanding a whole child - or adult - and how their brain works, what makes them who they are. Giftedness isn't just what they need in school; it impacts their entire lives. That's why it's important to identify and acknowledge giftedness in any child - schooled, homeschooled - and in adults who can use the diagnosis as path down which to walk as they come to better understand themselves.
I was admitted to my districts gifted education program during the second semester of my 5th grade year. My 5th grade teacher apparently thought my parents were against the program, and questioned my parents on the reason I was not in it. Apparently I had been overlooked. It is not fool proof. I had a friend who wasn't identified until 8th grade.


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Defensive struggles are nothing new to LSU.
It's something the Tigers have grown accustomed to recently, playing in a conference in which half the members rank among the top 25 nationally in scoring defense. So when opportunity knocks, LSU knows it needs to answer — especially when it comes to turnovers.
It's one of the few things most college football coaches will agree on: The team that wins the turnover category will usually win the game.
That's held true for the Tigers for the most part this season. LSU has lost the turnover battle in just two games so far, squeaking by Towson after losing three fumbles back in Week 5 but falling at Florida after coughing it up twice and throwing an interception.
The one glaring exception came last week, when the Tigers needed history on their side the most. LSU forced two fumbles against No. 1 Alabama — a team that had only lost six fumbles in its first eight games — but still came out on the wrong end, thanks to a last-minute touchdown drive that put the Tigers' efforts to waste.
"We knew going in that they are a very good team and turnovers were going to be huge for us," said junior safety Eric Reid. "We won the turnover battle, and it played a huge part of the game for us. We were winning until, well, as everyone knows, that last drive. We did what we needed to do we put ourselves in a great position, we just couldn't stick it out till the very end."
Saturday's defensive performance wasn't out of the ordinary, either.
LSU is tied with the Tide for the most turnovers in the Southeastern Conference this season with 23 takeaways. The Tigers have snagged 13 interceptions and 10 fumbles and rank No. 3 in the conference with a plus-11 turnover margin thanks to a recent flurry of takeaways the past three weeks.
In the first six games of the season, LSU forced 14 turnovers, eight interceptions and six fumbles. The past three contests, the Tigers have nearly doubled their output, chalking up five fumbled and four interceptions for a total of nine takeaways.
"We develop as a team as the season went on we've grown and guys have gotten no older," Reid said. "Freshmen aren't freshman anymore. We've developed and it comes with practice."
Reid said the defense doesn't specifically run stripping or interception drills in practice, but the coaches incorporate turnovers into the everyday training.
"When we are practicing, coach wants us to get the ball out," Reid said. "If we're in position to catch the interception, he doesn't want you to drop it. It's not specific drills, but it's a part of every drill."
The efforts have certainly paid dividends. Turnovers almost single-handedly won the Texas A&M game for LSU.
The Tigers forced two fumbles and picked off quarterback Johnny Manziel three times en route to the tight 24-19 victory.
It also helps when the offense does its job. After throwing interceptions in two of the first three games this season, junior quarterback Zach Mettenberger has thrown two picks in the past seven contests.
LSU also hasn't lost a fumble since the Florida loss.
"I don't know if it's the right word, but for lack of a better word, we were a little careless at the beginning of the year," Mettenberger said. "Now we're really focused on making the right reads, on my part, holding onto the ball when it's in traffic, and just the little things like that hope you win games."
The Tigers will need to tap into that again Saturday as they face a Mississippi State squad that, aside from Alabama, is statistically the best turnover team in the SEC.
The Bulldogs ranks second in the conference with a plus-13 turnover margin, with 21 takeaways and just eight turnovers. MSU quarterback Tyler Russell is one of just seven quarterbacks nationally with at least 15 passing touchdowns and no more than three interceptions this season, and defensive back Johnthan Banks leads the conference with four interceptions and 124 return yards.
LSU has more wins against MSU than any other team in the SEC, but the Bulldogs have recently given the Tigers a run for their money, including last year's 19-6 game which was LSU's closest contest of the season, save Alabama.
"They've always had a pretty big defense tapped in here," LSU coach Les Miles said of MSU. "I think they're better on offense. I don't know that they've adopted any specific style against us that's different than any other teams. They've had really quality defenses every year we've played."


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News and Information about Financial Education from the FDIC
In This Issue
Message from the FDIC
From the start of FDIC's Money Smart program in 2001, our main focus has been financial education for adults. In the last seven years, more than a million people have benefited from Money Smart -- including many who did not fit our original "target audience." I'm referring to the hundreds of students in middle schools, high schools and colleges all across America who have received Money Smart training thanks to creative and dedicated teachers who took our materials for adults and molded them into financial literacy resources for youths.
Now the FDIC will be doing even more to help educate young consumers -- we have issued Money Smart for Young Adults specifically for students aged 12 through 20, those formative years that are ideal for learning how to save for their future, buy intelligently and avoid excessive debt. We invite schools, universities and others involved in financial education for youths to make use of this new FDIC curriculum, which is free of charge. Read more in this issue of Money Smart News, including special tips for educators from the FDIC.
Here you can also read about other ways the FDIC is enhancing or updating our financial education products. For example, the FDIC has released four updated foreign translations of the instructor-led Money Smart curriculum. And, the latest issue of our quarterly FDIC Consumer News can help educators explain how and why the FDIC started 75 years ago and how people can benefit from the many services the FDIC offers today.
As always, if you're interested in learning more about the FDIC's education programs or if you'd like to offer a suggestion, please contact your FDIC Regional Community Affairs Officer We want to serve you. And we want to hear from you.
Sandra L. Thompson
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FDIC Issues Money Smart for Young Adults
The FDIC has built upon the award-winning Money Smart curriculum that has reached over one million adults by making available Money Smart for Young Adults, a version targeted for ages 12 to 20. This instructor-led curriculum is targeted to middle and high school students; it is aligned with state educational standards so that teachers can quickly assess how Money Smart for Young Adults can fulfill curriculum or state education requirements. The FDIC curriculum consists of age-relevant versions of eight modules covering topics such as budgeting and managing a credit card, and it includes visually appealing overheads and participant guides. (To order a CD containing the new Money Smart for Young Adults curriculum, go to: http://www.fdic.gov/consumers/consumer/moneysmart/young.html. For examples of how the original Money Smart curriculum is successfully being used to teach young people about money management, see the next item below.)
Passing the Test: Success Stories and Tips for Teaching Kids About Money
In the latest installment of our "Success Stories" -- and in conjunction with the release of the new
Money Smart for Young Adults -- we offer examples of creative and successful ways that Money Smart has been taught to young people (primarily middle and high school students) and tips for effectively teaching kids about money. (Read the stories and tips.)
Updated Money Smart Curriculum Now Available in Four Foreign Languages
The recently revised instructor-led Money Smart curriculum is now available in Spanish, Chinese, Korean and Vietnamese. Educators who previously ordered the curriculum in these foreign languages are encouraged to obtain a copy of the latest version. The curriculum can be ordered online at http://www2.fdic.gov/MoneySmartRegister/.
The FDIC at 75: How It Protects Consumers and How Consumers Can Protect Themselves
Even though the FDIC was created 75 years ago, consumers may not fully understand how the agency serves them and how to benefit from the FDIC's products and services. The Winter 2007/2008 issue of our quarterly FDIC Consumer News features tips and information to remind consumers how the FDIC protects their money, as well as suggestions for fine-tuning personal finances and an update on help for mortgage borrowers having repayment problems. The FDIC encourages financial institutions, financial educators and other parties to make the information in FDIC Consumer News widely available, including reprinting or linking to the material and making copies with their name, logo, a special message and/or self-mailing information. Financial educators can use FDIC Consumer News as a resource for useful consumer information. Educators and their students can sign up for a free subscription and see current and back issues online. (See the latest newsletter and subscription information.)
FDIC Highlights Financial Education Efforts During Observance of National Consumer Protection Week
No matter what a person's age or financial situation, it's important to learn the financial facts of life. The FDIC, in observance of National Consumer Protection Week (March 2-8) and its theme of financial literacy, reminded the public about the agency's wide range of programs and services designed to help consumers make smarter decisions about managing their money.
Supplemental Resources in Computer-Based Money Smart Curriculum are Updated, Enhanced
In our Winter 2008 issue, we reported that the FDIC has updated and enhanced the computer-based instruction (CBI) version of Money Smart that enables students to complete the educational curriculum at their own pace and anywhere they have access to a computer. (To access or order the new CBI version online go to: http://www.fdic.gov/consumers/consumer/moneysmart/mscbi/mscbi.html.) One of the easily overlooked features of the CBI curriculum is the "Information Booth," a collection of supplemental material on topics ranging from budgeting to shopping for credit. This material, which has also been updated, provides additional guidance on more than 100 topics. (To read or print Information Booth material go to: http://126.96.36.199/wwMS/english/InfoBooth/index.htm.)
FDIC Highlights Bank Strategies for Encouraging Low- and Moderate-Income Households to Save
An article in the FDIC Quarterly (2008, Volume 2, Number 1) examines the challenges that lower-income households face in increasing personal saving, incentives banks have for encouraging these households to build assets, and strategies for banks to broaden their relationships with these customers. The article describes several strategies that banks have used to develop asset-building programs for lower-income households, including partnerships with other organizations (such as government agencies, nonprofits and schools) and providing free or low-cost financial education classes. (Read more)
Encouraging Seniors and Other Federal Benefit Recipients to Use Direct Deposit
Nearly 60,000 Treasury-issued checks were forged in fiscal year 2007 -- totaling an estimated $56 million. If you're a financial educator, consider encouraging Social Security and other federal benefit recipients to switch to direct deposit – it's safer and easier. Signing up for direct deposit is free through the U.S. Department of the Treasury's Go Direct helpline (800) 333-1795 and online at www.GoDirect.org. To order free materials or learn more, call 952-346-6055 or go to: http://www.godirect.org/partners/index.cfm.
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