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The Curry School of Education, founded with two professorships
in 1905 as one of the academic schools of the University, was endowed by gifts
of $100,000 from John D. Rockefeller and $50,000 from the State General Education
Fund. The school was named for Dr. J.L.M. Curry, a native Georgian whose accomplishments
made him a man of great renown throughout the antebellum and reconstruction
South. In addition to being an ordained minister, a Harvard law graduate, a
member of Congress, and a U.S. Ambassador, Dr. Curry was a historian, an author,
a college professor, and a strong advocate of universal education.
In 1919, the school was given a professional basis similar
to that of the Schools of Law, Medicine, and Engineering; and, in 1950, a graduate
division was established, offering the degrees of Master of Education and Doctor
of Education. An Education Specialist degree was approved and initiated in 1974.
In 1968, the Curry School of Education entered a period of
rapid and significant growth. By the mid 1970s, the faculty had increased to
approximately 120 members, and there are now more than 20 specialized programs.
The school has assumed a strong leadership role in the state through training
educational personnel, providing valuable professional experiences, and applying
research findings in service to various school divisions, colleges, and other
educational agencies.
The Curry School of Education has two major missions. The first
is to prepare personnel to work in Americas educational system, pre-kindergarten
through collegiate levels, and to conduct research and scholarship that address
problems and issues of importance to our educational system. Through partnerships
with other organizations and educational institutions, the Curry School is committed
to developing exemplary and innovative approaches to address those issues and
problems. The second mission is to enhance human potential by preparing professionals
and conducting research in such areas as psychological/emotional development,
physical development and fitness, and speech/language/auditory development.
These areas contribute to the betterment of the human condition and are directly
related to increased learning and successful experiences in our educational
The school offers graduate students extensive opportunities
for experience in research. The Universitys reciprocal relationships with
school divisions and other educational agencies allow for practicum experience
and provide opportunities to study the implementation of change in varied institutional
settings. Extensive information about the Curry School of Graduate Education
and its programs is available online: curry.edschool.virginia.edu
Curry School of Education
Ruffner Hall, 405 Emmet Street S
University of Virginia
P.O. Box 400261
Charlottesville, VA 22904-4261
(434) 924-3334
The Curry School of Education offers programs leading to the
Master of Education, the Master of Teaching, the Education Specialist, the Doctor
of Education, and the Doctor of Philosophy in Education degrees. There is also
a five-year Teacher Education Program that allows students to earn both a bachelors
and a masters degree simultaneously.
All degree programs offered by the Curry School of Education
that are related to teacher education and educational leadership have been accredited
by the National Council for Accreditation of Teacher Education (NCATE) and the
Teacher Education Accreditation Council (TEAC).
Graduate degrees are available in the following program areas.
In some cases, a particular program includes several sub-specialties. For a
listing of sub-specialties applicable to the Ed.D. and Ph.D. degrees, see the
Doctoral Degrees section.
Administration and Supervision
M.Ed., Ed.S., Ed.D., Ph.D.
Clinical Psychology
Communication Disorders
M.Ed., Ph.D.
Counselor Education
Curriculum and Instruction
Educational Psychology
Educational Research
M.Ed., Ed.D., Ph.D.
Elementary Education
M.T., M.Ed., Ed.D., Ph.D.
English Education
M.T., M.Ed., Ed.D., Ed.S., Ph.D.
Foreign Language
M.T., M.Ed.
Higher Education
Ed.S., Ed.D., Ph.D.
Instructional Technology
Mathematics Education
Kinesiology (Health and Physical Education)
Reading Education
School Psychology
Science Education
Social Foundations
Social Studies Education
Special Education
M.T., M.Ed., Ed.S., Ed.D., Ph.D.
Ruffner Hall The majority of academic facilities and
offices of the Curry School of Education are located in Ruffner Hall. This facility
houses laboratory space for studies in science education, instructional technology,
counselor education, reading, educational psychology, and educational research.
A well-equipped behavioral study area enables students and faculty to carry
on advanced-level clinical observation and research, and a number of flexible
meeting areas provide a supportive environment for studies in education. Additionally,
Ruffner Hall houses centers that provide services to the community, the state
and the nation, while providing students and faculty with instructional and
research opportunities.
The Center for Clinical Psychology Services is a non-profit
clinic providing psychological and educational services to the public and serving
as an in-house training facility for graduate students of the Curry Programs
in Clinical and School Psychology and other areas within the Curry School. The
center is organized into specialized clinics and offers three basic categories
of services: diagnosis, intervention, and consultation.
The Education Library contains approximately 150,000
volumes of current educational materials, a file of over 400,000 ERIC microfiche
titles, and access to VIRGO. The library supports the academic needs of the
undergraduate and graduate programs of the Curry School and provides periodicals,
microfilms, books, and reserve materials required for class reading. Optical
disc (CD-ROM) database systems and Internet connections provide access to materials
from throughout the world. Retrospective research materials in education are
located in Alderman Library.
The Educational Technology Center provides students
and faculty with opportunities for technology-enhanced instruction and research.
The center houses the Audio-Visual Production Lab, a video filming studio and
production facility, the Special Technology Laboratory, the Apple Lab, the interactive
IBM Microcomputer Classroom, and a collaborative classroom with Internet video
The McGuffey Reading Center functions as a laboratory
for the study of the reading process by furthering clinical and empirical research
in developmental reading and preparing graduate students to serve as reading-language
specialists. It also provides a remedial center for children with reading disabilities.
The National Research Center on the Gifted and Talented
The mission of the National Research Center on the Gifted and Talented (NRC/GT)
is to produce and disseminate high-quality, practical research studies relating
to the identification and development of the talent of students. Research has
ranged from investigating ways to encourage talent in young, at-risk students;
to the social and emotional development of gifted students; to investigating
the feasibility of high-end learning in middle schools. There are currently
six faculty and twelve graduate students working on projects of the NRC/GT.
The Personal and Career Development Center is operated
by the Counselor Education Program within the Department of Human Services.
The mission of the PCDC is two-fold: to provide a training venue for graduate-level
counseling students and to provide assessment and counseling service to individuals.
Services are provided to UVa students, as well as individuals from the surrounding
community. People typically seek counseling for personal growth or development,
as well as when they experience problems associated with career-life planning,
interpersonal and family relationships, coping with life transitions, grief/loss,
anxiety, and depression.
The Center for the Study of Higher Education fosters
informed and interdisciplinary approaches to the study of higher education as
a resource for scholars and practitioners. It offers degree programs, seminars,
short institutes, and workshops, as well as research reports and occasional
papers that provide administrators and other educational leaders with fresh
perspectives on developments in the arena of post-secondary education.
The Center for Technology and Teacher Education is
a cross-disciplinary institute with collaborating faculty drawn from several
disciplines, including educational technology, teacher education, and policy
studies. Teachers must be prepared to use the rapidly evolving technologies
that are being placed in todays classrooms to realize the promise that
these technologies hold for the future. One goal of the center is to identify
and develop educational technologies that should be integrated into teacher
education curricula. An equally important goal is to prepare the next generation
of educational technology leaders. Graduate fellows affiliated with the center
are expected to serve in leadership positions in school districts, state education
agencies, and teacher preparation programs.
The UCEA Center for the Study of Leadership and Ethics is
sponsored jointly by the Department of Leadership, Foundations and Policy and
the Ontario Institute for the Studies of Education at the University of Toronto
under the auspices of the University Council for Educational Administration.
The mission of the center is to research issues of moral and ethical significance
to educational leaders, to hold conferences and workshops for practitioners
and professors, and to create and maintain a supportive network for practitioners
and scholars interested in moral and ethical dimensions of schooling.
The following physical education facilities are also a part
of the Curry School of Education:
The Athletic Training and Physical Therapy Clinic provides
therapy for the Universitys athletic teams, Student Health patients, faculty
and staff, and physician referrals from the community. Offering M.Ed., Ed.D.,
and Ph.D. programs in athletic training and sports medicine and an undergraduate
program in sports medicine, the clinic provides practica for both graduate and
undergraduate students. It is located in the McCue Center, adjacent to University
The Center for Cardiac Health and Fitness provides professionally
supervised programs of physical fitness enhancement and coronary risk factor
modification. The programs provide coronary risk factor screening, medically
supervised graded exercise testing (stress testing), supervised exercise programs
for normal adults, and supervised exercise rehabilitation programs for coronary
heart disease patients. The center also serves as a teaching and research facility
for experiences in exercise physiology and sports medicine.
The Motor Learning Laboratory is a research facility
designed to study factors that influence motor skill acquisition and performance.
Research includes investigating perceptual constraints; movement speed; EEG
correlates of movement; substructures of balance, strength, and flexibility;
and psychological factors related to the acquisition and performance of motor
skills. Individuals seeking research experiences related to motor skill acquisition
and performance utilize this laboratory.
The Sport and Exercise Psychology Laboratory is
designed for experimental and interview studies on such topics as observational
learning, peer relationships, perceived competence in sport, coaching feedback,
performance enhancement, and character development through sport.
The Sports Medicine/Athletic Training Research Laboratory
conducts research in injury prevention and rehabilitation. Specific areas of
research include isokinetic assessment of human muscle performance, postural
sway (balance), and joint laxity. The laboratory also collaborates on research
with several departments in the Health Sciences Center, including the Department
of Orthopaedic Surgery and the Department of Radiology.
The Communication Disorders Facilities provide clinical, research,
and office space for programs in speech-language pathology. Classes are taught
in the Curry School of Educations Ruffner Hall. Program facilities include
a conference room; speech and language science labs, an electrophysiological
hearing science research lab, rooms for individual and group client assessment
and treatment, research space, and a computer lab with internet connections.
The Speech-Language-Hearing (SLH) Center, housed
in the Communication Disorders Facility, is an integral component of the Curry
Schools Communication Disorders Program. The Center is a full-service,
ASHA-accredited clinical facility supervised by the faculty and staff of the
Communication Disorders Program. It provides students in the speech pathology
academic program an opportunity to acquire experience working with individuals
of all ages who have a wide range of speech, language, and hearing disorders.
Charlottesville and the surrounding area provide a rich resource
for practical experiences for students in the Curry School of Education. The
nature of a students particular field experience is determined by his
or her field of specialization. It is impossible to list all of the sites available
for students; the following list serves to illustrate the variety:
Education Council All students in the Curry School of
Education are members of the Education Council (EC). In addition to its function
as liaison between students and faculty of the School of Education, the EC participates
in many service programs affecting the University and the Charlottesville community,
such as tutoring underprivileged children and coaching childrens sports.
Council for Exceptional Children is a professional group
focusing on issues related to individuals with exceptionalities. Membership
is open to both faculty and students who have an interest in working with exceptional
individuals. It is sponsored by the Department of Curriculum, Instruction, and
Special Education.
Counselor Education Student Organization membership
is open to all counselor education students. The organization helps to coordinate
student orientation for the fall semester, provides a peer orientation program,
and sponsors both social events and professional development programs for faculty
and students.
NSSLHA The National Student Speech Language Hearing
Association is open to all students in Communication Disorders. It is a professional,
social, and philanthropic organization that sponsors student activities throughout
the year. Membership in the organization also qualifies students for a variety
of benefits, including special rates for journals and conventions, and initial
ASHA membership.
Clinical and School Psychology Student Association has
four major functions. It holds an orientation for new students in the program
each year; sends a representative to faculty meetings to act as a liaison between
the faculty and clinical psychology students; sponsors social gatherings; and
annually bestows the Lucile E. Michie Award in recognition of a professional
in clinical psychology who has been supportive of student development.
Student Virginia Education Association membership is
open to both graduate and undergraduate students. Members participate in various
professional activities, receive educational publications, participate in seminars
and conferences, and receive liability/tort insurance.
Chi Sigma Iota is an international counseling academic
and professional honor society. Founded in 1985, the objective of Chi Sigma
Iota is to promote scholarship, research, professionalism and excellence in
counseling and to recognize high attainment in the pursuit of academic and clinical
excellence in the field of counseling. The Rho Beta chapter of Chi Sigma Iota
was established through the Counselor Education Program at the University of
Virginia in 1989.
Kappa Delta Pi, an honor society in education that was
founded in 1911, chartered its Eta Kappa Chapter at the University of Virginia
in 1951. The constitution of the society reads as follows: the purpose of Kappa
Delta Pi shall be to encourage high professional, intellectual, and personal
standards and to recognize outstanding contributions to education. To this end
it shall invite to membership to persons who exhibit commendable personal qualities,
worthy educational ideals, and sound scholarship. It shall endeavor to maintain
a high degree of professional fellowship among its members and to quicken professional
growth by honoring achievement in educational work.
Phi Delta Kappa is an international professional fraternity
for men and women in education. The membership is composed of recognized leaders
in the profession and students whose leadership potential has been identified.
Members come from a wide range of educational endeavors. They are classroom
teachers, administrators, and college and university professors, who represent
research and teaching interests in all areas. Members promote free public education
through research, service, and leadership. Alpha Beta Chapter was established
at the University of Virginia in 1921.
Admissions Applications for admission to Professional
Development Program and the Master of Education, Master of Teaching, Education
Specialist, Doctor of Education (Ed.D.), and Doctor of Philosophy (Ph.D.) degree
programs may be obtained from the Office of Admission and Student Affairs, Curry
School of Education, Ruffner Hall, 405 S. Emmet Street, P.O. Box 400261 University
of Virginia, Charlottesville, VA 22904-4261; (434) 924-3334. Students who wish
to apply for a doctoral degree program should note the differences in the admissions
requirements for the Ed.D. and the Ph.D. as outlined in the section titled Doctoral
Online applications and extensive information about admissions
can be found at www.curry.edschool.virginia.edu.
Admission criteria include strong Graduate Record Examination
scores, academic records that reflect advanced capabilities (generally a grade
point average above 3.0), strong letters of recommendation, and professional
experience related to the field of study. Students must also submit a statement
of professional goals that reflects their writing skills and their desire to
study at the University of Virginia. This statement should also describe how
professional goals will be enhanced by study in the Curry School. Students from
under-represented groups and/or with diverse backgrounds are particularly encouraged
to apply.
Special instructions apply to the clinical psychology program.
Any student who holds a masters degree in psychology, counseling, or another
closely related area should complete an application for the Ph.D. program in
clinical psychology. Students not holding a masters degree should complete
the application for the M.Ed. program. The application deadline is January 15.
Official transcripts of all previous undergraduate and graduate
work, Graduate Record Examination scores, and at least two letters of recommendation
must be provided as part of the application process. There is a $40 non-refundable
application fee that must accompany the application.
Application Deadlines Admission applications and all
supporting documents, including GRE scores, should be received by deadlines
specified by program areas. Applications completed by February 1 will be considered
for financial aid. Students are permitted to enter the clinical and school psychology
programs in the fall semester only. Applications and required materials for
the Curry Programs in Clinical and School Psychology and Counselor Education
are due by January 15 for admission to the fall semester. The Communication
Disorders Program has a February 1 deadline. The following programs have March
1 deadlines and generally accept new applicants for the fall semester: M.T.
programs; sport psychology, and motor learning.
Graduate Record Examinations The Curry School of Education
requires the Graduate Record Examination basic core of verbal, quantitative,
and analytical writing tests for admission to all graduate programs.. GRE scores
must be current (within five years of the date of application).
Examinations should be taken as early as possible so that scores
are available prior to the application deadline. Information on the GRE may
be obtained directly from the Educational Testing Service (ETS) or from the
Office of Admission in Miller Hall. The designation of Code 5820 should be indicated
at the time of administration to ensure that scores will be sent to the Curry
School of Education.
Completed registration forms and test fees should be mailed
to ETS at least five weeks before the test date to request a test center
in the United States or Puerto Rico, and seven weeks to request a test center
in any other country. For a registration form and detailed information about
registration dates, test centers, fees, and score reporting, obtain the Information
Bulletin (National Administrations Editions) from Graduate Record Examinations,
Educational Testing Service, Box 955, Princeton, NJ 0854; www.gre.org.
It is also possible to take a computerized version of the GRE
in many major cities.
TOEFL Scores All international students for whom English
is not the native language must take and submit TOEFL scores.
Change of Program Area Students are admitted into a
specific program area in the Curry School of Education. To change a program
area or registration status, students must be in satisfactory standing in their
present program area and be approved for admission to the new program area.
Change of status forms to initiate this process are available in the Office
of Admission and Student Affairs in 104 Ruffner Hall.
Matriculation A student who is offered admission must
accept that offer (in writing) and take at least one course at the University
within one year of the matriculation date stated on his or her application or
the school assumes that he or she is not attending the University. After one
year, application materials are destroyed, requiring a new application for readmission.
Readmission is not automatic in such instances and depends upon a full review
of the students record.
Faculty Advisor After being admitted, each student is
assigned a Curry School faculty advisor. The faculty advisor must be contacted
before the first semester of matriculation to plan the degree program. All courses
taken for degree credit must be appropriate to the students degree program
and must have the advisors consent. It is the students responsibility
to determine the specific requirements prescribed by the department and program
Transfer of Credit Students may, with the approval of
the associate dean and the department offering the program, transfer some graduate
credit earned at other accredited institutions. All graduate credit offered
for transfer must be applicable to the degree program the student is pursuing.
Specific limitations and policies governing the application of transfer credit
toward degrees are listed in the section on degree requirements. Undergraduate
courses, or courses previously applied toward an undergraduate degree, are not
transferable for credit to graduate programs.
Through the many continuing and professional studies centers
located throughout the state, the Curry School of Education offers courses that
may be taken for graduate degree credit. Upon request, the Curry School will
organize field courses for local school systems or other organizations in which
teachers may earn non-degree credit.
Enrollment Requirements Although it is not necessary
to be enrolled continuously from the time of acceptance as a graduate student
until completion of the degree, students must apply for readmission to the Curry
School if they allow 12 consecutive months to elapse without being enrolled
in at least one course for credit toward a degree program. Readmission is not
automatic in such instances and will depend on a full review of the students
past record and departmental resources. Students who are readmitted are subject
to the current requirements.
Ph.D. students must be continually enrolled in each academic
semester. Students who fail to do so must re-apply.
All students, resident or non-resident, must be officially
registered during the semester in which a degree may be conferred and at any
time in which University resources are used (e.g., examinations, committee meetings,
faculty conferences).
Registration Registration and advising days are announced
in the calendar in this Record and online at www.virginia.edu/registrar/calendar.html.
All registration materials for professional development, M.Ed., M.T., Ed.S.,
Ed.D., or Ph.D. programs may be obtained online or in Room 104 Ruffner Hall.
Students must consult with their advisors prior to registration. Registration
includes two components, course enrollment and final registration, both of which
must be completed. Special tuition fee students may enroll at the Office of
Admission and Student Affairs of the Curry School on the first day of class.
Enrollment in classes is completed using ISIS.
Course Load Full-time students take a minimum of 9 graduate
credits during each regular semester. A student must petition for special permission
to take 18 or more credits.
Students who are employed full-time may enroll for a maximum
of three credits each semester. Permission to enroll in more than three credits
must be secured from the employer, advisor, department chair, and associate
Drop and Add After the final date for adding or dropping
courses, any change in enrollment (or requests to change the grading system
by which the student is evaluated) can only be made with the approval of the
instructor, advisor, and associate dean, and a petition for a policy exception
must be filed.
In general, it is not possible to drop a course after the specified
date; but, with the instructors consent, it may be possible to be assigned
a grade of W, WP, or WF.
Grade Changes It is the students responsibility
to monitor the accuracy of university transcripts. This can be done through
ISIS at www.virginia.edu/isis. All corrections or inquiries must be completed
within one calendar year of the course.
Incomplete Policy An IN is recorded when reasons known
to the professor are judged adequate to justify an extension of time to complete
course requirements. An IN may not be used to allow a student to attempt to
raise a grade at the end of the term. The time line to complete an incomplete
may be negotiated with an instructor but may not extend beyond one year of the
semester in which the course was originally taken. Students are expected to
enter into a written contract with the instructor specifying the remaining requirements
and agreed-upon time line. It is the students responsibility to file the
incomplete agreement in the Office of Admission and Student Affairs. After one
year, if the student has not met the terms of the incomplete agreement, the
faculty member may submit a grade of F, U, WF, or W; if no action is taken by
the faculty member, the incomplete is administratively changed to a W. Because
the structure and content of courses constantly change, in order to change an
incomplete grade that is older than three years to a regular course grade, the
instructor may require that the student take the course again.
Withdrawal From A Course A student may withdraw from
a course at any point prior to 5:00 P.M. on the last day of classes (in the
term of enrollment) if permission has been secured from the students advisor
and instructor and a petition has been approved and filed in the deans
office. This action results in the course remaining on the transcript and the
instructor being asked to record a grade of W, WP or WF on the final grade sheet;
a W may be assigned only if there is no basis on which to determine a WF or
WP. None of these notations affect the grade point average, nor does the course
count toward credits earned.
Grading Grades are awarded only to those students who
are registered for and complete a course for credit. The letter grade symbols
used for grading graduate students in the Curry School of Education are: A+,
A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F, W, WP, and WF. The lowest grade that
can be applied toward a degree is B-.
Student work may be graded on a satisfactory/unsatisfactory
(S/U) basis in certain courses within the Curry School. These courses or sections
are approved for this grading system by the department offering the course and
the associate dean for academic and student affairs. The specific S/U graded
courses and the maximum number of credits that may be completed under this system
and applied toward a graduate degree must be approved by the students
major program advisor and, if a doctoral student, by the doctoral committee.
A course may not be repeated on an S/U basis in order to change
a grade in a course previously completed on a letter-grade basis. If a course
is repeated, the original grade stands, and the credits earned in the second
taking of the course cannot be used for degree credit. The last day for changing
to or from an S/U grade in a course is the last day for adding a course.
Students in the Curry School of Graduate Education are not
permitted to take courses on a CR/NC basis.
Attendance Students are expected to attend classes throughout
the session, with the exception of University holidays, unless permission to
be temporarily absent or to withdraw has been first granted by the students
advisor and the dean. Excuses for absence from class are arranged between the
student and the instructor of the course in question. Routine excuses for illness
are not furnished by the Department of Student Health either to the student
or to the instructor. If final examinations are missed for medical reasons,
the Department of Student Health notifies the dean. On request of the dean,
the Department of Student Health evaluates the effect of any illness upon a
students attendance and academic performance. Failure to attend classes
or other prescribed activities in a course may result in enforced withdrawal
from the course or other penalties as determined by the instructor.
Attendance Upon Examinations Written examinations are
an essential part of most courses. A final exam or culminating experience is
expected in all classes. The time period assigned for final examinations is
considered part of the regular academic semester, and classes must meet during
their scheduled examination period. Absence from exams is not excused except
for illness on the day of examination as attested by a physicians certificate,
or for other causes that the instructor, advisor, and dean, by special action,
may approve. An unexcused absence is counted as a failure and, at the discretion
of the instructor, may result in failing the course.
Standards for Satisfactory Performance in Graduate
Programs A graduate students performance is subject to periodic review
by his or her advisor and major program area. Course work, clinical performance,
and competence in general professional practice, as well as other professionally
relevant qualities, are considered. The department may, upon recommendation
of the students major advisor or doctoral committee, require withdrawal
from the program whenever the students performance fails to reflect the
potential for high-level professional contributions. Before any decision to
require withdrawal is made final, a student must be given notice of inadequacies
in his or her performance, advice as to appropriate remedial steps, and a reasonable
opportunity to improve. On the other hand, receipt of one or more failing grades
(C+ or below) in any semester or summer session may initiate a review by a students
major program area or department. Under such circumstances, the department may,
upon recommendation of the students major advisor or doctoral committee,
require the students immediate withdrawal from the program. (The same
policy applies to professional development.)
Voluntary Withdrawal A student may petition to withdraw
from the University any time up to 5:00 P.M. on the last day of classes. An
official application to withdraw, accompanied by a statement describing the
reasons for withdrawal, must be obtained from the Office of Admission and Student
Affairs. The application must be approved, in writing, by the associate dean.
If the student withdraws for medical reasons, among the requirements for readmission
is clearance from the Department of Student Health. A student under 18 years
of age must have parental approval for such withdrawal. An exit interview must
be held with the dean of students and all University identification cards must
be submitted at that time. In addition, the student must clear any financial
debts to the University before the withdrawal is final.
Readmission to the Curry School of Education is not automatic.
After an absence of 12 months or longer, a former student must apply for readmission.
To apply for readmission, the student must submit an application to the academic
deans office at least 60 days before the next University registration
period. Failure to comply with these regulations subjects the student to suspension
from the University by the vice president for student affairs.
Enforced Withdrawal A student may be required to withdraw
from the University if the academic advisor, department, and the dean determine
that the student is making unsatisfactory progress toward a degree. Such a determination
must follow the policies established by the school and those set forth in the
chapter titled University Regulations.
Application for Teacher Licensure and Endorsement Students
seeking an initial teaching license in Virginia, or those who wish to add an
endorsement to their Virginia license, may receive procedural instructions and
forms from the assistant dean of admission and student affairs in the Office
of Admission and Student Affairs, 104 Ruffner Hall. The assistant dean is also
available to help students who wish to apply for out-of-state certification.
Under the Interstate Certification Project, the state of Virginia has reciprocity
with 28 other states, the District of Columbia, and the Panama Canal Zone.
In the Curry School of Education, degree requirements and license/endorsement
requirements are distinct. While many programs of study can meet both degree
and licensure/endorsement requirements, and major portions of the two may be
synonymous, a student may meet one set of requirements and not the other (i.e.,
receive a degree without qualifying for recommendation for licensure). Students
should see their advisor or the assistant dean, 104 Ruffner Hall, for clarification
of degree and license/endorsement requirements.
To be recommended for licensure/endorsement, a student must
satisfactorily complete all requirements of the appropriate Curry School of
Education approved program, make appropriate application through the Office
of Admission and Student Affairs, and, for initial license, submit Praxis I
and II scores (common and area exams) to the State Department of Education.
Any student seeking initial licensure through the Curry School
must be in A Curry School "approved program" and have completed student
teaching or an approved equivalent practicum. (See description of masters,
M.T., programs and Professional Development non-degree licensure program).
Accelerated Teacher Education Program Option Students
enrolled in a Master of Teaching degree program may complete all requirements
and graduate in 1.5 years. Attendance at a 3 week summer session program is
Application and Registration for Degrees Application
for a degree must be submitted by the student in accordance with the deadlines
listed below. Forms may be obtained from the Office of Admission and Student
Affairs and should be submitted to that office through the students department.
Degree Applications are due October 1 for January graduation,
February 1 for May graduation, and June 1 for August graduation. The application
specifies all courses offered in fulfillment of degree requirements and must
be signed by the official advisor and department chair.
Candidates who do not receive degrees in the session for which
their applications have been approved must renew their applications at the beginning
of the session in which candidacy for the degree is desired.
Non-resident degree applicants must be registered for the semester
in which the degree is to be awarded. Registration for an evening or weekend
course in residence meets this requirement, but registration through the School
of Continuing and Professional Studies does not.
Degree candidates enrolled through the School of Continuing
and Professional Studies, as well as those not enrolled at all, must complete
registration for the degree and pay registration fees to the University of Virginia
during the semester or summer session in which the degree will be conferred.
A student who is registered for the degree but who fails to meet the requirements
for that degree must register and pay a fee for the preparation of a new diploma
in the next term.
Any person who undertakes any form of academic study within
the University, including supervised research, or who uses any University facilities,
or who consults regularly with a faculty member concerning graduate work, must
register as a student and pay the research fees specified in chapter 2.
Tuition/Related Academic Requirements for the Ph.D. Degree
Students must complete 72 credits of courses while regularly enrolled as
graduate students; full tuition must be paid for at least 54 credits other than
non-topical research; and only 24 credits of a completed masters degree
from another institution may be counted toward either the 54 or 72 credit requirements.
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text:
Today I went to lunch with my good friend and senior, Sensei Pat Nakata, who officially became a senior citizen (65 years old) last week. I hope that in 14 years, I will be training as dilligently as he does!
I took the lunch opportunity to ask Nakata Sensei to explain to me the subtleties of the the word "understand" in Japanese. Although I am half-Japanese and my mother was born and raised in Japan, I speak Japanese only well enough to mess it up! I eat Japanese (except natto), not speak it.
Nakata Sensei was kind enough to explain this to me.
If your Sensei teaches you something and asks you if you get it, you might say, "Yes, I understand."
In Japanese, there are different ways to express this. The two main words for "understand" are "wakarimasu" and "shirimasu."
I did not know this. I only heard the word "wakarimasu" when learning Japanese in elementary school (as part of a language program at Misawa Air Force Base) and thought it would be used whenever you wanted to say that you understood, comprehended, or got something.
But according to Nakata Sensei, "wakarimasu" and "shirimasu" have different connotations, which are very important for Karate students.
If your Sensei shows you something and asks if you understand, you would use "shirimasu" if you get what was taught -- that you have seen or heard what was taught. It is almost like saying, "yes, I received your instruction."
You would only use "wakarimasu" if you got what was taught and understood it experientially. That is like saying, "yes, I received your instruction, understood it, have grappled with it intellectually and experientially, and can say that I get it... and perhaps can do it."
See the difference? Do you understand?
Most of the time, we students should probably use "shirimasu" rather than "wakarimasu." I know that I certainly should.
Sometimes I will tell Nakata Sensei that I have heard or read what he has told me, but am still thinking about it and working on it. I "received it" but do not yet "get it." It is almost like saying, "yes, I heard you, and I intellectually understand the words that you used, but I do not yet get the whole concept and cannot apply it physically."
I have to admit that when my Sensei over the years have asked if everyone "gets it," I have often been the lone student who raised my hand and said, "No Sensei, I'm sorry but I do not."
The difference between "wakarimasu" and "shirimasu" are relevant in English. When your Sensei asks if you understand something, you have to be careful about your word choice. If you say "yes," he might think that you mean that you understand the subject experientially (which you probably don't).
Let me use an analogy. If a farmer gives you a tree seed it would be one thing to say, "I have received the seed." It would be quite another thing to say, "I received the tree seed, planted it in my yard, watered it and fed it for many years, and now can take a nap under its majestic branches and leaves on a hot summer day!"
Now let's apply this to Karate. Your Sensei shows you a koshi method. Your Sensei shows you how to osae (press) during a kata transition. Your Sensei shows you how to relax. Do you get it? Or have you observed and received the instruction and will work on it? Do you get the words, or the meaning? Do you get the words or can you do it?
Nakata Sensei told me today that sometimes when he is doing kata, he will realize something about a movement and say to himself, "Chibana Sensei, wakarimasu!" He now understands something experientially that his Sensei taught him over 40 years ago. Until then, he could have said "shirimasu" but not "wakarimasu."
Perhaps we could say that "shirimasu" indicates a work in progress while "wakarimasu" indicates a sense of completion.
For me, Karate continues to be a very enjoyable work on progress.
Do you understand? Really?
Charles C. Goodin
Do You Understand? (Really?)
Today I went to lunch with my good friend and senior, Sensei Pat Nakata, who officially became a senior citizen (65 years old) last week. I hope that in 14 years, I will be training as dilligently as he does!
Posted by Charles C. Goodin on Monday, October 19, 2009

subset: commoncrawl


text:
Style # 217218
AVAILABILITY: Unavailable for immediate shipment.
With shots of color, a statement geometric design and a sexy silhouette, you're sure to make a bold entrance in this soft bebe dress. Try it with a metallic sandal and a black minaudiere to take it to the next level.
- 65% rayon, 30% nylon, 5% spandex
- Center back to hem: 33" (84 cm)
- Imported
- Model is 5'9" and is wearing a US size S
Colorblock Dress is rated out of 5 by 1.
Rated 4 out of 5 by VenO from I like the colour blocking This dress is very fitted so it shows off my curves which i like. It can be accessorized with anything which is also another good thing.
Date published: 2013-07-13


text:
BEVERLY HILLS (AP/CBSLocal)— "Glee" hit the right note as it leads with eight nominations for the People's Choice Awards.
Fox's hit show is up for favorite network TV comedy, and four of its stars are nominated for acting.
Nominations were announced Tuesday at the Paley Center for Media in Beverly Hills.
Katy Perry and Sandra Bullock scored five nods each. The "Roar" singer is up for favorite female artist, pop artist, song, music video and fan following. The "Gravity" star is nominated for favorite comedic and dramatic actress. She gained two nominations for favorite duo.
Also announced this morning, this years' hosts, Kat Dennings and Beth Behrs from the CBS comedy 2 BROKE GIRLS.
"Kat and Beth are great additions to our People's Choice family and we are excited to have them host the show," said Mark Burnett, the People's Choice Awards executive producer for the fifth consecutive year.
Fans selected nominees by voting online, and they can do the same to select the winners. Voting in 58 categories continues through Dec. 5th.
Winners will be revealed during the live broadcast of "THE 40TH ANNUAL PEOPLE'S CHOICE AWARDS" from Nokia Theater L.A. Live on Wednesday, Jan. 8th 9 p.m. ET/PT (delayed) on the CBS.
For a full list of nominations, click here.
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GRAHAM � Some needs that have been put off over the past few years in Graham due to the lagging economy may have to be reckoned with in the upcoming 2013-14 budget.
A retreat held Tuesday among Graham City Council members and department heads hashed out immediate needs and future plans for the budget for the coming fiscal year, to begin July 1.
Graham is currently operating under a $10.6 million general fund budget, which City Manager Frankie Maness said is holding steady. The city�s water and sewer budget of $6.1 million and the garage budget of $993,000 are operating on the edge of break-even. The city�s property tax rate is 44 cents.
Maness expects revenues from property taxes (about $3.8 million) to remain about the same. Sales tax revenues are expected to rise by about 4 percent. Whether that signals a loosening of the economy is guesswork, Maness admitted.
Maness said the next budget may also have to allow for changes in the city�s health insurance plan, which costs the city about $90,000 a month now for it employees. There was a 7 percent increase in the rates with last year�s budget and with health care reform measures soon to take effect, that figure could increase again, he projected.
Capital projects under way include fencing, lighting and playground work at Bill Cooke Park. Parks and Recreation Director Melody Wiggins said some work also needs to be budgeted in the coming year for the city�s park property on Jim Minor Road. The city is pledged some state grant money for developing the park, but needs to start putting forth effort within five years of purchase. She said the city should create a gravel lot and begin working on walking trails.
Wiggins also said the sale to the city of a piece of property adjoining the park is all but complete. The council authorized its staff and attorney to make an offer to the owners after the last council meeting. Wiggins said the owners accepted the city�s offer to pay the tax valuation on the property, $127,326. That contract will be brought to the council in April for final approval.
She said the department also needs a new reel mower to replace the one now that �is so old we can�t get parts for it. We have to make them.� She also wants to upgrade security cameras and Wi-Fi at the rec center. Irrigation systems for the ball fields, refurbishing of bleachers and a golf cart for hauling recreation equipment are also on her list.
Wiggins said the council should also look to bring the city�s historical museum under the recreation department and employ a part-time worker to make that transition and open the museum more hours a week for tours.
She said the recreation center�s roof is 16 years old and needs to be replaced, having been patched numerous times. Work at the marina is also something she pitched for the future, saying the building there is not large enough or efficient to the point they can�t figure out where to put new filing cabinets.
In the police department, Chief Jeff Prichard said he has two vacancies to fill. He said he is also trying to secure a grant from the Governor�s Highway Safety Program that could pay for two more employees. The grant would support the two on a diminishing scale for the next three years.
The chief is also looking to add rifles to his patrol cars, an estimated $60,000 expenditure. He said if the city had to deal with a Newtown-type situation, his weaponry now is limited to pistols and shotguns, which could be ineffective in a long-range situation.
�Citizens expect two things,� said mayor pro tem Jimmy Linens, �They want fire protection and to feel safe (with police protection). If you need more officers, I�m for it.�
Fire chief Frank Andrews said the new fire truck the city approved last year is on schedule to be completed and delivered soon. He said he needs some more �turn-out� gear for his fire fighters and could use a utility brush truck when the department has to fight fires �off-road� where his engines cannot go. He said he could also use a heavy-duty washer-dryer system for washing the turn-out gear.
Andrews said his department is running more and more calls to the interstate and he could use equipment that would help move that high-speed traffic in a manner to make his force feel safer.
�Answering a call on the interstate at night in the rain is scarier than any house fire,� he said, emphasizing the need to protect his staff.
Public Works Director Terry Worth said he had purchased a crew cab and garbage truck under the current budget, along with some roll-out garbage containers. He said he needs a limb-loader truck and repairs to a 2001 truck that he could use as a replacement.
He said he needs to do some infrastructure work around the city, particularly on McGee Street, where a storm drain �needs repair where it�s causing some collapsing.� That project, along with changing the design of the drain, will run about $70,000 to $90,000.
Worth said he also will request a low-boy equipment trailer that could be shared by all departments using heavy equipment. The current trailer was damaged 10 years ago, but is prone to blowing tires when hauling heavy machinery. There is also need for a bulldozer to replace a track loader, at about $50,000. He said the garage also needs a lean-to addition at an estimated cost of $30,000.
The biggest bites of the budget will likely come in the water-sewer department, according to some figures presented by Utilities Director Victor Quick.
He outlined the need to do some �sliplining� projects around the city to protect lines from tree root intrusion.
The department needs a dump truck, a hydraulic cut-of saw for cutting pipe (about $5,000), a crane for the service truck for pulling pumps from the wells at the lift stations (about $20,000), a pump at the Oldfields station ($5,000), HVAC and lighting work at the water treatment plant, computer upgrades at the waste water treatment plant (about $45,000), and other repairs, pumps, and structural work at the physical plants.
Graham�s largest expenditures are in the future, but apparently fast-approaching, Quick told the council.
About $360,000 will be needed to replace pumps and generators at the Back Creek lift station; about $530,000 to set up a water distribution system to extend lines and place hydrants around the city, a $45,000 project to repair a sagging sewer line on Marshall Street and a $1.145 million project at the Boyd Creek lift station.
Quick said the Boyd Creek station was built in 1959 and is still using the original motors.
�The company built products so good they didn�t need to be replaced and went out of business,� he opined.
That station, more than others, has been at the root of sewage spills, notice of violations and civil assessment over the years. Because the city owns 10 acres at the site, he said it is more economically feasible to build a new plant than to try and adapt the old plant.
These projects, Quick noted, are not in the budget �but are on the horizon.�
Maness told the council the water-sewer fund, which is an enterprise fund that supports itself through fees and rates, had operated in the red for the past eight of 10 years. Facing the infrastructure and equipment needs Quick outlined, Maness told the council �not to be surprised� if rate increases were recommended. The city increased water-sewer rates by 3 percent last year.
Maness also said the city is overdue in restructuring its various fee schedules, saying some were so low �we spend more on gas to get to the project than we charge� to inspect.
Budget requests from department heads are to be submitted to city administration by April 15. Maness will present his budget message to the council on May 7 and budget workshops will be held in May before adoption of the budget on June 4.


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Lil Boosie Is Charged With 1st Degree Murder & Drug Charges! (Death Penalty Is Not Out Of The Question)
"An East Baton Rouge Parish grand jury has indicted Torrance Hatch otherwise known as "Lil-Boosie" on a first degree murder charge. Hatch was indicted in the October 21st shooting death of Terry Boyd. Michael Louding and Adrian Pittman are also indicted on first degree charges on Boyd's murder. East Baton Rouge Parish District Attorney Hillar Moore says all three of the alleged killers meet the criteria of first degree charges. Moore said that the death penalty is not out of the question. Hatch and girlfriend Walnita Decuir along with a former Dixon Correctional Institute guard and an inmate were also indicted on drug charges." - Baton Rouge
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|View Poll Results: Umineko no Naku Koro ni (Season 1) - Overall Series Impressions & Total Series Rating
|Perfect 10
|9 out of 10 : Excellent
|8 out of 10 : Very Good
|7 out of 10 : Good
|6 out of 10 : Average
|5 out of 10 : Below Average
|4 out of 10 : Poor
|3 out of 10 : Bad
|2 out of 10 : Very Bad
|1 out of 10 : Painful
|Voters: 311. You may not vote on this poll
|Thread Tools
|2010-01-07, 16:29
|Link #41
Join Date: Feb 2009
Location: Sleeping
Age: 27
In all, it would've really been a pretty good adaptation had the director not made so many questionable choices in what to extend and what to cut, chosen to put more character development in (at least in the cracks or with reactions to deaths!), and generally not made all the cuts she did make in such a choppy manner. The music direction (not the actual music, which was pretty good) was another lackluster point. Not to mention the animation, but...that's DEEN for you . Not a surprise there.
The seiyuus were really excellent a certain Siesta excluded. I hope that, if there is indeed not a second season, there's at least some sort of PS2 adaptation of the games or something that allows them to show off their serious skillz.
So, 6.5/10, rounding to 7/10.
|2010-01-08, 09:16
|Link #42
Senior Member
Join Date: Mar 2008
Location: all and none
hmm just got around to finishing the series last night, would give it around a 7.3~7.8, rounded down to 7 because i'm like that though.
It was entertaining enough to draw my interest to look up the VN's which generally means it did a good job though some scenes were meh. Though by indiciations the VN's are so much better... but that really shouldn't be of any surprise the original novels and manga's very rarely transition well into animes, much less complex ones like this. As noted though i was tempted to give his anime a 8 because it got me interested (then again as its like hiragashi i was semi interested already)
|2010-01-08, 15:04
|Link #43
Gothic Lolita Bernkastel
Join Date: Jan 2010
Location: Rokkenjima/Hinamizawa
I think the series was good, overall.
The thing that REALLY got on my nerves, was when they replaced Dreamenddischarger with core. Um, did I say core?
Sorry, I meant goldenslaughterer.
And No BeatoBattler Hug scene at the end of the final?! Ahhhh!
I was so annoyed.
They even made a decent remix for Dreamenddischarger in the anime ost, so why didnt they use it...
|2010-01-14, 19:26
|Link #44
Senior Member
Join Date: Sep 2007
Location: USA
Age: 26
Animation Quality: 7
the animation was pretty nice when they tried, but there was just way too much QUALITY.
Voice Actors: 10
Never really found any problems, liked all the voices.
Script: Uh
Really.. depends on the episode. The dialouge was okay, but a lot was skipped and rushed.
Adaptation from Game: 6
While it wasn't a bad adaption, it certainly wasn't too good of one. Too many important things were skipped or rushed, characterization was murdered, etc. It was decent as it's own thing.
BGM/Music: 7
Looove the OP song, and the ED song grew on me as well. I'm glad they kept some of the good VN tracks, but from what I've heard from others, they didn't use them appropriately, and they overplayed certain songs.
Average = 8
I liked it, it entertained me.
|2010-01-17, 15:09
|Link #45
Magical Gohda Chef
Join Date: Sep 2009
My thoughts on the anime adaption:
I started out as an anime-only fan, to be honest. It wasn't until EP3 was almost over in the anime that I started playing the VN. After having played EP1~5, I can honestly say that I find the VN superior to the anime in that it delivers the suspense and surprises much more effectively than the anime did for me. The anime does, however, undeniably have a much better animation. The artwork in the VN is downright poor, and looks like something my little sister would draw. Nonetheless, the story is delivered in a much more satisfactory way than the anime does, and you get used to the art.
Animation: 8/10, superb. If you forget about the boob fanservice, the animation feels very crisp and fresh.
Storytelling: 5/10, poor. The way they rushed through everything really effected the storytelling, in a bad way. Now believe me, I'd hate to be tasked with spreading the whole of the first four VN's over a measly 26 anime episodes, because it's impossible. However, though it might've been an impossible task, it doesn't take away the fact that it ruined the awesome storytelling in the VN.
Voice acting: 8/10, superb. I wouldn't have imagined them any other way. They did a very good job casting the characters. Who could forget Kinzo's memorable "BEEAATUUURIIICHAAAY!" and Beatrice's "EET'S PAAHFEKTOO!" or "CONGRADULASHUNS!"? Only Natsuhi's voice seemed slightly off in my opinion.
Overall: 7/10, very nice. The anime got me into Umineko, so I owe it alot. Nevertheless, it wasn't as good as it could've been. Let's just hope they'll do a better job with Chiru.
|2010-01-19, 22:26
|Link #46
Asmodeus Saigo (>v<)/
Animation Quality: 7
Some of the special effects were alright...but not as what I've expected it to be
Voice Actors: 10
Horie Yui, Rie Kugimiya...Any questions?
Script: 4
The important parts aren't emphasized enough
Adaptation from Game: -1
...I was thinking of a 0. I wrote a huge essay on the fact that Umineko the anime betrayed the game; misuse of bgm, misdirection of elements, and not to mention...For the first time in History, the VN readers were SPOILERED by the Anime version!...Yeah, nice Sakutaros there Ange
Someone reminded me of the Yukkuri Maria...Yeah, way to F*** up Rosa-Musou and the touching scene in the Tea Party of EP2...
Editing: 1
...Again, if I can, I'd definitely put down a 0. Eva's habit of hating cigarattes in EP3 was placed in as if it was being rushed...how about just do it as it was in VN? Explaining it on the ship would be much better than to explain it right before Battler steps up to solve the case. And hello? Kinzo Dragon? I don't even know where to start! This is Umineko, not Yu-Gi-Oh!
Overall: 3
I know that most fans are dissatisfied when their favorite work gets an anime adaptation. That they always think the adaptation was not good enough. But when it comes to Umineko, Kon Chiaki must be drunk or something...
...Right now, my personal goal, is to some day recreate the Umineko anime; at least not to f*** it up like how Kon Chiaki did.
To think that she also directed Higurashi...god, yet another great work ruined
Last edited by Nadeor; 2010-01-19 at 22:32. Reason: forgot something
|2010-01-21, 02:34
|Link #47
Senior Member
Join Date: May 2009
i watched Umineko before Higurashi, so this is the first series that after everyone died, the whole thing restart again, i was very confused at that time
i can summarised the show into 3 parts
- at the start >> very confusing as i dunno it is a murder or magic show
- at the middle >> things start to get better for me, especially the many girls that were introduced
- at the end >> things getting confusing again... i knew it not gonna end in 26 eps
Animation Quality: 7.5 (i like the variety of girls)
Voice Actors: 8 (quite good, Beato is the best)
Script: 6 (too confusing, should be better)
Music: 8 (the OP and ED are above average quality)
Favourite Character: Kanon (a pity he gets less scene in the later part)
Overall: 7/10
i feel this is an ok series, but it will always be compared to Higurashi, which is not even close
|2010-01-25, 10:44
|Link #48
Senior Member
Join Date: Apr 2009
Location: UK
Age: 27
Like others i haven't watched the VN and i was really only interested in characters and their depth rather than the the whole mystery aspect.
First arc: 7/10 (Intruiging)
Second arc: 5/10 (Boring "closed rooms" talks and shit)
Third arc: 8/10 (Lots more focus on characters)
Fourth arc: 7/10 (meh)
Overall: 6.75/10. It's definately interesting but there were plenty of boring moments for me aswell.
|2010-01-26, 13:32
|Link #49
Join Date: Nov 2008
Location: Somewhere between heaven and hell !
Dunno for VN but Anime version was Poor !
Animation Quality: 8 - Good design .
Voice Actors: 8 - Good voice , Maria is annoying .
Script: 2 - Wth ... Detective's part is poor , story is poor ...
Adaptation from Game: Dunno , i didn't play the game .
Editing: 2 - Meh ...
Overall 4/10 ...
So i assume that there'll be a S2 .
|2010-03-19, 17:51
|Link #50
Senior Member
Join Date: Nov 2007
Location: PA
I found season 1 to be great. I know that many claim the anime omitted a lot of character development and hints towards the truth, but I felt the pace made up for it. Besides I bet all the characters will receive their fair share of development next season as well.
Honestly though I've been trying to read the VNs. I'm a fourth of the way through episode 2 and I can't help but think that it's just... so... boring! I mean with as interesting as the anime was I thought what I missed in the VNs would be just as interesting, but instead all I'm feeling is that the VNs are horribly dragged out to the point where I'm actually forcing myself to continue. Which I don't consider a good thing.
So if someone could tell me how I could make the VNs come off more interesting to read then I would be glad to hear it. After all I know that many consider the VNs to be brillant and really well written.
|2010-03-19, 18:39
|Link #51
Senior Member
Join Date: Jul 2009
|2010-03-20, 00:48
|Link #52
Senior Member
Join Date: Nov 2007
Location: PA
Honestly if people could watch Higurashi and like that without reading the VNs first there's no real reason at all to judge Umineko on that. Even then I would say that I found Higurashi far more interesting than Umineko anyways. Ryukishi seems to be trying to cram a lot more into each episode of Umineko considering his much larger cast. Even in the VNs I'm sure Higurashi would work much better because the cast was smaller and a lot more manageable. So it could be that I'm finding the Umineko VNs boring because he's trying to cram development for 18 characters into each episode. Which really hurts the story more than helps it.
|2010-03-20, 02:59
|Link #53
Actually an Alligator
Join Date: Nov 2008
Age: 22
Do you like reading VN's? Umineko is pretty hard to read if you havnt read VN's before. If you dislike reading VN's then maybe you wont like umineko. I always found umineko a lot more interesting than higurashi and most people that have read both seems to agree with me. Its actually also possible that umineko isnt as entertaining for you anymore after watching the anime.
|2010-03-20, 04:02
|Link #54
Senior Member
Join Date: Jul 2009
To enjoy the games, you either have to be very tolerant of pacing issues or be able to look past them in lieu of the strong points (the interwoven mysteries and character revelations).
|2010-03-20, 04:51
|Link #55
Senior Member
Join Date: Nov 2007
Location: PA
But that's not to say I hate Umineko. I love Umineko. When I watched the anime I was really engrossed in it, and wondering what would happen next to all the characters. I found every character to be very interesting, and someone I wanted to know more about. I know people say that the adults were bland and devoid of character development but honestly I liked them. I actually found them to be interesting and I actually felt something for those characters. Something I wouldn't feel if they were truly bland and two-dimensional.
To me I just feel the anime has a lot better pacing where it doesn't drag all over the place and divert from the plot every five minutes like the VN does. It gets kinda annoying too sometimes when the characters start talking about other subjects that supposedly have something to do with a character, but in the end it just seems like they're having a philosophical discussion. For instance in episode 1 reading through hours of the whole debate if there's a 19th person just got old after a while, but maybe that's because I pretty much know all those arguments already. That and when they randomly got into subjects like if Maria has a split personality. It's just distracting and in the end all those distractions just cause me to lose interest. Heck even the good natured moments like the school festival scene in episode 2 tend to seem very distracting. It just feels like every scene in Umineko moves at a snails pace.
But when the plot moves it really moves and my interest gets peaked again, but I don't want to have to wade through so many irrelevant theoretical discussions just to reach the parts of the story that are actually important.
Then again I'm sure for speed readers it'd be quite easy to plod through all of Umineko no problem. Me being visually impaired I tend to read at a slower pace thus it might take me a week or two to finish a book a speed reader could finish in two days. Kinda makes me wish there was an audio track of someone reading it for me. It would make things go a lot faster for sure.
|2010-03-21, 07:36
|Link #56
Join Date: Mar 2008
Age: 32
Anime review
The VN was all round a better experience for me, but I still enjoyed the anime. There were disappointing aspects such as weak scenes and character portrayal, massive cuts etc... but being able to watch it in full animation with the voice actors and all made up for that. I don't think it works well as a stand-alone though; I read the VN half way through the anime because I was getting confused.
Voting purely on enjoyment I'd give it an 8 or 9. Voting on quality would be a different matter so I wont bother, I liked it so that's enough =)
|2010-03-21, 18:09
|Link #57
Senior Member
Join Date: Nov 2007
Location: PA
|2010-03-21, 21:31
|Link #58
The Great Dine
Join Date: Feb 2009
As far as Umineko's VN goes, it does drag on. But honestly, intake as much as you can. A well-known theory on writing is that every word in a story is there for a reason. In short, there is no unimportant scene - especially in a mystery story, when you see a scene it is shown for a specific reason and shouldn't be treated as insignificant.
|2010-03-26, 21:16
|Link #59
Senior Member
Join Date: Nov 2007
Location: PA
|2010-04-23, 09:27
|Link #60
Zero of the roulette
Join Date: Apr 2010
Location: Finland
Age: 24
Animation Quality: 8
I liked the character designs very much, and hope they'll keep using them. The animation was usually good and didn't hurt the eyes. Notable exceptions are Maria's "creepy" faces, that were mostly funny and/or ugly. That moe fang in the first few episodes also kind of turned me off, especially when used in "creepy" mode. They clearly overdid the expressions, maybe in a Higurashi fashion, but in that anime it didn't stand out because the animation was overall ugly anyway, and kind of fit it actually. Also, the embarrassingly huge breasts they put on every female (well not the lolis). Though there was nothing else wrong with the animation, the feel inside the mansion was a little dull to me. The backgrounds were quite generic, and adding more contrast between light and dark could have added to the atmosphere.
Voice Actors: 10
This was really the high point of the anime, and I liked like every one of the voice actors. Though Uu-uus could have been a little less annoying, and Leviathan's voice was too deep for her character in my opinion. Yeah, and I totally expected Miki Itou to voice Eva, I could almost imagine that voice while reading the VN.
Music: 9
The opening by Akiko Shikata was great, and I'll keep listening to it for a long time. The ending was "quite something", it fit in the idea of a mad Kinzo singing it. That song however doesn't belong on the list of my favourites, but good enough as an ending music for this series. The VN's score is one of it's reputable factors, and Deen was kind to include some of our favourite tracks. Some music were overused (Suspicion) and some I was looking for were left out of their scenes. The music was terribly low at some points, making the epic music count to nothing. But it isn't always so, and when listening to the soundtrack they've released, I can say that the whole package is pretty good actually. Great music, but questionable directing.
Script: 7
Because the anime hurried the beginning, there's no way anime-only watcher would have no idea what to think about a character before they already started dying. And after that too they didn't get a lot of development. Because of cramming a lot of source text in 26 episodes, it is understandable it came out a bit confusing (while the concept of repeating worlds and magic was confusing already). It was still Umineko though, and the plot is great. I think it brought up the mystery and battle scenes up acceptably, but the atmosphere was lacking in terms of depth and the horror. Didn't give any chills like VN or Higurashi.
Adaptation from Game: 6
As already said in the music section, it didn't make full potential of the score. The characters I loved from the novels were misinterpreted, and it lacked character development because of the need to stick 4 long stories into 26 episodes, making the characters two-dimensional. Most of the humour was left out. The jokes were left at the level of Battler being a pervert +Maria's funny faces and bouncing breasts. I think most important scenes were left in (though some hurried). It kept the overall idea of the series, bringing up the mystery, and I still felt like this was the same Rokkenjima I read of. I liked the anime as an extra supplement for the VN or manga, seeing your favourite scenes animated, people voiced and all that, but on it's own it doesn't stand very strong.
Overall Score: 8
Great story and voice actors, good enough animation but misuse of too much content for 26 episodes.
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Jenner suspended by IIHF but staying with Team Canada
RUSSIA — Boone Jenner could not convince the International Ice Hockey Federation that his hit on Sweden's Jesper Pettersson was not a suspendible offence, but he did get a reprieve from Team Canada.
Rather than parachute another forward into the lineup, Jenner will remain on Canada's roster for the IIHF World Junior Hockey Championships which gets underway against Germany on Boxing Day.
The IIHF handed Jenner a three-game suspension for his check in a pre-tournament game last week, knocking him out of the lineup for the opener, as well as preliminary round games against Slovakia on Friday and the United States on Sunday. He is eligible to return for the New Year's Eve showdown with Russia.
Pettersson was left with a dislocated shoulder and a broken wrist from the blow.
"I think I kept it clean. I wasn't going out of my way to make a check. I was just trying to finish – not jump or get my arms up," said Jenner, who did speak at his hearing.
The IIHF later ruled that what they saw on the video, "indicated that the hit was late and delivered with no intention to play the puck and with Pettersson in a vulnerable position. It was Jenner's intention to deliver the forceful check in spite of having the opportunity to at least make an attempt to avoid contact on Pettersson.
"The hit was delivered far too late. This later resulted in an injury to Sweden's Pettersson and for this Jenner is to be held accountable."
Head coach Steve Spott said they would respect the decision, turn the page and move on.
"It's really tough. I really want to play in this tournament and be out there with my teammates," continued Jenner. "Watching is not what I want to be doing but there's nothing I can do about it."
Jenner was also suspended for the bronze medal game in last year's tournament for spearing Yevgeni Kuznetsoz in a semifinal game against Russia, but the Columbus Blue Jackets 2011 draft pick said it was just coincidence that for two years in a row, his time in the world juniors has been limited.
"There's nothing I can do. The ruling was made and it was three games . . . so I just have to be ready for the fourth," Jenner said after the team's practice at Ufa Arena.
As Canada's best faceoff man and a regular penalty killer, Jenner will leave a hole. Mark McNeill, who was not on the roster following the selection camp, will now play centre on the third line. He'll be flanked J.C. Lipon and Phillip Denault.
Ty Rattie, Nathan MacKinnon and Anthony Camara will play on the fourth.
"(Jenner's) definitely a big loss for us for the hockey club," said Spott. "(But) we had a plan going in based on the (number of games) and if it was one, two or three, he would stay and be a part of our club against the Russians."
McNeill had joined the team in Finland to replace Charles Hudon (back injury).
Spott may have to make yet another lineup change as Jonathan Drouin sustained a mild charley horse at practice. Hockey Canada, which had to submit its 23-man roster on Tuesday, instead named 22 players in the event they have to bring in a replacement. Teams have until two hours before game time to register a player. If Drouin is given the go-ahead by the medical staff, he will be added then.
Subban gets start
Hockey Canada announced on the eve of the opener that Malcom Subban will get the start in net. Spott had said after the morning practice that the decision had been made but that he had to meet with Subban, of the Belleville Bulls and Jordan Binnington of the Owen Sound Attack, before he made it public.
"It took a while to reach a decision," he said.
PK adjusted


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Friday, September 26, 2008
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Writing has always been part of my life and now that I've finally given in to its calling, I'm ready to put it all out there for new and old friends to comment on. Storytelling is one of my favorite pass-times so sit back, relax and enjoy. Come back often, I may even bake you one of my famous pies!


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HFF, based in Florham Park, announced Wednesday that it closed a $38 million sale of a multihousing community in Lebanon.
Presidential Place has 150 units of Class A housing in Hunterdon County, and HFF arranged the deal between Pizzo & Pizzo, the seller, and Eagle Rock Multi-Family Property Fund, the buyer.
The HFF team included senior managing directors Zac Pierce and Mark Thomson of HFF Philadelphia, working with Jose Cruz of the New Jersey office.
New 76ers practice hub, offices in Camden among nearly $190M in tax breaks approved by EDA
Pinnacle unveils plans for new $35M hotel project in downtown Montclair
NJBIZ General Counsel winners: Seven top lawyers bring home big awards


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Three Alums on 40 Under 40 Listby Richard Paige • February 24, 2014 Share:
The simplest explanation would be to look at Wabash as an incubator of success.
The Indianapolis Business Journal might agree, as three Wabash men were included in the publication's annual 40 Under 40 list for 2014, which recognizes young professionals in central Indiana who are leaders in their respective fields.
Aman Brar '99, president of Apparatus; Bob Shaver '04, a food industry social entrepreneur; and Wes Zirkle '98, executive vice president of Just Marketing, Inc., were among a group honored for making a difference.
While information technology, the conscience behind food, and motorsports marketing may seem like strange bedfellows, it all makes sense under Wabash's seek-your-calling umbrella.
"One of the most important things I learned at Wabash was to be comfortable doing unordinary things," said Zirkle.
Shaver describes a roundabout way to the path of success, experiences that serve him well today. "If Wabash hadn't supported me to switch majors, pledge a fraternity, host a radio show, and live in South America, I am sure it would have taken me much longer to find my way," he said.
After graduating with a degree in religion and earning a master's at the Yale Divinity School, Shaver found his niche in the social sector, serving in roles as varied as consulting, strategic planning, systems analysis, and non-profit leadership.
"Every step since then has taken me further away from my training, but closer to my calling," Shaver said. "What the world needs is people who care and can solve problems."
Zirkle, too, earned his B.A. in religion before heading to law school. One of his side jobs – managing a friend's band, Baja Planet – opened the doors to the world of intellectual property within the entertainment business.
After spending five years at CMG Worldwide, the industry leader in intellectual property management, Zirkle left to start the legal department at Just Marketing, where signage and naming rights turn the wheels of the motorsports industry.
Zirkle found success rather quickly because, as he puts is, he didn't have visions of what success should be and he worked hard enough to make his own luck.
"Not having a preconception of 'what I wanted to be when I grow up' helped me to keep an open mind," Zirkle said. "When I was younger I would tell law students that I got lucky. I now know that I wasn't lucky. I followed what truly interested me and put myself in a position to be lucky."
Brar moved to Silicon Valley following graduation, quickly feeling that "ah-ha" moment that his career choice was a good one. He returned to Indiana for graduate school and has been influencing IT advancement in the state ever since.
"Experiencing Silicon Valley soon after Wabash was immediate reinforcement of my desire to pursue a career in technology," said Brar.
Certainly, there is validation in being recognized with honors like 40 Under 40. But it also serves as motivation for future efforts.
"A real value in being named to a list like this is in motivating me to prove that they made a good choice, by continuing to make a positive impact," said Shaver.
And a realization that there are plenty of lessons still to learn. "The list is a reminder of 39 individuals from whom I have a lot to learn," Brar said.
Zirkle, Shaver and Brar feel that the lasting benefit of a Wabash education is the simplicity in discovering what you love and pursuing that passion.
The decision becomes simple and the impact great.
"Whatever you do, do it because that's what you want to do," Zirkle said. "Don't go to law school because you are a third-generation lawyer. Go because you want to. And damn it, do it with a smile on your face. If you are true to yourself and you can't wait to wake up every morning and live life, then you'll find that you are living with a happy heart. There's nothing better."


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2012 Trafficking in Persons Report - St. Vincent and the Grenadines
|United States Department of State
|Publication Date
|19 June 2012
|Cite as
|United States Department of State, 2012 Trafficking in Persons Report - St. Vincent and the Grenadines, 19 June 2012, available at: https://www.refworld.org/docid/4fe30c9366.html [accessed 15 December 2018]
|This is not a UNHCR publication. UNHCR is not responsible for, nor does it necessarily endorse, its content. Any views expressed are solely those of the author or publisher and do not necessarily reflect those of UNHCR, the United Nations or its Member States.
ST. VINCENT AND THE GRENADINES (Tier 2)
St. Vincent and the Grenadines is a source, transit, and destination country for some men, women, and children subjected to forced labor and sex trafficking. According to NGOs and officials, discussing human trafficking matters openly is a social taboo in the country. Nevertheless, a consensus has developed between government officials and NGOs that a population of persons at high risk of trafficking exists, notably men, women, and children working in agriculture, including marijuana fields, and in prostitution. In the past, Vincentian officials have raised concerns regarding foreign women in prostitution transiting through the country without possession of their passports.
The Government of St. Vincent and the Grenadines does not fully comply with the minimum standards for the elimination of trafficking; however, it is making significant efforts to do so. The government made substantial progress during the reporting period by enacting legislation that prohibits all forms of trafficking and provides strong victim protection measures. In addition, the government established a ministerial-level anti-trafficking task force and created an anti-trafficking police unit. This positive momentum and new structures should allow the government to make continued progress and identify and assist potential victims of trafficking in the coming year.
Recommendations for St. Vincent and the Grenadines: Investigate and prosecute possible offenses of sex or labor trafficking; implement formal screening policies to guide officials in how to identify and assist suspected victims of forced prostitution and forced labor; identify and assist suspected trafficking victims and refer them to appropriate services; enact a policy to ensure that trafficking victims are not punished for crimes committed as a direct result of being in a forced labor or forced prostitution situation; and educate the public about forced prostitution and forced labor by conducting a high-profile public awareness campaign.
The Government of St. Vincent and the Grenadines made progress in its anti-trafficking law enforcement efforts over the last year. In September 2011, the House of Assembly unanimously passed the Prevention of Trafficking in Persons Bill of 2011, which prohibits forced prostitution and forced labor, including bonded labor, and prescribes punishments of up to 20 years' imprisonment with fines. These penalties are sufficiently stringent and commensurate with other serious crimes, such as rape. The law includes strong victim protection measures, provisions for victim restitution, and states that consent or past sexual behavior is irrelevant. The government, however, reported no forced labor or forced prostitution investigations, prosecutions, or convictions during the reporting period. In an effort to strengthen its capabilities to address human trafficking, the government in early 2012 established a special unit within the Royal St. Vincent and the Grenadines Police Force to focus specifically on human trafficking, sexual offences, and domestic violence. There were no reports of trafficking-related official complicity during the reporting period. The government provided in-kind assistance to trafficking-specific IOM-led training for officials from the police force, the Immigration Department, the Social Welfare Department, the Ministry of Foreign Affairs, the Director of Public Prosecution's Office, the Port Authority, the Attorney General's chambers, and local NGOs.
The Vincentian government made progress in establishing victim protection policies. The government did not have formal procedures in place to guide authorities in how to identify possible victims of human trafficking, and the government did not proactively identify any suspected victims of human trafficking during the reporting period. The Ministry of National Mobilization and Social Development developed guidelines during the reporting period on the referral of victims to appropriate shelter. The government did not fund any trafficking-specific assistance programs, but the government provided some funding and building space to local NGOs whose shelter, counseling, and other services for crime victims would also be available to trafficking victims. There were no reports of trafficking victims assisting law enforcement, but under its new anti-trafficking law, the government offered incentives to encourage their assistance in the investigation and prosecution of human trafficking offenders. Prior to the enactment of the September 2011 law, the government did not offer legal alternatives to the removal of foreign victims to countries where they would face hardship or retribution, though the new law now provides for such immigration relief. The government did not have a formal policy in place to protect victims from punishment for crimes committed as a direct result of being in a trafficking situation. There were no reports that victims were inappropriately punished during the reporting period.
The government made some efforts to prevent trafficking in St. Vincent and the Grenadines during the last year. The government continued to implement its national action plan to combat human trafficking. The government did not conduct anti-trafficking information or education campaigns during the reporting period; however, some officials raised awareness of human trafficking through public speaking engagements. In a positive development, one senator raised awareness that the new law could be used to protect local children from persons pushing them into prostitution or transactional sex. The government has not identified a problem with child sex tourists. The government reported no efforts to reduce the demand for commercial sex acts. St. Vincent and the Grenadines is not a party to the 2000 UN TIP Protocol.


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did you know?
Workers of all ages and ranks - even executives in Fortune 500 Companies - say they want more flexibility and would prefer it to a pay increase.
wise words we heard
The juiciest carrot to dangle for prospective employees is not cash; it's flexibility.
The building blocks of the custom-fit workplace are flexible work arrangements that allow employees to create a work-life fit while successfully meeting the needs of their employers. Alternative scheduling, flexible hours, compressed work weeks, reduced workload, part-time, job-sharing, and working virtually are some of the best known options.
You probably already know someone who takes advantage of such an option: a nurse who works four ten-hour shifts each week, an administrator who negotiated a 32-hour reduced schedule, or a salesperson who telecommutes. These common flexible work arrangements affect when, how, and where we work and are critical pieces of the custom-fit workplace.
Advice for Employers
Even small changes in an employee's schedule add up to large improvements in people's lives, such as letting a dad start work at 9 am instead of 8:30 so he can drop his child off at daycare.
Examine any rigid scheduling traditions. Don't let tradition block you from making changes that will make your workforce more able to manage the dual demands of job and life.
Work with your employees to determine schedules that work for them and the company. Seek win-win solutions.
Advice for workers
When making a case for a flexible work arrangement, cite the business benefits of worker loyalty, decreased absenteeism, even improved health. (See Studies and Research)
Work with your employer to determine a flexibility strategy that works for both you and the company.
Honor your commitment. If your employer allows you to start work at 9am instead of 8:30, don't push your time out to 9:05 or 9:15 without making prior arrangements. If you work from home one day each week, make sure that day is productive.


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Over the weekend I saw a photo of a female celebrity (who is in a relationship with a male celeb) leaving a café with the caption 'baby bump?' and I had to refrain myself from shouting out loud, "Come on, can't a girl eat without the world thinking she's having a baby?!"
The truth is having a perfectly flat stomach all the time just isn't normal. After you eat or drink, food and liquids naturally expand your stomach and intestines, so at least a little 'bump' is inevitable every single day. So if you regularly get stalked by paparazzi, or you have family members who are anxiously awaiting news of a new addition, here's the low down on when you might get mistaken for being pregnant:
After a gassy meal
Some foods naturally produce gas, which expands in your GI tract like air in a balloon. Beans, broccoli, cauliflower, cabbage, Brussels sprouts, onions (and dairy if you're lactose intolerant) are notorious examples. So if your lunch or dinner plans may involve a stir-fry or black bean soup, you might not want to wear a form-fitting dress.
After enjoying a carbonated drink
I adore sparkling water and all natural seltzer, but the fizzy bubbles created by carbonation are gas, which can temporarily get trapped in your belly, leading to a poochy look. So if you want to keep your midsection looking a little flatter stick with plain old H2O.
After a high volume meal
When fully expanded your stomach can hold about six cups of food, the equivalent of about six baseballs worth (talk about expansion), and some of the healthiest meals can be pretty bulky. For example, a salad made from two cups of baby mixed greens dressed with a few tablespoons of balsamic vinegar and a squeeze of fresh lemon, topped with a half cup cooked, chilled red quinoa, a half cup chickpeas and a quarter of a sliced avocado clocks in at over three cups in volume, but it's a perfectly balanced slimming meal with fewer calories than a cheese burger, which is much more compact. Bottom line: the degree of post-meal belly expansion has no correlation to how a meal impacts your health or your weight.
After some not so healthy habits
A few other less than healthy habits can also lead to belly bloat including smoking, chewing gum, eating too fast, and skipping meals. Each causes you to gulp excess air, which can fill up your GI tract and lead to belly swell.
Just know that it's normal for your belly to expand and deflate throughout the day or from day to day. And, on days you want to minimize this as much as possible avoid the above culprits, choose smaller portions of healthy foods spread out throughout the day, slow down when you eat, and stick with plain water. While some of those celeb baby bump rumors may turn out to be true most are just normal anatomy and physiology at work.
Do you struggle with post meal bloating or have you ever been asked if you're pregnant after simply eating lunch? Please share your thought or tweet them to @cynthiasass and @Shape_Magazine.
Cynthia Sass is a registered dietitian with master's degrees in both nutrition science and public health. Frequently seen on national TV, she's a SHAPE contributing editor and nutrition consultant to the New York Rangers and Tampa Bay Rays. Her latest New York Times best seller is Cinch! Conquer Cravings, Drop Pounds and Lose Inches.