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UH West Oahu's Dr. Stefanie Wilson represents Rotary Club in Hiroshima
Trip commemorates 30th anniversary of sister partnership between Hawaii and Japanese organizationsUniversity of Hawaiʻi-West Oʻahu
Julie Funasaki Yuen, (808) 454-4870
Public Information Officer, University of Hawaii - West Oahu
Public Information Officer, University of Hawaii - West Oahu
Posted: May 15, 2012
UH West O'ahu Associate Professor Dr. Stefanie Wilson traveled to Hiroshima, Japan, representing the Rotary Club of Pearl Harbor, to commemorate the 30th anniversary of the club's sister partnership with the Rotary Club of Hiroshima Southeast. For the past 30 years, this relationship has strengthened the bonds of understanding, trust and mutual respect between the people of Japan and Hawai'i. A conference was held in April in Hiroshima to further international understanding, promote world peace, friendship and fellowship.
The sister club agreement between the Rotary Club of Pearl Harbor and the Rotary Club of Hiroshima Southeast, formed 30 years ago, established a unique alliance for its proximity to the Pearl Harbor attack in Honolulu and ground zero of the atomic bombing in Hiroshima.
The Pearl Harbor Rotarians were introduced to the Mayor of Hiroshima, Matsui Kazumi, and visited the Hiroshima Peace Memorial Park for a wreath laying ceremony. They planted a tree at the park symbolizing the bonding cooperation between the Rotary Club of Pearl Harbor and the Rotary Club of Hiroshima Southeast.
Dr. Stefanie Wilson is an associate professor of Business Administration at UH West O'ahu. In addition to teaching, Wilson has always been fascinated with human intelligences and leadership. Her research and publication efforts expand on Howard Gardner's "Theory of Multiple Intelligences" by providing new ways to think about leadership. Wilson also serves as a board member and advisor for the Rotary Club of Pearl Harbor.
UH West O'ahu became a four-year, regional comprehensive university when it served its first class of freshmen in fall 2007. The University offers quality education, small classes and personalized attention at convenient locations. Construction began in August 2010 on the first phase of a new, state-of-the-art UH West O'ahu campus in the City of Kapolei. It is expected to serve approximately 2,000 students for fall 2012 classes. For more information, visit uhwo.hawaii.edu, twitter.com/uhwestoahu, facebook.com/uhwestoahu or call 454-4700 or toll-free (866) 299-8656.


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Brittany Alana Davis
Director of Communications
(850) 245-9724
PRESS RELEASE: Governor Scott signs State University System budget
TALLAHASSEE—Governor Rick Scott today signed a budget that includes a significant increase in funding for higher education— including $200 million for performance funding and strategic investments in science, technology, engineering and math (STEM) facilities.
Governor Scott said, "Our 'It's Your Money Tax Cut' budget is the largest state education investment in history—it champions $3.7 billion in operating funds for the public universities, including $200 million for performance funding and invests funds for new buildings at Florida universities. I want Florida's public universities to be among the best in the nation, and this historic funding will help make that goal a reality."
The investment in performance funding marks the first time such a significant portion of state university funding has been directed toward rewarding excellence and improvement, signifying a reinvigorated commitment to higher levels of accountability and performance. The Board of Governors will allocate the funds based on its 10-metric performance funding model, which rewards university performance in areas from graduation and retention rates to cost per student. The state is investing $100 million in the initiative, which universities are matching with an equal amount of existing dollars, known as base funding.
"Our Governor and Legislature understand the importance of investing strategically in our universities and students," said Board of Governors Chair Mori Hosseini. "Through performance funding and capital investments, our elected leaders are ensuring that today's students have the opportunity to succeed in tomorrow's workforce."
"This is a landmark day for our State University System," said Board of Governors Vice Chair Tom Kuntz. "With the support of Governor Scott, the State University System can now implement its plan to raise all of our universities to a new level of efficiency, accountability and academic quality."
The budget was also notable in other ways, directing more than $256 million for maintenance and to build primarily classrooms, laboratories and learning spaces designed to ensure students are competitive in today's workforce. Investments include$20 million for the chemistry/chemical biology building at the University of Florida and $15 million for the University of South Florida Heart Health Institute.
"This budget reinforces the State University System's existing investments and ensures that our facilities are equipped to train students for careers in high-demand areas," said Governor Wayne Huizenga Jr., chair of the Board of Governor's Facilities Committee. "This targeted funding also ensures that our universities can provide the best possible return on investment for our taxpayers and our students."
"Governor Scott and our legislative leaders have worked together to devise and approve a budget that makes sense for our state and our students," said Marshall Criser III, chancellor of the State University System. "The System is better off because of their leadership."
# # #
Facts about the State University System of Florida and the Board of Governors
The State University System of Florida is a constitutional body led by the 17-member Board of Governors. The system has 12 universities and more than 335,000 students, making it the second-largest public university system in the nation. Responsibilities include defining the distinctive mission of each institution and managing the system's coordination and operation. The Board appoints a Chancellor who serves as the system's chief executive. For more, visit www.flbog.edu.

subset: commoncrawl


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A Saab?
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NASET News Alert
Hurricane Education Recovery ActFriday, 26. of May 2006
Key Policy Letters Signed by the Education Secretary or Deputy Secretary
December 30, 2005
U.S. Secretary of Education Margaret Spellings today announced that President Bush signed into law the Hurricane Education Recovery Act. The legislation authorizes three new grant programs to assist school districts and schools in meeting the educational needs of students displaced by Hurricanes Katrina and Rita and in helping schools that were closed as a result of the hurricanes to reopen as quickly and effectively as possible.
The new programs are as follows:
(1) Emergency Impact Aid for Displaced Students
Under this program, the Department will award emergency impact aid funding to State educational agencies (SEAs). SEAs will, in turn, provide assistance to local educational agencies (LEAs) for the cost of educating students enrolled in public and non-public schools who were displaced by Hurricanes Katrina and Rita during the school year 2005-2006.
Congress has appropriated $645 million for the Emergency Impact Aid program. The Department will make four quarterly payments to SEAs based on quarterly counts of displaced students enrolled in public and non-public schools. States will make payments to LEAs based on those counts.
To receive funding, eligible SEAs will need to provide, on an expedited basis as required by the statute, data and other application information that we will be requesting shortly. Based on this information, the Department will promptly make initial payments to SEAs.
(2) Assistance for Homeless Youth
This program will provide a separate source of funding to SEAs to address the needs of homeless students displaced by Hurricanes Katrina or Rita. The Department will use data on displaced public school students collected under the Emergency Impact Aid program to make allocations under the Assistance for Homeless Youth program.
Congress has appropriated $5 million for this program. The Department will be making awards to SEAs in the near future. After receiving their allocations, SEAs will award subgrants to LEAs on the basis of demonstrated need. LEAs must use the funds awarded under this program to support activities that are allowable under the McKinney-Vento Homeless Assistance Act.
(3) Immediate Aid to Restart School Operations
Under this program, the Department is authorized to award funds to the SEAs in Louisiana, Mississippi, Texas, and Alabama. These SEAs, in turn, will provide assistance or services to LEAs and non-public schools to help defray expenses related to the restart of operations in, the reopening of, and the re-enrollment of students in, elementary and secondary schools that serve an area in which a major disaster has been declared related to Hurricanes Katrina or Rita.
Congress has appropriated $750 million for the Restart program. States, LEAs, and non-public schools in the affected areas have incurred and continue to incur considerable expenses as they seek to reopen schools and are in urgent need of financial assistance. In order to help meet those needs, the Department will immediately provide $100 million to Louisiana, $100 million to Mississippi, $50 million to Texas, and $3.75 million to Alabama under the Restart program. Consistent with the legislation, in determining the final, aggregate allocations, the Department will take into consideration the number of students who were enrolled, during the 2004-2005 school year, in elementary and secondary schools that were closed on September 12, 2005, as a result of Hurricane Katrina, or on October 7, 2005, as a result of Hurricane Rita, and other relevant factors.
Center for Rural Education Established at U.S. Department of EducationFriday, 26. of May 2006
December 16, 2005 Tucson, Ariz. — The U.S. Department of Education today announced the creation of the Center for Rural Education to address challenges facing rural schools and named former U.S. Commissioner of Education William L. Smith as its director. Housed within the Office of Vocational and Adult Education (OVAE) and working in tandem with the Secretary's Task Force for Rural Education, the center will serve as an information resource for policymakers at the local, state, and federal levels. Beto Gonzalez, acting assistant secretary for the Education Department's Office of Vocational and Adult Education, made the announcement in remarks to a national meeting of the Council of Chief State School Officers in Tucson, Ariz. Gonzalez also chairs the department's Rural Education Task Force, which met this week in Washington to discuss efforts to promote excellence in rural education through the No Child Left Behind Act. In a statement from Washington, U.S. Secretary of Education Margaret Spellings hailed the creation of the new center and said, "I believe that every child, including those who attend a rural school, deserves the benefit of a quality education promised under No Child Left Behind." "I am committed to addressing the needs of our students, educators, and parents in rural America," the secretary said. "This new center will take a leadership role in advancing the cause of rural education." The center's director, William Smith, was the last U.S. commissioner of education in the former Office of Education, located in the former Department of Health, Education and Welfare, before it became a separate department in 1980. Since that time, Smith has served in various management roles within the Education Department. The U.S. Department of Education estimates that nearly 42 percent of the nation's public schools are in rural communities or small towns. A primary goal of the center will be to update The Condition of Education in Rural Schools, a report last released by the U.S. Department of Education in 1994. The center will also host a series of focus groups and forums to highlight issues facing rural education. The Office of Vocational and Adult Education in which the center will be located has a long history of helping rural America. For years, the office has included liaison staff to the National FFA Organization, formerly known as the Future Farmers of America. The No Child Left Behind Act is the bipartisan landmark education reform law designed to change the culture of America's schools by closing the achievement gap, offering more flexibility to states, giving parents more information and options and teaching students based on what works. Under the law's strong accountability provisions, states must describe how they will close the achievement gap and make sure all students, including those with disabilities, achieve academically. More information about the Center for Rural Education is available at: www.ed.gov/nclb/freedom/local/rural/index.html.
School Violence Rate at Lowest Level Since 1992Friday, 26. of May 2006
November 23, 2005: Violent crime rates in the nation's schools, unchanged between 2002 and 2003, remained at about half those recorded in 1992, according to a new report released today by the U.S. Department of Education and U.S. Department of Justice. The report, Indicators of School Crime and Safety: 2005, said the rate of violent crime victims in schools declined from 48 per thousand students in 1992 to 28 per thousand in 2003. In 2003, students ages 12 to 18 were victims of about 740,000 violent crimes and 1.2 million crimes of theft at school, according to the report. Seven percent of students in that age range reported that they had been bullied. Twenty-nine percent of high school students reported that drugs were made available to them on school property, and 9 percent of students were threatened or injured with a weapon on school property. Indicators is the eighth in a series of annual reports produced by the Education Department's National Center for Education Statistics, within the Institute of Education Sciences, and the Justice Department's Bureau of Justice Statistics. Issued each fall, the reports present the most recent data available on school crime and student and staff safety. The report indicates that students are twice as likely to be victims of serious violence away from school. In 2003, there were 12 such crimes per 1,000 students away from school and six crimes per 1,000 students at school. In the 2002-03 school year, there were 15 student homicides and 8 student suicides in the nation's schools, figures that translate to less than one homicide or suicide per million students. Other highlights of the joint report: <typolist> The rate of in-school thefts declined from 95 per 1,000 students in 1992 to 45 per 1,000 in 2003. The rate of thefts away from school also declined, from 68 per 1,000 students in 1992 to 28 per 1,000 in 2003. The proportion of students ages 12 to 18 who reported they skipped school or extracurricular activities or avoided specific places in school because they were fearful decreased from 7 percent in 1999 to 5 percent in 2003. The proportion of students who reported that schools lock entrance or exit doors during the day out of concern for student safety increased from 38 percent to 53 percent between 1999 and 2003. In 2003, 5 percent of students ages 12 to 18 reported being victimized at school during the previous six months: 4 percent reported theft, while 1 percent said they were victims of a violent crime. In 2003, 21 percent of students between 12 and 18 reported that street gangs were present at their school during the previous six months. In 2003, 33 percent of high school students reported having been in a fight anywhere, and 13 percent said they had been in a fight on school property during the preceding 12 months. In 2003, students in urban schools were twice as likely as students in rural and suburban schools to fear being attacked at school or on the way to and from school. </typolist> The complete text of the report is available online at: nces.ed.gov/pubsearch/pubsinfo.asp . Copies can be ordered by calling 1-877-4ED-Pubs (TTY/TDD 1-877-576-7734), by email at email@example.com , or online at www.edpubs.org/webstore/Content/search.asp.
Ensuring Excellence for All StudentsFriday, 26. of May 2006
Special Education: Ensuring Excellence for All Students
Tuesday, November 15, 2005
Time: 8:00 PM - 9:00 PM ET
This November marks 30 years since Congress enacted the Education for All Handicapped Children Act (Public Law 94-142). Today, thanks to this law, which became the Individuals with Disabilities Education Act, or IDEA, the majority of children with disabilities are being educated in their neighborhood schools and in regular classrooms alongside their non-disabled peers; high school graduation rates and employment rates among youth with disabilities have increased dramatically; and post-secondary enrollments among individuals with disabilities continue to rise.
The November broadcast of Special Education: Ensuring Excellence for All Students, will showcase successful inclusion programs in schools, profile research-based, early identification and intervention initiatives to identify academic and behavioral problems in young children, and will include a panel of educators, policymakers, community leaders and parents exploring key issues such as:
- How is NCLB helping ensure the academic progress of children with disabilities? What are the key provisions of the reauthorized IDEA legislation and does it impact those involved with the special education process? What do parents need to know about early intervention for children suspected of having a disability and what challenges do these students and their families face? How have schools made it easier for parents to navigate the system as they create an Individualized Education Program (IEP) for their student with a disability? How can students with disabilities be successfully integrated into general education classrooms? What is Positive Behavior Supports and what difference is it making in schools?
For more information on where you can view Special Education: Ensuring Excellence for All Students, visit: http://www.ed.gov/news/av/video/edtv/index.html
Hurricane Victims with DisabilitiesFriday, 26. of May 2006
Hurricane Victims with Disabilities Receive Assistance Through Department of Education
Gulf States to Get $25.9 Million in Vocational Rehabilitation Services
President Bush recently signed into law the Assistance for Individuals with Disabilities Affected by Hurricanes Katrina and Rita Act of 2005, granting the U.S. Education Department authority to permit hurricane-affected Gulf Coast states access to $25.9 million in federal funds for vocational rehabilitation (VR) services without the states having to provide matching funds.
These VR services may include education, training, assistive technology or various supports necessary for employment of individuals with disabilities affected by Hurricanes Katrina or Rita that contribute to the economic growth and development of communities.
"Children and adults with disabilities face challenges with the loss of their homes and supports for daily living," Secretary of Education Margaret Spellings said. "Through the department's Office of Special Education and Rehabilitative Services, this funding will provide additional assistance to those with disabilities affected by the hurricanes."
Federal funds for VR services will be made available to affected states in the following amounts:
- Louisiana, $16.4 million
- Mississippi, $6.1 million
- Alabama, $1.7 million
- Texas, $1.7 million.
Beyond the support to people with disabilities provided by this new law, a fact sheet lists additional efforts by the Office of Special Education and Rehabilitative Services to help hurricane victims. This fact sheet can be found at:
Castle BillFriday, 26. of May 2006
House Approves Castle Bill to Improve Head Start Early Childhood Program
WASHINGTON, D.C. September 22, 2005 – The U.S. House of Representatives today approved a bill to introduce greater competition into the federal Head Start early childhood program and use it to strengthen school readiness, increase the role of states and local communities in Head Start, and protect children and taxpayers against the abuse and mismanagement of federal Head Start funds. The bill, the School Readiness Act (H.R. 2123), also restores hiring protections that had been stripped from faith-based organizations choosing to participate in the early childhood program.
"Today the House voted to strengthen and improve the Head Start program on behalf of the nearly one million children enrolled in Head Start each year," said Education & the Workforce Committee Chairman John Boehner (R-OH). "The bill will increase competition for Head Start grants, increase the role of states and local communities, and help ensure Head Start funds are used for their intended purpose: preparing disadvantaged children for kindergarten."
"We all can agree on the need for Head Start and its successes. We must also recognize that Head Start can produce even greater results for children," said Education Reform Subcommittee Chairman Mike Castle (R-DE), author of the School Readiness Act. "Students who attend Head Start programs do start school more prepared than those with similar backgrounds that do not attend Head Start. However, Head Start students continue to enter kindergarten well below national norms in school readiness. By moving to close this school readiness gap, this bill will improve results for almost a million Head Start students across the nation."
The School Readiness Act will strengthen the academic components of Head Start and remove barriers that hinder coordination between Head Start and successful state-run early childhood initiatives – major priorities for President George W. Bush. The bill will also emphasize competition, as recommended this year by the independent Government Accountability Office (GAO), to improve program quality and combat financial mismanagement.
Some highlights of the School Readiness Act include:
More competition. Local Head Start operators identified as having one deficiency or more during the five-year lives of their federal grants will be required to compete against other potential grantees when their grants come up for renewal. Under current laws and regulations, such recompetition is too limited, the independent GAO has found. The U.S. Secretary of Health & Human Services, who oversees the Head Start program, will retain the right to terminate a Head Start grant at any time during the five-year grant cycle. Grantees that meet all requirements will be designated as "priority" grantees.
Improved disclosure and transparency of Head Start. The bill will require all Head Start grantees to make available to the public an annual report detailing how money was spent, the sources from which funds were received, and how the agency has performed in terms of meeting the requirements of the law. An independent financial audit will also be required annually.
Greater role for states. In order to qualify to receive a federal Head Start grant, organizations will be required to have objectives in place for improving school readiness that are aligned with state-developed K-12 academic content standards. In order to be considered "priority" grantees, organizations entrusted with federal Head Start funds will be required to utilize curricula that are aligned with state-developed K-12 academic content standards and based in proven scientific research. Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.
Greater role for local school districts. In order to be considered "priority" grantees, organizations entrusted with federal Head Start funds will be required to demonstrate active partnerships with local educational agencies (local school districts) serving the same communities to facilitate smooth transitions to kindergarten for their students. Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants.
Better safeguards against financial abuse. Head Start operators will be required to meet a range of financial disclosure requirements as a condition of receiving and keeping their federal Head Start grants. Grantees will have to be overseen by a local governance board that provides direction and actively oversees all program activities, and will be required to document that they have strong fiscal controls in place, including the employment of a well-qualified chief financial officer with a history of successful management of a public or private organization. Grantees will also have to maintain administrative costs that do not exceed 15 percent of total program costs.
Improved teacher quality. In order to be considered "priority" grantees, organizations entrusted with federal Head Start funds will be required to have a teaching staff of at least 50 percent with AA degrees. Grantees that fail to meet this standard will be required to compete with other potential grantees and will face the possibility of losing their federal grants. The percentage of Head Start staff nationwide required to have BA degrees will be increased to 50 percent.
No new testing. Like its 2003 counterpart, the School Readiness Act contains no new testing provisions. The legislation will strengthen the academic components of Head Start without adding additional tests or assessments.
Improved school readiness. The bill will emphasize "what works" in preparing disadvantaged children for school. It will strengthen Head Start's academic standards by emphasizing cognitive development and the results of scientifically-based research in topics critical to children's school readiness (including language, pre-reading, pre-mathematics, and English language acquisition). The changes would be similar to those adopted with strong bipartisan support for President Bush's Reading First and Early Reading First initiatives, established in the No Child Left Behind Act for K-12 education.
During consideration of the School Readiness Act, the House adopted an amendment offered by Rep. Charles Boustany (R-LA) to protect the civil liberties of faith-based providers by clarifying that these institutions are not required to relinquish their Civil Rights Act hiring protections when they participate in the federal Head Start program. The historic civil rights law explicitly protects the rights of religious organizations to take religion into account in their hiring practices, and former Democratic President Bill Clinton signed four laws explicitly allowing faith-based groups to staff on a religious basis when they receive federal funds.
"Now, more than ever before, we are seeing first hand the good work these groups are doing in my region of the country. In the aftermath of Hurricane Katrina, faith-based organizations were among the first to reach out a hand in service to those impacted by the disaster," said Boustany. "It is critical that faith-based organizations that are willing to serve their communities by participating in federal programs are not forced to give up who they are to participate."
"Our nation's Head Start students deserve to be served by the very best organizations willing to lend a helping hand," said Boehner. "By restoring hiring protections for faith-based providers, the School Readiness Act ensures quality programs aren't forced to choose between relinquishing their identities or being shut out of the program all together."
CONTACT: Alexa Marrero or Kevin Smith
Telephone: (202) 225-4527
IDEA and Music TherapyFriday, 26. of May 2006
IDEA Regulations and Music Therapy as a Related Service
August 25, 2005, After several years of advocacy, the US Dept. of Education is considering changing the wording of the IDEA laws to include music therapy as a related service. Music therapists, special education and general education teachers, parents, and colleagues have an opportunity to influence this legislation by providing comments on the proposed IDEA regulations. Once these regulations are completed, they will be utilized by schools to assist them in implementing the special education law. U.S. Department of Education staff has indicated a need to hear comments from parents, as well as clinicians.
All comments on the proposed regulations are to be filed with the Department's Office of Special Education and Rehabilitative Services (OSERS). Comments and recommendations can be submitted most efficiently VIA EMAIL TO: firstname.lastname@example.com
You must include in the SUBJECT line: COMMENTS ON IDEA-PART B.
Although not recommended due to the extensive security screening process, comments can also be mailed to the following address:
Dr. Troy R. Justesen
U.S. Department of Education
400 Maryland Avenue, S.W.
Potomac Center Plaza, Room 5126
Washington, DC, 20202-2641
On the website for the American Music Therapy Association, it includes sample letters that make it very easy for anyone to email a personalized request. The deadline is Sept. 6, 2005. For more information, visit:
Students With Disabilities Making Great Strides, New Study FindsFriday, 26. of May 2006
Students With Disabilities Making Great Strides,
New Study Finds
Data reflect successful experiences and achievements of special education students moving into early adulthood
FOR RELEASE: July 28, 2005
Students with disabilities have made significant progress in their transition to adulthood during the past 25 years with lower dropout rates, an increase in postsecondary enrollment and a higher rate of gainful employment after leaving high school, according to a new report released today by the U.S. Department of Education. The report is available at http://www.nlts2.org.
The National Longitudinal Transition Study-2 (NLTS2) documents the experiences of a national sample of students over several years as they moved from secondary school into adult roles. The NLTS2 report shows that the incidence of students with disabilities completing high school rather than dropping out increased by 17 percentage points between 1987 and 2003.
During the same period, their postsecondary education participation more than doubled to 32 percent. In 2003, 70 percent of students with disabilities who had been out of school for up to two years had paying jobs, compared to only 55 percent in 1987.
"These accomplishments show the benefits of accountability and high academic standards among all students, including those with disabilities," said U.S. Secretary of Education Margaret Spellings. "As we focus increasingly on high school students, these findings square nicely with the goals of No Child Left Behind, such as closing the achievement gap and insisting that all students be given the quality education they so deserve."
NLTS2 began in 2001, and is a follow-up to the first National Longitudinal Transition Study conducted from 1985 through 1993, in which the experiences of the first "cohort" of students were analyzed. NLTS2 reports on a second cohort of young people, 12,000 students nationwide who were ages 13-16 at the start of the study. Information will be collected over 10 years from parents, students and schools, and will provide a national picture of the experiences and achievements of young people as they transition into early adulthood.
- Core Academics Improved—Cohort2 high school students with disabilities were much more likely than their cohort1 counterparts to take core academic courses, including mathematics, science, social studies and a foreign language.
- Grades Were Higher—Regarding academic performance, more than half of cohort2 students with disabilities received above-average grades, representing a shift from students receiving mostly Cs to more students receiving mostly As or Bs, as reported by teachers.
- Age and Grade-Level Match Improved—The proportion of students who were at the typical age for their grade level increased from one-third to more than one-half between 1987 and 2001. As being older than the typical age for a grade level has been shown to be a powerful predictor of disabled students dropping out of school, this indicator signals positive outcomes for youths with disabilities in their efforts to finish high school.
- More Support—By 2001, half of 15- to 17-year-old students with disabilities were receiving related or support services from or through their schools, compared with less than one-third of students in 1987.
The study was funded by the Department's Office of Special Education and Rehabilitative Services and focuses on a wide range of important topics for students with disabilities, such as high school coursework, extracurricular activities, academic performance, postsecondary education and training, employment, independent living and community participation.
411 on Disability DisclosureFriday, 26. of May 2006
The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
The 411 on Disability Disclosure: A Workbook for Youth with Disabilities, published by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth), is designed for youth and adults working with them to learn about disability disclosure. This workbook is free of charge and helps young people make informed decisions about whether or not to disclose their disability and understand how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision, the Workbook helps young people think about and practice disclosing their disability.
To download the entire 411 on Disability Disclosure Guidebook in PDF* (99 pages/397KB) visit:
or to read the guide in MS Word (85 pages) visit
*Please note: This is a large document, download time will be longer for users with slower connections.
Again, this workbook is free.
The workbook does not tell a young people what to do. Rather, it helps them make informed decisions about disclosing their disability, decisions that will affect their educational, employment, and social lives.
MS Word versions of the 411 on Disability Disclosure Workbook are designed specifically for those visitors using screen readers and/or braille translators. Phrases such as "pullout" and "sidebar" will be used throughout the Word documents to give readers with low vision and/or blindness a better understanding of how the text is laid out in the PDF version (with complete graphics). In addition, tables and charts within the documents will be reformatted for clarity.
Units and Activities
Unit 1: Self-Determination…the BIG Picture
Activities: "Just what do you know about yourself and your disability?," "Self-Determined Short-Term Goals"
Unit 2: Disclosure… what is it and why is it so important?
Activity: Describe your disability-related needs, and your abilities and skills
Unit 3: Weighing the Advantages and Disadvantages of Disclosure
Activities: "Discuss Scenarios," "Famous People Matching"
Unit 4: Rights and Responsibilities Under the Law
Activities: "Defining Your Disability," "Recognizing Discrimination," "Small Group Poster Activity," "Identifying Adult Service Providers & Eligibility Criteria"
Appendices: "Basic Facts about the Americans with Disabilities Act," "Summary of Legislation"
Unit 5: Accommodations
Activities: "The Job Accommodation Network (JAN)," "Situations and Solutions at School and at Work"
Unit 6: Postsecondary Disclosure…Why, When, What, to Whom, and How?
Activities: "Course for Disclosure Examples," "Exploring Disability Support Services," "My Practice Script"
Unit 7: Disclosure on the Job…Why, When, What, to Whom, and How?
Activities: "Course for Disclosure Examples," "My Practice Script," "Visit your local One-Stop Career Center,"
Unit 8: Disclosure in Social and Community Setting…Why, When, What, to Whom, and How?
Activities: "Course for Disclosure Examples," "My Practice Script"
Disclosure Glossary
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) assists state and local workforce development systems to better serve youth with disabilities. The NCWD/Youth, created in late 2001, is composed of partners with expertise in disability, education, employment, and workforce development issues. Funded by a grant from the U.S. Department of Labor's Office of Disability Employment Policy (ODEP), the NCWD/Youth is housed at the Institute for Educational Leadership.
Draft IDEAFriday, 26. of May 2006
Draft IDEA Regulations are Available
This just in from from the National Dissemination Center for Children and Youth with Disabilities:
The Office of Management and Budget (OMB) and Secretary Spellings have signed the proposed regulations to implement the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). This follows a concerted effort by many in OSERS to review the old and new law, receive public comments, and draft the proposed regulations.
So that members of the public will have as much time as possible to review the proposed regulations, the Department has posted an unofficial copy on its Web site at www.ed.gov/policy/speced/guid/idea/idea2004.html
Using that link, members of the public can also view the dates and locations for a series of public meetings where comments on the proposed regulations will be received by OSERS. Information on submitting written comments on the proposed regulations can also be found using that link.
NASET News Alert Archive
Click below to view News Alerts from a particular month.


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April 30, 1932 - April 15, 2013
Wallkill, NY
Marie Elizabeth (Koning) Lozell went home to be with the Lord on Monday, April 15, 2013. She was born to Evert and Anna (Tunison) Koning on April 30, 1932 in Hackensack, NJ. Marie married Clifford W. Lozell on November 24, 1951 in Paterson, NJ.
Marie loved children, especially her 12 grandchildren and nine great-grandchildren. She loved to make special birthday cakes and homemade candy. She also enjoyed playing bingo with family and friends. She embraced the many friendships that she made throughout her life. Spring was a special time for her. She enjoyed going to yard sales and tending to her rose garden. As the spring birds arrived, Marie made sure they had plenty of food waiting for them. Her continuous display of strength and commitment was her family's inspiration.
She is survived by her loving husband, Clifford, and their daughters: Sandy Nelson of Wallkill, Pamela Lozell of Newburgh, Candie Hansen and her husband, Carsten of Bend, OR, Cherie Martin of Marlboro, Marie (Penny) Bradshaw and her husband, Gary of Mooresville, NC, Brenda Porter of Milton, and Cindy Romeo and her husband, George of Cedar Grove, NJ. She is also survived by her grandchildren: Karen (Nelson) Kuhn, Tracie (McCann) Smith, Gregg Nelson, Anthony Romeo, Timothy Porter, Julianna (Hansen) Baker, Nicholas Martin, Ashley Martin, Daniel Porter, Annalise Hansen, Brittney and Brandon Bradshaw. Her great-grandchildren are: Robert Kuhn, Jesse Kuhn, William Simons, Ana Kuhn, Kara Kuhn, James Simons, Molly Porter, Tyler Porter and Sophia Porter. She was predeceased by her sons-in-law: Gaynor R. Nelson and James Martin.
Visitation will be on Friday evening, April 19th, from 3 to 7 p.m. Services will be held at Cedar Hill Cemetery, in the chapel, at 10:30 a.m. on Saturday, April 20th. Pastor Jody Spiak will officiate. Burial will follow.
In lieu of flowers, memorial donations, in Marie's name, can be made to the American Diabetes Association, 333 7th Ave, #1700, New York, NY 10001 or on-line at www.diabetes.org/donate.
Arrangements were made by Brooks Funeral Home, 481 Gidney Ave., Newburgh, NY; to send a personal condolence or for further information, please visit www.Brooksfh.com or call 845-561-8300.


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Rock City's Enchanted Garden of Lights
December 4, 2017 @ 6:00 pm - 9:00 pm |Recurring Event (See all)
An event every day that begins at 6:00pm, repeating until January 6, 2018 |
$12.95 - $22.95
|Recurring Event (See all)
An event every day that begins at 6:00pm, repeating until January 6, 2018
Organizer: Rock City, Phone: 706.820.2531 http://www.seerockcity.com
Categories: Children & Teens
For the holiday season, Rock City's Enchanted Garden of Lights is a family tradition. Featured recently on ABC's show The Chew, this light extravaganza showcases more than 30 holiday scenes and nearly a million LED lights that transform the gardens' natural daytime splendor into a fantasyland. Enjoy gingerbread cookie decorating, hot cocoa and nightly entertainment. Group rates available. Dinner with Santa is also back, as well as Jack Frost, Inara the ice queen and the Dancing Forest! This event was selected as a Top 20 Event for 2016 by Southeast Tourism Society!
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Chattanooga Events Calendar | Things to Do in Chattanooga This Weekend


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Schedule your campus visit today!
Alumni Hall construction continues to move along quickly as we approach the end of June. The recent stretch of good weather has allowed both inside and outside work on the building to remain consistent.
Inside Projects:
Outside Projects:
Marian University will officially open Alumni Hall in time for classes to begin in August.
Remember that the Alumni Hall Ribbon-Cutting Ceremony takes place on Saturday, October 18 at 10:30 a.m. as a part of Marian University Homecoming festivities.
Mark Apple
Vice President of Marketing Communications
(317) 955-6775 email@example.com
© 2017 Marian University
Notice of Nondiscrimination
Marian University does not discriminate on the basis of race, ethnicity, color, sex, gender, gender identity, sexual orientation, religion, creed, national origin, age or disabilities in the selection of administrative personnel, faculty and staff, and students. *Placement rates are gathered from data collected from graduates within six months of graduation.


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The University of South Florida is reeling today after the Senate's budget recommendations over the weekend revealed a disproportionate cut to the school compared to other universities.
Of the $400 million recommended to be cut from the entire state university system, $79 million of that -- or 20 percent -- would come from USF.
Another $25 million would be held in "contingency," pending USF's cooperation in immediately severing its branch campus in Lakeland. That move, pushed hard by Senate budget chairman JD Alexander, would require giving the new "Florida Polytechnic University" all USF Polytechnic's money, property, foundation dollars and more with USF retaining all USF Poly's faculty and staff. Absorbing all those people is expected to cost another $16 million to the university, said USF Provost Ralph Wilcox.
And then there's USF's pharmacy school. Currently housed at the main Tampa campus, the school was intended to eventually move to USF Poly. As such, its funding comes out of USF Poly's $28 million budget. Last year that was $6 million, which USF spent on new faculty and staff. Under the Senate budget, USF would keep the school and those people but not receive any more funding, Wilcox said.
"It is just an inexplicable inequity," Wilcox said.
USF's Board of Trustees is holding an emergency meeting this afternoon to try to make sense all the implications.


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A Brazilian high school student is offering her virginity to the highest bidder in an effort to raise money to help care for her bed-ridden mother who suffered a stroke.
"My name is Rebecca," she said in a YouTube Video posted in December. "I'm here to auction off my virginity."
Rebecca Bernardo, 18, has received three offers thus far; the highest is $35,000.
Bernardo told CNN she was inspired by Catarina Migliorini, a 20-year old Brazilian college student who sold her virginity on an Australian website for $780,000 dollars in October, but was motivated to help her mother, who has been bed-ridden since the stroke.
Bernardo, who lives in the small farming town of Sapeacu, said she tried working as a waitress and selling cosmetics but the money was barely enough to cover a home caregiver.
Despite her inability to feed herself or to go to the restroom, Bernardo's mother is whole-heartedly against her daughter's decision.
"She should look for work," her mother said to CNN. "She shouldn't prostitute herself."
A Brazilian television show has offered to pay for her mother's medical expenses but Bernardo denied the offer because she is hoping to raise enough money to start a new life in another town with her mother.
In October, Migliorini defended herself against accusations that she was a prostitute.
"I saw this as a business. I have the opportunity to travel, to be part of a movie and get a bonus with it," Migliorini said, according to the New York Daily News. "The auction is just business, I'm a romantic girl at heart and believe in love. But this will make a big difference to my area."
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|2013-03-02, 19:50
|Link #506
#1 Ranka Fan!!
Join Date: Feb 2011
Location: USA
Age: 26
Here Magnus: http://hu.twitch.tv/hesana/b/372091757
Maybe that will help.
|2013-03-03, 02:31
|Link #507
Senior Member
Join Date: Jul 2006
Location: Hamburg, Germany
Age: 43
Thanks, LMK. Geeze, that's a super Ranka-fan desktop if I ever saw one. ^^
Looking at this, the gameplay looks interesting enough ( I've always wanted to play a veritech Macross game, but they never seem to come out for the PC ), but I realize its utterly pointless to try to get the game without understanding anything about the story. Oh, well, maybe someone will make a video compilation somewhere so at least I can watch them... they are really pretty. Although I think the new main VA guy is not that good, so far.
Also, there doesn't seem to be much storyline branching, as far as I could see, but I may have well missed a lot ( zapped through it after watching the intro ).
If someone who has finished wants to post a summary of the story, I'd be very grateful.
Last edited by magnuskn; 2013-03-03 at 02:53.
|2013-03-03, 04:18
|Link #508
#1 Ranka Fan!!
Join Date: Feb 2011
Location: USA
Age: 26
You're welcome, Magnus.
Others have posted their gameplays too on that site. I would link them all but I don't have time with school and everything reaching its peak this week. You can find them in the recommended or simply search for the マクロス tag.
|2013-03-03, 23:39
|Link #510
Crazy Devout Fanboy
Join Date: Dec 2005
Location: 1st Ra Cailum-class battleship Ra Cailum, port-side officer's bunks
Seeing how fast players tend to burn through games so they can post comments on the 'net, I have a question; I've heard the game has multiple endings. No spoilers, but just tell me is there a get-together ending for each of the two heroines with the male lead? (though I would suspect this to be the case and be one of the main reasons for having multiple endings in the game, to satisfay both sides of the love triangle)
|2013-03-04, 12:02
|Link #511
Join Date: Sep 2012
Location: Nyan Nyan's
Age: 32
Still not feeling well, but I'll try to post a late, quick reply.
Shinji103: we don't know yet. Probably but if there is a 'true ending' or not, we don't know. It's an RPG, it's normal that most of these games have multiple, sometimes down right crazy endings.
Spoiler for cheesie:
Spoiler for wisteria233:
|2013-03-06, 10:12
|Link #515
Join Date: Mar 2008
|Thread Tools


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Individual removable/washable trays that hold substrate for theReptiBreezeandReptiBreeze LED DeluxeScreen Enclosures. Available in multiple sizes. Small (38x38cm) is compatible with NT-10, NT-11 and NT-15; Medium (45x45cm) is compatible with NT-12 and Large (60x60cm) is compatible with NT-13 and NT-17.
Product code: TZR023
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→ English → Español → Français → Italiano
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Help us improve treatments for endometriosis and prevent this disease in the next generation of women. Support the work of the World Endometriosis Research Foundation.
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Find how to videos, FAQs, tutorial articles and detailed support information for your Suunto watch.
How to connect Suunto Spartan and update watch software -video.
Learn how to enable Bluetooth on your Suunto Spartan and pair it with the Suunto Movescount app for iOS.
Suunto Spartan - How to enable Bluetooth and pair with Movescount app for Android
How to wear a Suunto Spartan Sport Wrist HR and Suunto Spartan Trainer HR watch -video.
How to adjust basic settings on your Suunto Spartan -video.
How to pair your Suunto Spartan with the Suunto Smart Sensor heart rate belt -video.
Learn how to enable Bluetooth on your Suunto Spartan and pair it with the Suunto Movescount app for iOS.
How to create a route for Suunto Spartan Collection GPS watches -video.
How to add a POI (Point of Interest) to your Suunto Ambit or Spartan watch with Suunto Movescount.
Learn how to adjust the default HR zones and how to utilize them during your exercise with your Suunto Spartan watch.
Keep your watch up-to-date with the latest software updates and optimizations. Download and install the software on your computer, connect your watch and the software will do the rest - even syncing your Moves with Movescount.
Read more about the latest software update and new features for your Suunto watch here. How to get it? Connect your watch to your computer and Suunto's software will automatically install the latest version.
User guides provide a comprehensive overview of product features, how to use them, as well as handling guidelines and technical specifications.
Find answers to frequently asked questions and detailed support information that help you use your Suunto watch.
Here's what you'll need to know when your new Suunto Spartan arrives. We want your experience to be a smooth one, so we've put together a couple of basic tips to help you get moving!
With 80 sport modes pre-installed in the watch, Suunto Spartan multisport watches are ready to go for nearly any kind of activity. You also have the ability to create your own, custom sport modes, to see exactly the metrics that matter most to you.
For specifications and other product information
Support in English available 24/7.
Your call may be monitored or recorded for quality control and training purposes.
Find more contact information here.


text: 3.5-inch-Drive-Installed David Artiss on 1st March 2012 Related Posted by David Artiss Happiness Engineer for the WordPress VIP team at Automattic. Gamer, entertainer and general fan of all things Marvel. All Posts Website Talk to me! Cancel reply This site uses Akismet to reduce spam. Learn how your comment data is processed.


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Bourbon Squash
Bourbon Squash
Fruity and sweet, the Maker's Mark® Bourbon Squash is best enjoyed sip by wonderful sip.
- 1-1/2 parts Maker's Mark® Bourbon
- 3/4 part orange juice
- 1/2 part lemon juice
- 1 teaspoon simple syrup
- Squeeze citrus juices into a tall glass.
- Drop in hulls.
- Add simple syrup and pack the glass with shaved ice.
- Add Maker's Mark® Bourbon and stir.
- Serve with a cocktail straw.
Tags: Cocktails, Highballs, Bourbon Squash, Orange Juice, Lemon Juice, Simple Syrup, Thirsty


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Where Quality Meets Integrity
Welcome to the practice of Dr. Scott R. Miller, an experienced and highly sought after board-certified plastic surgeon. Dr. Miller and his team are committed to helping you renew your appearance and feel great about the way you look. We strive to give you results that look natural and beautiful. You will receive a customized evaluation and procedure plan, designed to meet your individual needs. Our practice focuses on providing you with the highest-quality care with a detailed assessment, honest recommendations, meticulous surgery, and attentive postoperative and recovery care. We are committed to safety, effectiveness, and to meeting your needs throughout the entire process. Offering a number of surgical and non-surgical cosmetic enhancement treatments, including breast surgery, body contouring, facial procedures, skin rejuvenation, and more, Dr. Scott R. Miller can help you achieve your aesthetic goals.
Did You Know...
Dr. Scott Miller takes a very unique approach to plastic surgery and cosmetic enhancement treatment. He calls it Passion 4 Performance, or P4P. Dr. Miller and his team's P4P philosophy is devoted to ensuring each and every patient receives our commitment to quality, integrity, safety, and service in order to achieve the best possible results.


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(DELL) Dell Closer to Buyout
Amid all the negative outcomes of macro uncertainty and the PC market slowdown, the recent talk of the town seems to be the leveraged buyout (LBO) of the world's third largest PC maker Dell Inc. (DELL). As per Bloomberg, Dell is soon going to transform from a publicly traded company to a private equity firm.
The LBO agreement, slated to be announced today, is likely to be signed by the founder Michael Dell, Microsoft Corp. (MSFT) and Silver Lake Partners (a private equity firm). An estimated purchase price of $23.0 billion is expected to be funded mostly by a debt raising, Michael Dell's 15.7% stake and $700.0 million cash, $2.0 billion from Microsoft and $1.0 billion from Silver Lake. The purchase price reflects a per share price of $13.50 to $13.75. Currently, Dell is trading at $13.27.
The idea behind the privatization is to stay away from public scrutiny and expectations and better focus on business growth and profitability. But the main problem remains Dell's dependence on the PC market. Also, Dell lacks a firm footing in the servers, storage and cloud computing space, which is a sheer negative in comparison to International Business Machines Corp. (IBM), EMC Corp. (EMC), and to some extent, Hewlett-Packard Co. (HPQ). Another competitor, Apple Inc. (AAPL) is dominating the tablet space.
Considering the situation, it is hard to predict Dell's success story, unless the company opts for diversification.
Dell's go-private strategy could also create other problems for the company. Without the support of public money through common shares, Dell will be required to pay high interest charges. If it is unable to generate desired results, the company could go out of business. On the positive side, founder Michael Dell (with his majority share) will be better positioned to decide operational and strategic changes that could help the company out of the difficult situation.
Improvement in the PC market is less likely in the near term due to the slower-than-expected adoption of Microsoft's Win 8. But industry observers expect a marginal growth of 2.0% in PC shipments in 2013, which is a silver lining.
Currently, Dell has a Zacks Rank #4 (Sell).
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American potato salad, on the other hand, uses mayonnaise. I know some people who think mayonnaise is "gross". To each his own. I like it, but obviously, I don't eat it in massive quantities. Now that we're heading into warmer weather and BBQ Season, I was bitten with my yearly hankering for a homemade classic American potato salad.
Recently, I've been featuring recipes I've made with my beloved pressure cooker.
pressure cooker cheese cake in 12 minutes-- (now, on the blog(! This was so creamy and delicious, and so easy to make!
I know that not all of my readers own a pressure cooker-- or, you've admitted that yours has been banished to your garage, gathering dust. I am working on a post to share my suggestions/recommendations on how to choose a pressure cooker and why I think they're so wonderful to use. You can still make this without a pressure cooker-- however it will take an additional 30-45 minutes!
Pressure Cooking Today" for sharing her genius way of making using a pressure cooker to speed up the process of preparing the potatoes and eggs. This was so fast and easy that I could just hug her!
The stove top technique to making a potato salad beings with peeling potatoes, cubing them and boiling them in salted water for 15-20 minutes, until fork tender. Eggs are also brought to a boil, the heat turned off and pot covered and allowed to sit 15-20 minutes. With a pressure cooker, both the potatoes and eggs are cooked for four minutes! Yes, FOUR minutes! Ta-da! My electric pressure cooker comes with a trivet and steamer basket. 1-1/2 cups water is added, the lid locked on. I pressed 4 minutes and while the spuds and eggs were cooking, I prepared a bowl of ice water.
NOTE: I use my pressure cooker to "steam" the potatoes for making creamy mashed potatoes. Four minutes! I used Russet potatoes for this salad, because it's most traditional. Red Bliss, Yukon Gold or even Fingerlings potatoes would work, too.
I've sliced about six green onions. Starting with about one cup mayonnaise, I add yellow mustard, chopped dill pickle (this is totally optional), white wine vinegar (or you can replace with pickle juice), salt and pepper ...
Pressure cooking hard-boiled eggs has become my fool-proof method. I've learned that cracking the cooked (and cooled) eggs and removing them with cool faucet water yields perfectly peeled eggs. Yes!


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Kelly Layman
Executive Director of Communications
PRESS RELEASE: Members Named to Florida Board of Governors Task Force on Facilities Funding // To Address 'Crisis' in State University System Infrastructure
FOR IMMEDIATE RELEASE—April 11, 2012
Facilities Committee Chair Dick Beard of Tampa: 'We have a crisis in infrastructure funding amid State University System institutions'
(Note: Attached is a document containing information on PECO funding for FY 2012-13 as passed in the Legislature's budget and pending Governor's action by April 21.)
TALLAHASSEE, Fla.—Following up on discussion and action at its March 22 meeting to address the "crisis" in infrastructure and facilities funding amid the State University System, the Florida Board of Governors today announced appointments to its newly formed Task Force on Facilities Funding, which is scheduled to hold its first meeting April 30 and May 1 in Orlando.
The task force has a Nov. 7 deadline to report findings and recommendations that can be pursued, if needed, in the 2013 Session of the Legislature. In addition to the members appointed today, a separate advisory panel of financial-related experts will be named in the near future to support particular aspects of the task force's charge.
The State University System currently relies on state Public Education Capital Outlay dollars – or "PECO" – as the primary source of both university construction and building maintenance. The current state economy and recent legislative budgets make significant state investment in capital planning limited, at best, for the future of the 11 institutions.
The System needs between $200 million and $400 million alone each year to maintain and modernize the existing state investment in university buildings and utility infrastructure, according to national norms that evaluate factors such as square footage and age of assets. For FY 2012-13, total appropriations for this purpose were less than $9 million to be shared across the System.
Overall, PECO funding in the State University System is now at an historic low. For a fact sheet on the historical aspects of PECO, see www.flbog.edu/pressroom and click on Current Info Briefs. PECO resources are scarce and must be shared amid the list of educational entities listed in the fact sheet.
A bill that would have altered the way PECO projects are funded – providing some flexibility to universities and other PECO-reliant entities – failed to pass in the final days of the 2012 Session. The Senate also conducted important research on potential PECO alternatives in 2011, but its final report was not released in the most recent Session.
By law, PECO funds cannot be used to construct student life facilities, such as student unions, recreational fields, and fitness centers. In this area alone, we know from a previous study – conducted by the Board that the Legislature mandated – that there is more than $650 million of unmet and identified needs for student life facilities alone. Again, however, PECO funds cannot be utilized in this instance – and the $650 million needed cannot be bonded.
At the March meeting of the Board of Governors, Facilities Committee Chair Dick Beard of Tampa called the issue a "crisis."
"The task force will enable us to better address the crisis that we have in infrastructure funding amid State University System institutions," he noted.
State University System Chancellor Frank T. Brogan said the Board's action is important and that it comes at the perfect time.
"We will continue the drumbeat on this issue, because it is a three-part challenge that is coming to a head: future construction projects face real uncertainty, universities cannot keep up with the maintenance and renovations of existing taxpayer investment, and the state is issuing fewer bondable projects for the 11 institutions due to continued declining revenues," Brogan said.
University of West Florida President Judy Bense, Ph.D., today was named chair of the task force. She has worked at UWF in Pensacola for 30 years and has been serving as the institution's fifth president since 2008. She has focused on visibility and partnerships in her tenure to date, and has expended extensive energy on regional workforce needs and strategically planned growth with the economic development and business community in Northwest Florida.
Other appointees are:
• Anthony Barbar, Vice Chair, Board of Trustees, Florida Atlantic University
• Linda Bacheler, Assistant Vice President and Controller, Florida Gulf Coast University
• Robert Bradley, Ph.D., Vice President for Planning and Programs, Florida State University
• Scott Cole, Vice President and General Counsel, University of Central Florida
• Thomas Donaudy, Vice President of Facilities and University Architect, Florida Atlantic University
• Matt Fajack, Vice President and Chief Financial Officer, University of Florida
• John Long, Senior Vice President and Chief Operating Officer, University of South Florida
• Michael Long, Student at New College of Florida and currently the Student Member on the Florida Board of Governors
• Janet Owen, Vice President for Governmental Affairs, University of North Florida
• Larry Robinson, Ph.D., Provost, Florida Agricultural & Mechanical University
• Mark B. Rosenberg, Ph.D., President, Florida International University
The charge to the Task Force is to produce final recommendations to the Board by or before Nov. 7 that will, at a minimum:
• Identify specific university projects that can be constructed, subject to potential waivers of existing policy and regulations.
• Identify specific university maintenance initiatives that can be addressed, subject to potential waivers of existing policy and regulations.
• Determine how limited funding for new or remodeled space will affect the System's ability to meet the goals and outcomes in the Board of Governors' 2025 Strategic Plan – see the document at www.flbog.edu/pressroom and the specific metrics and goals in the charts on pages 20-22.
• Determine a methodology to mitigate the future impacts of university growth on local governments and host communities.
• Review other states' facility funding methodologies and determine what alternatives may be applicable to Florida.
• Review all sources of current and potential university facility funding to determine if any additional sources should be made available.
• Determine if there are public private partnership alternatives not currently utilized that can be fostered to provide needed facilities.
The appointees for the advisory panel of financial and capital infrastructure experts will be named soon. The task force, as an appointed body of the Board, will operate in accordance with Florida's Sunshine laws – meeting dates and agenda materials will be posted to the web site, as part of the existing Board of Governors noticing process, and a toll-free audio listening line will be available. Further details and materials for the first meeting will be posted on the Board's web site as items are finalized in the coming weeks.
Link to PECO funding for FY 2012-13 as passed in the Legislature's budget and pending Governor's action by April 21
About the State University System of Florida
The State University System of Florida is governed by a 17-member Board of Governors, a constitutional body and led by appointed public servants. The System is comprised of 11 institutions with a total enrollment of nearly 330,000 students, making it the second-largest public university system in the nation in terms of enrollment (some states have more than one university system). The Florida Constitution (Article IX, Section 7) was amended by the state's voters in 2002 to establish a statewide system of governance for all Florida public universities. As a result, the Florida Board of Governors was created in 2003 to oversee the State University System of Florida. Responsibilities include defining the distinctive mission of each institution and ensuring the well-planned coordination and operation of the System. The Board's 17 members include 14 appointed by the Governor, with three serving by virtue of their designations (a faculty member, a Florida Student Association student representative, and the Florida Commissioner of Education). The Board appoints a Chancellor who serves as the chief executive and administrative officer of the State University System. For more, including the Board of Governors' Annual Accountability Report with metrics and benchmarks for each institution, see www.flbog.edu.


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Even mild hearing loss can affect a child's ability to speak and understand language, as well as impact behavioral development. Nemours' audiologists use state-of-the-art technology and innovative testing techniques to assess your child's hearing sensitivity. We can evaluate and treat hearing at any age, beginning at birth.
Hearing loss in children occurs in an estimated three out of every 1,000 babies born in the United States each year. At Nemours, we are dedicated to finding the best solutions to address each child's hearing impairment, and we're committed to counseling and educating families to be advocates for their children in the community.
We have board certified audiologists who are licensed with specialized experience in pediatric audiology.
Our audiologists help diagnose and develop treatment plans for children with hearing disorders such as:
- hearing loss
- (central) auditory processing disorder (APD)
- auditory neuropathy spectrum disorder (ANSD)
- balance (vestibular) and dizziness disorders
At Nemours/Alfred I. duPont Hospital for Children and a number of Nemours Children's Clinic locations in the Delaware Valley and North and Central Florida, we are also able to provide children with hearing impairment special services.
These services include:
- prescriptions for hearing aids and other assistive and/or amplification devices as well as instruction on the use, care and maintenance of these devices
- cochlear implant, programming and therapy
- counseling for families regarding adjustment to hearing aids and cochlear implants
- specialized programs for children diagnosed with central auditory processing disorder or auditory neuropathy spectrum disorder
- working with a child's school and teacher to ensure proper classroom equipment and modifications are in place
We look forward to forming close relationships with our patients and monitoring their progress over time.
New JerseySpecialty Care
FloridaHospitalSpecialty Care
PennsylvaniaSpecialty Care
Hours: Monday – Friday, 7 a.m. to 5 p.m.
For Appointments: (888) 495-5218
Fax: (302) 651-6219
Meet the Team:
- Susanne Abate, AuD, CCC-A
- Shanda Brashears, AuD, CCC-A
- Annemarie Cox, AuD, CCC-A
- Shannon Francesa
- Jessica Godovin, AuD, CCC-A
- Amy Harrison, AuD, CCC-A
- Rebecca Huzzy, AuD, CCC-A
- Yell Inverso, AuD, PhD, CCC-A – Director of Audiology
- Andy Lau, AuD, CCC-A
- Liesl Looney, AuD, CCC-A – Manager of Audiology
- Jessica Loson, AuD, CCC-A
- John Mazzeo, AuD – Audiology Supervisor
- Stephanie Moudy
- Jenna Pellicori, AuD, CCC-A
- Tammy Riegner, AuD, CCC-A
- Daniel Shearer, AuD, CCC-A
- Stacy Szymkowski, AuD, CCC-A
- Sarah Zavala, AuD, CCC-A
Please bring any past test results related to hearing to your appointment.
Other items to bring with you:
- photo ID
- medical and pharmacy insurance cards
- preferred pharmacy name and phone number
- names and dosage of all medications, including over-the-counter medication, your child is currently taking
- guardianship and custody papers, if a legal guardian rather than a parent accompanies your child
Returning Patients
Returning Patients
- Patient Presents Without Legal Guardian (PDF)
English | Spanish
Note: A parent or legal guardian must be with a child for a first visit.
Resources for Patients & Families
- Insurance We Accept: See accepted insurance, listed by location.
- Pay Your Bill: Use online bill pay or send by mail.
- Financial Assistance: Get help with your child's health care expenses.
- MyNemours: Access your child's medical record online.
Hearing loss and auditory disorders can cause delays in a child's speech, language, and cognitive development, so early identification and management of auditory problems and hearing loss in children is important.
The Audiology Department at Nemours/Alfred I. duPont Hospital for Children offers comprehensive audiological services for children from birth to age 21. Our board-certified audiologists are specially trained to perform evaluations on children with hearing, balance, and other ear-related problems. We use the most up-to-date equipment and innovative pediatric assessment techniques to determine your child's hearing sensitivity and management needs.
Working as a Team to Help Your Child
Our audiologists also serve as integral members of several multi-disciplinary and research teams throughout Nemours for:
- auditory neuropathy spectrum disorder
- balance assessment
- central auditory processing disorder
- cleft lip and palate
- cochlear implants
- ear anomalies
This team approach allows us to gather as much information as possible to make sure your child receives the most appropriate care.
Hearing Conditions We Treat
Our services include assessment, management, and monitoring of children with conditions such as:
We are the Delaware Valley's only hospital-based referral for children with central auditory processing disorder (CAPD). Children with CAPD have no problem hearing, but they do have difficulty interpreting and storing words that are heard because the ears and brain do not fully coordinate.
Our Pediatric Vestibular team offers offers advanced testing and treatment for balance problems (dizziness, falling or the sensation of falling, headaches, disorientation, or nausea) caused by problems of the inner ear. Our state-of-the-art and kid-friendly equipment helps pinpoint the cause of the problem, to provide appropriate treatments and recommendations.
We have a specialized program for children with auditory neuropathy spectrum disorder (ANSD), an auditory nerve disorder that can make it difficult for children to hear or distinguish one sound from another. Our program targets diagnosis, treatment, and research.
About 3 in 1,000 babies are born with hearing loss (also called hearing impairment), making it the most common birth defect. A hearing problem can also develop later in life. Our program is designed to closely monitor children with hearing loss. We collaborate with our Nemours Otolaryngology (Ear, Nose & Throat) department to ensure that your child receives an appropriate work-up and investigate the possible cause of your child's hearing loss. We may also recommend a genetics consultation, imaging, and vestibular (balance) evaluation, depending on your child's needs.
Hearing Evaluations for Children
Our Audiologists conduct full hearing diagnostic evaluations in sound-treated rooms with specialized, state-of-the-art equipment. The methods used to test a child's hearing will depend on the age of the child, the child's ability to cooperate, developmental, and health status.
General Diagnostics
Typically, hearing evaluations begin with general diagnostics, or behavioral testing, in one of our sound-proof booths. These tests include:
Hearing tests based on child's age and functional level:
- Children 6 months to 3 years: Visual Reinforcement Audiometry (VRA). The child is seated on the parent's lap and sound is transmitted through the soundfield speakers, looking for localizations or changes in behavior. This is not an ear-specific test, but reflects the sensitivity of the better ear.
- Children 3-5 years: Conditioned Play Audiometry (CPA). The child wears either insert earphones or supraaural (headphones) and responds to ear-specific stimuli through the use of a game (i.e. putting a coin in the bank etc.).
- Children 5-18 years: Standard Behavioral Testing. The child wears insert or supraaural earphones and responds to stimuli by repeating a word or pressing a button.
Tests eardrum flexibility and reflexes of the middle ear muscle. While not a hearing test, it is helpful in identifying middle ear problems, such as fluid collecting behind the eardrum.
The child's ears are evaluated with an immittance bridge by placing a soft tip in the ear which then assesses eardrum movement, middle ear pressure, and the reflex of the middle ear muscle. This does not require a response from the child, although sitting quietly is required for this brief evaluation.
Measures the function of the outer hair cells, or the "natural amplifiers," which lie inside the cochlea. During an OAE test, a soft tip is placed in the child's ear canal, which transmits sound to measure the outer hair cell function in the cochlea. This can be obtained in seconds on a sleeping infant or an older child who is able to sit quietly.
A normal recording is associated with normal outer hair cell function and this typically reflects normal hearing although in some cases the hearing loss may be due to problems in other parts of the hearing pathway.
Specialized Hearing Tests
If your child needs further testing beyond the behavior hearing evaluation, our audiologist may recommend one of the following diagnostic tests.
This diagnostic test evaluates functioning of the auditory (hearing) nerve, and can be used as a predictor of hearing level. It is done while the baby/child is asleep (if 3 months or under) or sedated (over 3 months of age).
ABR testing is commonly performed on:
- babies that have failed their newborn hearing screening two times and have been medically cleared of middle ear fluid
- children who are uncooperative for behavioral testing
- children who cannot be reliably tested using general diagnostic tests (e.g., due to developmental delay, syndrome-related, etc.)
Testing is performed by placing soft electrodes on the baby/child and an insert tip in the ear canal, which sends a click sound to the ear. Audiologists then measure the neural response and determine the child's threshold of hearing. It lasts approximately 1-2 hours.
This type of testing help diagnose auditory processing disorder, where the child has difficulty processing what is heard because the ears and brain do not fully coordinate.
CAP testing is for children age 7 and older, to evaluate what happens to an auditory signal once it leaves the peripheral system (cochlea) and travels to the brain.
It is conducted in the test booth and requires the child to listen and respond to various exercises. It is for children with normal intelligence and normal hearing who exhibit difficulties processing information (e.g., trouble hearing in noise, difficulty following multistep directions, poor reading/spelling/language skills, oral comprehension problems, etc.). This evaluation takes approximately 3 hours.
Assesses the function of the auditory nerve. Abnormal nerve function can make it difficult for children to distinguish one sound from another and understand speech clearly.
This testing is conducted the same way an ABR is done but looks at a different part of the response. The disorder occurs when sound enters the inner ear normally, but the transmission of signals from the inner ear to the brain is impaired,which is typically exhibited by present OAEs and absent or impaired ABR. We routinely do this evaluation as part of a diagnostic ABR and CAP (if warranted) to rule it out, but the test can be done independently without proceeding to do a threshold search.
It lasts about 1 hour and would be recommended for children when:
- parents report their child to have difficulty understanding speech clearly, especially in the presence of background noise
- behavioral testing reveals absent middle ear muscle reflexes and decreased speech discrimination testing in quiet and noise
- speech and language development is a concern; children with this disorder can have speech that ranges from mildly distorted to absent
Nemours audiologists are part of a comprehensive, multi-disciplinary team that can assess symptoms of balance problems (dizziness, falling or the sensation of falling, disorientation, or nausea), help identify their cause, and develop a successful course of treatment. Our balance system is made up from 3 areas in our bodies: the inner ear, the eyes, and our proprioception (use of muscles and joints to maintain body position). Children undergo a thorough evaluation with Audiology, Physical Therapy and the Gait Lab to check for problems in many different areas.
Vestibular testing includes:
- Audiometry: Hearing tests based on child's age and functional level
- Tympanometry and MEMR: Tests eardrum flexibility and reflexes of the middle ear muscle
- Otoacoustic Emissions (OAE): Measures the function of the outer hair cells, or the "natural amplifiers," which lie inside the cochlea
- Videonystagmography (VNG): Records and measures eye movement to check for the presence of vestibular system abnormalities
- Rotational Chair Testing (RVT): Tests the function of the vestibuloocular reflex (VOR), which allows us to keep objects in focus as we walk, play, and run.
- Vestibular Evoked MyogenicPotential (VEMP): Assesses a specific part of the inner ear and vestibular nerve for abnormalities
Rehabilitation and Treatment
If your child is diagnosed with hearing loss or other hearing impairment, our audiologists will make appropriate recommendations based on your child's specific needs and impairment.
Hearing Aids: If hearing aids are necessary, Nemours audiologists are qualified and experienced in the fitting of hearing aids for children of all ages, including young babies. As part of our program, we closely monitor your child's hearing loss and hearing aid care.
Frequency Modulated (FM) Systems: For some children with hearing loss or hearing impairment, background noises and distance can interfere with hearing and understanding. FM amplification systems can be used by children with hearing aids as well as those children who are not candidates for hearing aids.
Cochlear Implant: A cochlear implant is a surgically implanted device for individuals with severe to profound hearing impairment who receive little to no benefit from hearing aids. The procedure does not restore hearing. What it does is transmit sound information past the damaged cochlea directly to the nerve of hearing. We provide a comprehensive Cochlear Implant and Auditory Rehabilitation Program, giving long-time support to children and families with ongoing therapy and involvement before and after surgery.
Auditory Verbal Therapy (AVT): For many children diagnosed with hearing impairments, speech-language therapy or auditory verbal therapy is recommended to help them develop their hearing and speaking skills.


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Each year, every state humanities council is required to submit data and information to meet certain requirements contained in NEH's legislation and to provide an overview of the year's programs and statistics. This submission is very important to NEH, giving each state humanities council's assurance that it complies with legislative requirements.
The yearly submission of compliance materials also provides Federal/State Partnership with critical statistical information that is used in a variety of reports and in annual congressional budget submissions. We are able to learn about the wide range of activities undertaken by the councils, as well as important information such as the extent of participation of humanities scholars and board composition and governance.
Compliance by the numbers:
This year, we saw an increased number of events reported by councils, 92,984, compared to 2011's 80,923; however the councils' total audience reached did decrease from 890,911,000 in 2011 to 793,335,412 in 2012. Councils also saw an increase to the number of applications for funding received: 5,373 in 2012 compared to 2011's 5,246, which is not surprising considering available funding opportunities are more scarce in the current economic climate. The overall percentage of applications that were able to be funded decreased slightly this year to 62.83% over 63.59% from 2011. However, the total number of applications funded increased slightly in 2012 to a total of 3,376 funded over 2011's 3,336.
Highlights of the reports:
Use of social media in daily operations
In last year's compliance report, we noted a large increase in the number of councils who reported using various social media tools in interacting/working with their constituencies. That remains true this year. 50 councils reported using at least one social media tool in their compliance report. 42 councils reported social media usage in 2011.
These 50 councils reported using at least one or more methods of social networking to increase contact and communication with the communities they serve. Facebook still has the largest number of state council users, although more councils are starting to see Twitter as an effective way to reach their constituents, and many use it to help satisfy the legislative requirement for public meetings.
Social media anecdotally has also proven helpful in reaching greater numbers of people, especially in underserved areas in states, and has also proved helpful at increasing the participation of younger audiences who, in general tend to be more technologically adept and responsive to social networking.
Program decline and growth
Overall, the total number of events and programs sponsored or funded by councils rose from 80,923 in 2011 to 92,984 in 2012. However, total audience members reached decreased slightly.
Program numbers rise and fall each year, showing subtle shifts in focus for the councils. Last year, we noted the growth of discussion programs, in part based on the national focus, at NEH and in other outlets, that was given to civility and civil discourse. This year there was not necessarily one driving theme that gathers council programming together. The Sesquicentennial of the Civil War was one important focus, with many councils participating in the NEH sponsored program Making Sense of the Civil War, a scholar-led reading and discussion program. There was also more of a focus on localized, community or state-based projects seen in the rise of program numbers for library programs, preservation & access programs, and local history projects.
- One great example of the kind of community based and driven project can be seen from the council in Indiana who was able to incorporate humanities programming in to this year's Super Bowl celebration and achieved high visibility for their council, while still maintaining a state-centric approach with programs.
- Another good example is Minnesota American Indian Treaties project from the Minnesota Humanities Center. The project includes a traveling exhibit, website, and videos on the Dakota and Ojibwe treaties signed in the 1800's that continue to affect Minnesota's native population today.
Exhibits this year is the only program type with 100% across the board council participation in all 56 councils, a change from the 54 participating in 2011. Other program types that experienced growth were: technology, publications, library programs, conferences, preservation and access programs, and local history.
Awards of Note:
There were a total of 89 Awards reported from 35 of the councils, evenly mixed between national/international awards and regional awards.
Some of the National/International awards of note include:
- A CINE Gold Eagle Award went to the documentary film The Grove, a film funded under the California Documentary Project. The Grove also won best documentary at the Seattle Lesbian and Gay Film Festival.
- The Lord is Not on Trial Here Today, a film supported by an Illinois Humanities Council grant, won a Peabody Award, which is administered by the University of Georgia's Grady College of Journalism and Mass Communication.
- The first 2 volumes of the West Virginia Classics book series, supported by the West Virginia Humanities Council, won Book Industry Guild awards for book jacket design at the 2011 NY book Show.
- Have You Heard from Johannesburg, a documentary series supported Wisconsin Humanities Council grant, was awarded Best Documentary from the International Documentary Association, and Best Documentary Feature from the Vancouver International Film Festival.
Some of the Regional awards of note include:
- The Arizona Humanities Council's special initiative, Project Civil Discourse, received the Be More…Knowledgeable Award from EIGHT Arizona PBS. AHC was also a runner-up for EIGHT's non-profit of the year.
- Louisiana Cultural Vistas, the Louisiana Endowment for the Humanities' quarterly magazine, received four first place honors at the 53rd Annual Press Club of New Orleans Award Ceremony.
- The Colonial Meetinghouses of New England, a book funded in part by Mass Humanities, received the Best Photography/Art Book of 2010 from the New England Book Festival.
- The Michigan Humanities Council funded documentary Star By Star: the Poetry of Naomi Long Madgett received the 2011 Outstanding Documentary Award from the Historical Society of Michigan.
- The New Hampshire Business and Industry Association awarded the New Hampshire Humanities Council's program Humanities To Go its 2011 New Hampshire Advantage Award to recognize its unique contributions to New Hampshire's cultural life through quality humanities programs.
- Humanities Texas' website redesign was awarded two Mitchell A. Wilder for Excellence in Publication and Media Design awards from the Texas Association of Museums.


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Mernell Erwin
Mernell Erwin, 73, of Malvern, went home to be with the Lord on February 27, 2013.
She was born September 2, 1939 to Willie and Ella Faye (Rackley) Henry. She was a devoted wife, sister, mother, grandmother and great-grandmother. Mernell was affectionately known as the "Lunch Lady" by the children she loved and prepared food for at Magnet Cove School.
She is predeceased by her parents, sister, Ruby Frances Henry, sister, Helen Goodrich and great-granddaughter, Harlee Buttrum.
Loving survivors include her husband of 29 years, Lawrence Erwin, of Malvern; daughter, Jeanell (Harlan) Buttrum, of Mt. Ida; daughter, Belinda (David) Boyett, of Mt. Pine; daughter, Kim (Jason) Meeks, of Jessieville; daughter, Cora Hooper, of Oklahoma; brother, John Henry, of Mt. Ida; brother, David (Sally) Henry; of Frisco, Texas; sisters, Margie (James) Bailey, of Pearcy; Virginia Terry, Jean (Ron) Coffeen, Loretta Huggins, Mary (Levi) Kelley, of Hot Springs; brother and sister-in-law, Calvin and Linda Erwin, of Cabot; 9 grandchildren, Lance, Schelly, Jilinda, Heather, Kelli, Zoe, Taylor, Doug and Stephanie; 12 great-grandchildren, Abbie, Brinlee, Laynee, Matt, Autumn, Landon, Calob, Makenzie, Andrew, Kaylee, Abby and Anny.
Visitation will be 5:00 P.M. to 7:00 P.M. Sunday at Caruth-Hale Funeral Home, Hot Springs. Funeral services will be 10:00 A.M. Monday at the funeral home with Bro. Levi Kelley and Bro. Sam Ault officiating. Burial will follow at Memorial Gardens Cemetery.
Pallbearers are Tracy English, Gene Kelley, Larry Bailey, Harlan Buttrum David Boyett and Jason Meeks. Honorary pallbearers are the ICU Staff of National Park Medical Center, Dr. Edward Warren and Staff and Dorothy and Buck Campbell.
Guests may register at www.caruth-hale.com.


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text:
St. Luke's football wins Dan Rorke Bowl
WEST HARTFORD -- Noel Thomas the football coach shook his head and frowned when his St. Luke's team allowed a touchdown with no time remaining, leaving Hyde School only a two-point conversion away from sending the game into overtime. But then Noel Thomas the man nodded and clapped his hands.
If the Storm were going to win this season-ending, NEPSAC Dan Rorke Bowl game, they were going to have to do it the hard way ... just the way Thomas likes it.
And when Robert Wood stuffed Hyde tailback Jay Watkins on the two-point try, St. Luke's had itself a thrilling -- and character-building -- 28-26 victory.
"This was the perfect lesson for them," the first-year coach explained. "The game had its ups and downs, just like life. It wasn't easy. It was tough, just like life."
It would've been even tougher if Thomas had not had his son, Noel Thomas Jr., on his side. Thomas Jr. had 163 yards rushing and scored two touchdowns, and his 2-point conversion pass to TJ Simpson out of the Wildcat with four minutes remaining proved decisive. Thomas Jr., who earned a football scholarship to UConn next fall, finished his senior season with 1,206 yards in nine games.
"I've been watching Junior do this since he was a little guy," Thomas Sr. said. "I loved coaching him but I am really looking forward to just being a fan in the future."
Father leaned on son often during St. Luke's critical drive that began with eight minutes remaining and the score tied at 20. Thomas Jr. touched the ball on five of eight plays during the drive -- six of nine if you count the critical two-point conversion.
"I knew I'd get a lot of touches and I did everything I could to help us out," said Thomas Jr., who had four carries for 39 yards and one pass incompletion during the 60-yard drive. "What an unbelievable feeling. Our goal from Day 1 was to play in this bowl game and win and we got it done."
Quarterback Charlie Nelson ran for two touchdowns and receiver Blake Stroman had two huge receptions for 47 yards in the final 13 minutes. The defense was led by Sam Drews while Andrew Sudano assisted on Wood's play on the final two-pointer.
It appeared Watkins, running around right end, was headed into the end zone on the two-point attempt, and the Kansas City Tiebreaker would have to decide the contest. But just as Watkins neared the goal line, he hit a wall named Wood.
"That wall was me," Wood said. "As soon as the ball was snapped I knew the play was coming to my side. I knew I had to get there and one foot from the goal line I did."
Freshman Dolan Gregorich, meanwhile, blocked the extra point that would've given Hyde a 21-20 lead with 8:09 left to play.
The defensive effort really pleased the coach as Hyde owned a huge size advantage. Watkins led Hyde (7-2) with 138 yards rushing and two TDs and fullback/quarterback Daniel Palmer rushed for 99 yards and passed for 48, all on the game's final drive when the Wolfpack went the final 48 yards in 28 seconds.
"The key on defense was our mental toughness," Thomas Sr. said. "I tell them that if they do it together, they can overcome any obstacle Whatever else happens before they leave here, I know they can take that with them."
St. Luke's 28, Hyde 26
SL--Noel Thomas, 1 run (Peter Baritz kick)
H--Jay Watkins, 1 run (Ben Krassner kick)
SL--Charlie Nelson, 1 run (Baritz kick)
H--Daniel Palmer, 8 run (Baritz kick)
SL--Thomas, 10 run (kick failed)
H--Watkins, 3 run (kick blocked)
SL--Nelson, 1 run (TJ Simpson pass from Thomas)
H--Tyquan Ekejiuba, 17 pass from Palmer (run failed)
Records: Hyde 7-2, St. Luke's 8-1.


text: BelGioioso Cheese, Inc. has been specializing in all-natural, award-winning Italian cheeses since 1979. This Wisconsin-based company consists of six state-of-the-art manufacturing facilities located in the area surrounding Denmark and Pulaski, Wisconsin. All BelGioioso cheeses are produced using only the freshest Wisconsin cow's milk. The cheeses are manufactured, aged, finished, packaged and shipped from only the BelGioioso facilities, providing full quality control of the products from start to finish.


text:
Quick Reference
*Animals that were blind were unfit for sacrifices (Lev. 22: 22), and blind persons were much hated by David (2 Sam. 5: 8), and priests who were blind were disqualified from sacrificing (Lev. 21: 16–24), though the community was instructed to care for the blind (Lev. 19: 14). Blindness also becomes a symbolical term—the eyes of the blind opened by God is a vivid expression for the recognition of the signs of the age (Isa. 29: 18). In the NT, where the healing of blind persons is one of the indications of the coming of the Kingdom, the gradual healing of the blind man at Bethsaida (Mark 8: 22–6) is significant; it is what is happening to the disciples, and at Caesarea Philippi a partial insight is reached by Peter (Mark 8: 29). Similarly Bartimaeus' healing (Mark 10: 46–52) is a vivid illustration of the new insights of all disciples who follow Jesus on the way (10: 52), that is, of disciples who follow him on the Christian way (Acts 9: 2). A man blind from birth whose sight was restored by Jesus (John 9: 6–7) became a believer (9: 38); he is converted, which implies rejection of Judaism and expulsion from the synagogue (9: 22).
From: blindness in A Dictionary of the Bible »
Subjects: Biblical Studies — Judaism and Jewish Studies.
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