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As the annual Statehouse session gets underway, the ethics questions hanging over House Speaker Bobby Harrell are taking center stage.
Attorney General Alan Wilson's office announced Monday the probe into Harrell's conduct has been referred to a state grand jury, where it will be evaluated behind closed doors for possible wrongdoing.
Harrell, R-Charleston, issued his own statement later in the day expressing disappointment that Wilson notified the press before contacting him or his attorneys of the decision, an assertion that was denied by the Attorney General's office.
Harrell went on to say he was caught off guard by the move, saying it "contradicts every indication" that state investigators had given to him on the progress of the probe.
"I have cooperated fully and voluntarily with this investigation, provided access to everything they requested and met with investigators for several interviews," Harrell said.
"At every stage of this investigation it was reiterated to us that investigators have found no areas of concern. Given every indication we have received from SLED and the Attorney General, I am disappointed and shocked by this sudden change of course."
Harrell then called on the attorney general to release the entire file collected by the State Law Enforcement Division.
"This report contains the facts of this matter, facts that have been kept from the public and even kept from my attorneys and me."
Harrell is still expected to gavel the S.C. House of Representatives into session Tuesday.
Wilson, a Republican, last month began reviewing the SLED report on the Harrell matter, with his office describing the file as "voluminous."
Mark Powell, a spokesman for the attorney general, declined to comment specifically on the case but agreed to describe the process. Eighteen state grand jurors are empaneled for a year. The grand jury has the ability to subpoena individuals and documents. Twelve of the 18 grand jurors must vote to indict. There is no timeline for such an inquiry, he said.
"A grand jury investigation is not an indication of guilt or innocence," Powell also said.
He rejected Harrell's call for the file to be released publicly, saying it remains relevant to the investigation.
"We cannot and will not release any SLED report, or any other documents," he said.
"Moreover, Speaker Harrell's attorney was notified by phone at least 30 minutes before the media advisory was released. These are the facts, and we will have no further comment."
Democrats did not immediately seize on the matter. "Don't we have a system that says we are innocent until proven guilty?" said Rep. Gilda Cobb-Hunter, D-Orangeburg.
The investigation into Harrell's conduct dates back almost a year, including when S.C. Policy Council President Ashley Landess filed a complaint raising the issue of whether Harrell used his campaign account and legislative office for personal gain.
Landess, who runs the Policy Council as a nonprofit libertarian-leaning think tank, alleged — among other things — that Harrell may have used his office to benefit a family business and utilized campaign funds for personal use.
Harrell has called the complaint "a baseless attack that is driven by personal and political vendetta."
Other allegations stemmed from a 2012 Post and Courier report that raised accusations Harrell couldn't account for money withdrawn from his campaign, and that he had used his campaign account for personal expenses.
The newspaper's report pointed to generic descriptions Harrell gave on quarterly campaign filings to explain his reimbursements.
Harrell said at that time that he'd followed state ethics law, which requires forms provide a "brief description" of each expense, and that he'd be more specific going forward.
After the newspaper report, Harrell allowed The Associated Press to review receipts that he said accounted for all but just under $23,000 of the roughly $280,000 he reimbursed himself from campaign funds.
Harrell returned the $23,000 to his campaign account, telling a House ethics panel in a letter that while he believes the expenses were legitimate, he doesn't have the receipts to support them.
State law allows public officials to use campaign donations for campaigning or expenses related to their office duties, which for Harrell are broad.
Former S.C. Attorney General Henry McMaster, a Republican who is not a part of the Harrell probe, said the announcement that the grand jury is involved probably indicates Wilson has more questions about Harrell's conduct before deciding how to proceed.
"The purpose is always to get more answers to questions," McMaster said. He called the grand jury "an investigative tool."
McMaster added that it would be wrong to presume a criminal indictment was necessarily coming.
"It could be or it could not be," McMaster said. "It could go either way."
Harrell has spent 20 years in the Legislature, serving as speaker since 2005.
As recently as least week, he declined to address the investigation directly, opting to not answer a question about the probe during a meeting with members of the South Carolina news media.
In a phone interview from Columbia, Landess said Monday the disclosure that the attorney general's office is moving forward to a grand jury indicates "we don't have any concerns about it being a whitewash." She added "this is an indicator they are taking this very seriously."
Reach Schuyler Kropf at 937-5551.


text:
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We are excited to announce that we're working on "Visual Studio Live Share", which enables developers using Visual Studio 2017 or Visual Studio Code to collaborate in real-time! Learn more about Live Share and the upcoming limited private preview .
Live Share enables your team to quickly collaborate on the same codebase without the need to synchronize code or to configure the same development tools, settings, or environment.
When it comes to Live Share, seeing is believing. Watch the following video to get an idea of what we are working on:
When you share a collaborative session, your teammate sees the context of the workspace in their editor. This means your teammate can read the code you shared without having to clone a repo or install any dependencies your code relies on. They can use rich language features to navigate within the code; not only just opening other files as text but using semantic analysis-based navigation like Go to Definition or Peek.
When your teammate edits a file, they get editor enhancements like IntelliSense, statement completion, and suggestions. Each of you can open files, navigate, edit code, highlight, or refactor - and changes are instantly reflected. As you edit you can see your teammate's cursor, jump to the location of your teammate's carat, or follow their actions.
Collaborative debugging goes further, allowing you and your teammate to independently inspect objects using debugging features like hovers, locals and watches, the stack trace or the debug console. You are both able to set breakpoints and advance the debug cursor to step through the session.
While Microsoft Teams and Slack bring dynamic team collaboration into a digital form, there is more we can do to make it easier to work together in a development team. Screen-sharing or accessing a machine remotely means that only one person is in control while the other observes. Instant messaging, email, or other tools are great for basic messages but collaborating on a body of code often requires more than a code snippet or a single file to share the necessary context. Additionally, the validity of edits can be impacted by multiple files in the workspace. If you want to replicate your teammate's environment, it just takes a lot of time to get everything set up.
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Gwinnett County Public Schools wishes to meet the needs of all of its students and families. If any member of your family needs assistance or has any questions regarding mobility impaired issues or handicapped access, please contact the principal of your local school.
Copyright © 2014-2018 Gwinnett County Public Schools. All Rights Reserved.
Please keep data accessed through the Parent Portal, whether in printed or electronic form, private and secure.
Student information available through the Parent Portal supports teaching and learning. However, access to this information is not a substitute for direct communication with your child's school and teachers.
If you have questions about the data on the Parent Portal or related privacy issues, please contact your child's school for more information.

subset: commoncrawl


text:
Common LISPcraft Code
The source code for the book "Common LISPcraft" by Robert Wilensky, W. W. Norton & Company; 2nd edition (June 1986). It mostly includes AI and parsing code.
GNU Scientific Library for Lisp
An interface that allows the use of the GNU Scientific Library (GSL) from Lisp. The GSL is a library of applied mathematics commonly used in science and engineering.
A library for fast topological sorting.


text:
LONG, PUGH PERFORM: Columbia City talent appears on stage
FORT WAYNE — Two of Columbia City's own will appear in the Fort Wayne Civic Theater's production of "The Drowsy Chaperone."Opening this weekend, the musical plays out the imagination of a Broadway theater fanatic. The man in chair, as the lead role is called, allows his fantasies to take over as his dreams come to life and play out in his apartment.Saturday's performance is at 8 p.m. with a Sunday matinee at 2 p.m. Ticket prices range from $18 to $26. The show will run through March 17.Mick Long, a Columbia City native, plays the character of Underling. He is a butler that takes care of an absentminded estate owner. "We're playing the characters in the musical, but each character also has the backstory of the actors playing them," said Long. "That's probably what is the most fun about any of these roles."Mike Pugh, a Columbia City High School graduate, plays the role of Feldzieg, who tries to intervene in a wedding scene. To read the rest of this story, see the March 1 issue of The Post and Mail. Don't have a subscription? Call (260) 244-5153 or subscribe to our e-edition. For breaking news, sports updates and additional coverage, bookmark the homepage and find us on facebook.


text:
Workers' Compenasation
Own Your Own Home?
Whether you have purchased a single family home or a condo, you will need home owner's insurance to protect your structure, as well as your belongings. At Parnell-Robinson Insurance Inc, we are here to help you choose the right level of home owner's insurance coverage to best meet your needs.
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The most important question you need to answer is what is covered by your home owner's insurance policy. When most individuals think of this type of insurance, they understand it covers damage from fires, hail, tornadoes, hurricanes, ice, snow, lightning, theft, vandalism and other problems. However, most policies also provide coverage for:
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When you work with one of our agents, we will go over every aspect of home owner's insurance coverage that relates to your specific policy. If you have any questions about any of our coverage types, particularly what is covered away from your home, ask our qualified agent and we will help you understand your coverage better so you can make the right choices.
What Should You Know about Home Owner's Insurance?
Your home owner's insurance policy is a critical aspect of owning your home. It protects you from financial ruin if anything happens to your home, its contents or someone visiting your home. Some of the important items your policy should cover include:
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read more
Animal shelters must screen their cats for health and temperament, whereas pet adoption ads posted on the Web or in newspapers by individuals are usually unregulated. Adopting a new cat from a shelter is therefore often the best, safest option.
At any time of year, particularly summer, it's not hard to find happy dogs on leashes sauntering along with their owners. Wishing your cat could accompany you too? With time, patience and the right equipment, leash training your cat is possible.
Walking your otherwise indoor cat on a leash can open a stimulating new world to your kitty, says Warren Eckstein, author of How to Get Your Cat to Do What You Want. For free-roaming cats, the outdoors poses dangers, such as other cats, traffic, dogs, abuse from humans and poisons. A leashed cat can safely enjoy the rich smells, sights and sounds of the outdoors without the risks, Eckstein says.
Will Your Cat Walk on a Leash?Personality is the biggest factor in determining whether or not you can successfully leash train your cat. "Breeds and ages do not matter as much as type," explains cat behavior consultant Jennifer Michels. "A cat who is confident and curious will take to the outdoors better than a nervous cat."
If your cat cooperates with tasks like clipping nails and brushing teeth, you're more likely to be able to work together on leash training, says Michels. Older cats that are a bit cranky as well as cats with health problems probably aren't good candidates for training. You should also consider where you live. If your neighborhood is busy and noisy with lots of traffic, shouting kids and barking dogs, walking on a leash might not be a positive experience for your cat.
However, cats in general are trainable, says Eckstein. Follow these steps, and you and your feline may soon be enjoying the great outdoors together:
If you have the patience and time to leash train your cat, you'll be rewarded with a unique kitty-owner experience. "It gives you and your cat something to really bond about," says Eckstein. Once you start taking your cat for walks, don't be surprised if your feline looks forward to your daily constitutionals. "I've actually seen cats bring their harnesses to their owners to say it's time for a walk."
Kim Boatman is a journalist and frequent contributor to The Daily Cat, based in Northern California whose work has appeared in The Miami Herald, the Detroit Free Press and the San Jose Mercury News. She is a lifelong lover of animals and shares her home with three cats.
Click a star to rate this article
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Lexi says: my kitten loves corn(weird, i know)
Kate says: Thanks for the great article. I've had 2 cats and leash trained both of them with different outcomes. YOu are correct that PATIENCE is absolutely critical. Starting when the cat is young also helps. My first cat took to wearing a collar and leash very well. We would take him for walks in the yard and would even hook one end of the leash (a long leash) to the clothesline so he could stay outside and roam a larger area. He even made himself a "den" in the garden and would play happily there for hours. My other cat was adopted as an adult. It took weeks to get him to allow me to put a collar on him. And several more weeks before he was comfortable having a leash attached to the collar. On the day I first took him outside he reveled in the sunshine, rolled in the grass, and then promptly tangled his leash around me, then launched himself off the front steps. I had to reel my poor boy in by the leash. If I hadn't been right there the consequences could have been terrible. So if you do leash train your cat, you and he can have many wonderful hours of outdoor companionship, but cats are unpredictable and are very quick, so make sure you are right there watching over him or her every minute.
carol jacobson says: i would like to catsit my grandaughters cat but my cat does not want any other animals in the house. how do i accomplise this?
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Evi says: can you recommend a good one for beginners?
Stephanie says: Evi - just make sure you get a harness that fits your cat snuggly. I have 4 cats and have 2 harnesses. One for large cats and one for small cats. Just make sure it's a harnes the goes between their front legs and around their shoulders.
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Cats reach full skeletal development when they are this old:
Copyright © 2018 PaliMedia Inc. All rights reserved


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WAUWATOSA, Wis. (AP) -- Froedtert Hospital officials say around 40 patients and 100 workers will be offered free tuberculosis tests after a staffer was diagnosed with an early stage of TB last week.
The staffer works on Froedtert's main campus in Wauwatosa. Hospital spokeswoman Nalissa Wienke tells the Milwaukee Journal Sentinel the staffer was diagnosed March 29 and had minimal contact with patients. She says patients were "very unlikely" to have contracted the disease from her because it doesn't spread easily.
Still, she says the hospital will offer free TB tests to people who might have had contact with the staffer.
Wienke also says the woman is receiving treatment at home and is expected to fully recover.
There were 71 cases of tuberculosis in Wisconsin in 2012. That's up from 55 in 2010.
1908 Grand Avenue, Wausau, WI 54403
News Tips: email@example.com or 715-842-9293


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alaskanassassin wrote:Theldin wrote:Would there possibly be a list or chart showing how people progressed or ended in the Poland Brackets?
Yeah.....hopefully eventually! :p My life is just so crazy busy at the moment I haven't had time to update and post them!
Any chance to see these sometime soon? It would help me to see how particular players are doing, so its easier to create strategies. Thanks.


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Auer, Michael / Azad, Abul K. M. (Hrsg.)
kassel university press, ISSN: 1868-1646, 2016, 60 Seiten
(International Journal of Online Engineering - print - Heft No. 2, Vol. 12)
Inhalt: The objective of the journal is to publish and discuss fundamentals, applications and experiences in the field of remote engineering and virtual instrumentation.
The use of virtual and remote controlled devices, distributed remote laboratories and online simulations is one of the future directions for advanced teleworking/e-working environments.
The price of one copy is 18,- Euro, the price of each further copy of the same issue is 13,- Euro. Of course there is the possibility of an annual subscription, too. One copy of each volume (four issues per year ) is 60,- Euro. Special issues have to be ordered separately, the rate is 15,- Euro. Shipping is not included.
For annual subscription please contact:
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Kirchengasse 10/200
The International Journal of Online Engineering is as well Open Access


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Learning how to use these strategies makes it possible for you to meet the needs of individual children. You will be able to choose the most effective strategy in a variety of discipline encounters.
Positive discipline strategies begin with adult behaviors: good limit setting, clearly communicating limits. They include teaching more appropriate behavior, giving cues for the new behavior, giving choices, and supporting children in their new behavior. Positive guidance and discipline also include changing something about a situation, and ignoring behavior when it is appropriate to do so.
Positive guidance and discipline continue when adults manage typical discipline encounters with positive, helpful strategies: redirection, active listening, I-messages, conflict resolution, and recognizing and dealing with strong emotions.
Finally, helpful adults learn to recognize signs of stress, anxiety, and strong emotion. They try to prevent overstimulation and they teach calming techniques. The core of positive discipline strategies, however, is the last section in this chapter. Helping children save face and preserve their dignity in discipline encounters is the most important and essential element in child guidance.
We will start with limit setting. This strategy includes:
- Developing reasonable limits that focus on important things
- Stating limits effectively
- Helping children accept limits
- Communicating limits to others and reviewing limits periodically
Develop Reasonable Limits That Focus on Important Things
Adults influence children by stating their expectations for desired behavior and helping children understand that there are boundaries, or limits, on behavior. Authoritative caregivers understand the importance of proper boundaries in relationships in general, and appropriate limits in an adult-child relationship in particular. They figure out and clearly communicate limits that will be most helpful in encouraging children to behave appropriately. They understand what a good limit is and what benefits appropriate limits have for children (Marion, Swim, & Jenner, 2000).
Authoritative adults work with children in developing some, but not all, limits. For example, Mr. Claiborne, the first-grade teacher, led a discussion about classroom limits at the beginning of the school year.
Example. He started by stating first, "The most important rule in our classroom is that we treat each other and our animals with respect," as he wrote on a large sheet of paper. He then described what that might mean and elicited the children's contributions; for example, "The gerbils get scared when they hear loud noises. What would be a good rule about noise around the gerbils?" He printed limits and posted them as a reminder.
His children are much more likely to take ownership of limits because they have helped to develop them.
Highly responsive, authoritative adults set and maintain reasonable, fair, developmentally appropriate limits. Their limits focus on important, not trivial, things. The limits protect children's and adults' health and safety and encourage the development of healthy self-control. Their limits also transmit values of dignified, fair, humane treatment of people and animals to children.
Healthy self-control through limits
Self-control develops slowly in children. Reasonable, fair limits can help children achieve internal control gradually because limits clearly communicate appropriate behavior and reasons for that behavior.
Examples. "Scoot back to your spot on the carpet, Jack. Vinnie can't see if you sit in front of him."
Mr. Nellis to second grader Willis: "I see that you've finished your story. Please choose the next thing that you need to do now because the other children are also still working."
Rules protecting physical health
One set of important limits deals with health issues. Disease can spread exceptionally quickly in group settings for children. Design and communicate rules that protect the physical health of both adults and children. Some examples:
- Thorough hand washing by adults. All adults who work in a classroom or elsewhere should be required to demonstrate that they know proper hand-washing techniques. All adults should also demonstrate the willingness to wash their hands at specific times.
- Thorough hand washing by children. A checklist would be useful.
- Proper handling of food.
- Washing and sanitizing toys and other equipment.
- Labeling and storing toothbrushes properly.
- Using tissues when sneezing.
- Proper toileting and diapering routines, including approved cleanup.
Rules protecting everyone's safety
Appropriate limits ensure safety. Think about safety on different levels. One level governs the safe use of toys, equipment, and space. Typical limits include "You pour and dump sand in the sand box, but not on the trike path," or "You must stay inside the fenced area of our playground."
A child's inner feeling of safety and security calls for another level of safety rules. Children feel secure when they know that they will not be hurt; therefore, a good environment for children has rules that keep children and adults safe.
Examples. Mr. Claiborne to Vinnie: "Yes, you are angry, and that's OK, but I want you to tell Ryan that you are upset. Use words to tell him that you want your book back. Say, 'I want my book back.' "
Mr. Nellis to kindergarten child Louie, who had asked what day it was several times in one morning: "Today is Thursday. You go home with your dad on Thursdays. He always comes to get you right on time." Louie goes through many transitions (Mom's house to school, school to baby-sitter, baby-sitter's to Mom's house, school to Dad's house, Dad's house to Mom's house). His mother does not prepare him very well for transitions, but his father does a better job. Mr. Nellis does whatever he can to help Louie feel secure.
Respectful treatment of others with limits
Responsible adults set and maintain limits about fair treatment of everyone in a class. Children have to learn what respectful treatment means; they learn this best from the words and actions of adults. It also means clearly stating the behaviors that we will not tolerate (e.g., degrading or hurting others).
Examples. "Hold the kitten gently, like this" (teacher demonstrates). "Mitchell's name is on the list before your name. He goes first."
As you can see, this includes rules about humane treatment of animals. Humane means kind, caring, and compassionate treatment of animals, something that children must learn.
State Limits Effectively
Authoritative caregivers have a clear, direct, and validating communication style. If a goal in guiding children is to help children, we can best help them understand necessary limits by stating these limits effectively.
Speak naturally, but speak slowly enough that the child hears everything you say; use concrete words and short sentences when stating limits
"Put your puzzle in this first slot of the puzzle rack." This limit tells a child exactly where the finished puzzle goes. It is more effective than saying, "Put it over there." Avoid using abstract words or phrases such as "in a little while," "be a good boy," or "knock it off."
Tell a child exactly what to do rather than what not to do, and be as positive as possible
It is more helpful to say, "Use this tissue to clean your nose" rather than "Don't pick your nose!" We do need to be clear about what children may not do, but it is most helpful to focus on what we want children to do.
Use suggestions whenever possible
Suggestions are persuasive statements. Suggestions describe an acceptable behavior to a child in an appealing way; they do not order a child to do anything. Children cooperate more frequently and willingly when adults use suggestions (Baumrind, 1996).
Example. Sarah's mom (in the chapter-opening case study) should have said, "I have an idea, Sarah. Let's write what we want to buy at the store on this piece of paper and take it with us today."
Use direct, self-responsible statements when you think it is necessary to make a reasonable request
Authoritative adults do occasionally have to state a very direct request, but their style is highly responsive.
Example. Mrs. Vargas had given an appropriate warning about cleanup on the playground but Jackie was still zipping around on his trike. "Whoa, there!" said the teacher as she signaled Jackie to stop. "I gave the signal for cleanup and now I want you to park the trike." Then she put her hand on the handlebars, pointed to the row of trikes parked against the shed, turned Jackie in that direction, and said, "There's a spot for your trike right next to the yellow trike. Let's go and fit it in that space."
This limit is stated directly, firmly, and kindly. This authoritative teacher relies on persuasion, not force. She has acted self-responsibly and the child is very likely to cooperate. Consider how a different, more authoritarian teacher would have stated the limit—by ordering, "Jackie, put that trike away now!" Ordering others around is a power-based way of speaking and it stirs up anger and resistance, not cooperation (Baumrind, 1996).
Give choices whenever possible
Children face so many important choices as they grow up. One of our goals, then, is to help children learn to make wise choices, a skill that we have to teach. A good way to start is by offering manageable choices to children.
Example. Mrs. Vargas first used a when-then statement to communicate clearly that the limit was that children had to wear paint aprons when painting. She said, "When you put on your paint apron, then you may paint at the easel."
Then she gave Ralph a choice: "Do you want to wear the green or yellow paint apron?" Alternatively, she could have given a different choice: "Would you like to snap the Velcro pieces together yourself or do you want me to help you?"
Avoid giving a choice when the child really has no choice
For example, avoid saying "Do you want to wear a paint apron?" or "Do you want to go home now?" A logical response from a child to these questions is a yes or no answer because this is a closed type of question. It is unfair and confusing to give a child a choice when she really does not have one. You also set yourself up for an argument with a child who says "No" to such questions, because you then must backtrack and tell her why she really has no choice.
Issue only a few suggestions at a time; avoid giving a chain of limits
It is difficult for children to keep a string of limits or suggestions in their minds. If a child cannot remember a part of your string of limits, chances are good that she will not comply with all of the limits. Children comply more easily with limits when we state them in small chunks, small enough for children to remember. For example, "Use the clothespins to hang your painting." "Good, it will dry nicely. Now, wash the part of the table where you worked with this sponge." "OK, nice and clean. Now, wash your hands and hang up your apron."
Allow enough time for the child to process information and complete a task before issuing another suggestion (Schaffer & Crook, 1980); repeat a limit if necessary, but do it effectively
Suppose that a child ignores your request. Frustrating? Yes, but do not take it personally. Avoid getting angry and remember that your job is to help this child accept a simple limit. You will be most effective if you
- manage your emotions well and repeat the limit calmly and with good will.
- call the child's name again.
- pick up the item, and matter-of-factly hand the item to the child.
- repeat the request.
- avoid simply restating the limit in a snappish, peeved way because your irritation will show and will likely bring out anger and stubbornness from the child; then you will have a full-blown argument on your hands.
Help Children Accept Limits
Authoritative caregivers and teachers help children willingly accept good limits. They do several things to set the stage so that children will accept legitimate boundaries on behavior. Here are some practical ways to get you started on helping children willingly accept limits.
Researchers demonstrated many years ago how important it is to set the stage so that children can accept a limit (Schaffer & Crook, 1980; Stayton, Hogan, & Ainsworth, 1971). Adults who effectively help children accept limits believe that children are naturally compliant (Haswell, Hock, & Wenar, 1981). Authoritative adults tune in to a situation, help children focus on the task at hand, and give good cues.
Tune in to the situation
Observe what the child is doing before stating a limit.
Be responsive and take into account what a child is doing because her activity is important to her. If Moua is putting together her favorite puzzle when the cleanup signal is first given, she will very likely try to finish her work before putting things away.
Give children a reasonable amount of time to complete their work.
Consider cleanup in a classroom. Before officially beginning to clean up, announce cleanup quietly to the whole group, to small groups, or to individuals, and then allow the children a bit of time to finish up their work.
Decrease distance between you and a child. Avoid calling out limits from across the room. Decrease horizontal distance by walking toward a child. Decrease vertical distance by bending or stooping so that you can talk directly to a child.
Get a child's attention, politely.
Touch a child on the arm or say her name quietly. Using nonthreatening verbal or nonverbal cues and appropriate physical contact 1 is essential with toddlers and is highly recommended with preschoolers, especially those who have not learned to live with reasonable boundaries and limits at home.
1. A note on appropriate physical contact: This is a source of comfort to a young child and is a part of the style of sensitive, supportive, encouraging adults. Appropriate physical contact reassures a child, is never imposed on a child, and is given in response to the child's needs. With recent concern about child abuse in schools, it is prudent for school personnel to be clear about the policy of appropriate physical contact between staff and children. This policy must also be clearly communicated to and discussed with parents.
Help children focus on the task at hand and give cues
Direct a child's visual attention to a specific object or task. "Here's one of the puzzles that you worked on, Moua," you say as you show her the puzzle you are holding and then point to the puzzle table. This is orientation compliance; its purpose is to orient the child properly (direct her attention toward something) before stating a limit or making a request.
Have the child make contact with a specific object.
For example, place a puzzle with which a child has worked in her hands and say, "Please hold the puzzle while we walk over to the puzzle table." This is contact compliance; its purpose is to help the child tune in to the task at hand before she is asked to do anything specific.
Make your specific request (ask for task compliance). A child is much more likely to comply with your request when you have properly oriented her. It is much easier for a child to accept the cleanup limit when she is at the puzzle table holding the puzzle rather than when she is sitting in another area listening to a story when you announce cleanup.
Give reasons for rules and limits
Children accept limits much more readily when they understand the rationale behind them (Baumrind, 1996). Three practical suggestions will help you use reasons well: give short, simple, concrete reasons, decide when to state the limit, and decide whether you need to restate the limit.
Give short, simple, concrete reasons along with a limit, and decide when to state the reasons. Example.
"Put the lid on the paint cups" (the limit). "It will keep the paint fresh" (the reason).
State reasons for limits either before or after stating the limit, or after a child complies with the limit.
Examples. State the rationale before you give the limit: "We need tables cleared of toys before we can have snack" (the reason). "Put each puzzle back in the rack" (the limit). Some children tend to argue less about a rule if they hear the reason first and the limit second.
State the rationale after you state the limit: "I want you to put the puzzles away" (the limit). "Then the table is clear for snack" (the reason).
State the rationale after the child accepts the limit: "The puzzle table is clear! Now we can eat snack at that table."
Decide whether you need to repeat the rationale if you restate the limit. Repeating the rationale is a good idea when you want to emphasize the reason for the limit, perhaps when children are first learning a limit.
Example. Mrs. Vargas said before going out to the playground on the second day of school, "Tell me our safety rule about how many children are allowed on the sliding board at one time." "That's right, only one at a time so that nobody gets hurt." She also showed a picture of one child on the slide.
Be aware, however, that some children might try to distract you from carrying through with a limit by playing the "why game" (i.e., repeatedly asking, "Why?"). Ignoring their "Why?" is one of the most helpful things you can do for them. You can also say, "I think you're having fun asking me why and I'll tell you why one more time and then the game is over" (Seefeldt, 1993).
Communicate Limits to Others; Review Limits Periodically
Communicate classroom limits to every person who works in your classroom
It is important that everyone who works in your classroom, however short the time, understands and uses the same limits. This includes, but is not limited to, parents, other volunteers, specialists, the principal or director, children from upper grades, college students in a practicum, and persons invited to do a presentation. Some children are confused when adults in the same classroom use different limits. Other children quickly figure out that the adults are inconsistent and use the inconsistency to their advantage.
Example. Mrs. Vargas forgot to tell a new volunteer about some of the classroom rules. The volunteer told two boys that they could just leave the blocks out and that she would put them away. The classroom rule is that children put away things that they have used.
Communicate classroom limits by posting the list on a large poster board in a conspicuous place. Point out the list when the person first comes to the classroom. Alternatively, have a number of copies of a handout titled "Classroom Limits" ready to give to anyone who works in the room. Talk with all classroom workers and visitors about how important it is for all adults to use the same limits. Demonstrate limits when necessary, as with proper hand washing.
Communicate information on limits to parents
Bring parents into the guidance circle. You can make classroom limits even more effective by telling parents about the limits. First, this highlights limits for parents and reassures them. Second, communicating effectively with parents tells them that you think they are worthy of your time. This will help you develop a good working partnership with parents. Third, talking with parents about limits might help some parents ask questions about limit setting at home.
Parents like the topic of how to set and maintain reasonable limits when it is offered as a parent education topic. Communicate information to parents about setting limits in a variety of ways: with handouts, newsletter write-ups, appropriate articles, formal parent meetings, and videos/DVDs either used in meetings or borrowed by parents. See the "Working with Parents" feature and the list of Web sites at the end of this chapter. You will find many handouts and other free or inexpensive material about guidance and discipline to use with parents.
Teach Helpful or Appropriate Behavior
Help children construct knowledge about self-control by teaching them about helpful behaviors. The goal is to facilitate their understanding of knowledge and skills that will help them the most. Children must learn so many behaviors that they do not know automatically. Here are just a few examples:
- How to ask for something
- How to listen when others talk, not interrupting them
- How to join a play or work group
- How to put things away when they complete a project
- Skills for participating in a group, such as where and how to sit, how to listen, how to offer an idea, and how to get the teacher's attention
- Mealtime manners, such as passing things and waiting their turn
Plan lessons on teaching the skills. Choose from your large collection of teaching strategies and incorporate them into your regular teaching plan. Teach individuals, small groups, or large groups. Use songs, stories, finger plays, flannelboards, demonstrations, films, videos, guest speakers, or other methods.
Example. At the beginning of the school year, Mrs. Vargas observed that several of the children did not understand the concept of passing things. For instance, the children seemed confused about how to pass baskets with snacks, and did not know how to pass pitchers with juice or milk. Here are two examples of the lessons through which she taught the children how to pass things.
Lesson #1: Large group. Mrs. Vargas held a basket filled with colored squares of paper. She said, "I'm going to take one of these squares from the basket. Then I'm going to pass the basket to Nellie" (who sat next to the teacher). Nellie takes the basket. "Now, Nellie will take one square out of the basket and pass the basket to Ralph. Ralph takes a square and passes it to Justine." After all the children had a chance to pass the basket, Mrs. Vargas showed them a basket used at snack time. She said, "We will pass baskets like this one when we eat snack."
Lesson #2: Snack time. "Here's the basket that we will pass! I'll start today." Mrs. Vargas softly chanted as she took a cracker and then passed the basket,
"Mrs. Vargas takes a cracker and passes them to Jordan.
Jordan takes a cracker and passes them to Chelsea.Chelsea takes a cracker and passes them to Ralph."
They continued singing until every child had passed the basket.
Observe a child or a group to ascertain the skill that you need to teach. Consider using checklists, anecdotal records, or rating scales to assess the needs and abilities of your students (Marion, 2004). Use observation to assess a child's understanding after you have taught a skill. Mrs. Vargas observed during large group when she introduced the concept that every child except Calvin seemed to understand the meaning of "passing a basket." By the end of snack time, however, Calvin, too, seemed to understand the concept because he passed the basket quickly when it was his turn.
Set Up Practice Sessions and Give "On-the-Spot" Guidance
Give children a chance to practice what you show or tell them, as Mrs. Vargas did when they practiced passing baskets. Mr. Nellis had observed that Willis did not wait his turn for the computer stations in the K–2 classroom. Consequently, he had taught Willis the steps in getting a turn (putting his name on the list if necessary, checking the list and waiting, and working somewhere else until his name was next). He knew how important it is for children to practice what they have learned and so planned a simple practice session for Willis about waiting for a turn.
Mr. Nellis started the practice session (Mr. Nellis worked with Willis individually) by saying, "Let's practice waiting for a turn at the computer, Willis. You already know the main things that you have to do. Please tell me the first thing."
I have to put my name on the list.
Mr. Nellis:
That's right. Write your name now on this list. (Willis prints his name at the bottom of the list.) Good. Now, check to see how many children are ahead of you.
Sandi and Michael. That's two.
Mr. Nellis:
Right again! You won't have to wait very long at all. What would you like to do while you wait?
. . . work on my math.
The next day, Mr. Nellis introduced a new math game to use at the computer and Willis was eager to get a turn. Mr. Nellis gave "on-the-spot" guidance to Willis. He quietly reminded him about how to get a turn and used this real-life situation as another practice session. Willis did very well. He had learned the steps, had practiced them with the teacher individually, and finally had practiced them in the classroom.
Give Signals or Cues for Appropriate Behavior
Children might not remember to do things, in spite of learning how. Cues are hints or suggestions that remind children about a limit in a low-key way. The signals or cues can be verbal, nonverbal, pictorial, or written (for older children). Good cues are developmentally appropriate; they are age- and individually appropriate for a variety of children—typically developing children, children with disabilities, and a child who is learning English.
Example. At the end of group time Mrs. Vargas verbally reminded the children to wash their hands for snack time. The group sang the action song and then she sent them to the bathroom (the song was the cue or reminder).
Example. Shortly after that, she showed one of the pictures of a child washing her hands to the group. "Where can we hang this picture so that it reminds us to always wash our hands after going into the bathroom?" (The picture is the cue.)
Example. The teachers at Oaklawn School (Thompson, Vargas, Claiborne, Nellis, Lee, and others) have many children in their classes who are learning English. The teachers have found that picture cues help these children understand limits and deal with transitions. At transition from work and play time to large group, for instance, Mr. Claiborne showed each child two picture cues, one of a child playing and the other of the child in a circle with other children. At the same time, the teacher described moving from play to large group. (The pictures are cues.)
Encourage Children's Efforts to Accept Limits and to Be Cooperative or Helpful
Children need more than limits—they also need encouragement for their efforts to accept limits and to behave in a prosocial way, cooperatively or helpfully. There are many ways to encourage children's efforts.
Promote new behavior that is "self-encouraging"
Think of ways to set things up so that a child will find a new behavior so attractive that he will eagerly comply.
Example. Larry did not wipe his paint smock when he painted. Mrs. Vargas made a new job for the job chart and assigned that job to Larry for 2 days. The new job entailed being the person who ran the paint smock wash. This person wore a special hat and smock, was in charge of checking all the smocks to make sure they were clean, and was responsible for the new sponge and bucket.
Example. Mr. Nellis wanted his children to place leftover art paper in a container when they finished a project. He glued a cutout of a hippopotamus head onto a basket and showed the basket plus hippo to the class. His class immediately named the hippo "Harvey," and Mr. Nellis asked the children to feed their leftover papers to Harvey.
Observe children to determine whether they have learned what they need to learn and whether they have accepted a limit
Mr. Claiborne wanted all children to use a tissue when sneezing and wiping their noses. He taught them how to use the tissue with a demonstration and a song about using tissues. Then he developed a checklist to help him determine who had learned the techniques. He observed the children using a tissue and checked off names when they demonstrated proper technique. He also observed to determine whether children used a tissue at appropriate times.
Recognize and encourage a child's efforts
Children need support. Recognizing and acknowledging their efforts demonstrates our support and appreciation. Recognize an individual child's efforts or the effort of the entire group.
Examples. Two days after introducing Harvey the hippo, Mr. Nellis said to his class at opening group time, "Harvey appreciates getting your leftover art paper and he thanks you."
The principal visited Mr. Claiborne's room to read a story for the class. The children had just cleaned up after their morning work period and they sat on the floor for the story time. Mr. Claiborne introduced the principal. He showed a large photo of the entire class with the label "We are good helpers!" He said to the principal, "We have lots of children in this class and we are all good helpers." He then noted how every child had helped during cleanup.
Change Something About a Context or Setting
Behavior communicates. Behavior does not occur in a vacuum—it happens in a context or setting. The context of a behavior has an effect on that behavior. With these statements in mind, consider reframing or rethinking the concept of a discipline encounter by asking a question. "What can I do about this context, this situation that will help this child be safe or help her choose a different behavior more helpful to the child?" For example, "Do I want to keep telling these two children to stop arguing over the blocks, or can I change something to help them accept the idea of cooperating?"
Three major ways to change a situation to be helpful and to prevent or stop potentially dangerous or inappropriate behavior include
- changing the physical environment and time schedule,
- increasing options, or
- decreasing options.
Change the physical environment and time schedule if necessary
Guide children effectively by managing the environment well. You can easily change something about a situation by evaluating how you have structured the physical environment. You can then decide that a slight change might be very helpful to children.
Example. When Mrs. Vargas was a first-year teacher she was surprised to find that the children ran, not walked, from the dramatic play area to the block area. Her principal observed one morning and said that the classroom had a zoom area in it—a tunnel-like space that just invited running. The teacher changed something about the situation by rearranging the room to eliminate the zoom area. The running stopped.
Example. Mr. Nellis's student teacher found that his opening large-group time was almost unpleasant because of all the talking and squirming. Mr. Nellis, during the evaluation of group time, asked the student teacher to reflect on how long the lesson had been. The student teacher discovered that the group time was too long and made a simple adjustment. The adjusted schedule resulted in a much shorter, much more productive, and more peaceful group activity.
Increase options available to a child
Authoritative adults closely supervise and monitor activities. They recognize when children need more options from which to choose. They realize that children might be stuck on a nonproductive course of action and require additional information or choices. Here are three practical ways to increase options for children.
Prevent predictable problems.
Prevent problems whenever possible. Authoritative, responsive caregivers understand that young children have a difficult time controlling themselves. They know that it is their responsibility to observe the group for signs that adult intervention is necessary. One way to do this is to identify the times in a group's schedule when things could go wrong and prevent these problems.
Mrs. Vargas knew that transitions are often stressful for children. Consequently, she made sure that there were as few transitions as possible in the schedule. In spite of this, she had observed and identified two times when transitions were difficult for several of the children. One problem transition was from nap to waking activities. The other troublesome transition was from large group to outside play. She reflected on the transitions and tried to make them as appropriate as possible.
Examples. Transition from nap to waking activities: Some children awoke from their naps before the others but still had to be quiet. Instead of just asking them to sit quietly, she prevented the potential problem by gathering a special group of toys and books for quiet play and then brought out these materials only after the nap. The children chose one of these activities.
Transition from large group to outside play: The teacher cut out and laminated simple squares of different-colored construction paper, and kept them in a basket in the large-group area. At the end of the activity, each child took one square from the basket. She then sent the five children with blue squares to put on coats, and continued with the other colors. This simple method helped children focus on the transition and seemed to decrease anxiety about it.
Introduce new ideas to children engaged in an activity. Our goal is to let play sessions unfold and not to dominate play. Occasionally, however, children benefit from getting ideas from adults. Offer a new idea when it would extend the play or help children get beyond an argument. Sometimes children will use the idea, and sometimes they will not.
Example. Mrs. Vargas noticed that some of the children had worked cooperatively on building a train from large blocks for about 10 minutes. When she heard an argument about who would be the driver of the train, she said, "Here is that book about trains. Look here [points to passengers]. We do need a conductor but we need passengers, too. The conductor helps passengers find a seat on the train." Ralph immediately shouted, "I want to be the passenger!"
Introduce new materials into an activity. Assess the situation and decide whether new materials would be helpful. Then decide how to present the new materials to the children. One way is to add the new item, simply and quietly, without comment. Another way is to introduce the new materials to work sessions as needed.
Examples. Mrs. Vargas gave red or blue tickets and small suitcases to the train "passengers." She also gave the conductor a hat and a hole puncher with which to punch one hole in each passenger's ticket. Another time, she brought out plastic farm animals and placed them near the children working on building a farm. A final example took place at the playdough table. After children had worked with dough for one day, she brought out new rolling pins, taught them the term rolling pin, and asked them how they might use the new item with playdough.
Decrease options available to a child
Occasionally, the problem is not that children need new ideas or materials but that they need fewer options. Too many choices can easily overwhelm children, especially impulsive children. Guide children effectively by limiting choices or changing activities.
Limit choices. Making wise choices is a skill that develops over time. Helpful adults teach young children how to make choices from only a few alternatives.
Example. Mr. Claiborne knew that Pae (pronounced "pay") had great difficulty zeroing in on one activity. He helped Pae focus attention and he limited his choices by asking, "You said yesterday that you wanted to write a story about your kitten and you wanted to make labels for your leaf collection. Which of those two things would you like to do first today?"
Example. A few of Mrs. Vargas's preschool children had trouble making choices during work periods. She helped them by narrowing the number of choices for them. She made a simple card for each center that was available. Each card had a picture on it signaling that center's purpose (Figure 4.5) When Justine arrived at school, Mrs. Vargas showed her the cards and said, "Start with three cards, Justine. Then you will know what you want to do this morning." Justine carried the three cards and worked in those centers.
Change activities. Authoritative caregivers understand that a variety of things might affect children's attention or behavior. They are skillful enough and have enough confidence in their ability to modify plans or to abandon a plan if necessary.
Examples. Mr. Claiborne had just gathered the entire group for story time when the roaring noise started. The earthmovers had come onto the school grounds to start digging the swimming pool. There goes group time, he thought, but remained calm. To the children he said, "Let's walk outside and stand out of the way so that we can watch for a little while. Then I'm going to tell you the story of an earthmover !' "
Ignore Behavior (Only When It Is Appropriate to Do So)
Ignoring behavior: no longer paying attention to a specific action. The ignore strategy is appropriate for some behaviors but completely inappropriate for others. Ignoring certain things, when it is appropriate to do so, decreases the number of times that a teacher will see or hear the actions. This occurs because the adult stops giving attention for a behavior to which the adult has mistakenly paid too much attention. The main idea here is for the adult to change what she herself does, reminding herself to stop paying attention to the child's behavior
Do Not Ignore These Behaviors
I usually like to state things as positively as possible. However, in this section I will use the phrase "Do not ignore . . ." several times for emphasis. Some behaviors are clearly dangerous, destructive, or hurtful. Do not ignore them because doing so might well place someone in danger. I will also describe a better way to approach the situation.
Do not ignore children when they treat someone rudely, embarrass someone, are intrusive, are disrespectful, or cause an undue disturbance. Young children do some of these things because they might not yet know a better way of behaving, and some older children may act this way because they have not learned to treat others with respect. With younger children, state guidelines and teach the better way. Avoid ignoring inappropriate behavior. Older children must learn from adults to value politeness, to respect boundaries, and to adhere to limits that convey these values.
Example. Nellie charged right up to the computer station and sat down just as Ralph was about to take his turn. Mrs. Vargas said quietly to her, "You are really eager to work at the computer, but it's Ralph's turn right now. Let's put your name on the list. You'll get your turn soon!"
Example. Jordan said to a volunteer who told him that it was time to get ready for lunch, "You can't tell me what to do. You're not the teacher." Mrs. Vargas took Jordan aside and said, "Jordan, you were disrespectful to our visitor. It was his job to remind everybody about washing hands before lunch."
Do not ignore a child who endangers anyone, including himself. Authoritative adults do not hesitate to forbid certain classes of behavior, including dangerous, aggressive behaviors or behaviors that degrade others. Ignoring dangerous, destructive behavior leads children to believe that the environment is unresponsive to them (Baumrind, 1996). Ignoring aggressive, destructive, or ego-damaging behavior (toward animals as well as people) gives unspoken approval. The aggression will likely increase, which leads other children to think that adults will not protect them from aggressive outbursts.
Do not ignore a child who damages or destroys property. Again, ignoring such destructive or potentially destructive behavior conveys adult approval. Instead, give children a clear, direct, nonblaming message of disapproval for destructive behavior.
Example. Mr. Nellis said to a first grade girl who had grabbed the end of a large collage on the wall and pulled, ripping it in half, "Lucy, it is recess time. You will be helping me fix the collage that you've damaged before you can go to recess."
Guidelines for using the ignore strategy
It is safe to ignore some behaviors, usually behaviors that are not hurtful, not destructive, not disrespectful, and not dangerous. In fact, it is a good idea to ignore behaviors such as
- whining or arguing about limits.
- any other effort to distract you from following through on a limit.
- efforts to pull you into an argument.
- a child's efforts to try to make you angry.
Adults who use the ignore strategy successfully follow these guidelines:
Tell the child that you will ignore a specific, targeted behavior whenever it occurs.
Mrs. Vargas decided to use the ignore strategy when Nellie argued about limits. The teacher knows that telling Nellie about the strategy will make things easier. So, she politely but clearly told Nellie that she would stop paying attention to her when Nellie argued about a limit, "Nellie, I've made a mistake and paid attention to you when you argue about some things. I'm not going to pay attention to you when you argue with me. I won't look at you, and I won't talk to you when you argue."
Realize that it takes time to effectively use the ignore strategy.
The difficulty is that adults usually give a lot of attention to the very behaviors for which their attention has caused problems for the child. When an adult decides to use the ignore strategy, a child who has received so much attention for unhelpful behavior (such as arguing or whining) will be surprised and is likely to increase the intensity of the arguing or whining. Essentially, her behavior says, "Look here, you've always argued back when I argue. Now you're ignoring me. Looks to me like I have to argue more loudly. Maybe that will get your attention!"
Example. Later that afternoon, Nellie, in her high-pitched voice, argued with Mrs. Vargas about cleaning up the paints. Mrs. Vargas followed through with her plan to stop giving attention to the arguing. Nellie was surprised, although the teacher had explained the procedure. The teacher had paid attention to Nellie's arguing in the past, giving her what she wanted.
Nellie did not stop after the teacher ignored her arguing only one time. Like most children whose irritating behavior is ignored for the first time, she tried even harder to recapture the teacher's attention by arguing even more insistently. Her teacher was prepared for the "bigger and better" arguments. She knew that she would have to carry out the procedure at least one or two more times before Nellie finally realized that her teacher really had resolved to stop paying attention to her arguing.
Decide to ignore the behavior completely, to give no attention.
This is difficult because the adult has decided to change her own customary behavior. In order to help herself stop paying attention to and encouraging the arguing, the teacher wrote the following list of reminders:
"Resist the urge to mutter to myself under my breath."
"Resist the urge to make eye contact."
"Resist the urge to communicate with this child, either with words or gestures."
Teach and encourage more acceptable behavior. Go beyond ignoring a behavior to teaching children some other, more appropriate behavior. Mr. Claiborne ignored Vinnie's whining but also remembered to teach Vinnie how to ask for things in a normal voice. Mr. Claiborne modeled the "normal" voice.
Redirect Children's Behavior—Divert and Distract the Youngest Children
Diverting and distracting: a form of redirection in which an adult immediately does something to distract a child from the forbidden or dangerous activity. The adult then immediately gets the very young child involved in a different activity.
Authoritative, responsible caregivers perform most of an infant's or young toddler's ego functions. For example, they remember things for the child and keep them safe because an infant's or young toddler's concept of danger is just emerging. Authoritative adults accept responsibility for stopping very young children from doing something by setting limits that discourage certain behaviors, but they do so in a helpful way.
Diverting and distracting the youngest children accomplishes both of these tasks. An adult can be most helpful by immediately doing something to distract the child from the forbidden activity and steering her toward a different activity.
Example. Mary, 16 months old, walked over to the bowl of cat food, picked up a piece, and started to place it in her mouth. Her father said, "Put the cat food back in the bowl, Mary" (a short, clear, specific limit). Then he picked up Mary and said, "You know, I think it's time for us to take a walk!"
Redirect Children's Behavior—Make Substitutions with Older Children
Substitution: a form of redirection; an adult shows a child how to perform an activity or type of activity in a more acceptable and perhaps safer way. Substitution is an excellent strategy to use with children who are at least older toddlers or young preschoolers. Substitution is a good strategy to use with older children because it acknowledges the child's desire to plan and engage in a specific activity.
© ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.


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Today AT&T announced the Samsung Infuse 4G, the thinnest Android device with one of the largest screens. The Infuse 4G features similar specs as the Galaxy S, but it sports a 4.5 inch display and a 1.2 GHz Hummingbird processor.
Full specs are forthcoming, but we learned the Infuse 4G measures just 9 mm thin, has dual-cameras (8 MP back, 1.2 MP front), and support for AT&T's HPSA+ network.
Look for the Infuse 4G to hit AT&T stores by Q2 2011.
We are headed to Samsung's CES event later today, so check back for a hands-on report.
From AT&T: The Samsung Infuse 4G will be the thinnest Android device and feature the largest screen — at 4.5 inches — in AT&T's smartphone lineup. The device delivers a brilliant display using Samsung's next-generation Super AMOLEDâ"¢ Plus technology which features 50% more sub-pixels for better contrast and outdoor readability. The Infuse will be powered by a 1.2 GHz application processor and run the Android 2.2 platform. This device is slated for launch in the second quarter of 2011, only for AT&T customers.


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Our Mission
Creating Community Through Food
We believe that food does more than nourish: food brings people together. We think it's our responsibility to build meaningful relationships with each part of our extended family; the food we make and sell connects our staff, our guests, our producers and the environment. In this way, we "create community through food".
Staff – We strive to create a learning and rewarding workplace for our staff. Staff members are encouraged to taste everything, work on our Farms, and frequent events at 18 Reasons, our non-profit community art & food space. Food classes happen all the time. We take care of our staff: each member is eligible for employer-sponsored health insurance, receives a meal with their shift, and is offered a generous discount. We want staff to be able to afford life in San Francisco and build a career as part of our Bi-Rite family.
Producers –We have a deep appreciation and respect for our vendors. We don't just taste the final product—we get to know the person who grows, raises, and crafts it. By getting to know the farmer, fisherman, rancher, and artisan, we better appreciate their art, dedication and passion. As a result, we're better stewards of their hard work.
Guests – We treat our customers like guests in our own home. Their passion, enthusiasm, and desire to celebrate food are a constant source of inspiration for us; we learn from them every day. Several of our staff members have started out as guests!
Environment – As a society, we realize that where we shop and what we eat has an impact on our environment. We hope our guests choose to shop at Bi-Rite because they want that impact to be a positive impact. Since our inception we've made decisions that minimize impact on natural resources, including using "green" paper products, composting organic waste, and recycling. We were proud when the practices we had in place earned us the official certification of San Francisco Green Business.
We truly believe that through the relationships we build and nourish we are creating a stronger and more vibrant community.


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It started with a conversation the day the Anne Arundel County Council announced it was seeking a successor for John R. Leopold, after the county executive was found guilty of misconduct in office.
"My daughter, she is in high school. We talk around the dinner table," said Derick Young, father of three and a carpet cleaning sales rep for Stanley Steemer. "One thing she noticed was Anne Arundel County never had an African-American county executive, and she asked me why.
"I said, 'I don't know,'" he recalled. Seconds later, he told 9-year-old Candace, "I tell you what. I will apply."
With that, Young became one of the 16 people scheduled to be interviewed Thursday night by the council for the opportunity to serve as executive until the 2014 election. One could be selected before the night is over, and might be sworn in as early as Friday.
Young, a Millersville resident, meets the requirements for the $130,000-a-year position: He's a registered Republican. He lives in the county. And he's at least 25 years old — 47, to be exact.
Those are the legal requirements, but something else drew Young to apply.
"What do you tell your children? Do you tell them you can't? No," he said. Not if you want them to learn that whoever you are, you can aspire to anything, he reasoned.
Young sought public office once before, in 2010. He came in fifth of five candidates for state delegate in the primary.
Like him, a number of applicants for the executive post aren't in the traditional mold.
Some are insiders with name recognition, some were previously rejected by voters. Others don't hold, never did hold or never sought public office.
Some have backgrounds in business or have been elsewhere in the public eye. Some say they're just regular citizens who think they can do the job.
But can they?
"You're not starting off as the receptionist. You're starting off as the boss," said Dan Nataf, director of the Center for the Study of Local Issues at Anne Arundel Community College. That's why he suspects "the short list isn't very long."
Nataf believes the County Council is likely to lean toward someone who can boost the county's image — tarnished by Leopold, who was convicted in January of misconduct in office. Nataf says council members will pick someone who offers a level of comfort, and who is familiar with government and the concerns of Anne Arundel's 544,000 residents.
The question is whether council members go for a caretaker, such as former county CEO John Hammond, now the acting county executive, or someone such as Del. Steve Schuh, who has already said he'll seek a full four-year-term in 2014.
Council Chairman Jerry Walker noted that the council gave itself a cushion — in case it can't decide by midnight Thursday, it still has another week before its legal deadline to name Leopold's successor expires.
Last year, it took members 108 rounds of balloting to fill a vacant council seat.
Walker said the point will be to select "a person who can make the government work best. Does it help that to have someone who has never been down to the Department of Public Works? Or do you go with a John Hammond, and you have a certain degree of stability? ... I want someone with a clue how government works."
Former Maryland first lady Kendel Ehrlich, an Annapolis resident and wife of former Gov. Robert L. Ehrlich Jr., has been in the public eye, but not in elected office.
Still, she called herself "the best candidate to repair it (the county) in morale and dignity and ethics.
"I think that most people have great confidence in my understanding of government," said Ehrlich, a former public defender and prosecutor. She teaches at Anne Arundel Community College. "If the citizens of this county were to vote on this, I think I would win this hands down."
Some of the less traditional applicants say they have something to offer as well: a fresh perspective.
Laura Neuman, also of Annapolis, never sought election. She said in her current job as president and chief executive officer of the Howard County Economic Development Authority, she has a track record of working with elected officials, business leaders and residents, and an understanding of what it takes to get things done. She wants to bring that experience to her home county.
"Right now the focus needs to be to improve the operation of county, to increase transparency and on strong leadership," Neuman said.
Her example of her drive: More than a decade ago, her work in business captured the attention of what is now Loyola University Maryland, whose recruiters said she ought to apply for a master's degree in business. She told them the truth — she had finished neither high school nor college. The university waived the education requirement, and she completed the degree.
The vacancy at county executive has drawn people with varied backgrounds, from former congressional candidate and home improvement contractor Rick Hoover, to CSX Railroad employee Millard Snowden Sr.
Ingrid Dean, a former legal assistant, has been active in Young Republican and political campaigns. The Severna Park resident sought, but did not win, a seat on the county GOP Central Committee. She also lost a bid to be a Republican convention delegate.
The 29-year-old spent Valentine's Day on the application for county executive. Her chances of getting the job?
"I don't think they are high at all," she said. She believes she "could do a good job," but predicts the council will want "more of an establishment candidate."
Curtis Kingsland of Odenton hopes council members give an outsider fair consideration.
A father of three, former Air Force master sergeant and now a civilian employee of the Army, Kingsland said he has a lot in common with residents who work hard and try to raise solid families.
And he believes it might be time for a regular citizen to take the helm.
"It's America. Anybody can run, even for president," Kingsland said. "You got the gumption, you can do it."


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LifeBridge Health's Anticoagulation Clinics monitor adult patients who are at risk for blood clots and must take anticoagulant medications, also known as blood thinners.
Anticoagulants keep unwanted clots from forming in the blood. This prevents major complications such as vessel or valve obstruction, which could lead to heart attack, stroke or pulmonary embolisms. However, it's important that blood can still clot when patients receive injuries such as cuts or wounds. Therefore, the clinic is available to check patients' blood clotting ability regularly to determine the proper amount of medication they should receive.
Each time a patient visits one of our clinics, a few drops of blood are taken from his or her finger for a prothrombin time (PT) test. This test measures how quickly the blood clots. The PT is then converted to a standard unit called an international normalized ratio (INR).
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The Vatican Monarchy
Nearer, My God: An Autobiography of Faith
The Kidnapping of Edgardo Mortara
Mary Through the Centuries: Her Place in the History of Culture
Man of the Century: The Life and Times of Pope John Paul II
Saints and Sinners: A History of the Popes
Lives of the Popes: The Pontiffs from Saint Peter to John Paul II
The Smoke of Satan: Conservative and Traditionalist Dissent in Contemporary American Catholicism
1. Imperial Papalism
William Buckley, in a book that mixes Catholic polemic, a survey of religious opinions, and personal reminiscence, tells us how, as children, he and his sister baptized unsuspecting adult visitors to their parents' house:
I knocked [at the guest bedroom] and told them that Trish and I were looking for my dog. They welcomed us in to search the room. I knelt down to see if he was under the first bed, and, a drop of water on my forefinger, touched it on Arlie's forehead as if to maintain my balance, silently inducting her into the Christian community, while Trish, emerging from under the other bed in search of the dog, did as much for her older sister.
When the children boasted of their missionary activity to their mother, she did nothing to discourage them: "Perhaps she permitted herself to believe that her friends' two grown-up daughters, neither one of them at death's door, had in fact been baptized."
At the time of Buckley's boyhood it was easy to get the idea that baptism was a magic act that performed its wonders if you just got the words and water right—like saying "Open, Sesame" while rubbing a door. Catholic children were told admiring stories of the Jesuit missionary Frances Xavier, who baptized uninstructed Asians by the thousands.
There were complex historical reasons for the simple-minded view that baptism produces an automatic (ex opere operato) effect. In the fourth century, Donatists said that bad Christians could not validly baptize. Orthodox Christians responded that the merits of Christ brought salvation, not the merits of the human baptizer. In the later Scholastic tag, baptism "results from what is performed, not who performs it" (ex opere operato, non ex opere operantis).
Of course, the performer of the act does matter, in the sense that he or she must intend to baptize. And the recipient must intend to be baptized. The Buckley children neglected that last point, perhaps because baptism is customarily given to infants, who clearly cannot have an intention in the matter. Theologians argued that children, before the age of reason, must obey God in His natural representative to them, the parents. That is why Saint Thomas Aquinas said that children should never be baptized without their parents' consent. He was especially harsh on those who said that Jewish or other infidel children can be baptized and taken from parents who do not worship the true God.
Man is structured toward God through reason, which is capable of knowing God. So a child, before the exercise of its own reason, is structured by nature's own structure toward God through the parents' reason, so it must perform its religious duty to God at the parents' direction. (Summa Theologica 3g.68 a.10 ad 3.)
The supernatural order does not contravene natural law. It does not destroy parents' rights in the…
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Saturday, November 19, 2011
Thanksgiving Heirloom Turkey
Since my father passed away last year we have begun a new Thanksgiving tradition. Our children come for brunch then my husband and I travel to Mom's house for dinner.
The change has been a little difficult, but sometimes we must start new traditions. The fact I spend more time with my mother and siblings makes the holiday even more precious.
This morning while unpacking the Thanksgiving tablecloth I discovered a "family treasure" in the bottom of the box. There I found these carefully wrapped ceramic turkey candle holders. And all at once my heart lighten.
Many years ago our son was in the United States Marine Corps. Right before the holidays he was assigned to Okinawa, Japan. This would be the first time he was not home for Thanksgiving.
To keep depression at bay my husband would come up with one outing after another. Even though we needed nothing to decorate the house he insisted we go shopping.
As we negotiated a crowded store Doug suddenly disappeared. Several minutes later he showed up with a huge smile on his face and these turkeys in his hands. Thinking he wanted them for our home I reminded him we had more than enough decorations.
Truth be told I could not understand his excitement. Then he told me he wanted to send them to Justin. Doug thought they would be a fun reminder for our Marine missing his family.
So off I went the next day to mail a care package filled with snacks, magazines and two turkeys.
When Justin called Thanksgiving morning the first words out of his mouth were "thanks for the turkeys!" Seems he and his fellow Marines thought they were a hoot and placed them on their holiday table.
I was in for a big surprise when Justin returned home from service. While unpacking he handed me a box. There he stood with the same smile seen on his father's face years before.
Looking down I found the ceramic turkeys carefully wrapped to survive a journey across the world. I honestly had forgotten about them and never expected to see them again.
When asking Justin why he saved them he replied "they are Ruth family turkeys and must be saved". So that was that!
And that my friends is the story of our ceramic turkey heirloom candle holders.
Posted by Deb Ruth at 10:54 AM
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Table of Contents
Every marathon presents challenges. Boston has a very unique set of them.
The Boston Marathon, where miles still hold whispers of legendary duels. "The Boston Marathon is, in my opinion, the King of Kings when it comes to running," exclaims Dick Beardsley, who finished second to Alberto Salazar in the 1982 edition of the race, famously known as The Duel In The Sun. "I don't think there is a runner out there that wouldn't love to say that they ran in the Boston Marathon. Even for people that have never run a step in their life know about the Boston Marathon."
There are legends of Boston and then there are Gods; the 1982 race between Beardsley and Alberto Salazar put them on Mount Olympus. In a word, that race represents guts. The inward battle to push beyond what you're body says it's capable of is something runners seem instinctually drawn to because the mental piece of our sport is the intangible; unlike miles or workouts it can't quite be explained, it is mysterious.
Boston presents the test of personal wills as any marathon would; however, one can't escape that Boston's 26.2 is just different.
"I remember when I graduated from high school in 1975 I'd been running for about a year and a half. My mom and dad, for my graduation, gave me an envelope with a note inside that said, 'This is good for round trip airfare to the Boston Marathon, maybe someday you will want to run it. Love, Mom and Dad,'" recalls Beardsley. "I didn't even know my folks had ever heard of Boston and at that point in my short running career I'd never thought once about running a marathon, let alone Boston! To have that race against Alberto on any course would have been memorable, but to have it happen in Boston makes it even more so."
Over the following pages, Beardsley shares his top tips for racing the world's oldest annual marathon.


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While remanufactured components have been around for quite some time, not every one is clear on exactly what they are. Yet they could be a valuable component of your parts strategy.
Remanufacturing a part brings it back to OE specs, while rebuilding brings a part back to being functional, says Henry Foxx, center of competency director, compressors and remanufacturing, Bendix Commercial Vehicle Systems.
A remanufacturer disassembles the component, inspects all of the parts, repairs parts back to original specification and then reassembles the component using existing parts and new critical components to replace those that could not be repaired, explains Doug Wolma, general manager, global aftermarket operations with Meritor.
There are three main benefits of reman components: cost, quality and reduced environmental impact.
Reman components typically are priced below the cost of new ones, since parts are reused and those savings are passed on to the fleet.
"Remanufacturing gives the fleet a product that has been returned to OE specs at a reduced price," Foxx says.
Using remanufactured components also can save time when servicing a vehicle, which reduces downtime and the costs associated with it.
"The biggest value remanufacturing brings to the fleet is it speeds up getting the truck back on the road. They can swing a complete [remanufactured transmission] in in less than a day," says William Fouch, marketing manager for aftermarket transmissions, Eaton Corp. "If they are going to repair the transmission rather than use a remanufactured one, it can add an extra day or two to the repair depending on the problem and how technical the people working on the repair are."
James Chenier, vice president of parts sales and marketing with Volvo Trucks, adds, "Fully dyno-tested remanufactured engines can get a truck back on the road in a fraction of the time it takes to do an in-frame overhaul or rebuild."
Remanufactured components and assemblies eliminate warranty risk for the repair and provide the greatest savings when compared with new components, Chenier adds.
Remanufacturing also can extend the life of a vehicle, Foxx says. "A fleet may not necessarily want to invest in a new part for an older vehicle. [Reman] is an opportunity to continue to extend the life of the overall vehicle."
Inspecting reman parts
One thing that contributes to the quality of remanufactured components is the inspection process they go through. Remanufacturers inspect 100% of all parts, rejecting those that do not meet their quality criteria.
Wolma says, "There really isn't a big difference between new and reman quality." This is especially true since remanufacturers incorporate factory upgrades to meet the latest specifications for performance and durability, Chenier explains. Remanufactured products also come with full factory warranties and coverage nationwide.
Fabio Jurchak, director of sales and engineering, NAFTA for TMD Friction, uses brakes to illustrate what remanufacturers do to ensure quality.
"Remanufacturers clean the shoes, they check the dimensions, and they reapply paint to avoid rust. Since brakes are safety components, fleets should rely on a source they know is checking all the critical aspects of the shoes and linings."
In the case of electronic parts, reman sometimes is the only viable option, according to Mark Shasteen, vice president of automotive for CTDI. "It is becoming harder and harder to get replacement electrical parts. [Fleets] are keeping their vehicles longer and technology is turning over at a quicker pace. The component suppliers simply can't keep making the old parts in order to service older vehicles."
Managing cores
For all the benefits of remanufactured components, cores are one negative fleets point to as a reason not to choose reman. Core management can present some obstacles, but cores are a key part of the reman value proposition.
"If you cannot or don't have the capacity or resources to manage cores and return them to the supplier, then it doesn't make sense to use them," Wolma says. "If you can't properly manage cores and get all of your core credit, you are going to come up behind on reman parts vs. new."
However, Wolma does not believe that core management is difficult. All significant suppliers of remanufactured components offer training on proper core management to any customer who asks for it, he adds.
Dave Schultz, Bendix Commercial Vehicle Systems' director of marketing and strategic pricing, points out that "even though a fleet says it doesn't want to deal with cores, it still has some level of responsibility for disposing of the old product. Things like air dryers and compressors have oil inside them, and that is considered a hazardous waste. There is a cost associated with disposing of that properly. In a sense, it is much easier to just return the component back to the remanufacturer and let them use it."
In the final analysis, while remanufactured parts are not a panacea they "provide a high quality alternative to a fleet so they don't have the expense of a new component. In this day and age, everybody is watching their bottom line, and if fleets are looking for alternatives that save costs, remanufactured products provide that," Schultz says.
Electronic reman
The remanufacturing of electronic components is a growing area of remanufacturing, but the reman procedure is different, according to Mark Shasteen, vice president of automotive for CTDI.
"Fundamentally you don't take them apart until you've done a pre-screen, and after that all parts of the unit stay together throughout the whole remanufacturing process."
In most remanufacturing, a component can be reassembled with parts others than those originally on it. "With electronic remanufacturing, it's a little more like a visit to the doctor," he says. "You go in, the doctor runs a battery of tests to determine what is wrong, but he doesn't take the patient's arms and legs off. Rather he deals with the one whole body as a unit. It stays together and maintains its identity and integrity throughout the whole process."
Authorized team
About six months ago, Eaton Corp. took a different approach to its remanufacturing program and added Authorized Rebuilders to its offering.
"The whole concept behind the program was to try to leverage the strength companies have out there in the local market, which includes availability of the product and the ability to take cores out of the equation for the fleet by picking them up at the same time they are dropping off finished products," says William Fouch, marketing manager for aftermarket transmissions, Eaton Corp.
Authorized Rebuilders are required to follow Eaton's processes including using 100% genuine Eaton components, and building to specifications including packaging and paint.
Current Authorized Rebuilders are Power Train, Indianapolis; TransAxle, Cinnaminson, N.J.; and Valley Truck Parts, Grand Rapids, Mich. Eaton plans to add more Authorized Rebuilders in the U.S and Canada in 2014.


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CAMBRIDGE, Mass. – The MIT men's and women's swimming and diving teams earned Scholar All-America Team honors for academic excellence during the spring of 2013, as announced by the College Swimming Coaches Association of America (CSCAA). The CSCAA honors all college and university swimming and diving teams who have attained a cumulative grade point average of 3.0 (4.0 scale) or higher. Both squads have earned this honor every season since 2003-04.
With its combined GPA of 3.49, the MIT men's swimming and diving team appeared seventh on a list of 78 Division III programs. The women's team, with a grade point average of 3.50, was 21st of 136 teams.
In addition to the team awards, 14 men and 12 women were named CSCAA Individual Scholar All-Americans, the most MIT has ever had appear on the list. Twenty of these student-athletes were placed on the Scholar All-American First Team, which recognizes those who have a GPA of 3.5 or higher and qualified for and competed at the NCAA Championships. The remaining six received Scholar All-American Honorable Mention accolades, as they had achieved a GPA of 3.5 or higher and earned an NCAA B cut time standard but did not compete at the championship.
During the 2011-12 season, only six men and five women from MIT's teams were named CSCAA Scholar All-Americans.Men's First Team Ben Bauchwitz Bradford Jokubaitis Brendan Deveney Brendon Chiu Craig Cheney Kale Rogers Luke Schlueter Remy Mock Thomas Norris Tony Chen Wyatt Ubellacker Men's Honorable Mention Max Pruner Ron Rosenberg Timothy Wall Women's First Team Anna Kokensparger Christy Rogers Elina Hu Emmie Ryan Kate Yu Katelyn Rossick Katie Siegel Kristen Finney Michelle Cunningham Women's Honorable Mention Jane He Taylor Pearl Jessica Wass