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UH Manoa announces actions following inappropriate comments by Coach McMackinUniversity of Hawaiʻi at Mānoa
Chancellor's Office
Derek Inouchi, (808) 956-4478
Athletics Department
At a news conference this afternoon, University of Hawai'i at Mānoa Chancellor Virginia S. Hinshaw and Athletics Director Jim Donovan today announced the following actions based on inappropriate comments made by Coach Greg McMackin at the WAC conference in Salt Lake City yesterday.
Athletics Director Donovan:
"We have completed the investigation with the cooperation of Coach McMackin. Because of violations of University policies, I have decided, with the approval of Chancellor Hinshaw, on the following actions:
· Coach McMackin will be suspended without pay for 30 days. However, Coach McMackin has agreed to volunteer to coach the team for those 30 days because he doesn't want the team or the university to be harmed by his mistake.
· In addition, Coach McMackin will be voluntarily participating in the salary reduction at the same level as myself.
"There are other steps we have discussed that Coach McMackin has agreed to accomplish so I'll ask Chancellor Hinshaw to present those."
UH Mānoa Chancellor Hinshaw:
"We all recognize that yesterday Coach McMackin made a serious mistake that has hurt many people and brought negative attention to our State and our University. He is clearly remorseful - as well he should be. This has been a painful experience for all involved, but we must now consider actions that will help everyone learn from this very negative event and improve for the future.
"In my own interactions with Coach McMackin, he has always been respectful in dealing with all people and set an excellent example for our student-athletes. Yet he still made a serious mistake and we all know that words carry painful consequences so we are all striving to deal with the damage that was done. To lead the healing process, in addition to the actions described by Athletics Director Donovan:
· Coach McMackin will personally participate in activities directed at improving the environment for our community through working with the Lesbian, Gay, Bisexual and Transgender (LGBT) community on campus. Camaron Miyamoto, coordinator for our LGBT services, has discussed with us how we can turn this into a learning experience for the whole campus.
· That will include Coach's participating in a public service announcement describing how words can hurt, presenting during student orientations, and supporting awareness training for the athletics program.
· Also, a part of the money from his salary reduction will be used by the University to support a student intern for LGBT to assist in conducting campus-wide workshops in awareness training.
"We believe these steps will move us forward by making this painful experience into a positive learning experience for Greg McMackin, our UH Mānoa campus, and our community. I can assure you that UH Mānoa is truly committed to providing an inclusive, supportive environment for all members of our community."
Camaron Miyamoto, Coordinator, Lesbian, Gay, Bisexual, Transgender Student Services:
"Today will strengthen a positive and on-going working relationship between LGBT Student Services, the UH Commission on the Status of LGBTI Equality and the Department of Athletics.
Continued collaboration between LGBT Student Services, the Chancellor's Office, and the Department of Athletics is a necessary and needed first step to address homophobia and to promote institutionalized change at our university.
I am entirely devoted to providing every opportunity for Coach McMackin and the Department of Athletics to serve as advocates for change in support of LGBT people in Hawaiʻi.
It is my hope that our combined resources and efforts will build a more respectful and inclusive campus."


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Get Involved
There are various ways in which you can be involved in the work of the abbey.
You may want to become a member and have access all year round as well as knowing the fee includes a donation towards maintaining the ruins.
You may have a skill which you'd like to share through volunteering or perhaps you'd like to help us raise money for the Appeal which is funding the vital conservation and development of the abbey.
Whatever you'd like to do to help preserve this wonderful place for generations to come, we'd like to hear from you. Click the links on the left for more information and contact details.

subset: commoncrawl


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Clam Scallion Sauce on Bacon Corn Griddle Cake
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Author Notes: My daughter loves pasta with a garlicky clam sauce while my son wants 'stick-to-the-bones' food. They never could agree, so I created this recipe many years ago as a come-together-dish. And as every busy mom knows, shortcuts start taking preference. So instead of individual pancakes, now we cook it as one big griddle cake, and cut it like a pie, then serve the sauce over each serving. East please meet West. —BoulderGalinTokyo
Serves: 4-6
Prep time: 35 min
Cook time: 15 min
Bacon-Cumin Cornbread Griddle Cakes
cup organic corn meal
cup milk
grams (7 ounces) block bacon, sliced or diced
cup whole-wheat pastry flour
tablespoon baking powder
tablespoon cumin seeds (or half seeds, half ground cumin)
teaspoon crushed oregano
salt, if needed (there is bacon in it)
Clam Scallion Garlic Sauce
teaspoon olive oil
scallions, white-part sliced 1/2 inch and green-part sliced 1/4 inch. Keep separated
cloves garlic, sliced
pound fresh shelled Manila or littleneck clams (frozen ok)
1 1/2
cups dashi (see note) or veg. broth or bottled clam broth
tablespoons sake or white wine
tablespoons sugar
tablespoons soy sauce, Kikkoman Lite
- In large mixing bowl, put cornmeal and pour in milk. Mix. Let sit while cooking the bacon.
- Bacon can be 1/4-inch cubed first, or cook slices and crumble after cooking. Cook until crispy. Remove from skillet. Cool.
- Add egg to cornmeal and mix together.
- Mix flour, cumin, oregano and baking powder. Add these dry ingredients to cornmeal mixture. Add bacon and mix well.
- Leave about 2 teaspoons of bacon grease in the pan (throw rest away). Heat pan quite hot, then pour entire batter into pan. Lower heat to medium-low. Cook until bubbles appear on top, around 8 minutes. Turn over. (Or if too heavy, just cover pan) Lift side of griddle cake to see if done.
- Make Clam Scallion Garlic Sauce: A: Mix sake, soy sauce, and sugar in a small bowl. Set aside. B: Mix katakuriko (potato starch) 4 teaspoons in 4 teaspoons of water. Set aside. You can use corn starch (but I believe the measurement might be different)
- In a sauce pan heat the broth or dashi to a boil. Add white parts of scallions and Mixture A. Cook about 2 -3 minutes.
- Add clams and green parts of scallions to sauce. Bring to a boil again and cook a minute or so, then mix B above once again, then add to the clam sauce stirring constantly. When clam sauce thickens, it is done. Don't keep cooking or scallions will loose green color.
- Dashi: I like konbu(sea vegetable) dashi better than katsuo (bonito flakes). Easier to clean up too. Just boil a piece of konbu in water for awhile (10 minutes). But you can buy bottled dashi-just remember that it is concentrated so you need to add water when you use bottled.
- Cut the griddle cake in the size portion you want. Spoon clam sauce over the griddle cake and eat immediately. (If it sits for awhile it will soak up the sauce).
- My cooking is low sodium, so you can add more soy sauce or a touch of salt, but add a little, taste, then add more if you like.
- This recipe was entered in the contest for Your Best Soy
- This recipe was entered in the contest for Your Best Spring Alliums
- This recipe was entered in the contest for Your Best Pancakes, Sweet or Savory
- This recipe was entered in the contest for Your Best Umami-Centric Recipe
More Great Recipes:
Grains|Vegetable|Seafood|Pork|Hors D'Oeuvre|Snack|Spring|Summer|Fall|Winter


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Theatre and Dance
Jim OConnor, Chair/Artistic Director
James Hunter, Associate Chair
Susan E. Anderson, M.F.A., University of California, 1973
Elbin Cleveland, M.F.A., University of Iowa, 1972
Richard Jennings, M.F.A., California Institute of the Arts, 1979
Jim OConnor, M.F.A., Pennsylvania State University, 1969
Associate Professors
Sarah Barker, M.F.A., Southern Methodist University, 1974
H. Thorne Compton, Ph.D., University of South Carolina, 1974
Ann Dreher, M.A., Northwestern University, 1968
James Hunter, M.F.A., University of Virginia, 1991
Lisa B. Martin-Stuart, M.F.A., University of Texas, Austin, 1984
Nic Ularu, M.F.A. eq., University of Arts, Bucharest, Romania, 1980
David Wiles, M.F.A., Yale University, 1993
Assistant Professors
Terry Donovan Smith, Ph.D., University of Washington, 1996
Erica Tobolski, M.F.A., Purdue University, 1989
The curricula in theatre arts are based on the belief that critical study, performance, and studio work are all necessary for the education of the theatre artist. Study of literature, theatre history, and theory deepens the artist's understanding of principles and perspectives. Likewise, the studio provides the necessary practical training for the artist, and productions become the laboratory for practice of new skills gained.
The production of plays is the principal means available for coordinating all the elements of theatre art. The play is the single experience in which the knowledge and insight gained from history, theory, and criticism are given substance by the arts of the playwright, director, actor, and designer. In this way the production program of the department is an integral component of the education of graduate students.
To excel in the practical disciplines of theatre, an individual's natural abilities must be developed through study combined with practice. Hence, while individual students with a high degree of natural talent are selected, it will be their ability to apply themselves with discipline and determination to the preparation and practice of classroom work that will lead to their final success in programs and in the profession.
The ultimate aim of our graduate programs is to produce theatre artists who have knowledge of representative plays from all periods of Western European theatre history and of the theoretical foundations of Western drama and the theatre arts. They should be capable of applying that knowledge in performance and production work.
The department uses a combination of permanent faculty and visiting professionals to provide its graduate population with appropriate instructional experiences. There are 21 full-time faculty dedicated to departmental instruction. In addition to these full-time faculty, part-time adjunct professors from the Shakespeare Theatre serve the graduate program. The department also uses artists-in-residence to augment graduate instruction, play production, and the dance program.
This faculty serves graduate students in the M.A., M.A.T., I.M.A., and M.F.A. degree programs. With an attractive student-teacher ratio, the graduate programs in theatre, speech, and dance provide a number of forums in which experiences, ideas, and knowledge can be shared.
Applicants for the M.A., M.A.T., and I.M.A. degrees should hold a baccalaureate degree that includes a minimum of 24 semester hours in theatre, with grades indicating graduate ability. Applicants for the M.A.T. and I.M.A. should submit satisfactory scores on the Miller Analogies Test. Applicants for the M.A. degree must submit satisfactory scores on the general section of the Graduate Record Examination and a recent writing sample. While there is no absolute minimum score required on the MAT or GRE, students with less than a 40 (MAT) or 1000 (GRE verbal and quantitative) usually find it difficult to complete the program and may need to justify their scores during the application process. Applicants for the M.F.A. degree should hold a B.F.A. or B.A. degree from an accredited institution with a major in theatre. Acceptance of an M.F.A. applicant, determined by the departmental admissions committee, will be based upon academic records, letters of recommendation, interviews, and either the critical examination of appropriate portfolio materials or the audition.
This program is designed for those seeking preparation for the Ph.D. or M.F.A. degree as well as for experienced and certified secondary-school teachers who wish intensive academic course work in theatre. Candidates for the M.A. degree must take a minimum of 30 semester hours in addition to 3 to 6 hours of thesis work, distributed as follows: 9 hours in history and criticism, 3 hours in research methods, 6 hours of critical studies, 3 hours of dramaturgy or historiography, 3 hours of seminars in production, and 6 hours of electives. At least 21 hours must be elected in the Department of Theatre and Dance. Candidates must pass a comprehensive examination. A scholarly thesis is required.
The M.A.T. degree requires 30 semester hours of graduate-level course work, with 6-15 credits in professional education and 15-24 credits in the teaching content area. Eligibility for admission is limited to those persons seeking initial certification. Additionally, candidates must complete South Carolina certification requirements for a Class I professional certification in the teaching content area and in professional education (at least 30 credits total including undergraduate and graduate work). Thus, candidates must complete additional course work in professional education and/or their teaching content area at the undergraduate and graduate levels as necessary.
The Interdisciplinary Master of Arts (I.M.A.) degree for secondary school teachers is designed for college graduates who already hold a professional certificate in the teaching field in which they wish to earn the master's degree or who are academically certifiable by virtue of course work previously earned. Upon completion of the I.M.A. degree program, recipients will be eligible for a South Carolina Class I certificate in the teaching area. Major emphasis in this program is placed on course work in the teaching area. The I.M.A. degree requires 33 hours of graduate-level course work with 9 credits in professional education, 21 credits in the teaching area, and 3 credits in an elective course that addresses current issues and concerns of teachers.
This degree program is intended primarily for those entering the profession of theatre. It requires at least 63 hours of graduate credit and residency at the University of South Carolina. The M.F.A. degree may be taken with an emphasis in acting, directing, costume design, scenic design, lighting design, or lighting/technical theatre. Each student's program of courses will be determined by departmental guidelines with the agreement of the major advisor and will be formulated using three criteria: professional goals, past education and experience, and appropriate preparation for a thesis project and written comprehensive examination. All students in the program will complete a professional internship.
Return to College of Liberal Arts


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The No. 9 Athenas of Claremont-Mudd-Scripps rebounded from last weekend's loss to Middlebury with two wins over ranked opponents. They defeated No. 27 Santa Cruz Friday and No. 30 Linfield on Saturday, both by scores of 9-0.
The Athenas got off to fast start against the Banana Slugs from UC Santa Cruz with a sweep in doubles competition. At two and three, the respective teams of Crystal Lim and Sarah Kukino (8-1), and Chloe Dobbert and Jaclyn Smrecek (8-0), dropped only one game. At number one, Kristin Lim and Jessie Huang rounded out the sweep by closing out the number one team from UC Santa Cruz, 8-6.
CMS was equally dominant in singles competition. At three through six, Huang (6-1,6-1), Kukino (6-0,6-0), Dobbert (6-0,6-1), and Smrecek (6-0, 6-0), combined to drop only four games to the Banana Slugs.
At number one, Kristin Lim returned to her winning ways with 6-2, 6-3 win over UC Santa Cruz's number one player, Alexandra Scotten.
At number two, Crystal Lim secured the perfect team score with a 6-3, 6-2 decision.
In singles, Chloe Dobbert capped off a great weekend of play with a 6-0, 6-3 decision at number five. Sarah Kukino continues excel at the number four position. The freshman from Lihue, HI defeated her opponent in straight sets (6-0,6-1).
Like CMS, both UC Santa Cruz and Linfield are designated as Western Region teams for NCAA purposes. In five intraregional matches this season, the Athenas have not lost a single game.
The Athenas are done hosting out-of-state teams and will now turn to SCIAC Conference competition. On Friday, April 6 CMS will be hosted by La Verne at the Claremont Club. The following day, Saturday, CMS will host Occidental at the Biszantz Family Tennis Center.


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Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University.
After obtaining a Ph.D. degree in experimental physics at the University of Leiden in the Netherlands in 1981, Dr. Mazur came to Harvard University in 1982. In 1984 he joined the faculty and obtained tenure six years later. Dr. Mazur has made important contributions to spectroscopy, light scattering, the interaction of ultrashort laser pulses with materials, and nanophotonics.
In 1988 he was awarded a Presidential Young Investigator Award. He is Fellow of the Optical Society of America and Fellow of the American Physical Society, and has been named APS Centennial Lecturer during the Society's centennial year. In 2007 Mazur was appointed Phi Beta Kappa Visiting Scholar. In 2008 Mazur received the Esther Hoffman Beller award from the Optical Society of America and the Millikan Medal from the American Association of Physics Teachers. In 2010 he was elected Director at Large for the Optical Society of America. Dr. Mazur is a Member of the Royal Academy of Sciences of the Netherlands. He is honorary professor at the Institute of Semiconductor Physics of the Chinese Academy of Sciences in Beijing and has held appointments as Visiting Professor or Distinguished Lecturer at Princeton University, Vanderbilt University, the University of Leuven in Belgium, National Taiwan University in Taiwan, Carnegie Mellon University, and Hong Kong University.
In addition to his work in optical physics, Dr. Mazur is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all — not just science majors — is vital for continued scientific progress. To this end, Dr. Mazur devotes part of his research group's effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction a method for teaching large lecture classes interactively. Dr. Mazur's teaching method has developed a large following, both nationally and internationally, and has been adopted across many science disciplines.
Dr. Mazur has served on numerous committees and councils, including advisory and visiting committees for the National Science Foundation, has chaired and organized national and international scientific conferences, and presented for the Presidential Committee of Advisors on Science and Technology. He serves as consultant to industry in the electronics and telecommunications industry. In 2006 he founded SiOnyx, a company that is commercializing black silicon, a new form of silicon developed in Mazur's laboratory. Mazur is currently Chairman of the Scientific Advisory Board for SiOnyx. In 2011 he founded Learning Catalytics, a company that uses data analytics to improve learing in the classroom. Mazur is Chief Academic Advisor for Turning Technologies, a company developing interactive response systems for the education market. He also serves on the Scientific Advisory Panel for Allied Minds, a pre-seed investment company creating partnerships with key universities to fund corporate spin-outs in early stage technology companies, and on the Scientific Advisory Board for the Lifeboat Foundation, a nonprofit nongovernmental organization dedicated to encouraging scientific advancements.
Dr. Mazur is author or co-author of 274 scientific publications and 23 patents. He has also written on education and is the author of Peer Instruction: A User's Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching.


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Every Walker and How They Died on Walking Dead
You might have seen this image in the National Post and thought "Oh look, a rainbow skull! How pretty!". But if you looked closer, you'd realize it was made up of tiny zombies. Not just any zombies, but Walking Dead zombies. Every single one that's been killed through the entire show so far on screen.
Scroll down further, and you see a close-up of each one, labeled with who killed them and what weapon they used.
And why the different colours? Why, they are colour-coded of course, by season and whether they are male or female.
Check it out for yourself because you have to see the entire publication to appreciate the...obsessiveness? insanity? precision? cornucopia of corpse killing? It's everything you want to know and more. 347 deaths cataloged, color coded and illustrated for your enjoyment.
Well that's creative. Who
Well that's creative. Who says zombies are going the boring way of the vampire eh!
Unrelated to this post.....
...where have you been, girl? We can't get our GhoulFriday fix if you aren't posting delightful new creations:)
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New Trends in Hotel Bedding
New Trends in Hotel Bedding from Overstock.com. Our guides provide customers with information about new trends in hotel bedding.
ITEM#: 9999915730194Flocked damask medallions make this printed seven-piece comforterset a great match for your transitional bedroom. Thisblack-and-white comforter set comes with shams, a bedskirt andaccent pillows, so you can create a stylish designer look. The damask pattern is printed on polyester and paired with black damask flocking for a three-dimensional look to the comforter and shams.
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New Trends in Hotel Bedding from Overstock.com. Our guides provide customers with information about new trends in hotel bedding.
Tips on Buying Bedroom Comforter Sets from Overstock.com. Our guides provide customers with tips on buying bedroom comforter sets.
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How to Fluff Comforters from Overstock.com. Our guides provide customers with information about how to fluff comforters.
Updated Global home decor is perfect for the eclectic world traveler. Blending prints and patterns from around the world with homey modern touches is a great way to show off your treasures from around the globe. Check out Overstock.com's guide to Updated Global design here.
Whether you're packing light for college or bringing your entire wardrobe, it's important to decorate your dorm to match your unique style. From East Coast preppy to simple minimalist, we've got fresh dorm ideas for decor that matches your personal style.
We know how important it is to send your student off to college in style, but we also know that you don't want to have to break the bank to do it. Keep reading to check out our list of 12 smart dorm shopping tips for parents.
Make your bed a little cozier when you add a luxurious duvet or comforter. If you're not sure the difference between the two, check out this helpful guide so you can make the best choice for you.
The covering you put on your bed can affect the style of your bedroom as well as your comfort when you're sleeping. Read on to see whether a bedspread or comforter is the perfect choice for your bed.
Bring some color to your dreams with a bedroom makeover.
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Madison Park Larissa 7-piece Comforter Set


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Advanced Cell Diagnostics Appoints Evangeline Gonzalez as Chief Commercial Officer
Jan 25, 2013, 08:00 EST
HAYWARD, Calif., Jan. 25, 2013 /PRNewswire/ -- Advanced Cell Diagnostics, Inc., a world leader in the field of in situ nucleic acid detection for life science research and clinical diagnostics, today announced the appointment of Evangeline Gonzalez to its executive leadership team as Chief Commercial Officer. In this role, Mrs. Gonzalez will lead the company's global commercialization efforts. Mrs. Gonzalez will report directly to Advanced Cell Diagnostics CEO, Yuling Luo, Ph.D.
"It was the breakthrough technology and the multi-talented team that attracted me to Advanced Cell Diagnostics. I'm so excited to join the team to help grow the company to the next level," Mrs. Gonzalez said.
Mrs. Gonzalez has more than 17 years of commercialization experience in the biotechnology industry. She joins Advanced Cell Diagnostics from Life Technologies (formerly Applied Biosystems and Invitrogen), a 3.7 billion dollar company, where she was most recently Chief Marketing Officer of the Life Sciences Division. In this role, she was responsible for facilitating growth, marketing and global market development strategy. Previously she was Vice President of Market Development and Product Management for several businesses within Life Technologies including Protein Analysis, Sequencing and Molecular Biology Systems. In these roles, she was responsible for driving revenue growth for both existing products and commercializing new breakthrough technologies globally.
"Advanced Cell Diagnostics has achieved several important milestones over the last 3 months including closing a $12 million financing round, successfully introducing our automated RNAscope solution and expanding our commercial team," said Dr. Luo. "Evangeline's proven track record of commercializing new technologies and her leadership skills are exactly what we need at this phase of our company's growth," Dr. Luo continued.
About Advanced Cell Diagnostics
Advanced Cell Diagnostics, Inc. (ACD) is a leader in the emerging field of molecular pathology, developing cell and tissue‐based diagnostic tests for personalized medicine. The company's products and services are based on its proprietary RNAscope® technology, the first multiplex chromogenic and fluorescent in situ hybridization platform capable of detecting and quantifying RNA biomarkers in situ at single‐molecule sensitivity. RNAscope assays are currently used by hundreds of customers, including all of the global top 10 pharmaceutical companies, world leading academic institutions and many cutting edge biotechnology companies to validate biomarkers for the management of cancer and other diseases. ACD's industrial partnerships provide the foundation for ACD to develop companion diagnostic tests in conjunction with partners' targeted therapeutics. ACD also pursues internal programs to develop proprietary diagnostic tests in cancer management. Learn more about ACD and RNAscope technology at www.acdbio.com.
Steve Chen, Ph.D.
Chief Operating Officer
(510) 259-9802
SOURCE Advanced Cell Diagnostics, Inc.


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Monarchs Travel To Rhode Island For Tournament
By ODU Athletics
Aug. 30, 2006
NORFOLK, VA-- The ODU Soccer Monarchs (0-1) travel to Kingston, RI to play in the University of Rhode Island Tournament Friday and Sunday.
ODU, who lost to top ranked and defending national champion Maryland last week in front of the largest crowd in ODU soccer stadium history (3,331) opens with Harvard(0-0) on Friday, then Rhode Island on Sunday (1-0).
Harvard was 6-8-2 last year and will be led by senior forward Charles Altchek who scored 11 goals for the Crimson. Junior goalkeeper Adam Hahn also returns.
Rhode Island is the defending Atlantic 10 champion who opened the season with a 2-1 victory over Providence last week. Jeffrey Gonsalve and Callum Bissett each scored for the Rams.
ODU and Rhode Island played last year in the Stihl Classic with the Monarchs winning, 1-0.
The Monarchs then travel to Elon for a match on Sept. 6 in Elon,NC.
ODU ranks 20th by College Soccer News, 22nd by Soccer America and 23rd by the coaches NSCAA/adidas and Soccer Times.


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Glen Rose, Malvern reaady for each other in Week 1
The Glen Rose Beavers find themselves in a different but exciting situation to start the 2012 season. With Benton and Bryant playing in the same conference this season, and not playing the Salt Bowl until week four, the Beavers now take part in the biggest game of Week 1. With in-county rival Malvern coming into Glen Rose on Friday, the Beavers kick off the season with bragging rights on the line.
Last season, a year that ended with eight wins for the Beavers, week one was a game that the Beavers and Head Coach Mark Kehner would love to forget. Coming into Bauxite, Glen Rose looked as if it were the sure winner. That was not the case as the Miners ran to a 26-7 victory. That was the last game Bauxite would win in 2011, going 0-9 the rest of the way.
But now that the 2012 season is upon Glen Rose, winning in Week 1 is the main priority right now.
"We have our good days and we have our bad," Kehner said. "We are just ready to get out there and play the game. Some days are a little bit sharper and crisper, but once we get in the game, hopefully we can work on that more than we can in practice."
Kehner said that his team is working hard heading into Week 1.
As far as the match against the Leopards is concerned, the key for Glen Rose is to "execute on offense and not turn the ball over," Kehner said.
"It doesn't matter what the weather is like. You cannot turn the ball over," Kehner said in reference to Hurricane Isaac's threat of bad weather later this week.
"We can't give them the ball on a short field with an offense as good as theirs."
Glen Rose is hoping to throw the ball on Friday against Malvern.
"We are hoping to throw against their young secondary," Kehner said. "It's not that they are not talented, they are just a little inexperienced. With weather coming in, we are going to have to dictate with whatever the weather allows us to do."
Glen Rose did take a bit of a hit to one of its main offensive weapons last week in a scrimmage game with Mayflower as senior wide receiver Lane Ballard went down with an ankle injury.
"As of right now, he is out," Kehner said. "It is going to hurt not having that weapon on the field."
Kehner said that he does not think Ballard is even a game-time decision at this point and is expected to be without him for Week 1.
Even with Ballard out, Malvern Head Coach John Folgman is not buying too much into his absence.
"I'll believe he is not in the game when he is not in there," Folgman said. "We are not going to change anything because their quarterback is a good athlete and they run the ball very well. I'm sure they would love to have (Ballard) but they have other people that can hurt us as well."
As far as how both teams match up, Glen Rose may still have the slight edge over Malvern just because the Leopards are so young in the skilled positions. But, Malvern did make it to the state title game last season and is currently ranked at the top of its conference to begin the year. Plus, with any rivalry game, numbers go out the window. It is all about who shows up.
There is one other factor to week one for both teams and that is deciding on what day to actually play the game.
Kehner, along with Folgman, said that Glen Rose will be deciding Thursday morning on whether to play Friday night, despite the weather threat, or to move the game to Saturday night at the same time.
"Obviously it would be nice to play on Friday," Folgman said. "But, who knows? We will leave that up to (Glen Rose) and we are confident that they will make the right decision."
Start time is still set for 7 p.m. on Friday night as of right now. Check The Saline Courier's Facebook page for more information on Thursday morning. If the game is moved to Saturday, Kehner said the start time will remain the same.


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Pacific West Regional Air Quality Information
The following links provide information on air quality in the Pacific West Region from State Air Quality Agencies and Regional Planning Organizations (multi-state and Tribal organizations established to address regional haze and related issues). A link is provided for the Regional Review - California National Parks, a comprehensive report on current and potential future conditions of air quality and air pollution impacts in Class I national parks, including Joshua Tree, Lassen Volcanic, Lava Beds, Pinnacles, Point Reyes, Redwood, Sequoia & Kings Canyon, and Yosemite.
- State AQ Agencies (AS, CA, GU, HI, ID, NV, OR, WA)
- Regional AQ Planning Organizations (WRAP- CA, HI, ID, NV, OR, WA)


text: You can relax knowing that we're committed to delivering the best guest experience. Part of that is ensuring Outrigger.com will always offer the best rates for any Outrigger Hotel, Resort, and Vacation Rental. Not only do we already offer the best rates and exclusive benefits of booking direct, but if by chance you find a lower rate, we'll not only match the lower rate - we will give you 10% off that lower rate! Learn more at Outrigger.com.


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Chicago Shaggy Purple Rug Range
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In her fifth year at the helm, head coach, Breanne Gleason came to Central following a pair of seasons on the coaching staff at the University of New Haven. She spent the 2014-17 seasons as the acting head coach for the Blue Devils and she spent one season as an assistant coach in 2013. Gleason holds a 93-80-1 (.535) overall record through four seasons as head coach.
In 2015, Gleason guided her team to its second Northeast Conference Championship in program history. The Blue Devils concluded their 2015 post season run in the first round of the NCAA Tournament after falling to Georgia and North Carolina with a final record of 31-14.
Gleason, a 2010 graduate of New Haven, spent two years serving as an assistant coach at her alma mater. During that time, she worked extensively with New Haven's pitching staff, while also assisting with recruiting and the day-to-day administrative duties of the program.
Gleason also served as the softball team's academic coordinator at New Haven. In that role she was responsible for overseeing the academic success of new student-athletes, weekly team monitoring and serving as a liaison with academic support staff.
During her playing career, Gleason was a standout in the circle and at the plate. She led the Chargers to three straight NCAA Tournament appearances, including the program's best postseason run in 2010.
Individually, Gleason finished her career as the Charger's all-time leader in at-bats, doubles, pitching appearances, strikeouts, wins and innings pitched, and also finished within the top-10 in six other statistical categories. She was a two-time Third Team All-America selection, a four-time Daktronics All-Region selection and in 2010 won both the Player of the Year and Pitcher of the Year Awards from the Northeast-10 Conference, becoming only the second player to earn both honors in the same season.
Also, she was the 20th Division II pitcher to record 1,000 career strikeouts and the 22nd to reach 100 victories. She also threw a perfect game during her career.
She earned her master's degree in business administration while coaching at New Haven.
Gleason resides in Glastonbury, CT with her wife Ashley.


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Just over 24 hours remain until the big "Fight Night" hitting the Las Vegas Strip.
On Saturday, Aug. 26, boxing champ Floyd Mayweather Jr. will take on UFC lightweight champ Conor McGregor at the T-Mobile Arena in Las Vegas.
Plenty of hype has surrounded the fight on social media, including a fun video from a Las Vegas YouTuber.
Matt Oliveira, a 25-year-old flight attendant from Las Vegas, documents his travels around the world on his Molives TV YouTube channel and Facebook page.
In his latest video, Oliveira dressed as McGregor and "ran" from the Cliffs of Moher in Ireland -- McGregor's home country -- to the T-Mobile Arena in Las Vegas -- Mayweather's home city and the site of the big fight.
In the video, Oliveira said that in his 24 hours as McGregor in Ireland, he would:
- Get the McGregor haircut
- Workout like McGregor
- Dress like McGregor
- Eat like McGregor
- Get a McGregor tattoo
- Run across Ireland like McGregor
He documented those tasks, even making it to the Guinness Factory in Dublin and adopting a bit of an Irish accent throughout the video.
The big fight is expected to be watched by as many as 50 million people in the United States as many gather for small and large watch parties where they can view the bout on Pay-Per-View.
Those who wish to see it in person can still get tickets that are available at T-Mobile Arena. Prices originally ranged from $2,500 in the upper sections to $10,000 at ringside, but some resale markets are showing some tickets as low as $1,300.
The fight's main card is expected to begin at 9 p.m. Eastern / 6 p.m. Pacific.


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Our classrooms and specialized research laboratories are in the Cooper Physical Science Building. You will have the opportunity to use our high-tech scientific equipment which includes:
We also house a variety of computer workstations for your use. These workstations are equipped with a wide variety of chemistry-related software packages.
In addition, you'll have access to Ball State's excellent library facilities and several computer centers. Our department has a new computer lab and several recently remodeled teaching and research laboratories.


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MSP and ICZM
VASAB workshop on Assessment of Regional Baltic Maritime Spatial Planning Roadmap 2013-2020, Gdansk, 24 February 2016 ( 5 Files )
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THE KEY TO GOVERNING THE FRAGILE BALTIC SEA. Maritime Spatial Planning in the Baltic Sea Region and Way Forward
Author: Jacek Zaucha
This book provides an introduction to the origin, evolution and the current state (up till January 2014) of the maritime spatial planning (MSP) in the Baltic Sea Region (BSR) and proposals for its further development.
Report "Necessary common minimum requirements for Maritime Spatial Planning (MSP) in the Baltic Sea"
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An example of a potential future direction for joint medical-chiropractic research is found in the book Chiropractic: Interprofessional Research, a summary of research presented at the World Chiropractic Conference, held in Venice, Italy in 1982. A series of studies by chiropractors, working in concert with Italian medical doctors, demonstrated promising effects of chiropractic treatment in cases of vertigo, tinnitus (ringing of the ears), headaches, and visual disorders.[4]
There is far less research available concerning chiropracticâs effects on visceral (internal organ) disorders than exists in relation to lower back pain and other musculoskeletal problems. This is because the chiropractic profession has had to prioritize the research it could afford to pursue in the absence of significant government funding. Proving the validity of chiropractic manipulation for those conditions most commonly treated by chiropractors (low back pain, neck pain, and headaches) has been the highest priority.
There is, nevertheless, a growing body of literature, some of it published in peer-reviewed scientific journals, on the effects of manipulation for problems related to internal organ dysfunction. Some of these are controlled clinical trials, while others are thought-provoking case studies which point to the need for more extensive future research:
A randomized, controlled clinical study demonstrated that diastolic and systolic blood pressure decreased significantly in response to chiropractic adjustments of the thoracic spine (T1-T5), while placebo and control groups showed no such change. This study demonstrated short-term effects of manipulation on blood pressure, and indicates a need for studies on long-term effects.[5]
As noted earlier in this book, there have been two controlled clinical trials which studied the effects of spinal manipulation on dysmenorrhea. The results were quite promising, and further research is in progress.[6,7]
A study at the National College of Chiropractic showed a marked increase in the activity levels of certain immune-system cells (PMNs and monocytes) after thoracic spine manipulation. These increases were significantly higher than in control groups, who were given either sham manipulation or soft-tissue manipulation.[8]
A study involving 73 Danish chiropractors in 50 clinics showed satisfactory results in 94 percent of cases of chiropractic research:infant colicinfant colic. The results occurred within two weeks, and involved an average of three treatments.[9]
Several case studies have indicated that bladder dysfunction can be responsive to lower back manipulation.[10,11]
Lung volume and forced vital capacity (a measure of lung strength), were shown in a series of cases to increase after chiropractic adjustments.[12,13]
A 7-month-old infant suffering from chronic constipation since birth (with a history of hard, pellet-like stools following hours of painful straining) was restored to normal bowel function by full-spine and cranial adjustments.[14]
A two-year-old child medically diagnosed with asthma and enuresis (bedwetting) improved dramatically as a result of spinal adjustments, after medication had proved inadequate.[15]
Pelvic pain and pelvic organ dysfunction, in which there was no accompanying lower back pain, was shown in a case study to resolve fully with chiropractic manipulation of the lumbar spine, after numerous failed attempts at treating the symptoms medically.[16]
A 5-year-old girl, who was experiencing up to 70 seizures a day, was treated with upper neck adjustments and became virtually seizure-free.[17]
Further exploration of chiropracticâs effects on internal organ problems holds great promise. Studies are underway as this book goes to press, and many more are expected. This may turn out to be the most fertile area for chiropractic research in the Twenty-First Century.
The Chiropractic Perspective
Looking back over the material weâve covered, how would we best summarize the differences between the chiropractic approach and the standard medical model?
First and foremost, the chiropractic model views symptoms in a broad context of health and body balance, not as isolated aberrations to be suppressed and then forgotten. Chiropractors recognize the need for thorough evaluation of symptoms, but do not assume that the elimination of symptoms is the ultimate goal of treatment. Just as peace is not the absence of war, health is not the absence of disease symptoms. The true goal is sustainable balance. This is recognized by chiropractors and by holistic medical physicians as well.
While chiropractors are trained in state-of-the-art diagnostic techniques, and while chiropractic examination procedures overlap significantly with those used by conventional medical physicians, chiropractors evaluate the information gleaned from these methods from a perspective that recognizes the intricate structural and functional interplay between different parts of the body.
The contrasting medical and chiropractic diagnostic approaches to pain provide a case in point. In my experience, conventional medical physicians far more frequently than chiropractors make the assumption that the location of a pain is the location of its cause. Thus, knee pain is generally assumed to be a knee problem, shoulder pain is assumed to be a shoulder problem, etc. This pain-centered diagnostic logic frequently leads to increasingly sophisticated and invasive diagnostic and therapeutic procedures. (If physical examination of the knee fails to clearly define the problem, then the knee is x-rayed. If the x-ray fails to offer adequate clarification, then an MRI of the knee is performed, etc.)
Chiropractors also utilize these diagnostic tools. I refer some patients for x-rays and MRI studies. My point is not to criticize these machines, but to present an alternative diagnostic model. I have seen more than a few cases of knee trouble where this entire high-tech diagnostic scenario was played out, and the cause of the problem turned out to be in the lower back.
If the lower back is mechanically dysfunctional, and in need of spinal manipulation, this can often place unusual stress on the knees. In cases of this sort, one can spend months or years medicating the knee symptoms with painkiller pills and/or steroid injections, or performing knee surgery, without ever addressing the real problem. This is not an isolated hypothetical instance. It happens far too often.
Whole-Body Context
The chiropractic approach to musculoskeletal pain involves evaluating the site of pain in a whole-body context. Shoulder, elbow and wrist problems can of course be caused by problems in the shoulder, elbow and wrist but pain in all of these joints frequently has its source in the neck. Similarly, pain in the hip, knee, and ankle can also have its source at the site of the pain but in many cases the source lies in the lower back. The need to consider this chain of causation is built into the core of chiropractic training.
Chiropractors from D.D. Palmer onward have purposely refrained from assuming that the site of a symptom is the site of its cause. They have assumed instead that the source of the pain should be sought somewhere along the path of the nerves leading to and from the site of the symptoms.
Thus, a pain in the knee might come from the knee itself, but if we trace the nerve pathways between the knee and the spine, we find along the way possible areas of causation in or around the hip, in the deep muscles of the buttocks or pelvis, in the sacroiliac joints, or in the lower spine.
Furthermore, if an imbalance does exist in the lower spine (at the fourth lumbar level, for example), it might have its source right there at L4, or might in turn be a compensation for another joint dysfunction elsewhere in the spine, perhaps in the middle or upper back. Thus, an integrated, whole-body approach to structure and function is of great value.
For a patient with an internal organ problem, chiropractic diagnostic logic would include evaluation of those spinal levels which are the source of the nerve supply to the involved area, as well as consideration of possible nutritional, environmental and psychological causes. Chiropractic practice standards also mandate timely referral to a medical physician for diagnosis and/or treatment, for any condition that is acute and dangerous, or when a reasonable trial of chiropractic treatment (current standards in most cases limit this to about one month) fails to bring satisfactory results.
Wellness and the Chiropractic Model
The chiropractic model pays heed to patientsâ nutritional needs, exercise habits, work conditions, and psychological health. In many cases, particularly with regard to nutrition and exercise, the chiropractor will act as a teacher, directly counseling patients on proper diet or exercise methods. In other instances, chiropractors will make referrals to other health practitioners, or to appropriate classes in the community.
The traditional chiropractic philosophy I learned during my training anticipated in many respects the concepts that comprise the modern wellness paradigm. Aside from being taught the importance of good diet, exercise, and emotional health, we also learned that it is far better to practice prevention than to engage in crisis-care, and that health is far more than the absence of symptoms. These ideas together form a respectable foundation for a profession that seeks to practice holism.
1. Copland-Griffiths, Dynamic Chiropractic Today, p. 159
2. Bourdillion, J.F. Spinal Manipulation. pp. 205-206
3. Copland-Griffiths, op. cit. p. 162
4. Mazzarelli, Joseph, D.C. (editor). Chiropractic: Interprofessional Research. pp. 69-76.
5. Yates RG, Lamping DL, Abram NL, Wright C. "Effects of Chiropractic Treatment on Blood Pressure and Anxiety: A Randomized, Controlled Trial." Journal of Manipulative and Physiological Therapeutics, 1988; 11: 484-488.
6. Kokjohn K, Schmid DM, Triano JJ, Brennan PC. "The Effect of Spinal Manpulation on Pain and Prostaglandin Levels in Women with Primary Dysmenorrhea." Journal of Manipulative and Physiological Therapeutics, 1992; 15: 279-285.
7. Thomason, PR, Fisher BL, Carpenter PA, Fike GL. "Effectiveness of Spinal Manipulative Therapy in Treatment of Primary Dysmenorrhea: A Pilot Study." Journal of Manipulative and Physiological Therapeutics. 1979; 2: 140-145.
8. Brennan PC, Kokjohn K, Katlinger CJ, Lohr GE, Glendening C, Hondras MA, McGregor M, Triano JJ. "Enhanced Phagocytic Cell Respiratory Burst Induced by Spinal Manipulation: Potential Role of Substance P." Journal of Manipulative and Physiological Therapeutics, 1991; 14: 399-408.
9. Klougart N, Nillson N, Jacobsen J. "Infantile Colic Treated by Chiropractors: A Prospective Study of 316 Cases." Journal of Manipulative and Physiological Therapeutics, 1989; 12: 281-288.
10. Falk, JW. "Bowel and Bladder Dysfunction Secondary to Lumbar Dysfunctional Syndrome." Chiropractic Technique, 1990; 2: 45-48.
11. Borregard, PE. "Neurogenic Bladder and Spina Bifida Occulta: A Case Report." Journal of Manipulative and Physiological Therapeutics, 1987; 10: 122-123.
12. Masarsky, CS and Weber M. "Screening Spirometry in the Chiropractic Examination." ACA Journal of Chiropractic, February 1989; 23: 67-68.
13. Masarsky, CS and Weber M. Chiropractic and Lung Volumes A Retrospective Study. ACA Journal of Chiropractic, September 1986; 20: 65-68.
14. Hewitt, EG. "Chiropractic Treatment of a 7-Month-Old With Chronic Constipation: A Case Report. Proceedings of the National Conference on Chiropractic and Pediatrics (International Chiropractors Association), 1992; 16-23.


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Esther Leila Brooks
Esther Leila Brooks went to be with her Lord and Savior, Jesus Christ, on October 6, 2013, in Fort Worth, Texas. Esther was born on January 29, 1926 in New Berlin, New York to Harrison J. and Leila M. Burdick Camp. In July of 1957, she married Thomas T. Brooks of Borger, Texas. Once married, they lived in Borger where Esther taught elementary school at Crockett Elementary and Borger Middle School, retiring in 1991. Tom and Esther were long-time members of First Baptist Church of Borger where she faithfully served as church organist for 32 years. In addition to playing both the organ and piano, Esther was also an accomplished cellist, playing for many years in several different orchestras and musical groups in Borger. She continued to live in Borger after Tom's death in 2005. In December, 2009, Esther moved to Fort Worth, Texas where she lived until her passing.Survivors include three sons – Stephen Brooks and his wife, Betsy, of Fort Worth, Texas; Phillip Brooks and his wife, Jenny, of Denton, Texas; Mark Brooks and his wife, Patricia, of Saint Paul, Minnesota; four grandsons – Andrew Brooks, Matthew Brooks, Dylan Brooks, and Noah Brooks; one sister – Marian Heath of Douglassville, Pennsylvania; one sister-in-law – Jane Jackson of Amarillo, Texas; numerous other family members and friends.The family will receive visitors at Minton-Chatwell Funeral Home in Borger from 6:00 to 8:00 pm on Thursday, October 10, 2013. Graveside services will be held at 2:00 pm on Friday, October 11, 2013 at Silverton Cemetery at Silverton, Texas under the direction of Minton-Chatwell Funeral Directors of Borger, Texas.Memorials may be made in Esther's name to Mission Aviation Fellowship or First Baptist Church of Borger, Texas.


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Two lovely young ladies walk into a bar to order a few drinks when they reveal just how mature they really are.
- July 14, 2010
- 2.9m Views
- Immortal
Zoe SaldanaActor
Kate BosworthActor
kat coiroDirector & Writer
Janeane GarofaloActor
Jason LewisActor
Antonio ScarlataCinematographer
Danny JelinekEditor
Funny Or DieExecutive Producer
Greg GrunbergActor
Shauna O'TooleMakeup
Brian MulchyCam Op
Christin TroganProducer
BoTown SoundSound Consultant
Hall of FameChannel
Starring Zoe Saldana as Kaye
Kate Bosworth as Marghi
Janeane Garofalo as the Bartender
Greg Grunberg as the Regular
Jason Lewis as Alex
Victor Webster as Ivan
Bruce Walrath as Dude
Also featuring Brian Pollack, E-Kan Soong, Ace Marrero, and Marcos Reyes
Written and Directed by Kat Coiro
Produced by Christin Trogan
Executive Producers: Lauren Bratman and Mike Farah
Director of Photography: Antonio Scarlata
B Camera: Brian Mulchy
Edited by Danny Jelinkek
First AC: Michael Bosman
Second AC: Ray Lee
Assistant Director: Greg Kindra
Sound Consultant: BoTown Sound
Sound Mixer/Boom: Kevin Faber
Additional Sound Mixing by Ryan D. Cole
Gaffer: Kevin Stewart
Grip: Dave Cronin
Swing: Ryan Ovadia
Set Photographer: Tiffany Roohani
Equipment Coordinator: Brian Lane
Casting: Leslie Woo
Production Design by Emmy Eves and Kathrin Eder
Makeup and Hair: Shauna O'Toole
Assistant Makeup and Hair: Sarah Laine Smith
Makeup for Ms. Saldana: Ver Steimberg
Hair for Ms. Saldana: Mara Roszak
Wardrobe: Emmy Eves
Production Assistants: Elliot Dickerhoof, Alexandra Kennedy, Samantha Chan
Special Thanks to Michelle Fox, Jarid, and Bar Lubitsch of West Hollywood
July 14, 2010
Janeane Garofalo: (Off-Camera) So, I lived in Tierra del
Fuego and then Zimbabwe
Janeane Garofalo: before coming back to the
States to get my nursing
Janeane Garofalo: degree, which was
fulfilling, but very
Janeane Garofalo: emotional draining.
Janeane Garofalo: So I decided to
bartend for a while.
Greg Grunberg: Okay.
Janeane Garofalo: You know, they're very similar; caring for the
Janeane Garofalo: weak, right?
Greg Grunberg: (laughs)
Janeane Garofalo: So, Publilius Syrus
Janeane Garofalo: Oh fuck.
Janeane Garofalo: Dude, will you turn
that shit down!
Bruce Walrath: Sorry.
Janeane Garofalo: I can't believe those two
idiots are back.
Greg Grunberg: Why is that when women are threatened by beautiful
Greg Grunberg: women, they go right to
insulting their
Janeane Garofalo: Whoa! This has nothing to
do with being threatened.
Janeane Garofalo: They have the mental
capacity of two year olds.
(he scoffs)
(she mimics)
Zoe Saldana: (child's voice) What's your
favorite movie?
Kate Bosworth: (child's voice) My favorite movie is
Beverly Hills Chihuahua.
Kate Bosworth: Do you like
my drum?
Zoe Saldana: I want to play
with it.
Zoe Saldana: It's my turn.
Kate Bosworth: Hey, give me
my drum back.
Janeane Garofalo: What do you
Kate Bosworth: Umm...
Kate Bosworth: Dirt,
Kate Bosworth: umm, a dog,
Kate Bosworth: umm, beer,
a water.
Kate Bosworth: A water!
Janeane Garofalo: And you?
Zoe Saldana: Gimme orange juice.
Kate Bosworth: I got Buzz Lightyear
Kate Bosworth: I have to go poo-poo and
then I have to go pee-pee.
Kate Bosworth: Stinky pee-pee.
Greg Grunberg: Oh, you know what, let me
get that. Put it on my tab.
Greg Grunberg: Hello, ladies.
Zoe Saldana: You're silly.
Kate Bosworth: You're killy.
Zoe Saldana: You're killy.
Kate Bosworth: You're Billy.
Zoe Saldana: Say the magic word.
Kate Bosworth: Thank you.
Greg Grunberg: Man, those girls are
Janeane Garofalo: (sighs)
Janeane Garofalo: Can I help
Jason Lewis: Can I please have some
apple juice?
Janeane Garofalo: Yeah.
Victor Webster: I'm a boy
(he imitates a robot)
Greg Grunberg: Idiots.
[record scratch]
[a child sings]
♪ I'm leavin' on a jet plane ♪
♪ Don't know when I'll be back again ♪
♪ Oh babe, I hate to go ♪
♪ [inaudible] ♪


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Yes. This is what we do best.
We will ask you a few questions about your salon business so we can give you an accurate quotation over the phone and in writing.
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text: From what I hear, we are supposed to have a heat wave next week. Sigh. That means my Weber will be back in action. I surprised myself, at how delicious my concoctions turned out! So here ya go...the printable recipes cards are below. That is, if you'd like to make either (or both) of these recipes. If you would like a step-by-step on making the rolls, click here.


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Spot market freight volumes reported by the DAT North American Freight Index declined 16% compared to the record April high in 2012. The year-over-year freight declines were seen across all equipment types: van load volume declined, refrigerated loads slipped 10% and flatbed freight dropped 15%.
At a time of year when a month-over-month increase in spot market freight volume is expected, the DAT Freight Index declined by 5.8%. Although atypical, freight volumes are reminiscent of those experienced in April of 2011. Unusually inclement weather, including floods in the upper Midwest, may have been a factor. Freight availability declined 14% for vans and 17% for reefers, but rose 6.6%, compared to March.
Compared to April 2012, spot market rates declined along with demand for vans and flatbeds, but reefer rates saw an increase. Van rates slipped 0.8% and flatbeds dropped 5.3% while reefer rates rose 2.0%.
Writing on the DAT Freight Talk blog, Mark Montague, analyst for the company, offered some possible reasons for what happened to van and flatbed loads compared to a year ago.
"The trucking industry added 11,700 jobs in April, after losing 6,300 in March. That brings the total number of trucking jobs to 45,300 in the past 12 months," he wrote. "Compared with the lackluster jobs reports for the same period, our industry is booming, and is responsible for 7% of all the hiring nationwide. More drivers means more trucks on the road, or at least available. When capacity is looser, it puts downward pressure on rates."
Despite the softness in spot market freight volumes, rates rose in April across all equipment types, compared to March. Van rates rose 0.8%, flatbed rates increased 4.5% and reefer rates climbed 5.5%.
The monthly DAT North American Freight Index reflects spot market freight availability on the Transcore DAT network of load boards in the United States and Canada.


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Understanding Perfect Squares and Square Roots
Lesson 1 of 19
Objective: SWBAT understand what it means to square a number, understand a number is not a perfect square, and how to estimate square roots.
Big Idea: Explore with manipulatives why some numbers are perfect squares and others are not then how this translates into square roots!
Launching the Lesson
My students arrive today knowing that we are about to begin a unit on exponents, but I remind them of this as they arrive. I will have written 2^2 (2-squared) on the board before students arrive. Once all of the students are seated I will ask a student to read this expression out loud. Asking a student to read the expression helps to remind my students that expression describes a process using mathematical notation. Next, I will ask several students to explain the meaning of the expression. I'll say something like, "When you hear the phrase 2-squared, what does it mean?"
I expect that some (perhaps many) of my students already understand the mathematical meaning of squaring a number like 2. By asking them to explain what they know I am both activating students as owners of their own learning and indicating that explaining the meaning of exponent notation is an expectation of our work in this unit. I want my students to both be able to share their understanding and to be resources for one another as we learn to explain and to apply exponentiation.
After one or more students share an explanation of 2-squared, I will write the expression √16 on the board and we will repeat the same sequence of prompts. If students were quiet (or too quick to answer) during the explanation of the first expression, I may ask students to write their answers on a slip of paper. Then, students can read what they wrote, or, I may collect them and choose slips to read based on the answer that is given or at random. For example, if I sense that my students understand things pretty well, I may choose partial explanations and ask students to respond to them.
Resources (2)
As we begin the main activity I group students into cooperative groups of two to three students and give each group a bag or handful of square tiles that I have prepared before the lesson. I give every student a copy of the Perfect Squares Tile Activity. I ask students to write today's learning target at the top of the page is:
I will understand what it means to square a number, be a perfect square, and take a square root of a number.
For my students this is an explicit statement of the learning goals implied during the opening of the lesson. I always like to clarify the learning goals before beginning the main activity of a lesson. I think that this is particularly important at the start of a new unit.
Once students have recorded the Learning Target on their handout, I let them begin working in their groups on Questions 1 - 8 on the Tiles Activity handout. As they work I will visit groups and provide feedback to keep the learning moving forward. I will begin with the groups that I know have less prior experience with exponents or are less likely to persevere when they encounter difficult. During my visits to the groups, I am making note of different approaches (strategies, explanations) among the groups. I try to identify specific strategies or explanations that I want students to share during the Mini Wrap-up at the end of today's class. I often tell groups ahead of time which questions they will present, indicating what I observed and liked in their work.
After about 10-15 minutes of group work on the Activity, we will reconvene for the Mini-Wrap Up. We will discuss Questions 1-8, even if all of the students have not completed all 8 questions. Students can learn from hearing other students answers, as well as completing the tasks on their own. For today I want to keep the class moving at a pace that challenges most students.
Teacher's Notes:
- Before the lesson I prepared square tiles that are either one inch square or one centimeter square. I used craft foam from the Dollar Tree and a die cutter to create many tiles in a variety of colors.
- A time-saving idea for this lesson is to carry around an iphone or ipad and take pictures of the perfect squares you want groups to present. Then, as students are speaking I project the picture of their work for the class to see. This proves to be much faster than working with tiles under the document camera.
After the students present I will ask students to look at Question 9. In this task students will complete a table. My students are sometimes confused about what to add to the table, so I like to complete the first row as a class:
The smallest perfect square was 1 square unit so only one tile was used. The dimensions of this square for column two were 1 X 1 and the square root of 1 is 1 for the third column.
After students understand how to complete the table, I ask my students to complete Questions 9 and 10. If we run short on time, these two questions will be assigned for homework. The Activity concludes in tomorrow's lesson.


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There's a new way to support the High Line.
The park has been selected as one of 40 historic sites to participate in New York City's Partners in Preservation, a grantmaking partnership between American Express and the National Trust for Historic Preservation. With your votes, we have a chance to receive critical funding for capital improvements at the High Line.
Here's how it works: each year, Partners in Preservation travels to a different city to highlight preservation and improvement projects taking place on historic properties, but public voting determines which projects are funded.
Earlier today, the National Trust for Historic Preservation and American Express officially kicked off the month-long contest. Between today, Thursday, April 26 and Monday, May 21, you can go to www.PartnersinPreservation.com to cast your vote for the High Line. Log in using your Facebook account, or create a new account for Partners in Preservation.
You're allowed one vote per day, so you've got 26 chances to help the High Line stay spectacular.
If last year is any indication, the High Line will welcome nearly four million visitors in 2012, a level of use that makes it one the busiest public parks per acre in New York City. Each year, Friends of the High Line raises private funding to support more than 90 percent of the High Line's annual operating budget, which includes every maintenance technician, custodian, gardener, greeter, docent, program staffer, bathroom attendant — every employee you see on the High Line.As the group responsible for long term capital improvements, routine maintenance work, and preventative repairs, we have the enormous — yet rewarding — task of seeing to it that the High Line is maintained with the highest level of care
In addition to support from our members, a grant from the Partners in Preservation would go a long way toward keeping the High Line clean, beautiful, and welcoming all year long, funding maintenance work on the 10th Avenue Square — one of the High Line's most popular gathering spaces — and several of our high-traffic stairways.
As part of the Partners in Preservation Open House Weekend on May 5 and 6, we'll be offering free walking tours of the High Line, led by a Friends of the High Line staff member. You can also drop by the High Line Field Station to learn more about the project from our knowledgeable Greeters.
Support the High Line with a few clicks — cast your vote at www.PartnersinPreservation.com today!
Partners in Preservation is made possible by American Express and the National Trust for Historic Preservation.


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We tried to briefly summarise the key issues we discussed in our workshop below. All resources used in the session can be downloaded from www.innovativeICT.net.
Create learning that sticks at GCSE
A Year 10 student told us a horrific story about several people being seriously injured at a water park in Portugal. On holiday they learned about people going to hospital with deep cuts caused by razor blades stuck to the walls of waterslides with bubble gum. Youve might have heard this urban legend too. It is absolutely 100% urban legend. Yet everyone seems to know it. Its an idea that has stuck. Dont you wish that the finer workings Renaissance Medicine or Weimar Government were recalled by students as easily as these silly ideas?
This seminar will open up a discussion and provide strategies for making KS4 more memorable and engaging teaching that is sticky and stays in the head of students. Using six clear principles, we aim to show how GCSE units can be developed and enhanced to create a more memorable learning experience.
Two big questions needs to be addressed by teachers each lesson:
Whats the point of the lesson?
Why should it matter will it matter to the students?
It may seem obvious to many but it can be easy to forget when you have taught the same topic for several years. Why should they care that V. Frankl lost his manuscript on psychological well-being; that A bag of butter popcorn contains 37 grams of fat; that Einsteins theory of relativity does not mean that everything is relative or that the skills of communication and synthesis are probably the most important skills they need in life? Those are fair questions. If we cannot provide a good enough explanation then what is the point?
Some lessons seem to stick in students memories more than others, why? If we think about it, some information, facts, knowledge is inherently interesting, whilst some will be inherently uninteresting. The million-dollar question is of course how we can ensure that all (or at least most lets be realistic!) lessons stick. For example, how do we get students to care about being healthy; relate to life in Warsaw ghetto in 1943; get them to really understand the notion of a mathematical function?
The brothers Chip and Dan Heath have explored the idea why some messages stick and why some disappear. They argue that the main reason why people, such as teachers, fail to create effective and memorable sticky lessons is because what they call The Curse of Knowledge. This refers to the notion that educators and presenters of information sometimes fail to see that abstractions, the wealth of knowledge which they have and which makes sense to them, may not make sense to the students. If you try playing the tappers and listeners game you will quickly see how this problem could make it difficult to teach students:
Think of a tune, say Penny Lane, then tap the song using your hands on a table to another person the listener. They now have to guess which tune you have in your head based on the rhythm being tapped. If you tried this with another person you will see that they cannot guess what song you were tapping. Research at Stanford University, USA, discovered that tappers predicted that 50% of listener would be successful in guessing their tune. In fact, only 2.5% of listeners guessed correctly. Why did this happen? According to the Heath brothers the problem is that tappers have been given knowledge (the song title) that makes it impossible for them to know what it is like to lack that knowledge, so the isolated taps that are so clear to the tapper make little sense to the listener . As teachers we are particularly good at combating this problem and we do so everyday. However, there are still aspects of this challenge, areas of our subjects, which we may find difficult to deal with so that students can conceptualise, comprehend or be able to retain what we teach them. If we are to ensure that our lessons become memorable and therefore sticky, according to the authors, we need to consider six simple principles:
Some of these may seem fairly obvious to some (maybe you?). However, it is worth examining them in detail. Let us take a look at a few examples.
What is the core that students need to understand, the golden nugget, and how can you ensure they understand it? If you think about the topic Titanic issues such as inequalities, poverty and social despair might surface. However, if you start the first in a series of lessons investigating the socio-economic problems of late Victorian period, you might see the enthusiastic spark disappear in many of the students faces. The core is of course social inequalities, but how will you reach the students? Titanic sank two hours and forty minutes after setting sail and 1,517 people died most of them from the working class. Why? Simple.
This one seems fairly obvious. Suppose you shock them with a terrifying story or image that is unexpected, but that does not give them the key ingredient which they seek: insight. Instead, get the students interest by stimulating their curiosity through showing them there is a gap in their knowledge how will it turn out? What is the answer? Using Thinking Skills mysteries in the classroom will achieve just that. There are lots of fantastic examples of how effective these can be, some of which are mentioned in this book (see p. xx-xx for an example of how they can be used in Modern Foreign Languages) and some which are published online.
Students experience of education can become abstract particularly during transition phases such as the beginning of their GCSE and A-Level, or when new units of work commence. Therefore, it is crucial that we make our messages, why it matters, clear to our students. In 1992, Art Silverman came across a situation where he had to make a seemingly abstract problem concrete which the general public would understand and remember. He worked for a charity which sought to educate the public about nutrition. He had been asked to inform people about the dangers of eating traditional cinema popcorn as a medium sized bag contained 37 grams of saturated fat. Such a statement would obviously change peoples cinema habits no doubt no more popcorn for me! The reality was of course much different. Eating this amount of fat is clearly very bad for you but the message was not concrete enough for anyone to really understand that it was dangerous. Silverman had a light-bulb moment. The charity called a press conference in which he explained:
A medium-sized butter popcorn at a typical neighborhood movie theatre contains more artery-clogging fat than a bacon and eggs breakfast, a Big Mac and fries for lunch, and a steak dinner with all the trimmings-combined!
Making sure that students believe what you tell them generally is not a problem. Some research has suggested, however, that students more readily trust online material before teachers. Therefore, testing hypothesis is an important part of exam classes learning so they understand that facts vary from source to source. If you asked students to decide which source of information is the most trust worthy which one would they choose Encyclopaedia Britannica or Wikipedia? Would they even trust information from Wikipedia? Research was carried out which compared the validity, the credibility, of Encyclopaedia Britannica (which costs to subscribe to) and Wikipedia (which is free). Interestingly, there was very little difference in the content both resources provided. By giving them the challenge to test a problem, students are more ready to believe as they are in fact assessing its credibility and make an internal judgment about its trustworthiness.
If we had time we could customise every example we gave to ensure students relate to our messages e.g. adding their names and names of their friends to maths examples. This would of course be next to impossible. Instead we need to try to give them more general examples without losing the opportunity for them to care. As a history teacher in Britain we have to, and rightly should, teach about the Holocaust. This is one example of how one school started the unit:
Question 1. How many people were killed during the Holocaust in the 1940s?
- 1 million
- 4 million
- 6 million
- 19 million
How far do you think students were able to relate to this tragic period in history? Not far. In fact, how could they relate to the deaths of more than six million Jews at all? Here is another example:
Fill a page with dots (full stops size 20, bold) and you will have approx. 600 dots and photocopy it 10 ten times. Give students a small piece of paper (no more than 2×2 cm) and ask them to draw one small dot for every person they know. Explain that most people probably have between 15-30 people they know incl. classmates, neighbours, family and friends, and that as a class you have about 600 people you know. If you put together everyone from school you will probably have several 1000s. Now scatter the A4 sheets across the classroom, nonchalantly, and explain that these sheets contain 6000 dots (names of people) and that in order to get the full extent of the number of people murdered you need to multiply this by 1000. Penny tends to drop after that.
We have come to know man as he really is. After all, man is that being who invented the gas chambers of Auschwitz; however, he is also that being who entered those gas chambers upright, with the Lords prayer or the Shema Yisrael on his lips.
Do you remember what Frankl lost, which was mentioned at the start of this section? Maybe, possibly not. If we had told you the following story then you probably would have remembered:Victor Frankl and his wife were arrested together with hundreds of other Jews in 1942, Vienna, Austria. Unbeknown to many, Frankl had developed a new theory of psychological well-being. Both he and his wife had anticipated what would happen to them so they had sewn the manuscript of the book he was writing into the lining of his coat. Victor and his wife Tilly were later transported to Auschwitz and the manuscript was eventually found and destroyed. Frankl began re-writing his work from scratch on bits of paper and he had to endure the death of his entire family his wife, brother, mother and father all died in the concentration camp. When the allies liberated his camp in 1946 he had completed what was to become one of the most influential books of all time according to the New York Times A Mans Search for Meaning.
We know that planning all lessons based on a series of principles may not be possible all the time. However, by considering these ideas, coupled with lashings of our own creativity, we can produce powerful, purposeful lessons which contain enriching tasks that will ensure skills and learning progression for all classes.
Please visit www.innnovativeICT.net to download resources used in the session and for links to videos we used.
We hope everyone who attended found it to be an interesting session
Johannes and Neal
Edited by ahrenfelt, 07 July 2009 - 07:49 AM.
Fixing the hyperlinks


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Accounting & Finance Office
The Finance Office manages payment methods and refunds for students, and accounting functions for college business purposes.
Critical Finance Office Functions
- Accounts Receivable
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Cashier Desk
The cashier desk is available for conducting student and employee transactions that involve payments to UCC for class fees, tuition and other goods or services.
Cashier Desk
Welcome Center (Administration Building)
Hours: 8 a.m. to 5 p.m. Monday - Friday
Hours & Information
Accounting & Finance Office
Lockwood Hall
Hours: 8 a.m. - 5 p.m., Monday - Thursday
Phone: 541-440-7660
Mailing Address
Umpqua Community College
Finance Office
1140 Umpqua College Rd.
Roseburg, OR 97470
Natalya Brown - Contact
Chief Financial Officer
Phone: 541-440-4632


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Zac Efron: Asanebo Lunch in Los Angeles!
Zac Efron walks back to his car after having lunch at Asanebo Restaurant with a pal on Wednesday (August 8) in Los Angeles.
The 24-year-old actor is one of the many stars who will be featured on the upcoming season of Sesame Street. Zac is pictured with Elmo in a promo pic for the episode!
PHOTOS: Check out the latest pics of Zac Efron
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FYI: Zac is wearing Topman trousers.


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Dave Weigel has gone to work for MSNBC. Seems like a good fit.
PAUL adds: It is a good fit. The Post tried to pass Weigel off as a conservative voice, or at least a voice that was somewhat sympathetic to conservatives. But for the publication of his juvenile emails, that fraud would be ongoing. At MSNBC, it will be clear to all that Weigel is just another ill-mannered lefty hatchet-man.
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text: Ethanol Climbs Amid Speculation That Gasoline Demand Will Rise November 19, 2013 10:35 AM Tweet TAGS: Marketing, Overseas December 18, 2014 By Bloomberg Email Ethanol gained for a second day on speculation that increased demand for gasoline will spur consumption of the biofuel. The additive's discount to the motor fuel contracted 4.83 cents to 80.35 cents a gallon, higher than the 57.15 cents averaged so far this year. Gasoline demand over the past four weeks was 4.7 percent above a year ago as of Nov. 8, data from the Energy Information Administration show. "It's tight," said Julie Ward, an assistant vice president at R.J. O'Brien & Associates, a broker in Des Moines, Iowa. "Demand is still good. With ethanol trading almost a buck under gasoline, refiners should be blending as much as they can." Denatured ethanol for December delivery rose 3.1 cents, or 1.7 percent, to $1.836 a gallon on the Chicago Board of Trade, the highest settlement since Oct. 25. Prices have fallen 16 percent this year. Gasoline for December delivery fell 1.73 cents, or 0.7 percent, to $2.6395 a gallon on the New York Mercantile Exchange. The contract covers reformulated gasoline, made to be blended with ethanol before delivery to filling stations. Ethanol is produced from corn in the U.S. Prices for the grain have fallen 40 percent this year as farmers planted a record crop to recover from last year's drought. Persuading farmers to sell corn at current prices is a challenge for ethanol producers and might hamper efforts to raise output, Ward said. Corn Prices Corn for December delivery advanced 5.75 cents, or 1.4 percent, to $4.1775 a bushel in Chicago. One bushel makes at least 2.75 gallons of ethanol. The corn crush spread, or the price difference between the cost of a bushel of corn and the price of ethanol was 32 cents, up from 31 cents yesterday, compared with minus 33 cents on Jan. 3, data compiled by Bloomberg show. "As long as stocks are still tight and it's trading at a buck under gasoline, margins are going to be good," Ward said. Ethanol production rose 2.8 percent to 927,000 barrels a day in the week ended Nov. 8, the most since February 2012, according to data from the EIA, the Energy Department's analytical arm. Stockpiles were 15.2 million barrels, down 26 percent from this year's high in January. The agency is scheduled to release the latest supply and production estimates at 10:30 a.m. tomorrow in Washington. RINs Prices Refiners are required to use 13.8 billion gallons of ethanol this year. Compliance is tracked by Renewable Identification Numbers, or RINs. Corn-based-ethanol RINs rose 1 cent to 18 cents, while advanced RINs, which cover biodiesel and Brazilian sugarcane- based ethanol, were unchanged at 21 cents. In cash market trading, ethanol was unchanged in Chicago at $2.225 a gallon and in the U.S. Gulf at $2.325, data compiled by Bloomberg show. In New York, the additive lost 2.5 cents to $2.325 and on the West Coast, the biofuel decreased 2 cents to $2.325. West Coast ethanol was at parity with the Gulf from a premium of 2 cents yesterday, and Chicago's discount to New York Harbor narrowed 2.5 cents to 10 cents. Back to news


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03460353, Shim
Please help our community — upload your photos of 03460353.
This is a shim, differential side gear (39.5x62, 1.20 thick) (**vpi 1-877-846-8243), for Cadillac automobiles. It fits for Cadillac Catera for the U.S. from 1997 to 2001. It's a genuine General Motors part with an OEM part number 03460353. Please keep in mind that this shim is discontinued for the U.S. market since March 1, 2012, and is discontinued for Canada market since February 28, 2009.
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We can only ship Apparel items within the U.S and its Territories.
Cheer on your Hoosiers in style with this anthem performance full zip track jacket from Adidas. This jacket features the Indiana Hoosiers logo embroidered on the left chest. The Adidas logo is embroidered on the front right chest for some added flair! This is the perfect hoodie to show your Hoosiers pride!
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