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image by Mary Franz
by Nathaniel Greene and Paula Stewart
The school counselor and the principal hold prominent positions within the school organization. While the principal is viewed as the primary administrator, the school counselor is often viewed as part of the administrative or leadership team. They both focus their efforts on securing a safe and appropriate education for all students; however, their perspectives regarding decision-making and approaches to problem solving can vary widely. While the principal tends to take a wider, organizational focus when approaching a decision, the school counselor approaches decisions based on individual students or small groups. Given their often close working relationship and shared instructional goals, it is natural that the principal and the school counselor would have a strong desire and mutual interest in working towards the development of a collaborative relationship.
Given their often close working relationship and shared instructional goals, it is natural that the principal and the school counselor would have a strong desire and mutual interest in working towards the development of a collaborative relationship.
In practice, this can be much harder than it appears. The different paradigms from which each operates can create a gap in understanding between principal and counselor. This is particularly true regarding issues of student confidentiality (Kimber & Campbell, 2014). Additionally, mounting responsibilities and shrinking budgets often cause principals to assign to school counselors clerical and administrative duties that inhibit their ability to provide regular counseling services (Dahir, Burnham, Stone, & Cobb, 2010). This misuse of the counselor's time has the potential to further widen any gap that exists between the school counselor and the principal. Instead, what is necessary is a shared understanding of the specific roles and responsibilities of each position and the development of a collaborative ethical and decision-making model that allows the principal and the school counselor to combine their unique perspectives as they face school challenges. In this article, we explore the individual roles of both the school counselor and the principal, identify potential problems that can occur in their professional relationship, describe the positive benefits of a collaborative relationship, and, finally, discuss six key factors necessary to construct a successful collaborative relationship.
The Role of the School Counselor
The school counselor's role, according to Dahir et al. (2010), is to provide services to students that will ensure students at all levels "achieve the maximum benefit from the school experience" (p. 288). Huey (1987) points out that school counselors have to meet the needs of many different stakeholders, including students, parents, community members, teachers, and administrators. The American School Counselor Association (ASCA) National Model prescribes school counseling programs that are data driven, promote and enhance learning for all students, and are based on academic, career, and personal/social development standards (American School Counselor Association, 2012). According to the ASCA, to be effective a school counselor must collaborate with administrators, teachers and staff, families, and the community. Although collaboration is crucial for the school counselor, isolation in the role of the school counselor is common, especially at the elementary level, or in rural areas where there may be only one counselor in the school (Bardhoshi & Duncan, 2009).
The ASCA National Model outlines four components of a comprehensive school counseling program: foundation, management, delivery, and accountability. "Foundation" refers to the counselor's establishment of a comprehensive school counseling program in his or her school based on the ASCA National Model and the school's needs and priorities, focused on student outcomes, and developed in consultation with building administrators. "Management" involves the use of data to establish priorities and demonstrate efficacy. "Delivery" is the most visible aspect of the school counselor's role. It involves both direct and indirect services to students, including individual student planning, responsive service, implementation of school-wide guidance curriculum, collaboration with other educators and families, and referrals. "Accountability" is the assessment of the school counseling program in order to determine its impact on student outcomes. Within the National Model, the ASCA clearly defines the activities that are appropriate for school counselors to carry out in schools.
Janson, Militello, and Kosine (2008) suggest that the role of the professional school counselor must include leadership, advocacy, and systemic change. The school counselor is in a unique position to provide connections among students' teachers and between teachers and administrators, and to join home and school in order to maximize student success (Dahir et al., 2010). School counselors use this position to proactively plan for school-wide and individual student needs.
The Role of the School Principal
The last several decades have been witness to a shifting landscape in the world of educational administration, specifically with regard to the role of the school principal. A general trend towards decentralization in decision-making and school-based management has placed a greater emphasis on the principal's responsibilities (Friedman, 2002). What was once viewed as a managerial position has expanded to encompass far more than simply organizational management. School principals today are expected to fill the role of the transformational leader, using leadership skills to inspire their followers to move beyond motives of self-interest. Leithwood and Jantzi (2000) note six specific dimensions associated with this role: building school vision and goals; providing intellectual stimulation; offering individualized support; symbolizing professional practices and values; demonstrating high-performance expectations; and developing structures to foster participation in school decisions (p. 113). The authors point out that the principal must continue to fulfill the managerial functions associated with staffing, instructional support, and the monitoring of school activities.
A general trend towards decentralization in decision-making and school-based management has placed a greater emphasis on the principal's responsibilities (Friedman, 2002).
The role of the principal and its associated responsibilities thus can be conceptualized as three categories or "hats" worn by the principal. The first is that of professional educator (or instructional leader). It is in this capacity that the principal must direct the overall instructional mission and goals of the school organization. This is accomplished by modeling appropriate instructional practices and behaviors, completing regular staff observations and reviews, and providing time and resources for effective professional development. The second hat worn by the principal is that of charismatic leader. In this capacity, the principal works to engage the whole school organization with a collective mission and vision that focuses on elements of performance, achievement, and community. This can be accomplished through the modeling of positive leadership skills and the application of collective decision-making via distributive leadership practices. The final hat worn by the principal is that of organizational manager. In this capacity, the principal ensures the provision of a safe environment for all stakeholders, oversees financial aspects, implements and directs policy, and manages minor and major crises as they occur.
Is There a Problem?
The role of the professional school counselor has been hampered by unclear definition and a lack of clear identity over the last several decades. In addition, societal issues, education reform, and ever-changing student needs have contributed to confusion as to the appropriate roles and responsibilities of school counselors in schools (Bardhoshi & Duncan, 2009). School counselors, referred to in the past as "guidance counselors," have historically been associated with high schools, providing college counseling and scheduling services to students, with other duties determined by building principals (Dahir et al., 2010). Professional school counselors and the ASCA have focused in recent years on more clearly defining the school counselor's role, moving beyond the traditionally defined guidance counselor to an educational professional who provides comprehensive school counseling services for students K–12.
While school counselors frequently work directly with individual students via the counseling services they provide, the principal rarely has the same opportunity to interact one-on-one with students. The sheer size and scope of the principal's role can be characterized by a sense of overwhelming responsibility, informational perplexity, and emotional anxiety (Whitaker, 1999). Additionally, principals occupy a highly visible role within the school and associated community, giving rise to external assumptions and expectations of professional and personal behavior. School administrators have described their role as a "fishbowl existence," in which everything they do is scrutinized by the public (Fowler, 1991; Howard & Mallory, 2008). Their highly visible position can result in a lost sense of self-identity (Daresh & Male, 2000) and has led some administrators to describe feelings of isolation and loneliness, even when surrounded by other people (Jones, 1994). The stress associated with the role of the principal can lead to burnout (Friedman, 2002) and may be one explanation for high principal turnover.
Given the sometimes vague and/or unclear role expectations districts have for school counselors and the overwhelming role responsibilities and budget constraints that can accompany the position of the principal, it is no wonder many school principals have turned to school counselors to perform a host of non-counseling duties. Unfortunately, the assignment of clerical and administrative work, particularly regarding the scheduling processes and standardized test administration, to school counselors inhibits actual counseling duties (Dahir et al., 2010; Zalaquett, 2005/2012). Additionally, principals and school counselors can find themselves at odds over issues of confidentiality (Kimber & Campbell, 2014). The perspective of the school counselor is often focused on the needs of individual students, while the principal tends to take a much wider, organizational perspective of the school. Given their individualized, student-centered perspectives, school counselors are more likely to place a higher priority on student confidentiality than are principals, who may view confidentiality as a barrier to the school community's safety. A 2010 study of the relationships revealed the need to strengthen the relationships between school counselors and principals (Dahir et al., 2010). Building an effective and successful collaborative relationship between school counselors and principals may do much to alleviate the problems faced by both of these educational professionals.
The Benefits of Collaboration between Principals and Counselors
Research over the past decade has shown specific benefits can be realized through an effective collaborative relationship between school counselors and principals. By working closely together, both the school counselor and the principal can gain a better understanding of the other's perspective regarding the mission and vision of the school. In particular, a collaborative relationship can provide the principal with insight into the nature and appropriate responsibilities of the school counselor. Working closely together, it may be possible to find solutions that enable principals to remove clerical and administrative duties currently performed by school counselors, allowing them to focus more of their time on counseling-related tasks.
School counselors would also be able to lend their unique perspective to the principal, offering particular insight into alleviating the professional challenges faced by the school organization. As Niebuhr, Niebuhr, & Cleveland (1999) pointed out, principals and counselors bring very different perspectives to situations, and a collaborative relationship would allow these two professionals to create novel solutions to problems facing both the school organization and smaller groups of students. This collaborative model would enable the principal and counselor to recognize the ethical and professional responsibilities of their respective positions (Kimber & Campbell, 2014; Williams & Wehrman 2010).
The strength of a collaborative relationship goes beyond benefits for the principal and the counselor, with real, tangible benefits for the organization as a whole. In their 2010 study, Dahir et al. found that collaboration between principals and school counselors resulted in more effective delivery of services. A collaborative relationship between the principal and the school counselor can bring meaningful and effective change to several areas, including the development of the school mission and vision, the encouragement of high aspirations in and for students, the development of course enrollment patterns that encourage greater student equity, the reliance on appropriate data sources and data analysis, and the professional development of staff (Stone & Clark, 2001). Ultimately, a collaborative relationship between principal and counselor can bring greater understanding of their individual roles and perspectives, develop new insights when facing organizational challenges, and provide tangible benefits that can further the success of the school organization and its various stakeholders.
The Key Factors to Successful Collaboration
Developing a successful collaborative relationship takes effort and hard work from both the school counselor and the principal. The following six key factors have been gathered together to form a model for building a successful collaborative relationship that can benefit both the school counselor and the principal:
- An understanding of and respect for the professional roles and ethical responsibilities that accompany each position. By working to develop an understanding of the other person's unique position within the school, both the school counselor and the principal can approach the decision-making process with a shared understanding built from the unique perspectives and paradigms that accompany their respective roles. By working together to collaboratively solve problems, the principal can draw from the school counselor's individualized, student-centered perspective, while the counselor is able to draw from the principal's larger, organizational perspective. By giving each of these perspectives a voice in the decision-making process, it is more likely that problems and challenges will be attacked with the most appropriate solution for all stakeholders involved.
- Principals' knowledge about the ASCA National Model and how it guides the day-to-day work of counselors in schools. School counselors must be able to advocate for their role and profession with their principal. According to Leuwerke, Walker, and Shi (2009), half the principals in their study had no exposure to the ASCA National Model. The study showed that when principals were familiar with the ASCA National Model, the amount of a school counselor's time used for appropriate school counseling activities increased. School counselors need to take the time to educate their principals about the ASCA National Model, work with the principal to align the school counseling program with school improvement goals, and negotiate appropriate responsibilities and duties.
- Time and resource allocation for school counseling professional development. According to Kimber and Campbell (2014), a gap exists between what school counselors are expected to do in many schools and how the ASCA defines the role of the school counselor. This is due in part to the pressure principals may be under from increasing student needs and decreasing budgets. Although schools will not likely be able to entirely avoid budget and schedule issues that impact school counseling programs, the effectiveness of school counselors is, at least in part, determined by the administration's support (Chata & Loesch, 2007). School counselors need to advocate for the time and resources they need to be able to provide student-focused and system-wide services. Counselors should work with principals to reduce the number of duties they are required to do that are not consistent with the ASCA National Model (such as clerical tasks and test administration).
- Development of a shared school mission and vision that use data-driven action research to ensure high standards and equity for all students. As part of the school leadership team, school counselors work with administrators to define and refine the school's vision, mission, and goals (Janson et al., 2008). An effective school counseling program is aligned with the school's mission and goals for school improvement and has been developed with the support and input of the principal. Effective school counselors use both formal and informal sources of data to inform their efforts to promote student success (Dahir et al., 2010). In schools where a strong collaborative relationship exists between the principal and the school counselor, both share important information on a regular basis and utilize data to inform decision-making (Clemens, Milsom, & Cashwell, 2009).
- Positive support for appropriate and effective school counseling and guidance programs. One of the key factors to making a collaborative relationship work is the feeling of mutual support for one another. The school counselor can demonstrate support for the principal by supporting the various decisions that the principal makes. However, beyond providing their input and working collaboratively with the principal, school counselors have no direct control over the principal's position within the school hierarchy. On the other hand, as the primary administrator, the principal often does have direct control over the position of the school counselor. Thus, showing support for the school counselor means more than just lending support to the decisions the school counselor makes. To fully provide support for the school counselor's position, the principal must be willing to support effective school counseling and guidance programs (Vaught, 1995) and lend support to the mission of counseling within the school organization. Through collaboration, the principal and the school counselor can work together to find the most appropriate and effective ways to provide and support counseling services that benefit all students.
- Clear, identified pathways for frequent communication between the principal and the school counselor that allow for trust and collaboration. One of the most important keys to any collaborative relationship is communication. The principal's support of the school counselor and his or her role within the school is critical, but in order to make it work there must be frequent opportunities for trust and communication (Ponec & Brock, 2000). This could mean setting up timely check-ins with one another, ensuring that a significant amount of time does not pass without communicating. It also means building up a level of trust within their communication so that both the principal and the school counselor feel they can speak honestly and professionally with one another. A high level of trust can benefit both parties. Through communication, the principal is able to speak openly with the school counselor about challenges that are facing the school, thereby eliciting a new perspective on how to approach novel solutions. For school counselors, developing open and honest communication can help them to speak directly with principals regarding necessary counseling services for the student population and the required resources, time, and support for providing the services. Finally, open and honest communication built on trust can help both professionals deal with the ethical boundaries surrounding student confidentiality. This can provide solid ground for the school counselor to explain what types of information can and cannot be shared and provide a basis for the principal to trust that the school counselor will share necessary information when the immediate safety of students or the school organization is at risk. Ultimately, by developing mutual trust in one another through open and honest communication, both the school counselor and the principal can learn to rely on one another through their shared goals for student success and equity.
Principals and school counselors have much in common. Both roles require advanced training, extensive internships, and a background in education (Dahir et al., 2010). While principals and counselors both serve the whole school population, principals tend to focus on system-wide issues, and counselors on the welfare of individual students (Kimber & Campbell, 2014). With improved communication, increased understanding of mutual roles and responsibilities, and strengthened trust and respect, principals and professional school counselors can collaborate in ways that reduce stress while improving school climate and increasing student achievement.
Nathaniel Greene is a science teacher at The Founders Academy and an educational leadership doctoral candidate at Southern New Hampshire University. Paula Stewart is an adjunct faculty member in School Counseling at Keene State College.
American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
Bardhoshi, G., & Duncan, K. (2009). Rural school principals' perception of the school counselor's role. The Rural Educator, 30(3), 16–24.
Chata, C. & Loesch, L. (2007). Future school principals' views of the roles of professional school counselors. Professional School Counseling, 11(1), 35-41.
Clemens, E. V., Milsom, A., & Cashwell, C. S. (2009). Using leader-member exchange theory to examine principal-school counselor relationships, school counselors' roles, job satisfaction, and turnover intentions. Professional School Counseling, 13(2), 75–85.
Dahir, C. A., Burnham, J. J., Stone, C. B., & Cobb, N. (2010). Principals as partners: Counselors as collaborators. NASSP Bulletin, 94(4), 286–305. doi:10.1177/0192636511399899
Daresh, J., & Male, T. (2000). Crossing the border into leadership: Experiences of newly appointed British headteachers and American principals. Educational Management Administration & Leadership, 28(1), 89–101.
Fowler, W. (1991). What are the characteristics of principals identified as effective by teachers? Washington, DC: National Center for Education Statistics. Retrieved from ERIC database. (ED347695)
Friedman, I. A. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5(3), 229–251.
Howard, M. P., & Mallory, B. J. (2008). Perceptions of isolation among high school principals. Journal of Women in Educational Leadership, 6(1).
Huey, W. (1987). The principal counselor partnership: A winning combination. NASSP Bulletin, 71(499), 14-18.
Janson, C., Militello, M., & Kosine, N. (2008). Four views of the professional school counselor-principal relationship: A q-methodology study. Professional School Counseling, 11(6), 353–361. doi: http:/dx.doi.org.10.5330/psc.n2010-11.353
Jones, R. (1994). The loneliness of leadership. The Executive Educator, 16(3), 26–30.
Kimber, M., & Campbell, M. (2014). Exploring ethical dilemmas for principals arising from role conflict with school counsellors. Educational Management Administration & Leadership, 42(2), 207–225. doi: 10.1177/1741143213499259
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.
Leuwerke, W. C., Walker, J., & Shi, Q. (2009). Informing principals: The impact of different types of information on principals' perceptions of professional school counselors. Professional School Counseling, 12(4), 263–271.
doi: http:dx.doi.org/10.5330/PSC.n.2010-12.263
Niebuhr, K., Niebuhr, R., & Cleveland, W. (1999). Principal and counselor collaboration. Education, 119(4), 674-678,
Ponec, D. & Brock, B. (2000). Relationships among elementary school counselors and principals: A unique bond. Professional School Counseling, 3(3), 208-217.
Stone, C. & Clark, M. (2001). School counselors and principals: partners in support of academic achievement. NASSP Bulletin, 85(624), 46-53.


text: New Baby Chicks If you read my post about the top ten things I've learned raising chickens, then you are well away of the great chicken massacre of 2017. It was kind of a double whammy because not only did we lose our pets, but we also now have to start all over with new babies because at the end of the day, the whole point of having chickens is to have eggs. Luckily, today we got our first shipment of new baby chicks. (If you missed my previous post, check it out here 28 Apr

subset: commoncrawl


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Humble Bumble
Ok, I'm a little scared of these bumble bees. We don't get this kind of bee back home. They are so big and furry, and very, very loud. They look cute through the camera but when they whack into your head while bike riding it can bumble you for life.
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Have you ever worked out to the point where you started to feel a slight burning sensation in any part of your arms or legs? Well, the sensation–that burn–is coinciding with an increase in lactic acid production; the burning feeling actually comes from micro tears caused during hard runs. When your body is not getting a sufficient amount of oxygen to power the muscles, lactic acid starts to build up to do so. During harder workouts (think: quick reps or fast-paced workouts), this is exactly what happens. Your breathing tends to become shallow (you may even hold your breath) and this will speed up the build-up of lactic acid. When this happens, your muscles feel like they are on fire and have turned into cement blocks all at the same time. Note: There's much more science that goes into this if that wasn't obvious already. And here's another kicker: it's actually the byproduct of lactic acid-hydrogen-that is really to blame for your muscle fatigue, but the focus should and will still be on combating lactic acid.
Although this wasn't because of lactic acid, LA can definitely cause runners to feel like this. This is me cramping at the end of a 12 hour ultramarathon.
Have you ever heard of Aerobic (oxygen) vs. Anaerobic (without oxygen) running? Aerobic workouts mean that the individual is getting enough oxygen to sustain their running or other exercise. So, generally speaking, these runs include your long slow runs, your morning jogs, and maybe even your daily or weekly 3-5 miler at easy-moderate pace. In an anaerobic workout, a person is not getting enough oxygen and so lactic acid starts to build up during these exercises or when your body starts to go anaerobic…"Wait. When my body starts to go anaerobic? It can do that?" Yes! You can start out a workout at a good moderate pace, and you'd be using your aerobic system, but when you start to add speed, you are switching to using more of your anaerobic system. This results in your heart rate increasing and your oxygen intake lessening, thus producing lactic acid at a quicker rate.
"So then do I just not run fast paces so that I don't have to slow down or stop during a workout?" The short answer is a resounding, "No," but the long answer involves what you should do instead and why you should do this. I was recently asked the following question: "How can I run a faster 10 mile run?" My response, in short, was to focus on shorter, faster runs and not worry too much about getting close to that 10 mile mileage point. So the answer to both of these questions is to incorporate harder, generally more faster-paced efforts or entire runs on a weekly or biweekly basis (this could be slightly more or less–all depends on your goals and fitness level).
So, in no particular order, here are the…
Workouts to Combat Lactic Acid (or, in other words, "…to prevent Lactic Acid from slowing you down")
#1 Tempo runs/Lactate Threshold Runs
I do these workouts a lot and you've probably heard of them before, but while they may be used interchangeably it should be noted that a tempo run is just a popular type of lactate threshold run; there are others.
When your body gets to the point where shortness of breath starts to kick in and your muscles are getting heavier, you have likely reached your lactate threshold. When you reach this point you are now running anaerobically which is much more difficult to maintain. If you "go" anaerobic in the last mile of a 5k or even a 10k, this is okay, but when you're trying to complete a training run or a longer-distance race, you don't want to be running beyond your threshold (anaerobically) for too long.
Lactate threshold (LT) running is at a pace that is faster or harder than your regular easy run pace, but slower than your 5k or 10k race pace. So if you're 5k pace is 7:30 a mile, your threshold pace may be between 7:45-8:15 pace (depending on your fitness). The mileage or amount of time you run a threshold run really depends on your training and goals, but generally you should shoot for a minimum of 2-3 miles at threshold pace, more though if you are training for a time goal for a half-marathon or marathon. Threshold runs are a great way to gain aerobic fitness and are great runs for all race distances.
Tempo runs are slightly different in that they are generally longer. Same concept can be applied, but a tempo run is generally referred to a run that is at LT pace for a longer period of time (35-40 minutes at least).
#2 Fartleks
Yes…the word "Fart" is in there. Go ahead. Get your laughs out. Fartleks are probably my favorite on this list. "Fartlek" means "speed play" in Swedish and it really is just that: pure fun and play that can be completed anywhere. Track. Trail. Road. Waterfront esplanade (Gotta love Portland). They are an incredibly versatile run that can be either distance based or time based and you set the marks!
Let me explain:
For a distance-based fartlek workout on a track, you may decide that you will run the curves at a moderate pace and you will run the straightaways at a harder effort and continue that alternating for x number of minutes or miles. On any other type of surface, you can have the distance at which you alternate be a city block; a coffee shop to coffee shop; tree to light signal; etc. So easy, right? You set the rules. The key is that you are alternating between moderate effort and fast efforts without walking or stopping. So while you are running that 45 seconds or that 100 meters at a faster pace, you are switching to anaerobic and your body is producing lactic acid. Then you slow down slightly and start to catch your breath, but that lactic acid hasn't gone anywhere and so after your moderate pace time or distance is up, you're back at the faster pace, forcing your legs to run while they are being filled with lactic acid.This is getting your legs used to "running (while) heavy" and so when this happens during your next 5K, 10 miler, or half-marathon, 1) You won't feel the effects of lactic acid build-up as early on and 2) you are more accustomed to the feeling when your body does start to accumulate lactate and can sustain a longer mental push.
Just an example I found online of a possible Fartlek workout.
#3 Long Run-Fast Finish
I LOVE the long run. I get some pretty great thinking done during these hours on the road. No matter what kind of runner you are, you should be incorporating a long run at least once every 2 weeks, but once a week I think is a better option. It's important to note here that one person's long run isn't necessarily the next person's long run. During my first 2 years of undergrad, I would have said that a 7 miler was my long run, but fast-forward to the present and a long run for me is usually 17+ miles. Again, it all depends on you and your fitness level. So what is a "Long Run-Fast Finish" and why should you do it?
Marathon coaches and runners will likely tell you that it's not enough to just get close to marathon mileage in your long run. Sure, that will get your body and legs used to running for 20 miles or so, but what about those who have a time goal in mind? After the 18-20 mile mark of the marathon or even the 8-10 mile mark of the half-marathon, the race takes on a whole other level that can significantly cause your pace to slow. You may have experienced this in a race before. You're cruising along at your goal 8 minute pace, feeling good, when suddenly at some point past the halfway mark, it all starts to fall apart for you. This can happen for a number of reasons, but one of them is that your body reached its lactate threshold.
So let's say 10 miles is your long run. What you can do to fight back against lactic acid (although lactic acid really gets a bad rap and is actually quite vital for exercise), is run the last several miles at a quicker pace, maybe near goal pace. So during the first week you try this, you may try to run miles 9 and 10 at closer to goal pace (this won't be easy after 8 miles of a slower pace) and then during the 2nd week you may try to run the last 3 miles at closer to goal pace. Don't try for running the entire run at goal pace or else you're looking at a longer recovery period, but doing this kind of long-run variation will certainly get those legs used to keeping a hard-effort pace even after running for so many miles.
#4 Hills
The dreaded "H" word. If you ran cross country, track, or played certain sports in high school, you probably just cringed when you read what #4 was. But as exhausting and relentless as hills are, they are immensely valuable for runners. Depending on the grade (incline or slope) of the hill, lactic acid can almost immediately start to build-up as your breathing becomes quickly shortened. Why does breath become short so quickly when running up a hill? This is because your muscles need oxygen to function properly and when you are running up a hill, you are requiring many more muscles to be functioning all at once, all demanding an increase in oxygen levels which just isn't there. So lactic acid builds up quickly and your legs and lungs are searing by the time you get to the top or finish your set. This is why hills are a fantastic way to prep the body for better utilizing lactic acid and mitigating how much it slows you down, in addition to building lower body strength.
When running up a fairly steep hill or doing hill repeats (generally on a shorter hill, but longer hills work too), your body is producing lactic acid as we discussed. When you get to the top, you gasp for air and almost immediately start to feel life back in your legs. Well that lactic acid is still there and you are either running further out or running back down the hill to repeat this process. Continuing that run after the hill climb is what is vitally important to get the benefits of hill running. Just like with fartleks, you are forcing your legs to continue to move even after lactate threshold has been reached. When you run back down the hill or when you continue your run after the successful climb, your legs are getting used to running when heavy. If you are doing hills repeats, you are really teaching your body to adapt to deal with the ever-present lactic acid levels. The added bonus here is that if your race or new route has hills to climb and descend, you have much more leg strength, mental strength, and overall capability to get you through the section. Remember this: proper posture is important; avoid slouching.
Now get on out there and get your fartlek on! Show lactic acid who's boss!
Happy Running!


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The Mona Campus Upgrades its Electrical Infrastructure
Over the last finanical year, the Mona campus has made siginificant investment in its electrical infrastructure. This means that areas such as the Faculty of Medical Sciences will no longer experience frequent power outages. Please see images of the equipment that have been added to the power distribution system.
Additionally, the Electrical Services has been responsible for the installation of all electrical works at:
- UWI Regional Headquarters
- The Call Centre
- The New Undergraduate Housing Complex
- The New Postgraduate Housing Complex


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Please note that the following terms are non-personalized and are issued directly before any debate I make:
1.Saying I didn"t cite my sources is not a supporting statement, common knowledge such as "issuing more money causes inflation" does not need a source.
2.No straw man fallacies please, an example of this would be saying "We should not return to the gold standard because that means carrying around bars of gold and that isn"t practical"
3.Don"t lie; an example of this is saying "carbon 14 can"t be broken down except by nuclear fission!"
Yes these are actual quotes from people that tried things like this, which is why I made these terms.
Gold standard:
For this debate I will be discussing how we should and why we should return to the gold standard:
First and foremost is inflation, a gold standard would self-regulate how much money is issued as the US Treasury could only issue as much dollars as they can account for in gold, in addition, allowing a currency to be exchanged for gold would renew people"s faith in the US Dollar as humans innately consider gold and silver valuable, a piece of paper connected to precious metals will be automatically considered more valuable than a piece of paper connected to a unconstitutional central bank (But that is another debate so I will not get into it now), seeing a dollar bill connected to gold and silver will almost eliminate inflation as it will be considered valuable, and value is only what we assign to something, as long as everyone considers it valuable, it is, gold is just better at convincing people that it is valuable than paper is. Eliminating inflation will be better for investment as less money will be lost to inflation in savings, increased investment will lead to more jobs as more businesses will be established, more jobs will lead to more revenue, which means more tax revenue, with steadily increasing tax revenue, the deficit will be eliminated.
Next is deflation, with the return of the gold standard and the elimination of inflation business owners will lose the need to charge more for their goods and services, leading to the dollars increase in value, which will lead to an increased minimum wage as 8$ will be worth more, slowly reestablishing a middle class, and shrinking the gap.
Third a gold standard would eliminate any centralized monopolization over the economy, the Federal Reserve will not be able to stage bubbles and bank runs, but the Federal Reserve is a different debate though.
I do not intend to create a straw man argument so I will state the opposing argument, and refute all of them:
Some people argue that the gold standard would not allow for immediate action,
I am refuting this by stating that the US Treasury could easily keep a reserve of gold and silver for immediate relief, and issue certificates against these reserves.
They also argue that carrying around bars of gold and silver would not be practical,
This is by far the weakest of their debates as no one was suggesting carrying gold bullion around but gold and silver coin and certificates.
Third they argue that in our current economy you could not buy something with gold and silver,
This is refuted by the fact that Texas has created the Texas Bullion Depository, and in Texas you can create an account with the Texas Bullion Depository by depositing gold and silver bullion or coin like depositing dollars into a bank, and transfer funds from it like a bank account, and use this account or physical gold and silver to pay your taxes, which led businesses to accept bullion and coin.
All of this is economics or common knowledge, please do not use a blatant statement like saying I did not cite for this debate, anything else I am more than willing to (and did) provide sources as seen below:
Pro has stated that returning to a gold standard will "renew people"s faith in the US Dollar". Where is the evidence that there is actually such a loss in faith? If there is, there's certainly no recent economic evidence for it. The US dollar remains one of the strongest currencies on the planet. If people were losing faith in the dollar it would be losing value on the global market and gold would be rapidly increasing in price. Instead, the exact opposite has been occurring. The dollar, in relation to other world currencies has been increasing in value and the price of gold, since 2011, has been steadily decreasing (http://goldprice.org...)
Pro has also stated that the elimination of inflation is good for investment, but provides no evidence for that. Historically, moderate rates of inflation have not hindered investments. During one of the highest rates of growth of the US economy, in the 1950's, GNP rose about 37% along with moderate inflation rates of .7 to about 3%. Clearly, moderate inflation doesn't inhibit growth. Savings interest rates tend to track inflation so savings aren't adversely affected, and it enables investors to borrow money and subsequently pay it back with cheaper, inflated dollars.
Reverting to a gold standard prevents the money supply from increasing in order to accommodate an expanding economy. A nation that"s a major gold producer, like Russia, can then significantly affect the US economy by simply increasing or decreasing its rate of gold extraction. A gold currency standard has the effect of making interest rates rise or fall based, not on what the economy is doing but on how fast the metal can be extracted from the ground. Pro states that the government can accommodate such a situation by accumulating large quantities of gold and silver so as to issue more notes when the economy expands, but just the action of buying that much additional gold will, in itself, raise the price of gold and stimulate inflation. Why is silver in there? Is Pro proposing a gold and silver based currency? There's also no way of calculating how much gold need be kept in reserve to satisfy unknown future increases in economic activity.
Nor does a gold standard guarantee the elimination of inflation/deflation, as Pro has contended. Between 1919 and 1933, when the US was on the gold standard, the CPI inflation rate varied wildly between +25% and -15%. Any Economics 101 student will tell you that inflation or deflation occurs for many more reasons than simply the basis of a currency. Prices for goods and services increase whenever demand for commodities or labor increases faster than the available supply, whether you're on a gold standard or fiat based currency. For example, if there"s an increased demand for electronic equipment, there will be a corresponding increase in demand for the rare earth metals that go into those products. That will raise the price of those metals. That, in turn, will cause an increased demand for money as investors seek to purchase those metals. The relatively limited money supply, due to a gold standard, will increase the cost of money, expressed as rising loan interest rates. The net result will be an increased rate of inflation.
Comparing the Us dollar to other currencies is not reliable, just because someone else is doing worse is no excuse to not try to do better, I would also like to state that inflation has doubled after Lyndon B Johnsons "Coinage Act of 1965", and doubled from there from Richard Nixon"s "Economic Recovery Act of 1970", afterward a series of recessions which only got worse with everyone.
A reduced inflation rate will decrease the amount of money lost to inflation in savings, resulting in more investments, I would also like to state that people paying money back with inflated dollars would not be appealing to the people who loan out that money, resulting in a higher interest rate, less loaning, you could argue that more loans is not good for the economy but you acted like it was earlier.
For one I was suggesting to not back Federal Reserve notes, issue gold and silver certificates instead, Federal Reserve notes deteriorate eventually, our money is backed by gold, I am also advocating for a native dollar, more focused on native trade, the Monroe doctrine did not let us down until people stopped abiding by it.
That isn"t making sense, elaborate please.
This debate was originally about the pro and con about reverting to the gold standard. Pro is now proposing that, somehow, silver is also to be part of that standard. Is each dollar to be backed by a specific quantity or gold, or some mixture of gold and silver? If a mix is what Pro is supporting how will that create a stable currency, in that silver prices are quite volatile? Between 1976 and 2012 silver prices, per ounce have ranged between 5 and 50 dollars per ounce.
The U. S. abandoned the gold standard in 1933. It's unclear as to what point Pro is trying to make by bringing up the Coinage Act of 1965 or the Economic Recovery Act of 1970. It's also important to note that the U.S. experienced five major depressions (1807-1814: 1837-1844: 1873-1879: 1893-1898: 1929-1941), all of which happened during periods when the US was under the gold standard and the last of which started during the gold standard. There hasn't been once since. The gold standard doesn't appear to be associated with great economic success.
What, exactly does the Monroe Doctrine have to do with this debate? That doctrine, basically, declared that the US would not permit any more colonization in the Western Hemisphere by European powers, but allowed the continued existence of then current colonies.
2. Straw man fallacy, I was suggesting gold and silver certificates to be issued separately, not smelter together.
3. Economy deteriorated from 1970 to 1980 when it hit a recession, economy fell apart but the federal reserve kept us going on borrowed time until 2008 when we went into recession.
4. 1807 was caused by the first bank of the United States which issued fiat, 1837 was a aftershock of the second bank of the United states (fiat), 1929 was as a result of the federal reserve (fiat) only 1873 and 1893 were actually under the gold standard.
5. Coinage act of 1965 took silver out of coin, economic recovery act of 1970 killed the gold standard.
6. Monroe doctrine promoted isolation, not working to please other economies at the expense of your own.
http://history1800s.about.com... As this reference points out, the series of 19th Century depressions, all of which occurred during a period of a gold standard based currency, were caused by factors other than a few banks issuing paper currency, counter to Pro's claims. It is, however convenient for Pro to state otherwise without the need to provide any basis for those statements.
Between 1970 and 1980, the U.S. GDP grew from 4.7 trillion to 6.5 trillion dollars. www.mutpl.com/us-gdp-inflation-adjusted/table.com That's hardly the deterioration that Pro has described. If it is, let's have more of that.
The Monroe Doctrine, as I pointed out in the last round put the world on notice that the U.S. would not permit further foreign colonization in the Western Hemisphere. It's an awfully long stretch for Pro to claim that it was a return to US isolationism. Pro appears to believe that isolationism would be good for the US. If I may use Pro's rational, it's "common knowledge" that isolationism is a very bad idea.
Regardless of the arguments that both Pro and I may make about the gold standard, history provides some conclusive evidence showing that the gold standard is a bad idea. Between the gold standard years of 1836 and 1927, the U.S. experienced 17 recessions and 5 depressions. (Wikipedia) Since we came off the gold standard, we've had 13 recessions and no depressions and also became the most powerful economy on the planet. We now have some stiff competition, but it's all from other nations who, like us, have wisely decided to abandon the gold standard.
The principal arguments that Pro has used to support his contention are:
1. A gold based currency will restore peoples faith in the dollar
2. A gold based currency will eliminate both inflation and deflation from the economy
I have shown that, evidenced by the increase in the strength of the dollar, and the decrease in the value of gold, there has been no loss of faith in the dollar that needs to be restored.
I've also shown that inflation and deflation have other, far more important causes than the basis of the currency and, in fact, we've seen some of our historically most drastic movements in both inflationary and deflationary directions during the time when the country was on the gold standard. I've also shown that moderate inflation is actually associated with great economic growth, as evidenced during the 1950's.
Pro has not proved any of his contentions.
5 comments have been posted on this debate. Showing 1 through 5 records.
Posted by planck 2 years ago
It isn't conceivable for fiat to be used for 1000 years, the last fiat system was the Roman system, by no doubt merchants thought Roman coin was the strongest currency in the world, did that save them?
Whereas gold and silver were used since ancient Egypt and Sumeria, printing your way to prosperity winds you up with a barrow full of cash to buy a loaf of bread, and when I said the economy deteriorated, I meant for the common man, not billionaire corporations stashing trillions in the bank, the middle class has been almost eliminated, the GAP has never been bigger, that is not economic growth, your economic design combines the negative aspects of both communism and capitalism, an omnipotent government, on top of big corporations and monopolies, an economy should be focused on market, free market, not free for all market, an economy cannot function with the federal reserve mass producing 100$ bills, ruining our economy, everyone knows you can't keep inflating the dollar forever.
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Exclusive Video of Deep Purple's Glenn Hughes 'Highway Star' Live Concert Performance
Exclusive Video of Deep Purple's Glenn Hughes 'Highway Star' Live Performance at Guns N Roses Matt Sorum's ATA Concert
Exclusive Bella Petite Magazine world premiere concert series produced in association with Khool Media, Inc., and Matt's Sorum's 'Adopt The Arts' official Concert release, both filmed and edited by Mr. Duck Machete.
I was honored to personally interview Glenn Hughes though he's well before my time it's easy to hear he's still got it! Often I've dreamt of what it would be like to have grown up in the 60's and 70's back in the glory days of rock 'n roll.
During the '70s era, according to Glenn Hughes, the top competitive bands were Black Sabbath, Led Zeppelin, and Deep Purple. Appropriately the ATA concert opened and closed the night out with Led Zeppelin
Shortly after the opening, an intro video was shown highlighting various significant moments in the life of Glenn Hughes, he accepted his award from Matt Sorum. Then he told a very humbling story about how important it is to help children in any way possible and that just because he never had his own children, except for the four-legged kind, it didn't mean he couldn't help others since he was gifted, financially capable and willing to give back.
Glenn Hughes then went on to sing one of the highlights of the evening, Deep Purple's 'Highway Star', with help from members of Stone Temple Pilots bandmates Rob and Dean Deleo and drummer Chad Smith from the Red Hot Chili Peppers who should definitely be commended on their smokin' hot performance.
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Report: 5-star DT recruit has an all-SEC Top 3 (UPDATED)
As it stands, a trio of SEC programs remain in the running to land a Signing Day signature from Derrick Brown, the No. 1 prospect in the state of Georgia.
Brown, a 5-star defensive tackle recruit from Lanier High School (Buford, Ga.), has a top three of Alabama, Auburn and Tennessee, according to Keith Niebuhr of 247Sports.
That obviously is not good news for UGA and Mississippi State, who were both mentioned in his previously stated group of five finalists.
UPDATE: Brown refuted that he was the source of the report via social media shortly after it surfaced on Thursday. "Haha never gave my top schools "that's why it said inside source" lol these fans funny," he tweeted.
Brown will take his final official visit to Tennessee this coming weekend after taking one to Auburn on Jan. 15 and another to Alabama back in December. A majority of the predictions on the 247Sports Crystal Ball had Brown going to the Bulldogs, but he has recently been trending toward Auburn.
Brown is rated the No. 9 overall recruit in the Class of 2016.
Read more of SEC Country's coverage of Brown:


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I don't like this building. It was probably something really special once upon a time, but there's nothing left here now, and it's incredibly depressing. It is so ruined and covered in tags and dangerous (I just missed a murder here by a few days), there wasn't even a point to stopping. And yet here I am with my pictures.
This little observatory is no hidden gem. Plenty of people know where/what it is. I spent a week in this area shooting different buildings, and the experience was just…odd. I got my fill of the place for a lifetime and will never go back.
In many ways, the observatory was one of the "cleaner" locations I shot during my week out here (if…you want to go ahead and disregard the homicide). Its story is a sad one, much like every other building in this part of the city.
Established as a gift to a local school of science in 1919, the observatory offered students decades of stargazing before light pollution from the developing city rendered it useless. In the early 1980s, it was shuttered permanently. A developer purchased the building in 2005 with plans to transform it into a unique home, but was soon after convicted of fraud and sent to jail. Wasted potential all around.
The building keeps on rotting. The city can't afford to fix it, and it can't afford to tear it down. It serves as a hub for drug dealers, taggers, and apparently much worse in the poor residential neighborhood it sits in.
This building echoed the mood for most of the others on this trip: disappointing and depressing.
I wanted to go shoot out here for a few days because I expected to step into a kind of abandoned wonderland. And I did. But what I didn't expect, maybe out of stupidity, was for this suburb's dire economic straits to be so bad. While it was awesome to hang out with great friends, exploring here wound up being more of a wake-up call to me than anything else. The buildings in this particular part of the city (and there are hundreds) are scrapped to the framework, full of rotting garbage, and several of us got extremely sick with some kind of god-awful respiratory infection that I'm still getting hammered with two weeks later.
I have hundreds more photos from this trip to edit yet, and…you'll see my point. 'Til then.


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Author believes infamous D.B. Cooper hijacking case has ties to Nashville
NASHVILLE, Tenn. (WZTV) - The 1971 D.B. Cooper skyjacking is the most infamous crime of its type in U.S. history, and it remains the only such case the FBI hasn't been able to solve.
Cooper showed a Northwest Orient flight attendant what looked like a bomb. He said he'd blow the plane up if he didn't get four parachutes, $200,000 cash in small bills and a plane to Mexico. After he got the money, Cooper jumped out of the plane, never to be seen or heard from again.
In 2016, the FBI officially closed the file on Dan Cooper, dubbed D.B. by reporters. Bill Rollins, the author of a book about how Cooper may have pulled off the perfect crime, has a theory that ties Cooper to Music City.
He believes Cooper is really Joe Lakich, a now deceased Army veteran who lived and died in Nashville. Rollins believes Lakich was motivated not by money but revenge and a desire to embarrass the FBI.
A few months before the Cooper hijacking, Lakich's daughter Susan Giffe was murdered in another hijacking that originated in Nashville.
Her estranged husband George Giffe forced Susan onto a small charter plane in Nashville. His destination was the Bahamas. But when the plane stopped for gas in Jacksonville, the FBI was waiting.
Agents refused to give Giffe any fuel and then shot out the plane's tires and one of its engines. That's when Giffe shot and killed the pilot, Susan Giffe and then himself. Joe Lakich is quoted in news reports at the time saying he believed the case had been mishandled and the FBI had blood on its hands. The family sued the FBI for wrongful death.
In 2011, new lab tests revealed a clip on a tie Cooper discarded before jumping from the plane into a rain storm contained tiny particles of titanium, a rare and exotic metal in 1971. A team of citizen sleuths working in conjunction with the FBI concluded "Cooper" was not a dumb criminal as had been previously thought but instead an engineer or manager at some type of metal working facility.
Rollins, a professional engineer and inventor by trade, drew a line between the Cooper case and Joe Lakich's family tragedy. He believes Lakich, who died in February of 2017, planned and carried out the Cooper hijacking to embarrass the FBI before returning to his life in Tennessee. Lakich outlived his children and two wives.
The FBI said it would reopen the case if one of the parachutes or some of the cash from the Cooper skyjacking is found. Rollins is working on a new book explaining his theory. He's hoping to one day convince members of the Lakitch family to provide a DNA sample to compare with evidence in the Cooper case.
"I see that there is some possibility that Joe was involved in this thing," said Tom Pugh, a close friend of Susan Giffe and a pall bearer at her funeral.
At least one Lakich family friend told Fox 17 News they think Bill Rollins' theory may have merit.


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Grace Labelle is taking a break from ``Big Macs.`` And french fries are definitely out. But she figures it`s worth it.
The senior cross country runner for Pope John Paul II cut out fast food and red meat over the summer. Since Aug. 1, she`s been eating vegetables, chicken and fish. She also altered her training habits.
It`s worked.
Labelle has raced against defending state champion Ann Brennan of Jupiter twice. The first time she won by almost 20 seconds in the Cardinal Newman Open and last Friday she defeated Brennan at the Coral Springs Invitational by three seconds.
``It really has helped me,`` said Labelle, who had never defeated Brennan before this year. ``I was surprised by how much I`ve missed the fast food. It was really a struggle early on. I hope it keeps paying off the rest of the season.``
Coming off an average cross country season a year ago, Labelle wanted to enter this year prepared. She began working out with local runner Ron Stetina over the summer. Stetina is helping out first-year coach Marcia Chacken at Pope John Paul II this year. He introduced Labelle to the diet and also helped her set up a training schedule.
``I wanted to be prepared when I started this season,`` said Labelle, who finished fifth overall in the county meet last year.
``Last year, I had ankle surgery and that set me back. This summer I worked with Ron on my form and breathing. He told me to take deep breaths when I`m feeling tired. That refreshes you and keeps your muscles supplied with oxygen.``
Stetina`s advice and diet suggestions have helped Labelle reduce her times this season. She ran a 12:34 to win the Cardinal Newman Open and she had a 12:16 in the Coral Springs race. Her best time last year was 12:56. Stetina believes Labelle may get even faster.


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We believe the entire Bible is the inspired Word of God, and that men were moved by the Spirit to write words of Scripture. Therefore, the Bible is without error.
- Genesis 1:1,26-27, 3:2
- Psalm 90:2
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- 1 Peter 1:2 2
- Corinthians 13:14
Though we believe the entire Bible is inspired by God, here are a few fundamental truths for ONE*:
We believe the entire Bible is the inspired Word of God, and that men were moved by the Spirit to write words of Scripture. Therefore, the Bible is without error.
God is the Creator and the Ruler of the universe. He has eternally existed as the Father, the Son, and the Holy Spirit. The three are coequal and are one God.
Jesus Christ is the Son of God. He is co-equal with the Father. Jesus lived a sinless human life and offered Himself as the perfect sacrifice for the sins of all men by dying on a cross. He arose from the dead after three days to demonstrate His power over sin and death. He ascended to Heaven's glory and will return again to earth to reign as King of Kings and Lord of Lords.
The Holy Spirit is equal with the Father and the Son as God. He is present in the world to make mankind aware of their need for Jesus Christ. He also lives in every Christian from the moment of salvation. He provides every Christian with power for living, understanding of spiritual truth, guidance in doing what is right, and is manifested through a variety of spiritual gifts to build and grow the church. Every Christian should seek to live under His guidance daily.
We believe that mankind was created in the image of God to have fellowship with Him and is the supreme object of God's creation. However, mankind became alienated from that relationship through sinful disobedience. As a result, mankind is totally incapable of coming back into a right relationship with God by his own effort.
We believe that the shed blood of Jesus Christ on the cross provides the sole basis for the forgiveness of sins. Mankind can never make up for his sin by self-improvement or good works. Therefore, salvation only occurs when a person places his faith in the death and resurrection of Christ as the sufficient payment for his sin, and he will spend eternity with God.
We believe that every Christian or Christ-follower should live for Christ and not for himself. By obedience to the Word and daily yielding to the Spirit, every Christ-follower will mature and become conformed to the image of Christ.
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Published: 2005/03/05
by Pat Buzby
Upriver – Yo Miles!/Henry Kaiser and Wadada Leo Smith
Cuneiform Records 201/202
Upriver brings up a whole set of problems for the critic. Should I address it based on the notes themselves, or is it okay to bring in the instruments which produce the notes, or the historical implications of the way that these notes relate to previous notes? From one perspective, Upriver is a fine piece of work, but from other viewpoints, these two jam-packed CDs (both close to 80 minutes) add up to a lot of not much.
Yo Miles! is a group of jazz, rock and fusion musicians gathered by guitarist Henry Kaiser and trumpeter Wadada Leo Smith to pay tribute to Miles Davis's initial (1969-75) run of jazz/rock. Last year, one two-CD set (Sky Garden) emerged from a marathon 2000 session, and Upriver gives us two more discs. What paying tribute to this period of Miles means here, in practice, is performing the compositions from those albums, adding a few by Smith in a similar vein, and generally remaining close to the styles of playing exercised by Miles's bands.
Perhaps even more than Sky Garden, Upriver has its virtues. Some of the players (especially saxophonists John Tchicai and Greg Osby and percussionist Karl Perazzo) rival their counterparts in Miles's groups, and the telepathic exchanges between tabla player Zakir Hussain and the horn players on "On the Corner Jam" flesh out the notion of Indian/jazz combinations more than Miles ever managed. There are a few effects-laden flights of fancy from Kaiser (although surprisingly few considering his top billing) and several outings from Smith that recapture, though don't surpass, Miles' blend of assertiveness and vulnerability. It's impressive that they managed to find David Creamer, a guitarist previously known only for an appearance on On the Corner. As well, the gesture of tribute itself has meaning — it shouldn't, but — in an era where otherwise thoughtful people still consider Miles's work as nothing more than an attempt to jump the gravy train — it does.
The easiest way to explain why Upriver, like Sky Garden, comes up short is to highlight Yo Miles!'s rhythm section. This points to the problems mentioned above — keyboardist Tom Coster, bassist Michael Manring and drummer Steve Smith are certainly capable of excellent music, and it's not fair to expect them to recreate historical conditions which are far removed from those of 2000. But the fact remains: the tension in Miles's jazz/rock albums, which helps them exude that who-cares-if-you-listen aura even today, comes partly from pianists saddled with dinky or distortion-laden early electric keyboards, bassists either schooled in jazz but straining to deal with funk (Dave Holland) or vice versa (Michael Henderson), and drummers forced into weirdly inflexible time patterns on studio projects such as In a Silent Way or On the Corner. The Yo Miles! players, by contrast, have polished gear and seem at ease. Too much so, unfortunately: as this music got easier, it lost much of its meaning (an issue shared by Miles's 80s bands). When the head of "Bitches Brew," perhaps jazz's answer to Beethoven's Fifth in its original recording, sounds like it would hardly disturb a dip in the jacuzzi on Upriver, something's awry.
Despite these complaints, Upriver is a perfectly nice tribute. If Miles were around, though, I suspect he'd say that his preferred tribute would be for these players to come up with their own statements, as most of them have on other CDs. Put Upriver on your shopping list if you want two CDs of familiar, well-executed jazz/rock, but be sure to put these players' recordings of their own music on the list as well. Not to mention all of those sparkling new issues of Miles's 1969-75 sessions.


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Error Dadada On Psp Problema Actualizar 3.52 M33 a 6.60 ME – 1.8 en PSP › Firmwares y modchips. "Imposible iniciar el juego" (DADADADA) ¿A que se debe ésto? He estado. luego me dice que ocurrio un error grave y me toca salirme Asp.net Mvc 401 Error Page Handling errors in an ASP.NET Core Web API. This post looks
In between, Jameis Winston could not. for error. The threat of the running game gave Bortles his biggest play of the day: He faked to running back Chris Ivory to.
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Rubio and rookie backup/savior-in-waiting Donovan Mitchell combined to shoot.
Actual results could. So I'm not including anything we are doing in [indiscernible], including anything we are doing in Access, that is the core EMM market. So think mid teen as being the rate of growth and recurring revenues is the best.
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text: The Uptown Ballroom is a stunning, one-of-a-kind reception space ideal for elegant Dallas weddings. Overlooking the glistening poolside lounge and city skyline, the ballroom is perfect for a seated dinner or Dallas wedding receptions. With the help of our professional wedding planners and award winning catering team, the Uptown Ballroom is transformed to make each bride's dreams a reality.


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Before Worship Prayer Groups
Sunday mornings at 8:45 am.
This is a prayer group opened to anyone that wants to be involved in praying for the Pastor, all involved in the Sunday service, Elders and Deacons, Missionaries and our supported ministries. We would welcome all who believe in the importance of prayer for our pastor and church to visit room #3 on any given Sunday morning.
Coordinator – Ed Rudenga
Contact Mr. Rudenga at email@example.com for more information.


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Color - Red
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Shaft - H. M. Graphite, Ultra PEF
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Since their first foray into the NFL draft in April 1976, the
Buccaneers have drafted 404 players beginning with Lee Roy
Selmon right through to the final choice in 2018 of Jack
Cichy. They have owned the first overall selection seven
times, two of which they traded away.
This part of BUCPOWER.COM focuses on every draft pick
the Bucs have made in their history. You will also find details
of every player taken in each NFL draft and any trades that
took place involving Tampa Bay selections. Draft steal or
monumental bust, they are all here. Click on any of the year
buttons to review each Buccaneer draft.


text:
Delayed military earth-mover passes two key milestones
The Terrier engineering vehicle under development for the British Army has entered production.
Machining work has started on the first production Terrier hull, and the first production vehicle will be assembled and tested later this year, according to its developer BAE Systems. Testing on it will include mine blast trials to demonstrate improved protection levels resulting from experience gained on other vehicles during operations in Iraq and Afghanistan, the company said.
The Terrier is a 30t armoured earth-moving and route-clearance vehicle, and the army has ordered 60 of them at around £5 million each. Originally planned in 2002 to enter service with the Royal Engineers in 2008, they are not now expected until 2013.
The project is behind schedule thanks to a range of hitches, including design changes ordered by the MoD, such as better communications and mine resistance, delays in constructing the two demonstrator vehicles, and problems bringing the prototypes' reliability up to spec.
However, BAE Systems said it has learnt from the problems. It said it has invested £2 million to support Terrier production, and has completely overhauled both its process and machinery in order to improve build efficiency and maximise build quality.
It added that the mid-point reliability trials recently completed by its two prototype Terriers - which included 3300km of road, track and cross-country travel, digging pits, moving spoil, and operating the vehicle remotely via a radio link - successfully demonstrated reliability growth.
"Our goal with these trials is to provide the Ministry of Defence with confidence that Terrier is on track to meet the exacting reliability levels prescribed for the vehicle," said BAE's Terrier team leader Paul Dale. "In successfully completing the performance trial, Terrier has demonstrated a step improvement in reliability beyond that seen during the early phases of the programme."


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Commitment to Excellence
Since 1981, Griffin Thermal Products has focused on manufacturing the very best high performance aluminum heat exchangers in the industry. Griffin understands that a quality cooling system is critical to the consistent and reliable performance of your engine. Your purchase of a Griffin means better performance and long-term money savings. Griffin was founded on customer service and satisfaction. Griffin work with you to manufacture the radiator you desire that meets your exact requirements.
The Core Issue
Griffin provides you the right radiator for the right application. You no longer have to accept a radiator that almost meets your needs. The Griffin product line reflects an understanding that cooling demands differ and one size does not fit all. And, because company make cores, Griffin can assemble and manufacture virtually any core for any application. Griffin aluminum radiators are available in many tube and core sizes. Each category of tube and core sizes represents a combination of components that offer unique cooling characteristics.
Manufacturing the Griffin Way
Griffin is dedicated to leadership in the design and manufacture of innovative thermal transfer products for both automotive and normal to severe duty OEM and industrial applications. Skilled craftsmen combine design and technology in 120,000 sq. ft. of manufacturing and warehousing facilities. Through continuous research and development, Griffin creates new procedures and processes to more efficiently cool an engine. These innovations include special tube and fin designs; Heli-arc welding for rigid conformity; and vacuum brazing for stronger, more durable units. Griffin also adds a unique manufacturing step to assure long life. Each Griffin radiator is reinforced with a special high temperature epoxy that provides additional tube to header strength and helps prevent vibration failure. This process is Q-1 approved by Ford Motor Company, one of the toughest quality standards in the industry.
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Almost anyone can buy components and assemble a radiator, and the truth is that many so-called manufacturers do just that. Griffin is an integrated manufacturer. By controlling every step of the manufacturing process, Griffin produce a radiator with components that are performance matched for optimum cooling. A Griffin is more than some off-the-shelf, one size fits all, cookie cutter product. A Griffin is a performance radiator built for your specific industrial or automotive application.
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Radiators for racing, street rod, classic, muscle, exotic, or late model cars and trucks. Griffin has your radiator in inventory or can build it to your exact specifications. Griffin is the only manufacturer that maintains templates of virtually every car or truck, make and model. Your Griffin radiator is truly a performance radiator, not an adaptation of an OEM product. In most cases it is a direct fit, bolt-in replacement that is made to fit your vehicle, although sometimes requiring modifications due to core thickness.


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I'm fairly certain that this movie will be a horrible show for any historians attending. Hollywood can't even get recent events right. (Like Legofreak, this anoys the crap out of me).
From the adds on TV, this movie seems like a made for TV TNT movie. It looks CG in style and nature. So I'm not expecting it to be that good.
But I'm still going to go see it. I can't help myself. I'm starved for these types of movies. I saw Troy, knowing full well it would have all of the above mentioned problems. Troy was about what I expected. (The battle scenes were pretty cool, and I loved the tactics employed). Brad Armpitt did a good job too. I expect Alexander to be worse than Troy, but hopefully the battle scenes will be epic in nature....
Or should I spend my $10 on 8777 instead?


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A writer at work……
The thing about writing the book was that I wanted an air of authenticity. I wanted this book to be pensive, powerful, and real. No softening of the topics or stories, but the truth. A book that you could put down, walk away from, and think to yourself, "Whoa." A book that even after reading it, you are thinking about it for hours, even days.
After deciding the subject, I started to work on how to assemble it. Even though the meat of the book is interviewing and me listening, I wanted to interject who I was and let the reader get to know me. Again, I am a writer, and just asking questions and transposing them on paper isn't exactly writing. So what I did was told stories of my childhood, raised in the ghetto around drug addicts, my experiences with drugs, and deciding when to put them down and escape possible addiction.
In addition my stories, I also added poems based on the chapters of the book. Sometimes before I would start working on a script, to sharpen myself up, I would write a poem. I looked at it like an exercise, or like a warm up. When I was in highschool taking creative writing with the Great Stan Banks, he would always have us do this, and I am happy to say I still use this practice to this day.
With the outline set, the only thing for me to do is: find the people to talk to! That would be a bit of a challenge. I can't go up to an average stranger and ask them, "So, have you ever did coke or shot H?" I mean come on, who does that? So using the power of the web, I hit up Craigslist. Now, the average cat uses CL to look for apartments, cars, jobs, dates… but I was looking for subjects. At first I put an ad up asking for people to speak with me regarding their experiences with drugs in exchange for $20, but that got expensive. So slowly but surely, the payment was reduced from 20 to 10 to 5, to just a cup of coffee and great conversation. People were slow to respond, but I kept trucking until I was able to my first interview.


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About Us
Breeze Trampolines, a division of Breeze Direct is a family owned company. Our goal is to supply a range of lifestyle products factory direct without the high retail price tag. Many years of experience supplying trampolines to customers right across Australia has allowed us to develop stringent quality control systems to insure the trampoline you buy from us is not only great value but safe for your family to use.
Our user friendly website allows you to browse our range online all day every day. We have designed our site so that all products details, options and prices are available to view prior to purchase. We are confident in our products and trust that anyone who purchases from us will enjoy their trampoline for many years. Although we are located in Sydney we offer competitive shipping rates based on our volume to every part of Australia.
- The Breeze Direct Team


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BERLIN – German officials say about 500 metric tons (551 tons) of dual-use compounds from the chemicals weapons program of deposed Libyan leader Moammar Gadhafi will be destroyed by the end of the year.
The toxic chemicals are among the last from a stockpile that the international community feared could fall into the hands of extremist groups or rogue states after the fall of Gadhafi in 2011.
GEKA, a specialist company owned by the German state and based in Munster, south of Hamburg, is tasked with disposing of the chemicals.
Defense ministry spokesman Boris Nannt said Friday that the destruction would be completed by December.
Libya had made a formal request to the U.N.-backed Organization for the Prohibition of Chemical Weapons in July for international assistance to have the chemical weapons removed.


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At the moment that would be quite difficult to answer considering I watch about 10 television programmes. I must note that they are US tv shows because they are SO MUCH BETTER than UK tv. It pales in comparison. Then again the US did steal The Office (not that I watched it) and they are currently filming their own version of Shameless with Emmy Rossum as Fiona.
Anyhoo, MY favourite programme ever would have to be Dawson's Creek (surprise) I grew up with this show, I didn't understand what they were saying and I still have to refer to a dictionary when Joey throws out 7 words when she only needed 2. I loved watching how pathetic and self-involved Dawson is, or how Jen and Pacey tried to be sex buddies but it just didn't work. And I bawled my eyes out when Jen dies in the very last episode, a really amazing ending even if it was that sad.
I love following how the main cast have changed but hate the fact that Katie Holmes has a weird old man as her husband. I adore Michelle Williams and how pretty she is, I enjoy how James Van Der Beek has become a dishy man and I heart Josh Jackson and his lovely lovely girlfriend Diane Kruger.
Here's something that I haven't been able to watch fully simply because it is too painful.


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Petroleum Engineers are engaged in nearly every stage of oil and gas field evaluation, development and production. Their role is essential in hydrocarbon recovery at minimum cost that occurs with the least environmental impact as possible.
The typical duties of a Petroleum Engineer include:
IS MY CV can help you create an outstanding Petroleum Engineer cover letter and resume.


text:
- Calories 286
- Caloriesfromfat 0.0%
- Fat 11.4g
- Satfat 2.2g
- Monofat 0.0g
- Polyfat 0.0g
- Protein 40.8g
- Carbohydrate 3.9g
- Fiber 1.5g
- Cholesterol 67mg
- Iron 2.6mg
- Sodium 422mg
- Calcium 50mg
Tuna with Coriander Mayonnaise
A rule of thumb for cooking fish is to cook it about 8 to 10 minutes per inch thickness of fish. If you like such fish as tuna and salmon more on the rare side, decrease that time by a minute or two.
How to Make It
Step 1
Combine first 5 ingredients. Chill. Place seeds in a heavy-duty zip-top plastic bag; seal. Crush seeds with a rolling pin. Sprinkle salt and 1/4 teaspoon pepper over steaks; press crushed coriander onto both sides of steaks.
Step 2
Coat a large nonstick skillet with cooking spray; place over medium-high heat until hot. Add steaks; cook 4 minutes on each side until medium-rare or to desired degree of doneness. Serve fish with mayonnaise mixture.
Step 3
carbo rating: 2
The Complete Step-by-Step Low Carb Cookbook


text:
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Sandicor Updates Today on Paragon.
Mar 9, 2016, 6:42 AM
by Richard D'Ascoli
[ updated
Mar 9, 2016, 12:50 PM
v 5.51 Paragon Release on 3/9/16
Calendar: Improvements to workflow
Formerly, events could only be edited or deleted from the Day View causing users to have to scroll through numerous days in order to get to an event they wanted to remove.
Update to Help and Logout menu items
To improve visibility of the Help, Log Off, and Collapse Banner buttons, new easy to notice icons have replaced the former links.
Quick Search Customization: Removal of "Do not Make Default" option
Due to issues with the functionality relating to Do not Make Default option we have elected to remove this option from the Quick Search Customization window.
Update to "Auto-Count"
To improve system performance, the Search Auto-Count feature will not display counts until criteria has been entered into at least one Search field
or the User clicks the Count button.
Quickly create a new Contact Record for un-associated email address
When an email address does not exist in the Contacts/Address Book, the email will display with a green "plus" icon. Selecting this icon will allow users to quickly add basic information and save the email address as a Contact Record.
Select Default Report for Email
By popular demand, users can now select a default report for emails sent manually from the system. This eliminates the additional step of selecting the desired report each time a user sends a manual email with listings.
New options within Source dropdown menu
Two new selections are available in the Source drop down menu: Referral and Social Media
Improvements to the Market Conditions Addendum Report (1004MC)
A new optional feature for Overall Trend Stable Range has been added to the Market Conditions Addendum Report. Users will be able to add a high and low limit and save the Stable Range for use when running the report. The report has also been updated with columns displaying the Year 1 Overall Trends and Year 2 Overall Trends.
Additional Banners for use in Client Connect
Two new banners have been added to the Client Connect Preferences section. These two banners provide additional options when choosing the right banner for your MLS.
Power Search
- will be
on March 15th
Introducing Power Search! This is a new option for the top navigation search field which includes the ability to search via Street Name, Listing Agent, Listing ID's, Asking Price Range, Saved Searches, full Property Addresses, Contacts, Offices and Members (where applicable). The New Power Search gives Users the ability to quickly find targeted results in these highly used areas of the system.
Listing Activity Report
- will be
on March 22nd
The report that had Agent Hit Count and Client Hit Count has been expanded to include:
# of Unique Agent Hits
# of Unique Client Hits
# of Saved Searches that included the listing within the search results
# of Contacts that have saved searches associated with them that include the listing within the search results
# of times the listing property details have been views
# of times the listing has been flagged as a favorite# of times the property has been emailed from the system either manually or via auto notification
# of times the listing has been view from an email link
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880 Canarios Ct, Chula Vista, CA 91910
, (619) 421-7811
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1150 Broadway, El Cajon, CA 92021
, (619) 579-0333
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Swagger interactive REST API documentation
Access tokens can be created, edited and revoked using the Screen9 Account Console, under Settings > API. This requires Administrator privileges. See example screenshot below:
Note that the Name is only used to identify the Access Token in the Console, when accessing the API you need your Custid.
Note also that there is a rate limit set for the API calls, if you believe you are experiencing issues because of this, please contact Screen9 support.