text:
Clean Up Weekend Huge Success
On 28th & 29th September divers and swimmers joined forces to take part in our annual Project Aware Clean Up Weekend. Helped by the good weather we managed to clean up the lake and surrounding area, filling 7 skips full of debris. We also enjoyed a lovely Hog Roast and BBQ. Our suppliers were very generous donating prizes for the raffle. We would like to say a big thank you to everyone who was involved in making the weekend a success, all the staff, volunteers, divers, swimmers, friends and family. Give yourselves a pat on the back because not only did we manage to clean up loads of unwanted rubbish we also raised over £300 for Project Aware. This is a really big achievement for such a great cause... WELL DONE EVERYONE!


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subset: commoncrawl


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The legal battle between Canon, Inc. and Nano-Proprietary,
may have reached an end on Thursday. A U.S.
court ruled against Japan's
Canon, Inc. in the licensing dispute over Nano-Proprietary's surface-conduction
electron-emitter displays.
Nano-Proprietary now has the right to terminate its license agreement with
Canon it had made in 1999, according to the ruling by Judge Samuel Sparks of
the U.S. District Court for the Western District of Texas.
The licensing dispute was triggered when Canon licensed its agreement on
the technology with Toshiba Corp. for manufacturing. The venture was then deemed an
infringement on the agreement between Canon and Nano-Proprietary. Nano-Proprietary claimed that the licensing deal did not extend to Toshiba Corp.
Before the legal battle panned out, Canon announced it would buy out all of Toshiba's shares in the
joint venture, Nano-Proprietary stuck to its guns, stating that the decision
would not change the company's stance in the litigation.
"Canon's recent restructuring of SED as a wholly owned subsidiary is
ineffective to prevent termination because this effort to cure the breach was
not undertaken within a reasonable time. It occurred more than a year and
a half after Canon was on notice of its breach." commented Judge Sparks on Canon's move to prevent the termination of the agreement.
The production of the SED display was anticipated to boost Canon's revenue,
with the company trying to get its foot in the door of the $84 billion
flat-panel display market. Because of its new presence in the scene,
Canon had extended out its license to the SED technology in order to acquire
more experienced flat-panel manufacturers
According to Reuters, the Tokyo-based company reassessed its plan to build a 180 billion Yen ($1.48 billion USD) factory in Western
Japan for flat-panel mass production. Even with the latest news in the lawsuit, Canon still aims to produce SED panels at a smaller site and wants to keep Japan availability
for the fourth quarter of this year.
Nano-Proprietary stated last month in a press release
that even though Canon had infringed on the license agreement, the Texas-based
company would be willing to sign a new agreement post-litigation.


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Tim Chisholm's turn to rip into Triano.
Good piece too.
Source - Click hereThe thing is though; despite near nightly locker pleas for increased effort and intensity by some, the most egregious offenders feel no need to pick up the slack because the coach feels no need to discipline them for their self-made limitations. Heck, Calderon was PROMOTED last week instead of being reprimanded for his complete lack of defensive execution. Coach says he likes the way the offense runs when Calderon has the ball, but has offense really been the issue these last few weeks? Has anyone really watched this listless team since the All-Star break as they rack up losses and say to themselves ''if only this team could fix its offensive attack?'' I didn't think so.
The message that promoting Calderon sends to the troops, then, is that one is rewarded for positive offensive performances and not for positive defensive effort. In fact, one can be a wretched defender but they'll be gifted with a starting spot so long as they are perceived to be a better option on offense. No wonder Reggie Evans is always looking to post-up instead of boxing-out, or that Sonny Weems would rather jack a transition jumper than stop an odd-numbered fast break score. The message being sent in Raptor-land is that if you impact the team on offense, you get promoted.
Now, obviously this is a bit of an over-simplification of the matter, but remember this all comes back to accountability. How can Triano preach defense in practice or in the huddle when he has said loud and clear with his actions that defense is a secondary priority for him. Look at the Raptors starting five right now; is there a worse five-man defensive unit that the team could assemble with its 12-man rotation? Statistically, the book on this team is that they are not only the season's worst defensive outfit but they are competing for historically bad status, yet defense is still not prioritized with accountability.


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Slickerado: 2007 Chevy Silverado
Slicker Than An Oil-Soaked Wrench
Jerry Valenzuela is a quiet man, who, if he were standing next to you probably would go unnoticed. He's old school, doesn't run his mouth about other shops or build quality, and he's quick to congratulate someone else for taking home awards. It may surprise you then to see him walk up to this hot-rod-inspired Chevy, pop the doors open and ride off into the sunset. After talking with him for five minutes, you'll quickly understand why this truck means so much to him, and why being humble is so important. He may not say it, but we will, it's hard to stand out in the world of '99-'07 fullsize Chevy trucks, however, this 2007 Silverado Classic is one of the nicest examples we've laid our eyes on.
Starting in mid-2009, Jerry lowered the Crew Cab and put some 22-inch billets on each corner. Driving it around for a few months, the custom itch got to him and he shifted his focus to building a clean, slick, hot-rod–infused truck. As the owner of Kings of Kolor in Weslaco, Texas, Jerry is used to creating cars and trucks that cause onlookers to do double-takes, but this truck would test more than his skill, it would test his metal fortitude and determination. During the build, his shop was broken into, the truck damaged, and his heart broken. Forced to recoup losses and start over, Jerry turned to his business partner and friend, Ruben Garza, who helped finish the project and eventually bought the truck from Jerry. The end result was worth the strife as Jerry and Ruben have themselves one slick Chevy.
Taking a look at the body, it's smooth as glass, but you'd expect that from a body shop owner—it's the attention to detail that really separates this truck from most builds. To create a slick exterior, Jerry and his crew at Kings of Kolor shaved the door handles, rear drop sections, third brake light, taillights, and filled in the tailgate handle. Now providing stopping intentions to other drivers is a flush-mounted Recon LED light bar. With the bodywork ready for color, Jerry opted to two-tone the Chevy using DuPont Premier Red and Jet Set Black. The two-tone isn't just skin deep, as Jerry followed it through the interior, doorjambs, firewall, rear cab, and even the front of the bed. A simple orange pinstripe separates the two bold hues, and some hot-rod–inspired pinstriping can be found on the hood and smoothed tailgate for a taste of Jerry's mindset. Other simple body mods included bolting on a real 2006 Silverado SS front bumper fitted with grille-matching T-Rex billet inserts, installing a billet Bow Tie from Empire Motorsports, and slapping on a SnugTop tonneau cover.
Opening the four doors really helps you see what levels Jerry was willing to take his truck to. The Silverado's interior would look just as good inside a '57 Bel Air or '62 Impala as it would inside the Silverado. Starting with the floor, red wool carpet was laid down and topped with matching red wool floor mats. Palma Interiors, in McAllen, Texas, wrapped the bucket seats in red ultra leather, which also covers the sides of the center console, door panels, A-, B-, and C-pillars, and the headliner. Of course, there is plenty of paint inside the Chevy's confines as Jerry smoothed and painted the dash gloss black and flat red, and took an Escalade center console and painted it as well. Adding some shiny stuff, Jerry installed Empire billet A/C vents, knobs, shift lever, pedals, chrome Escalade door handles, and finishing off the slick theme, a two-tone Billet Specialties Stiletto steering wheel was chrome plated and wrapped in black and red leather. Usually, the thought of red gauges would conjure up thoughts of tacky imports, but with the sea of black on top of the dash, the red US Speedo gauges look perfect. Two things really set off the interior: One being the airbrushed Slickerado logo on the center console, and the other being the custom-stitched pinstriped design on the armrest, which perfectly matches the design of the exterior pinstriping.
Tunes are handled by an Alpine touchscreen head unit, which sends signals to a massive JL amp. That amp then handles powering the MB Quart 6-inch components in each door and the two 10-inch JL subs behind the rear seat. Jerry wanted to thank D Tronics, in Mc Allen, and Mex Mafia Isreal at Kings of Kolor for handling the audio duties. In regards to the audio, there's nothing ostentatious to see here, just clean and simple.
However, there is something to see when popping the hood. The factory 4.8L was pulled from the Chevy and completely disassembled. The heads were sent to Street and Performance in Mena, Arkansas, where they were ported and polished. While they were being shipped back, Jerry painted the block red, as well as every single part that bolted to the block, with the exception of the stainless steel JBA headers. A 4-inch aluminum intake tube was fabbed up and painted red, as was the alternator and front accessory bracket. Chrome and polish abound and can be seen on the custom radiator hose, Street and Performance pulleys, polished drive-by-wire throttle body, and Empire power steering cap, master cylinder cap, oil filler cap, and radiator cap. Polished stainless bolts were used throughout and '05 GTO coil covers were modified and painted with the appropriate Slickerado logo. Sheetmetal inner fenders and radiator cover were painted to match, as was the two-toned engine beauty cover. Jerry even went as far to smooth and paint the master cylinder and power booster two-tone to complete the theme. Chromed hard lines were used for the brake lines, and after looking at it over and over again, we couldn't find a flaw in it. All in all, it's simply stunning.
We mentioned at the start Jerry originally lowered the truck on 22-inch wheels, but as the truck progressed, so did the suspension and wheel setup. Now the truck sits on a 9-inch front and 11-inch rear static drop—no airbags on this slammed cruiser. Up front, the track width was narrowed 1½ inches and lowered using Belltech drop spindles and drop springs. QA1 shocks help smooth out the bumps, and 22-inch Rushforth Rated-X wheels are wrapped in Toyo 265/35R22 tires for a hot-rod look. The frame was boxed for strength and every component was painted semi-flat black or red, even the heatshields underneath that no one will ever see. Jerry got the itch bad. Out back, Jerry told us he "modified" the leaf springs to tuck the 24x10-inch Rushforth wheels but not before the rearend was blasted and painted red. A fuel cell frees up some space under the truck, and QA1 shocks are once again called upon to dampen the ride. Stopping the Crew Cab is a set of matching Baer 14-inch brakes with two-piston calipers. Despite the lack of airbags, the Slickerado still manages to tuck the wheels and tires at all four corners.
Oftentimes, the journey is better than the destination, but in the case of this Chevy, the outcome is the result of trials, tribulation, and good old-fashioned persistence. Looking at this masterpiece, we'd say it was all worth it. Jerry was quick to thank the good Lord first and foremost, as well as his wife, Perla; daughter Gabby; his business partner and good friend, Ruben; and of course, his crew at Kings of Kolor, and everyone else who lent a hand on the truck. Good things come to those who wait.


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|2006-01-02, 05:35
|Link #61
Join Date: Jan 2004
Location: もう東京ではない
Age: 36
If you take away the chuunin shiken 3rd round prelims, Sakura and Temari clearly stand out in terms of screen/panel time. Hinata, Ino and Tenten are all simply too anonymous.
At this point in the anime (excluding the filler), my favourite was Temari.
At this point in the manga, my favourite is Sakura followed by Temari.
|2006-01-03, 18:18
|Link #69
Because she's shy? No... Because she's cute? No...
Because even if she isn't that strong and has a really big problem with insecurity she's trying really hard bo be recognize and be stronger... I don't know many people that even failing and failing and still failing don't give up (Naruto is like this, but Hinata doesn't seem stupid like he's been made of so many times)
But mainly because even having an ugly haircut, speaking funny, using not so cool clothes and not been that strong (I usually am the most BIG fan of strong women that is capable of kicking men's ass, like Tsunade XD), she has a unique personality and carisma that really made me (AND a lot of other people) like her more than anyone else...
Other than her... Of course Tsunade... But like this is about genin... Temari is the strongest, but I really don't like her hair and there isn't anything anyone can do to make me change my mind... sorry... Ino is a stupid fangirl, Ten Ten still has to be more useful to me like her... Sakura I used to hate, weak and useless AND a fangirl of Sasuke no baka... But now she is useful and strong... So, I'm starting to like her, just not as much as I like Hinata :P
|2006-01-05, 20:47
|Link #73
Join Date: Sep 2004
Location: Belgium
Age: 33
Can't decide but I'll have to make a choice:
1. Very close first place: Hinata, because she's shy and very cute, but trying very heard to overcome her fears.
I wish Naruto would open his mind for the female species and not being a dumb ignorant once-i-will-be-hokage-person.
Pity the anime team showed that weird technique of Hinata in the filler episodes when she fought those bees. I didn't like that. I imagine her fighting style to be more like a dance, like they showed in the same filler at night when Naruto saw a glimpse of her. I kinda wished Naruto would recognise Hinata and starting to appreciate the beauty of the female kind.
2. Temari, because she's strong, independent, looks nice and she'll be the dominant wife of Shikamaru.
Guess I'm just a hopeless romantic
3. new Sakura, didn't change that much, but at least she can crush rocks now and is a bit usefull
After that I don't care. I don't like Tentens Mickey Mouse hairstyle, and the fact that when she uses her weapons, it 's often useless cos her opponent has some counter for it ... and that she's a neji chealeader too
and Ino isn't special, she doesn't stand out, so don't like her much.
|2006-01-05, 23:16
|Link #74
Did you say something?
Join Date: Mar 2004
Location: Sidewalk
No, she's not the prettiest, she's not the strongest and she's certainly hella annoying with her stuttering. But she's my favourite female character and will always will be because there's certainly something about her I cannot help but admire and like and that's extremely appealing to me.
I agree that she has a lot of potential, but since she's a secondary character. Sakura will always top her in everything. But Hinata still rocks to me! XP
|2006-01-06, 00:11
|Link #75
Senior Member
Join Date: Dec 2005
I would say, the new Sakura is the top for me
Sakura used to be rather useless, but held enormous potential as a ninja... though lack of proper teaching made her out to be very weak (and made her annyoing and usless)... but under Tsunade's guidience she is finally showing off how strong of a character that she can be... plus we are seeing a lot less helpless crying and a lot more action and will out of her... she seems to have matured the most out of the characters
Hinata and Temari i would place after her
other girls like Tenten and Ino... they just don't intrest me much at all
But, lucky the anime filler's aren't canon... meaning Kishimoto probably has something better in mind for hinata... and though he does sometimes include things from the fillers in the manag, i'm sure that he probably figured out the most of the techniques his characters would have long ago, and thus wouldn't let the anime change something like that...
Yes the thread does say genin only... but the thread title is WAY outdated... it was made before we even knew there was gonna be a timeskip, so the intention of the thread was NOT to be that of a pre-timeskip thread... The reason why it was titled genin only was to make sure the thread was only limited to the younger female characters and not the older characters such as Anko and Tsunade...
Last edited by Slayerx; 2006-01-06 at 00:38.
|Thread Tools


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Sunday will be your last chance to see the steel sculptures of David Smith before they are packed up and moved out of the Resnick Pavilion. If you miss it, you'll have to travel to Ohio in early 2012, when Cubes and Anarchy goes on view at the Wexner Center for the Arts.
Installation view of David Smith: Cubes and Anarchy, © The Estate of David Smith/VAGA, New York, photo © 2011 Museum Associates/LACMA
Tonight might be a great time to see the exhibition, since all of our galleries (excluding Tim Burton) are free after 5 pm for LA County residents. You also have your choice of concerts, films, and family activities all happening this evening. Bring the kids to hear stories of mystery and magic, or catch pianist John Beasley, whose last album was nominated for a Best Jazz Instrumental Album Grammy, performging for free during Jazz at LACMA.
The "Celebrating Classic Cinema" film series continues with two films set in our very own city of Angels—Nicholas Ray's In a Lonely Place, starring Humphrey Bogart, and Robert Altman's The Long Goodbye. Tomorrow night sees Luis Buñuel's The Exterminating Angel paired with David Lynch's Mulholland Dr.
Saturday afternoon you can also catch a matinee screening of Journey to the Center of the Earth, part of Monster Matinee series. And as a thank-you to those of you who have joined LACMA, don't forget that the matinees are free for members.
Saturday evening, Bobby Matos and his Afro Latin Jazz Ensemble will give a free concert in Hancock Park as part of our free summertime Latin Sounds concert series.
Next week will be your last chance to see the small but powerful exhibition The Mourners: Tomb Sculptures from the Courts of Burgundy. Whether you've seen it already or not, this Sunday is the perfect time to see it again. As mentioned earlier today, there will be a special—free!—dance performance by the Jamal Dance Theater inspired by the exhibition.
Finally, the weekend at LACMA comes to a conclusion with a free concert by iPalpiti Artists, who will perform works by Mahler and Schubert during the free Sundays Live concert series.
Scott Tennent


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Do check back in a few months as we hope to be of better service to you. In the mean time, you can visit Let's Insure Funeral Insurance for insurance related concerns in Sydney.


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He was born Feb. 11, 1930, at Bluffton to William Forrest and Anna Bogle Aikman. He was a real estate agent and was past president of the Russellville Board of Realtors. He was a United States Army LTC veteran of Korea and Vietnam, a member of the Military Officers Association, the Veterans of Foreign Wars, the Kiwanis, was a Mason and a member of Central Presbyterian Church.
He was preceded in death by his wife, Jean Crutchfield Aikman.
Survivors include two sons and daughters-in-law, Jim B. Jr. and Audrey Aikman and John C. and Amy Aikman, all of Russellville; two daughters and a son-in-law, Jane and Clyde Tipton of Barnesville, Ohio, and Jill Aikman Bayless of Hallsville, Texas; two brothers, Loy Aikman of White Hall and Larry Aikman of Bluffton; a sister, Virginia McCartney of Little Rock; and seven grandchildren, Nelson Tipton of Barnsville, Susan Tipton of Mountain Center, Calif., Bryan Tipton of Richmond, Ind., Rebecca Bayless and Forrest Bayless of New Orleans, La., Natalie Aikman and David Aikman of Russellville.
The funeral service will begin at 10 a.m. on Monday, Feb. 18, 2013, at Central Presbyterian Church, officiated by the Rev. Brian Brock. Burial with military honors by V.F.W. Boyce-Woods Post No. 3141, will be in Briggs Memorial Park in Briggsville, by Shinn Funeral Service of Russellville.
Family members will serve as pallbearers.
The family will receive friends from 1-2 p.m. Sunday at the funeral home.
Memorials may be made to the Fourch Valley Cultural Preservation and Restoration Society, 2067 S and G Circle, Harvey, AR 72841 or Central Presbyterian Church Building Fund, 400 West Main Street, Russellville, AR 72801.
The online obituary and guest book are available at www.shinnfuneral.com.
Paid obituary


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It has randomly appeared in my bedroom......
Thanks in advance!
Just came across this - don't know if you're still waiting for an id. Felt sure I'd puzzled over one of these before somewhere and finally settled on a type of Totoise Beetle as a suggestion. Cassida viridis is a common one but there are several more similar species I believe.
Hope that helps.


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" Brand: Cath Kidston / Type: Notebook - Stationery "
* Prices may differ from that shown
Okay I'm going to be scarily honest and say I'm not a huge Cath Kidston fan. The designs are not by cup of tea. I love the vintage look but this is the one for me. However I am ridiculously addictive to notebooks! And for some reason the 'Cath Kidston' design sits well with me! I know its weird. This is a beautiful country house feel that is ideal for any work notes but I use these for recipes mainly and because of the ease of the spiral bound pages.
These I discovered in Waitrose at a good price of £4.99. The notebook is a little heavier than expected but I think its a sign if also good quality.
This is spiral bound and when you keep turning the pages to write notes the paper is sturdy enough and the spirals smooth enough that you won't tear the pages easily.
The pages are design to mirror the front of the notebook and in different colors every twenty pages or so. It is formatted with the date and has a really lovely boarder around the page. I agree with the other reviewers here its hard to write on the gorgeous pages. One of the best reasons to purchase this design is that it follows through into other products and items to match, again if you like this vintage is great value for money.
In Waitrose they sell a few different versions, it's well worth checking out.
I would highly recommend these x
I have been a big fan of Cath Kidston for years and have quite a few of her bags. As well as bags the company also do loads of other products from mugs to dog collars all with the distinctive feminine and retro prints.
I actually have two notebooks both given as gifts, one with the more traditional flowers and this one with the bird pattern. The bird pattern is one of my favourite prints by Cath Kidston and I have a few items with it on. It is just a little different from the flowers that the company is famous for but it still has that vintage vibe and is so pretty and feminine that I can't help but to love it. The notebook actually has more flowers than some of the other bird items and you can tell straight away it is a Cath Kidston product.
The notebook is spiral bound and all the pages are lined with date and subject on the top. The paper is really good quality and is nice and thick and feels nice to write on. You can write on the pages and the impression doesn't show on the next page unless you write really hard. The paper feels expensive and luxurious and you can tell this isn't just a cheap notebook from poundland.
The only problem that I have with the notebook is that I don't like just scribbling down notes in it as it is so pretty I don't want to waste it by writing in it. I usually just save it for notes/recipes/back up addresses and phone numbers so that I don't fill all the pages with rubbish and so I can keep it for a long time.
This would make a lovely gift for anyone as it is so pretty and you can tell straight away from just holding it that it is lovely quality.
They aren't cheap though and cost between £8 and £10 but I would say they are worth it. It isn't the type of notebook for scribbling in as it is too nice but you can buy a 50p notepad for scribbles and save this in your handbag for more important notes.
Be satisfied:
This is a pretty and feminine spiral notebook. The hardback cover is good and strong. The paper inside is of good thick quality. The inside pages are red-lined with the headings 'Subject' and 'Date'. The ink from pens does not come through and so avoids ruining the following pages. There can be no doubt that you will be satisfied with the high quality of this product.
Be organised:
There are not that many pages so it is best avoided for lengthy writing such as for daily diary entries. It has a better purpose if used for making lists and jotting down ideas. It can be used for taking down someone's contact details too. It's a little larger than A5 an does fit into my handbag. It can certainly help the disorganised to become organised.
Be stylish:
The design has beautifully decorative roses on it together with a bird print. The red-breasted birds sit on the delicate green vines or fly through the air .The roses are red and yellow and there are also delicate blue flowers. It is not an overly busy design as it is on a white background which seems to calm the pattern. It does not fill the whole front cover for the very lowest part of the book has polka dots.
The back of the notebook offers validation of it being a 'Cath Kidson' product. Inside the covers is a pastel blue spot decoration so even opening the notebook brings aesthetic pleasure. The feel of the crisp paper under your hands really makes you believe you can write great ideas into this special notebook and do so with style.
Buy British:
Cath Kidson is a British designer who has taken the vintage from the floral patterns and made them into something unique and highly desirable. Buying British and into the name of a reputable designer does come with a heavy price tag compared to the plain, cheap, journalist spiral notebook. Expect to pay between six to eight pounds.
Against the grain:
Here's the problem, the Cath Kidson notebook is beautifully designed so much so that it went against the grain for me to use it to write in. I thought of giving the notebook away as a present. To write in it felt like a desecration of sorts. I finally, came to the conclusion that I could use the notebook and that I should enjoy it. It's no good being left in a drawer. It is made to be used. Now I enjoy it for making plans in. I write down my goals and tick them off. I use the book to make good things happen in my life and maybe if I hadn't permitted this use of the notebook I wouldn't have taken the time to sit down and plan and achieve my happiness. Therefore, the Cath Kidson notebook has been worth every pound I spent on it even though, I admit, this is an indulgence!
Happy Writing!
Stationery fanatic
I love my stationery and have to avoid going into shops that sell nice pens and notebooks as I can easily get carried away! Lucky for me, this lovely Cath Kidston notebook was bought for me as a gift for my birthday earlier this year. The book is A5 in size, and costs around the £6 mark from various retailers.
The front and back covers of this notebook are made of thick card with a slightly shiny look. This makes the book durable and resilient, and despite being put into various bags and carried around, and experimented on by my young daughter (who herself also seems to have a penchant for notebooks and pens), it is still in great condition. Inside there are about 100 pages of good quality paper, which is lined, with space for the subject and date at the top of each page.
Vintage style
But it is really the look of the notebook that sets it apart, and if you are familiar with Cath Kidston products then this notebook will be instantly recognisable as one of the designer's. The top section of the cover has a lovely vintage style floral design. It is pale cream in colour with pretty flowers and birds scattered across it depicted in shades of pink, blue and yellow. The lower portion of the front cover is a light blue with white polka dots - and in fact I have a Cath Kidston wallet that matches this print exactly.
It is a pretty cover and is a bit unusual, with the floral print alongside the blue and polka dots. It is lovely to look at and fits in with the vintage trend that is everywhere at the moment.
In summary
This is a lovely notebook and would make a fantastic gift for anyone who likes their stationery and their vintage style products. It's a practical gift but it is also pretty and stylish, and I think there are a lot of people out there that would really like this for £6 or so I think this is a really good buy as it's good quality, durable and pretty.
As those of you who have read some of my reviews may know, I am a Cath Kidston fan and love the design and patterns of so many of her products. I have bags, an umbrella, pencils, pens, a key ring, a compact mirror - even a glasses case - all with the Cath Kidston design! And yes, I also have the Cath Kidston Birds Notebook which I bought from the Cath Kidston shop in Cheltenham for £8.00. Although I think that £8.00 is pretty expensive for what is essentially a notebook, it was so pretty in the shop that I really couldn't resist buying it. Its like a disease.....I see Cath Kidston and it becomes an absolute necessity for me to but it! Anyway, needless to say, I saw the Birds Notebook and I bought it.
The book itself is a decent size with dimensions measuring 24 cm x 18 cm x 1.5 cm and so its the kind of size that you can fit into a medium size handbag. In addition to this, there are 98 pages - which seems about average for a notebook of this kind. I have used mine as a travel journal and as my trips tend to last about a month, it gives me just over 3 pages per entry - which is okay although I would prefer to have a few more pages because I like to stick things in my journals and this can take up a bit of room. The pages inside the book are lined (in a peach colour) and there is a line at the top for subject and date. I have to admit that I would prefer for the pages to be unlined - or if they are lined for the lines to be somewhat narrower as the wide spacing really isn't necessary. The paper however is decent quality (about 150gsm I would estimate) and so its not going to become easily spoiled and you can't see through the page to the writing on the other side.
However, what really drew me to the book was the pretty cover. The cover, both front and back, is hard back and so is sturdy and I would guess somewhat splash proof. On the front and back of the notebook is a lovely design of pink yellow and blue flowers that are entwined together in a random pattern, and then among the flowers, there are little fawn coloured birds that are perched or flying. The birds weren't that evident to me to start because its the floral design that really stands out. Then at the bottom of the floral / bird pattern, there is a red ribbon and underneath that a lovely pale blue background with white polka dots scattered over it. There is a label which says "Notebook" about a third down the front cover in the centre. Its a fairly random design - but it works. The corners of the back and front cover are rounded and this adds to its delicate design.
The cover and pages are bound together in a metal spiral. I like this because it means I can rip out a page if I make a mistake (I'm a neat freak!) and the book doesn't look any the worse for it.
I like my little Bird Notebook - and it does work well as a short travel journal. I have another book from Cath Kidston (a Briar Rose Jotta Pad) which I use for recipes. They're fun and cute - and I think they would make a lovely present to someone else.....or to yourself.
I have a bit of an obsession with notebooks and get through alot due to university, so upon discovering this Cath Kidston notebook, didn't hesistate in treating myself to one.
This particular notebook, the bird one, is my favourite, however there are 2 other patterns available; a gorgeous blue one with red roses, and a pink one with strawberries. This one, as pictured, has tiny floral designs and small grey birds on the top half, with a small red and white polka dot band seperating the bottom, which is a light blue with white dots. The back of the front cover is the same as the pale blue polka dot pattern aswell as the back of the back page. It's got a beautifully unique vintage look to it. It's wirebound with 98 lined pages, which are headed with 'subject' and 'date.' The only downside is the 'date' box isn't very big, for when writing the date you're better writing it as (for example) 25/12/11 rather than 25th december 2011. The font of the subject and date is a light pink, aswell as the lines. The pages are beautifully smooth, thick and even the darkest ink doesn't show through. The notebook is slightly bigger than A5 and is the right size to fit into a medium sized handbag. The front and back cover of the notebook is a thick, cardboard type material which has a beautifully shiny finish and is solid.
I personally love this notebook. It's not too big and not too small and is ideal for scribbling down notes without worrying you'll run out of space. Writing in it is a pleasure (however odd that sounds!), as the pen glides along nicely.
However much i like this notebook, i certiannly wouldn't pay full price for it. In most high street stores such as wh smiths it's priced at £8, however i got mine on amazon for £3.99 last year. I feel this is just the right price and the quality of the paper is amazing so it was worth every penny!
Overall it's a beautiful, unique and handy notebook.
Cath Kidston's vintage designs are very appealing. I am one of the first to admit that some of Cath Kidston's goods seem a little bit on the expensive side but I am still drawn to her website. I have a Cath Kidston knitting bag, a Kidston knitting needle holder and many of her pretty china mugs. Our local Cath Kidston stockist often has mugs on offer at sale prices and that makes them pretty affordable.
Cath Kidston has a really good stationery selection which includes stationery boxes, collections of pretty vintage labels, box files, document holders, fountain pens, pencils and notebooks. Cath Kidston has many themes for her stationery which include Rambling rose, Pastel rose, Provence rose and Birds. All of the collections are extremely pretty and although they are not items that you would necessarily buy for day to day scribbles they do make very good gifts.
On the Cath Kidston website, which just happens to be one of my favourite ports of call the Birds spiral bound notebook is priced at £8. However after looking on Amazon I was able to buy the Birds notebook for just under £4.50p - a great saving.
The Cath Kidston Birds notebook made a perfect gift for my elderly Mum who is always scribbling down recipes and notes. The cover of the notebook is made from a good sturdy card that could be wiped over. The design on the front cover is really delightful, the top three-quarters of the cover of the notebook has a creamy coloured background that is swarming with roses, Forget me nots and birds in flight. Under that there is a narrow red polka dot band that separates the floral and bird design from a wider band of pale blue polka dots. To finish it off there is a neat little label on the front which says `Notebook`. The whole book looks really pretty.
Open the Cath Kidston Birds notebook and you find that the insides of the front and back cover have a pale blue polka dot design too. The paper appears to be good quality and as you turn the pages they do lay flat. The top of each page is printed with `Date` and `Subject` and the pages are lined. Mum prefers lined paper because it keeps her handwriting straight! The Kidston vintage style notebook oozes charm and it made a lovely Christmas gift.
This notebook is ideal to scribble recipes down. In fact it would make an ideal book for noting down any favourite poems or special family times that you have particularly enjoyed. It seems that as a designer Cath Kidston cannot put a foot wrong, her quirky vintage style appeals to all age groups. Before I finish I must just tell you that I bought the Cowboy crush mug for hubby ( a horse racing fan!) and my grandson was treated to the Cath Kidston cowboy dressing gown. Both of there made great pressies.


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The following report is submitted in compliance with NRS 218.5356, which requires that a written report of the findings of the Legislative Bureau of Educational Accountability and Program Evaluation be filed with the Director of the Legislative Counsel Bureau on or before December 31st for transmission to the Legislature in even-numbered years or to the Legislative Commission in odd-numbered years.
Nevada Education Reform Act
The Legislative Bureau of Educational Accountability and Program Evaluation (Bureau) was created by Senate Bill 482 (Chapter 473, Statutes of Nevada 1997). This comprehensive school reform package, called the Nevada Education Reform Act (NERA), combined education initiatives proposed by the Governor with those of the Senate Finance Committee and provided nearly $41 million in general fund appropriations to improve public education. Through the Nevada Education Reform Act, the following occurs:
Ø The school accountability program is strengthened;
Ø A system for the adoption of high, measurable statewide standards in academic subjects is established;
Ø A series of statewide tests linked to those standards is implemented;
Ø Use of educational technology for classroom instruction is increased; and
Ø A process for legislative review of education reform is established.
To facilitate legislative review of educational matters, the Act established two new entities within the legislative branch: the Legislative Committee on Education and its staff component, the Legislative Bureau of Educational Accountability and Program Evaluation.
During the 1999 Legislative Session, the Nevada Education Reform Act was further strengthened through the passage of:
Ø Senate Bill 70 - Changed the term that designates schools as demonstrating "inadequate achievement" to schools "In Need of Improvement" and added a new category of schools called "exemplary achievement."
Ø Senate Bill 466 - Made the Council to Establish Academic Standards permanent; required examinations to measure pupils' proficiency in the new state standards; and provided assistance to pupils who were not able to pass the new, more challenging high school proficiency examination in math.
Ø Senate Bill 555 (school funding bill) - Appropriated $18 million over the biennium to support five school improvement projects; they are as follows:
1. $3.3 million per year was authorized for remedial education programs that have been found to be effective in increasing academic achievement in low-performing schools.
2. In addition to the $3.3 million for remedial programs for low-performing schools, the Legislature added $1 million per year of general fund money for approved programs of remediation and tutoring for pupils at risk of failure. These programs were required to be conducted before or after school, during the summer, or between sessions in a year-round calendar.
3. To help teachers teach to higher academic standards, $3.5 million in each year was approved for four regional professional development programs in Clark, Elko, Douglas and Washoe Counties.
4. New tests to measure the proficiency of third and fifth graders in the new standards were approved at a cost of $300,000 per year.
5. To improve the high school proficiency examination, $900,000 per year was provided to enable the Department of Education to contract with a nationally recognized testing company to provide the expertise and credibility necessary to strengthen the program.
During the 2001 Legislative Session and the 17th Special Session (SS), the Nevada Education Reform Act was again strengthened through the passage of:
Ø Senate Bill 3 (SS) – Creates the Statewide Regional Professional Development Program (RPDP) Coordinating Council and specifies duties of the Council; continues provisions concerning the reimbursement of teachers for certain costs in acquiring national certification by the National Board for Professional Teaching Standards; delays implementation of the science portion of the high school proficiency examination for two years; provides for the norm-referenced tests[1] (NRTs) (TerraNova), which are currently administered at grades 4, 8, and 10, be administered at grades 4, 7, and 10; provides guidelines for the development and administration of new criterion-referenced tests[2] (CRTs) in the 8th grade; and requires the Department of Education to allow the Bureau to participate, to the extent practicable, in the process for the review and selection of contractors for the development, printing, administration and scoring of state examinations.
Ø Senate Bill 10 (SS) – Makes a legislative declaration concerning State goals and priorities with regard to literacy and the acquisition of reading proficiency by Nevada students at an early grade level.
Ø Senate Bill 165 – Specifies the content of the accountability panel reports for schools demonstrating need for improvement for two or more consecutive years.
Ø Senate Bill 399 – Revises certain provisions governing charter schools, including a plan for an alternate sponsorship route for charter schools by allowing the State Board of Education to sponsor a charter school if its application is denied by a school district. The bill also authorizes programs of distance education.
Ø Senate Bill 427 – Appropriates over $9.9 million from the State General Fund for use by the Commission on Educational Technology to provide grant money to local school districts for educational technology; appropriates $50,000 to the Bureau for an evaluation of educational technology in the State; and appropriates $10.0 million from the State General Fund to the State Department of Education to provide signing bonuses to teachers who are newly hired by school districts during the 2001-2003 biennium.
Ø Senate Bill 585 (school funding bill) - Appropriates $39.7 million over the biennium to support five school improvement projects; they are as follows:
1. $11.5 million over the biennium was authorized for remedial education programs that have been found to be effective in increasing academic achievement in low-performing schools. The significant increase in funds from $6.6 million to $11.5 million over the biennium, was due to the 2001 Legislature expanding the definition of eligibility to include schools with 40 percent or more of students scoring in the bottom quarter in one or more subject areas on the TerraNova; previously, it was three or more subject areas.
2. In addition to the $11.5 million for remedial programs for low-performing schools, the Legislature continued $1 million per year of general fund money for approved programs of remediation and tutoring for pupils at risk of failure. These programs are conducted before or after school, during the summer, or between sessions in a year-round calendar.
3. To help teachers teach to higher academic standards, almost $10.2 million over the biennium was approved for the continued operation and evaluation of four regional professional development programs (RPDPs) in Clark, Elko, Douglas and Washoe Counties.
4. To assist the State in reaching the goal of all pupils reading at grade level by the end of third grade, $8.8 million over the biennium was approved for the RPDPs to establish a Nevada Early Literacy Intervention Program (NELIP), designed to provide training for teachers who teach kindergarten and grades 1, 2, and 3, on methods to teach fundamental reading skills. The Legislature also approved $65,000 in each year of the biennium for an evaluation of the NELIP.
5. Funding for early childhood education was increased from $500,000 per year last biennium to $3.5 million per year for competitive grants to school districts and community-based organizations for early childhood education programs.
Ø Assembly Bill 214 – Addresses the security of statewide proficiency examinations, including the need for investigations of testing irregularities or breaches of security.
Ø Assembly Bill 671 – Appropriates approximately $91.8 million in FY 2002 and $99.7 million in FY 2003, for continued support of the class-size reduction program. This measure also authorizes the Elko County School District to continue its demonstration project in which pupil-teacher ratios of 22 to 1 are established in kindergarten and grades 1 to 6, inclusive.
Legislative Committee on Education
Pursuant to NRS 218.5354, the eight-member Legislative Committee on Education is charged with reviewing statewide programs of:
Ø Accountability;
Ø Class-size Reduction; and
Ø Automated student records (the Statewide Management of Automated Records Transfer or SMART system).
The Committee may review any other fiscal or policy concerns associated with public education in Nevada, as it deems necessary, and make recommendations to the Legislature concerning the manner in which public education may be improved. The Committee also prescribes standards for the review and evaluation of the school accountability reports required by NRS 385.347, in addition to any standards prescribed by the Department of Education. The Act requires the Committee to recommend to the Department of Education programs of remedial study that have proven to be successful in improving the academic achievement of pupils for each subject tested in the examinations required by NRS 389.015.
During the 1999-2001 Interim, the Committee met fifteen times. In order to gain a better understanding of education reform in Nevada, the Committee met in different locations and included tours of schools as a part of the agendas. The Committee toured schools in Churchill County School District, Clark County School District, and Washoe County School District. Schools that made remarkable increases in student achievement were asked to present to the Committee and explain improvement efforts made by school staff. In addition to touring schools and requesting presentations by school staff, the Committee called for legislative staff to assemble a document that details the impact of major education reform initiatives from the last decade. The document, Comprehensive Review of Education Reform in Nevada, was presented to the Committee at its September 2000 meeting.
Because of the importance of high stakes tests in the realm of education reform in the State of Nevada, the Committee held two meetings exclusively on testing issues and included agenda items on testing, as needed, during other meetings of the Committee. In order to understand the impact of high stakes tests on test security, the Committee issued subpoenas to the State Department of Education and Clark County School District to obtain records of test security irregularities and breaches. The Committee requested that staff review the information and compile a report to be presented to the Committee at its January 2001 meeting. Staff of the Research Division of the Legislative Counsel Bureau, as well as the Bureau, reviewed all subpoenaed documents and prepared a report. Based upon findings from the review, the Committee forwarded recommendations to the 2001 Legislature, which were passed in Assembly Bill 214. The measure provides for the following:
1. Addresses the security of the statewide proficiency examinations, including the need for investigations of testing irregularities or breaches of security;
2. Requires the State Department of Education and the school districts to establish and enforce plans for test security;
3. Authorizes the Department and the school district to compel witnesses to testify in investigations, and clarifies that failure to follow test security procedures is grounds for disciplinary action against teachers or other licensed employees; and
4. Extends whistle-blower protection to school district employees who report irregularities or breaches in testing security.
In January of 2001, the Committee approved a list of 31 remedial programs that have been found to be effective in increasing academic achievement of pupils; the Department of Education subsequently adopted the Committee's list. In January of 2002, the Committee will again hear recommendations from the Bureau on programs to be included on the list for the 2002-2003 school year. The list of remedial programs approved by the Committee in January 2001 is included under Tab 1 – Remedial Programs; the full report is available from the Bureau.
For a detailed report on the Committee's activities and recommendations during the 1999-2001 Interim, refer to Bulletin 01-16, Legislative Committee on Education.
Legislative Bureau of Educational Accountability and Program Evaluation
The Legislative Bureau of Educational Accountability and Program Evaluation, which was placed within the Fiscal Analysis Division of the Legislative Counsel Bureau, consists of two employees: an Education Program Analyst and an Education Research Statistician. This unit is supervised by the Assembly and Senate Fiscal Analysts and works closely with the Chief Principal Research Analyst and Senior Research Analyst in the Research Division assigned to work on education issues. The Bureau has been fully staffed since February of 1998 when the Program Analyst and Statistician were hired.
As part of the Fiscal Analysis Division, the Bureau also has duties of a fiscal nature. Staff members are assigned budget accounts to monitor and analyze, as are other members of the Fiscal Analysis Division. This involves reviewing the agency's budget request, analyzing the Governor's recommendations, soliciting additional information from the agency as needed, preparing for budget hearings and formulating information and recommendations for the money committees during session. Staff track legislation affecting education and related agencies and prepare bill explanations and summaries. Staff is also responsible for tracking state revenues for education and must be knowledgeable about federal funds available for educational programs. All of the budget accounts pertaining to public education are handled by Program Analysts, who work closely with the Bureau, or by Bureau staff.
The Bureau provides information to the Committee and is responsible, pursuant to NRS 218.5356, for:
Ø Collecting and analyzing data and issuing reports related to the Act's reform provisions and statewide programs in accountability, testing, class-size reduction, and special education;
Ø Evaluating the performance and progress of public education in Nevada; and
Ø Monitoring implementation of the Act and expenditures of funds appropriated by the Act.
Bureau Accomplishments
The following provides detail regarding the accomplishments of the Bureau during the timeframe of January – December 2001; accomplishments are organized under ten major areas:
Ø Education Reform
Ø Accountability
Ø State Examinations
Ø Professional Development
Ø Class-Size Reduction
Ø Special Education
Ø Educational Technology
Ø Academic Standards for Public Schools
Ø Other Education Responsibilities
Ø Fiscal Responsibilities
Education Reform
List of Effective Remedial Programs
A major responsibility of the Bureau is the evaluation of the effectiveness of educational programs. Senate Bill 585 of the 2001 Legislative Session appropriates $11.5 million over the biennium to be distributed among the schools designated as "In Need of Improvement" and certain schools that have been designated as demonstrating "adequate achievement," but are low performing. These funds are utilized to pay for implementing effective remedial education programs. A school that receives such funding is required to ensure that each pupil who failed to demonstrate at least adequate achievement on the state-required norm-referenced test (TerraNova) completes a program of remedial study adopted by the Department of Education.
In connection with this requirement, S.B. 482 of the 1997 Legislative Session requires the Legislative Committee on Education to recommend to the Department of Education programs of remedial study that have proven to be successful in improving the academic achievement of pupils in the subject areas of reading, writing, mathematics and science. The Bureau, with assistance from the Department of Education and a consultant from the University of Nevada - Reno, developed a List of Effective Remedial Programs and presented this List to the Legislative Committee on Education in March 1998, with an updated List provided to the Committee in January 1999, March 2000, and January 2001. The Committee and the Department have both adopted these lists. It is anticipated that an updated List will be presented to the Committee in January 2002. Copies of the List are available from the Fiscal Analysis Division, or may be accessed on the Bureau's website at: www.leg.state.nv.usfiscal/LeBeape.
Review of Remedial Fund Applications
In conjunction with the development of the List of Effective Programs, the Bureau participated in the review of applications for allocations of funding for remedial education submitted by 80 schools that were designated as "In Need of Improvement" or having low performance. The Bureau and the Department made recommendations to the Interim Finance Committee regarding the applications for funding; all 80 schools received funding to implement an approved remedial program during the 2001-2002 school year.
In addition to the $11.5 million for low performing schools, Senate Bill 585 of the 2001 Legislative Session also authorizes an additional $1 million for remedial education programs or tutoring for pupils who need additional instructional time in order to pass or to reach a level considered proficient. Programs funded under this legislation must be conducted before or after school, on weekends, during the summer or between sessions in schools with year-round calendars. The Bureau participated in the review of applications of funding for remedial programs or tutoring submitted by fifteen of the seventeen districts and five charter schools. The Bureau and the Department made recommendations to the Interim Finance Committee regarding the applications for funding, and all fifteen districts and five charter schools received funding to implement remedial programs during FY 2002.
Review of Low Performing Schools
As a follow-up to the allocation of remedial funds, the Bureau, with assistance from Department of Education staff, have and will continue to conduct site reviews at schools/districts to answer any technical questions with regard to implementation and to ensure that the selected remedial programs have been implemented appropriately. The following provides the number of schools reviewed by school year:
School Year
1998-1999 1999-2000 2000-2001 2001-2002
23 schools 36 schools 30 schools 42 schools*
*As noted in the previous section, 80 schools received state remediation funding for the 2001-2002 school year. The increase in the number of eligible schools was due the 2001 Legislature expanding the definition of eligibility to include schools with 40 percent or more of students scoring in the bottom quarter in one or more subject areas on the TerraNova; previously, it was three or more subject areas. Because of time constraints in reviewing all 80 schools, the Bureau developed a paper review that will be completed by each of the schools that do not receive an on-site review (see also the form located under Tab 2 – Status Report). Upon receipt of information from each school involved in the paper review process, the data will be reviewed and a determination will be made regarding the necessity of an on-site review by Bureau and Department staff.
In order to increase the efficiency of on-site reviews and provide a timely report to school district staff on findings from the review, the Bureau developed a form for use beginning in the 2000-2001 school year that is completed by reviewers immediately following the review (see also the form located under Tab 3 – School Review Form).
In addition to reviewing schools that received funding for remediation for low performance, the Bureau, with assistance from the Department, continues to review a sample of districts/schools that received funding for remediation of at-risk pupils. To date, programs implemented in Carson City, Churchill County, Clark County, Douglas County and Washoe County have been reviewed.
Toward the end of the school year, each school/district that receives state remediation funding is requested to provide data on the effectiveness of the remedial program(s) implemented. The Bureau works directly with schools to assist them in understanding how to collect the requested data. In addition, the Bureau distributes data collection guidelines to each school that has received state remediation funds, as well as to school district staff responsible for assisting schools in implementing the remediation programs (copies of the data collection guidelines are available from the Fiscal Analysis Division, or may be accessed on the Bureau's website at: www.leg.state.nv.usfiscal/LeBeape).
School Profiles for Schools Designated as In Need of Improvement
Utilizing state assessment data, as well as evaluation data received from schools, the Bureau completed a report in January 2001 that provides profiles for each of the schools that received a designation of demonstrating "Need for Improvement" on April 1, 1998 (copies of the report are available from the Fiscal Analysis Division, or may be accessed on the Bureau's website at: www.leg.state.nv.usfiscal/LeBeape). Topics addressed in the report include:
Ø Designation status of the school over three years;
Ø School improvement plan implemented with state remediation funding; and
Ø Student academic success, evidenced by state mandated assessments and results of remediation programs.
An updated report that includes profiles of schools that received a designation of demonstrating "Need for Improvement" on April 1, 1999 will be presented to the Committee in February 2002.
Comprehensive School Reform
In addition to state funding for remedial programs, all schools that receive Title I funding may apply for federal Comprehensive School Reform Demonstration (CSRD) funds; some of the CSRD funding is available to schools that are ineligible for Title I funding for disadvantaged schools. The Bureau continues to review reports on the effectiveness of the Comprehensive School Reform Program and will provide a summary report to the Committee during FY 2001-2002.
Data Book for Public Education
In order to provide the 2001 Legislature with updated information regarding education topics and programs, staff of the Legislative Counsel Bureau's Fiscal Division, including the Bureau, and Research Division compiled a data book for education. The data book was organized into sections reflecting topics and programs that were a continuing source of legislative inquiry during the 1999-2001 interim. The sections of the book present information concerning the state as a whole, district level information, and (when available), comparisons with the other ten surrounding western states. Major sections of the data book include:
Ø School finance;
Ø Teacher salaries;
Ø Statewide student assessments; and
Ø Demographic characteristics of the education system.
The complete report may be obtained from the Research Division of the Legislative Counsel Bureau and is also available on the Bureau's website at www.leg.state.nv.usfiscal/LeBeape.
School Reform Conferences
In order to keep up with current trends in the area of school reform, the Bureau continues to participate in various school reform conferences, including:
Ø National Conference on Large-Scale Assessment; and
Ø Increasing Achievement in High Poverty Schools.
School Accountability Technical Advisory Committee
The School Accountability Technical Advisory Committee, sometimes referred to as the "Accountability Task Force," requires active participation by the Bureau because this committee oversees the development of the Handbook for Implementation of NRS 385.347 - School Accountability Legislation. The Bureau has participated in the Department of Education's School Accountability Technical Advisory Committee since FY 1997-98 and will continue to do so. The Fiscal Analysis Division has attended meetings of the Department's Accountability Task Force since that group was formed in 1993.
School Accountability Data Tables
Pursuant to NRS 385.347, each public school in Nevada is required to produce an annual accountability report that is sent to parents and other residents of the district. School districts must then submit a district report to the Legislative Counsel Bureau that summarizes the effectiveness of the accountability program and describes efforts made by the districts to correct deficiencies noted in the school reports. The Bureau is required to revise data elements, periodically, to comply with revised statutes and to compile the information supplied in the school accountability reports of Nevada's seventeen school districts into School Accountability Data Tables. The Data Tables include both demographic and performance data and are utilized by the review panel contracted to evaluate the accountability reports (see also School Accountability Progress Reports below). The Data Tables for the 1999-2000 school year were completed in August 2001 and were distributed across the State. Copies of the Data Tables may be obtained from the Fiscal Analysis Division, or may be accessed on the Bureau's website at www.leg.state.nv.usfiscal/LeBeape.
Plans for Improvement (Part III Reports)
As part of the Program for Accountability of School Districts, NRS 385.351 requires school districts to submit a "Plan for Improvement" based upon deficiencies noted in the accountability program. As part of the review of schools designated as "In Need of Improvement" under NRS 385.367, the Bureau reviews each school's "Plan for Improvement" and makes recommendations, as appropriate.
The NERA authorizes the Bureau to contract with a third party to evaluate school districts' accountability reports and consult with districts regarding plans for school improvement. A Request for Proposal (RFP) was prepared in June 2001 and, in July 2001, the proposal submitted by Dr. George C. Hill was accepted. A draft of the 1999-2000 Accountability Progress Report will be submitted to the Bureau and district superintendents for review in January 2002. The final report will be provided to the Bureau in February 2002 and findings will be presented to the Legislative Committee on Education at its March 2002 meeting.
Reports of Academic Probation Panels
Pursuant to NRS 385.378, the Department shall establish a panel to supervise the academic probation of a school that receives two or more consecutive designations as demonstrating need for improvement. As part of the responsibilities of the panel, a report must be developed, which identifies the problems and factors that contributed to the designation of the school, as well as specific plans of the school district to improve the designation of the school. The Bureau reviews all such reports and provides a summary, with any recommendations to the Committee. For the 2001-2002 school year, two schools were placed on academic probation: Fitzgerald Elementary and Martin Middle school; it is anticipated that a summary report from the Bureau, with any recommendations, will be submitted to the Committee in January 2002.
State Examinations
Test Directors' Meetings
The Bureau participates in all Test Directors' meetings. These meetings are coordinated by the Department of Education and provide information regarding the status of testing in Nevada.
Testing Technical Advisory Committee
The Testing Technical Advisory Committee is sponsored by the State Department of Education and is facilitated by an outside party (currently WestEd). Membership of the Committee includes staff of the Department, Nevada school districts, and testing experts from other states. The purpose of the Committee is to review Nevada's statewide testing program and discuss recommendations to improve the program. The Bureau participates as an observer in all meetings.
High School Proficiency Examination (HSPE)
The High School Proficiency Examination (HSPE) is a graduation test that all students must pass in order to receive a standard diploma. Senate Bill 3, as passed by the 17th Special Session, again requires the High School Proficiency Examination (HSPE) be developed, printed and scored by a nationally recognized testing company. The Department will be entering into a contract with Harcourt Brace for this service. As in the past, the Bureau will closely monitor the contract, and will continue to attend standard-setting advisory sessions and bias-review sessions for the examination:
Ø Standard-Setting Advisory Sessions: These sessions require the Standard-Setting Advisory Panel to review every question that may be included on the High School Proficiency Examination and make judgments regarding the difficulty level of each question. Input received from the panel is utilized in making recommendations to the State Board of Education regarding the appropriate passing score ("cut-score") for the examination.
Ø Bias-Review Advisory Sessions: These sessions require the Bias-Review Advisory Panel to review every question that may be included on the High School Proficiency Examination and make judgments regarding whether questions are appropriate for inclusion on the test (i.e., are the items unbiased regarding age, gender, ethnicity, etc.).
Norm-Referenced Tests (NRTs)
Norm-referenced tests (NRTs) are utilized in Nevada to determine whether a school has adequate academic performance under the school accountability provisions of the Nevada Education Reform Act. The current contract for such examinations is with CTB-McGraw/Hill for the TerraNova. During the 2001-2003 biennium, the contract with CTB-McGraw/Hill will expire and the Department will solicit bids for a new examination. The Bureau will closely monitor the selection of the new examination.
Criterion-Referenced Tests (CRTs)
Criterion-referenced tests (CRTs) are designed to measure student proficiency on state standards. Senate Bill 555 of the 1999 Legislative Session authorized the Department of Education to spend $300,000 in each year of the biennium to develop or purchase and to score new CRTs for grades 3 and 5, in the subject areas of reading and math. During the 1999-2001 biennium, the Bureau monitored the development of the examinations, as well as the first pilot administration of the examinations in the spring semester of 2001.
Senate Bill 13, as passed by the 2001 Legislature, appropriates over $1.1 million for a new CRT for pupils in grade 8. The Bureau will again monitor the development and administration of this examination during the 2001-2003 biennium.
Professional Development
Regional Professional Development Programs (RPDPs)
Senate Bill 585 of the 2001 Legislative Session provides over $10.0 million during the 2001-2003 biennium for the continuation of Nevada's Regional Professional Development Programs (RPDPs). These programs operate for the following purposes:
Ø Training teachers to teach to the new standards for public schools established by the Council on Academic Standards;
Ø Training teachers and school administrators how to measure pupil achievement and analyze and interpret test scores for school improvement;
Ø Training teachers to teach to a higher level in their content areas; and
Ø Training teachers in methods of teaching basic skills, such as reading instruction using phonics and basic mathematics computation skills.
During the 1999-2001 biennium, the Bureau created an ad hoc advisory workgroup to discuss progress of the RPDPs. The RPDP Workgroup was composed of RPDP coordinators, RPDP board representatives, Department staff, and a representative from WestEd who was contracted to perform an evaluation of the effectiveness of the professional development programs. Senate Bill 3 of the 17th Special Session, makes the workgroup permanent, by creating an eight-member Statewide Council for the Coordination of the Regional Training Programs. The Bureau will continue to attend all meetings of the Statewide Council.
In addition to continued funding for the operation of the programs, the Legislature provided $65,000 in each year of the biennium for the Bureau to spend for an evaluation of the RPDPs. In response to this, the Bureau has entered into a contract with WestEd for the evaluation. WestEd is a nonprofit research, development, and service agency. As one of the nation's Regional Educational Laboratories, WestEd services Arizona, California, Nevada, and Utah. As part of the evaluation, the Bureau has committed to assisting WestEd in collecting data through classroom observations.
Nevada Early Literacy Intervention Program (NELIP)
Senate Bill 585, as passed by the 2001 Legislature, provides over $8.8 million during the 2001-2003 biennium for the creation of a Nevada Early Literacy Intervention Program (NELIP). As a component of the RPDPS, the purpose of the NELIP is to provide training for teachers who teach kindergarten and grades 1,2, and 3, on methods to teach fundamental reading skills.
As with the RPDPs, the Legislature provided $65,000 in each year of the biennium for the Bureau to spend for an evaluation of the NELIP. In response to this, a Request for Proposals (RFP) was released in August 2001; three proposals were received. A review committee of staff of the Legislative Counsel Bureau scored each proposal and selected the proposal submitted by Mid-continent Research for Education and Learning (McREL). Based in Aurora, Colorado, McREL is part of a national network of educational laboratories and centers, funded by the Office of Educational Research and Improvement of the U.S. Department of Education. A contract between McREL and the Bureau is currently being negotiated.
Class-Size Reduction
Class-Size Reduction Annual Report
The Act requires the Bureau to review the statewide program to reduce the ratio of pupils per class and per licensed teacher. The Bureau has met with Department of Education staff involved in class-size reduction and has reviewed all annual reports to the present. Since the program's inception, the Fiscal Analysis Division has tracked the number of teachers hired and pupils taught, the resulting pupil-teacher ratios, the percentage of classrooms team-taught, and funding allocated to each school district specifically for class-size reduction. Each year, the Fiscal Analysis Division calculates whether school districts have hired from their general funds a sufficient number of teachers to maintain the pupil-teacher ratio that existed before the class-size reduction program began in school year 1990-91. The Bureau made recommendations concerning these reports and submitted these recommendations, along with an annual report on the program, to the Legislative Committee on Education in April 2001.
In order to eliminate team teaching, Assembly Bill 700 of the 1999 Legislative Session authorized the Elko County School District to utilize the money appropriated for class-size reduction to carry out a demonstration project in which pupil-teacher ratios of 22 to 1 are established in kindergarten and grades 1 to 6, inclusive, in school years 1999-2000 and 2000-2001. This demonstration project was authorized to continue through the 2001-2003 biennium with the passage of Assembly Bill 671 of the 2001 Legislative Session. As part of the bill, the Elko County School District must evaluate the effectiveness of the project in improving pupil achievement. In response to this requirement, the Bureau and the Department worked with Elko County School District and their contractor (Great Basin College) in developing and implementing an evaluation plan for the project. The plan was implemented during the 1999-2001 interim and included collecting data through the following:
Ø Classroom Observations;
Ø Teacher Interviews;
Ø Principal Interviews;
Ø Teacher Journals;
Ø Parent Focus Groups; and
Ø School records (student achievement, attendance, discipline, etc.).
A report on the effectiveness of the demonstration project during the 1999-2001 biennium was distributed to the Legislature in February 2001. Results from the classroom observations indicate that the greatest differences were found in the comparison of grades 3-6 that were at a 30 to 1 student-teacher ratio during the 1999-2000 school year and those same grades that are now at the pilot ratio of 22 to 1 for school year 2000-2001. According to class-size reduction theory, a smaller number of students per teacher should make possible greater individualization of instruction and greater engagement in learning on the part of students. It should also make classroom management easier and discipline more positive. To date, it appears that many of the goals of lowering class size are occurring in the Grades 3-6 classrooms that are now limited to 22 students to one teacher.
For the 2001-2003 biennium, the evaluation will be conducted in a similar fashion, with Bureau and Department staff collecting data through classroom observations and compiling and analyzing the data received. In anticipation of Great Basin College eventually conducting the entire evaluation, Bureau and Department staff have agreed to provide training to Great Basin staff on how to utilize SPSS statistical software to compile and analyze the data from the classroom observations. An updated evaluation report on the effectiveness of the demonstration project will again be distributed to the Legislature in February 2003.
Special Education
The NERA requires the Bureau to review the statewide program to educate persons with disabilities. In response to this, the Bureau continues to focus its review of special education programs on the following:
Ø Special education students included in statewide testing;
Ø Special education students who graduate with a standard diploma;
Ø The effect of class-size reduction on the number of requests for special education testing; and
Ø The effect of remedial education programs on the number of requests for special education testing.
In addition, beginning in the 1999-2000 school year, the Bureau began closely monitoring changes to federal regulations regarding the inclusion of special education pupils and English Language Learners (ELL) in state assessment systems. The Bureau will continue to examine data with regard to the inclusion of special populations and it is anticipated that the Bureau will expand its review of accountability data to more closely look at achievement rates by population.
Educational Technology
Commission on Educational Technology
The Nevada Education Reform Act created an 11-member Commission on Educational Technology consisting of representatives from school districts, public libraries, the University and Community College System of Nevada, private sector, parents, and legislators. The Commission is charged with developing a statewide plan for the use of educational technology, making recommendations for the distribution of funds for educational technology and developing technical standards for education technology and uniform specification to ensure statewide compatibility.
Senate Bill 427, as passed by the 2001 Legislature, appropriates over $9.9 million for the Commission to distribute for educational technology needs in school districts. In addition, the Legislature appropriates $50,000 for use by the Bureau to spend for an evaluation of educational technology in the State of Nevada. In response to this, a Request for Proposals (RFP) was released in October 2001; seven proposals were received. A review committee of staff of the Legislative Counsel Bureau and the Commission scored each proposal and selected the proposal submitted by Mid-continent Research for Education and Learning (McREL). Based in Aurora, Colorado, McREL is part of a national network of educational laboratories and centers, funded by the Office of Educational Research and Improvement of the U.S. Department of Education. A contract between McREL and the Bureau is currently being negotiated.
Statewide Management of Automated Records Transfer (SMART)
Assembly Bill 469 of 1997 established a statewide, automated records system for accountability of K-12 public school students in Nevada, called the Statewide Management of Automated Records Transfer (SMART) System. The Department of Education coordinates quarterly meetings to discuss issues surrounding the implementation of the SMART system in Nevada. The Bureau attends these meetings and training workshops on how the system works; it is anticipated that training will be on-going. It is imperative that the Bureau understands and is able to utilize the SMART system since this system will generate accountability data in the future. At the request of SMART Advisory Committee members and Department staff, the Bureau has provided technical assistance on budget issues and data elements required for the analysis of school accountability data.
Academic Standards for Public Schools
Council to Establish Academic Standards for Public Schools
The Nevada Education Reform Act created a nine-member Council to Establish Academic Standards, composed of representatives from the State Board of Education, parents, teachers, business leaders, and legislators. Senate Bill 466 of the 1999 Legislative Session made the Council permanent and charged them with developing grade-by-grade standards for Kindergarten through eighth grade. The permanent Council consists of an eight-member panel, with four members appointed by the Governor and four by legislative leadership. The Council's duties are expanded to include a periodic review, and, if necessary, revision to the standards. The Council must also recommend assessments to measure student proficiency on the standards and review pupils' performance on these assessments to evaluate areas of the standards that might need revision. The Bureau has monitored the progress of the Council and has provided assistance, as needed.
Other Educational Responsibilities
District Site Visits
In order to become familiar with the unique characteristics of each school district in Nevada, the Bureau has conducted site visits of numerous schools throughout the state. To date, the Bureau has completed site visits in all 17 school districts and has reviewed 137 schools, including five charter schools and two educational programs at correctional sites in Ely and Lovelock, Nevada. It is anticipated that the Bureau will focus on the completion of reviews of all charter schools and schools that have implemented before/after school programs and distance education programs during the 2001-2003 biennium.
Other Educational Programs Monitored/Evaluated by the Bureau
The Act also requires the Bureau to conduct studies and analyses to evaluate the performance and progress of other educational programs in the state. In response to this, the following programs are being monitored/evaluated by the Bureau:
Ø Early Childhood Education: Senate Bill 585, as passed by the 2001 Legislature authorizes $3.5 million in each year of the biennium for competitive state grants to school districts and community-based organizations for early childhood education programs. As part of receiving a grant, the school district is required to submit an evaluation of the program. The Bureau will review the evaluations and submit a summary report to the Committee.
Ø Charter Schools: During the 1999-2001 biennium, the Committee heard testimony from Dr. George Perreault, Department of Educational Leadership, University of Nevada, Reno, of the importance of conducting case study evaluations of charter schools in the Nevada. These evaluations would provide policy makers with detailed information regarding how charter schools provide services to pupils, and how effective the services are in increasing the academic achievement of pupils, reducing the drop-out rate of at-risk pupils, and so on. During the 2001 Legislative Session, legislators discussed funding for such an evaluation, however, due to the shortage of funding, an evaluation of charter schools was not approved.
Following the session, staff met with Dr. Perreault to discuss the possibility of contracting with the Bureau to conduct the evaluation. In response to this meeting, Dr. Perreault submitted a proposal that would provide case study evaluations for five charter schools, which have been in existence for two or more years (Gateways to Success – Churchill; Keystone – Clark; Odyssey – Clark; I Can Do Anything – Washoe; and Sierra Nevada Academy – Washoe.) The Committee approved the proposal at the November 2001 meeting, and a contract is currently being negotiated. It is anticipated that Dr. Perreault will submit a final report in Summer 2002.
Ø Programs of Distance Education: Senate Bill 399, as passed by the 2001 Legislature, authorizes public schools, including charter schools, to provide programs of distance education to certain categories of pupils (i.e., at risk of dropping out of school; in a program of independent study; unable to attend school for medical reasons; in a program of alternative education; lacking access to advanced courses; and within special circumstances as approved by the school district or governing body of a charter school). The bill requires an annual report by districts or charter schools that provide a distance education program be submitted to the Legislature. It is anticipated that the Bureau will review a sample of distance education programs during the biennium, as well as review all annual reports; a summary report of findings will be submitted to the Committee during the interim.
Future Educational Studies
In addition to its statutory duties, future plans for the Bureau include the following projects:
Ø Continuing to review the status of the project to develop a statewide, automated system of student records, specifically to address what analyses will be possible once the system is operational;
Ø Continuing to expand the analyses of test results and other data to evaluate pupils' academic performance, especially any data available concerning class-size reduction, parent participation, special education, and programs of remedial instruction, including extended-day programs and continued monitoring of the school improvement plans and remedial education programs of low-achieving schools;
Ø Continuing to work with the Department of Education and school districts to maximize the use of state, local and federal funding available for remedial education and school improvement programs;
Ø Continuing to work with the school districts to improve the reliability of the data provided in school and district accountability reports;
Ø Continuing to review effective teacher preparation and professional development programs;
Ø Continuing to provide guidance on programs for remedial education, school-wide improvement and educational technology that have evidence of effectiveness in improving academic performance, including working with the Department of Education to sponsor workshops for school districts on effective programs;
Ø Continuing to work with the Department of Education and the Regional Professional Development Programs to provide school districts with guidance on how to utilize assessment data to determine remediation needs and how to evaluate implemented remediation programs;
Ø Expanding the review of accountability data to include variables affecting the dropout rate of pupils;
Ø Evaluating the use and effectiveness of alternative assessments for students with disabilities, including the new Skills and Competencies for Alternative Assessment of Nevada (SCANN);
Ø Researching the effect of classroom book-sets, not available for students to take home, on student academic achievement; and
Ø Researching the effect of the millennium scholarship on student grades.
Quick Polls
Legislators have requested other information and studies. Many of these requests require information from all school districts. In order to complete the requests in a reasonable time frame, the Bureau created a Quick Poll form, which may be faxed to the seventeen districts at one time. Response to these Quick Polls has been favorable. Upon receipt of the information, a report is completed by the Bureau and is sent to the person who made the request. Examples of Quick Polls that have been completed thus far are as follows:
Ø School district policies on the number of times students may take the HSPE in order to receive a "home high school diploma" versus an "adult high school diploma;"
Ø School district policies regarding return of textbooks;
Ø School district policies regarding salaries of teachers hired from out-of-state;
Ø School district policies on school police;
Ø School district policies on use of cell phones on school property;
Ø School district expenses for testing;
Ø Percent of new state standards covered in school district curriculum;
Ø Retention rates of high school students;
Ø Incidents involving weapons in public schools;
Ø Types of remedial programs implemented throughout the state;
Ø School district handbooks and policies for English-language learners;
Ø Home school and private school student participation in public schools;
Ø Test administration and test security policies and procedures; and
Ø Numbers of Adjusted diplomas.
In order to increase public access to information published by the Bureau, a website has been developed for public access: www.leg.state.nv.usfiscal/LeBeape. The following documents continue to be available on the website:
Ø State Data Tables;
Ø List of Effective Remedial Programs;
Ø Guidelines for Data Collection of State Funded Remedial Programs;
Ø School Profiles of Low Performing Schools;
Ø Nevada School District Accountability Program: Review, Analysis and Recommendations;
Ø 2001 Data Book for Nevada K-12 Education; and
Ø Bureau Annual Report.
Fiscal Responsibilities
Agency Reviews
Pursuant to NRS 218.686, the Bureau staffers, as program analysts, have been assigned to examine the following agencies' budgets/funds with special regard to their activities:
Ø WICHE (Western Interstate Commission on Higher Education);
Ø Commission on Postsecondary Education;
Ø Higher Education (pre-paid) Tuition Administration;
Ø Millennium Scholarship Administration;
Ø Business and Industry – Real Estate;
Ø Business and Industry – Consumer Affairs;
Ø Business and Industry – Attorney for Injured Workers;
Ø Business and Industry – Employees Management Relations Board;
Ø Business and Industry – Commission for Hospital Patients;
Ø Business and Industry – Athletic Commission;
Ø Business and Industry – Dairy Commission;
Ø Public Defender;
Ø Ethics Commission;
Ø Indian Affairs Commission;
Ø Women's Commission;
Ø Licensing Boards; and
Ø Insurance Premium Tax.
Contract for a Financial Analysis Model Program in Each School District in the State of Nevada
Senate Bill 466 (1999) appropriated from the State General Fund to the Interim Finance Committee the sum of $300,000 to carry out a financial analysis model program in each school district in the State of Nevada. The Interim Finance Committee contracted with Fox River Learning, Inc. for a total of $294,324 for the 1999-2001 biennium to implement in every Nevada school district and the State Department of Education the firm's financial analysis system, "In$ite." Senate Bill 2, of the 17th Special Session, makes an appropriation from the State General Fund to the Interim Finance Committee for the sum of $304,127 to continue the contractual services with Fox River Learning, Inc. The new contract includes enhanced reporting, including new revenue and employee Full Time Equivalent (FTE) reports. In addition, the financial analysis program will also include financial information for seven charter schools that have been in existence for two or more years; charter schools were not included in previous "In$ite" reports. A contract between the Interim Finance Committee and Fox River Learning, Inc. was approved in November 2001; the Bureau will continue to monitor the contract and update the Interim Finance Committee on the status of the program.
[1] Norm-referenced Tests (NRTs): Measure the skill level of an individual along a continuum, and the average skill level of a grade or other grouping can be computed. More useful to public policy-makers since these tests allow comparisons with other states. Answer the question, "Where does the performance of the individual rank relative to that of the reference group"?
[2] Criterion-referenced Tests (CRTs): Measure whether the individual or group demonstrates a specific level of skill -- either they meet the performance standard or they do not. Generally, comparisons with other states are not possible. Useful to teachers. Answers the question, "Is the criterion met?" with a yes or no answer. Either the child has the skill or he does not.


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Contest: Default PCDM Theme
Calling all creative PC-BSD users! The developers at PC-BSD would like your help in designing a brand new theme for the PCDM login manager. The winning entry will see their own customized skin as the default theme in the next official release of PC-BSD! In addition, we would like to present the winner and runner-ups with these awesome prizes:
1st Prize: A PC-BSD Isotope T-shirt, PC-BSD stickers, BSD wristbands, plus misc FreeBSD swag items.(Total ARV: $40)
Honorable mentions: PC-BSD schwag package (ARV: $15)
Contest start:11:00am PST on June 19th, 2013
Contest end:11:00am PST on July 8th, 2013
Please submit your entries in an email to the PC-BSD developers mailing list[1] along with your email contact information. The format we require is a *.tar.gz archive containing all the image files as well as *.theme file. Please title the subject heading "Entry for PCDM Theme Contest" in order to be considered.
A sample theme can be found on the PC-BSD GitHub account[2], with additional information about PCDM theming available on the PC-BSD wiki[3]. General icons should be 128 pixels square or smaller, with background images large enough to be automatically scaled/trimmed to the appropriate screen resolution where possible (for sample purposes consider 1024×768 to be the smallest supported screen resolution).
Have fun everyone, and good luck!
Standard disclaimers apply. iXsystems and PC-BSD team members are encouraged to submit entries, but will not be eligible for prizes. Void where prohibited.
[1] http://lists.pcbsd.org/mailman/listinfo/dev
[2] https://github.com/pcbsd/pcbsd/tree/master/src-qt4/PCDM/themes
[3] http://wiki.pcbsd.org/index.php/PCDM
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The John F. Kennedy Center for the Performing Arts in Washington, D.C., has long been a source for art teachers and others interested in teaching related subjects. The Kennedy Center has just relaunched its website with new lesson plans, multimedia enhanced instruction, and performance footage. The website is ARTSEDGE.kennedy-center.org.
ArtsEdge -- the National Arts and Education Network -- is a Kennedy Center program that supports emphasizing the arts in the school curriculum. It offers free teaching materials, professional development opportunities, and materials for students.
Associate Editor Joetta Sack-Min spoke with Darrell Ayers, vice president of education at the Kennedy Center, on educating the whole child, budget cuts in school arts programs, and the unintended consequences of the No Child Left Behind Act.
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Copyright © 2018, National School Boards Association. American School Board Journal is an editorially independent publication of the National School Boards Association. Opinions expressed by this magazine or any of its authors do not necessarily reflect positions of the National School Boards Association. Within the parameters of fair use, this article may be printed out and photocopied for individual use, provided this copyright notice appears on each copy. This article may not be otherwise, linked, transmitted, or reproduced in print or electronic form without the consent of the Publisher. For more information, call (703) 838-6739.
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Bon Appetit's Be A Star Program has added two more twinkles—pictured below, along with the college's first recipient Keith Pleasant, center, is Java Joint's Tina Rementer, right, and pantry lead Robin Kuter.
Be-A-Star is a program that recognizes employees and teams for achieving business excellence. The vision of Be-A-Star Program is to be the primary recognition tool for all Bon Appetit employees that go above and beyond.
Rementer was a longtime Beloit employee before joining the Bon Appetit team last summer, and she keeps the Java Joint steaming along smoothly. Kuter is in charge of the pantry at Commons and is instrumental in deli and salad compositions.


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COURSE: 47-420 Flight Instructor Instrument (CFI-I) Ground (2)
This course is designed to prepare the student to teach instrument flying. It also assists the student in preparing to take the FAA Certified Flight Instructor - Instrument written exam. Meets requirements of 14 CFR 141 Prerequisite: 47-231,47-232, 47-331 and 47-332. Offered: Fall.