text:
Part II: Charter School Profiles
The Arts and Technology Academy Public Charter School
|Washington, D.C.
|Year First Chartered and Authorizer
Special charter school board
|English Learners
|Subsidized Meals
|Special Needs
|Per Pupil Spending
When low enrollment led the District of Columbia Public Schools to close Richardson Elementary, local parents and community members stepped in to create a new school in the empty building. The Arts and Technology Academy Public Charter School (ATA) was chartered in 1998-"A true, homegrown, grassroots effort," says a member of the chartering board. In a tough Washington neighborhood characterized by public housing and family incomes well below federal poverty levels, some of these parents had a different vision for their children.
For its 615 students-98 percent African American and 97 percent low-income-the pre-K-6 ATA has designed a program to meet their needs and their parents' dreams. According to the school's annual report, the curricular mixture of the basics and the arts seeks to "propel" students beyond their "economically depressed community." The arts are seen as the foundation for building children's academic prowess as well as a way to "connect them to the great artists and leaders who were nurtured within their community." By design, the school program reflects for children the strengths of their heritage and creates many ways for them to express themselves and to excel.
Program and Operations
To meet its high expectations, ATA runs an extended, seven-and-a-half-hour school day, and an extended school year of 200 days, about 20 days longer than at neighboring schools. The basics in reading and math are taught through the scripted approach of direct instruction. On the other hand, a multicultural social studies curriculum invites students to explore the history of ideas. Everyone learns Spanish. Students and their teachers have easy access to current technology. After-school tutoring and homework assistance are provided for students who need it. Student clubs and extracurricular activities reinforce the focus on arts and academics. And student performances fill the auditorium with proud parents throughout the year. Teachers liken the school to "an oasis in the community."
To keep focused on the children's possibilities, the faculty and staff of ATA have created a list of belief statements that begins, "We can teach every student," and concludes, "Given knowledge and opportunity, students can shape their futures." To safeguard those futures, a culture of achievement has taken hold at ATA. While standardized test scores indicate that ATA students still have a lot of ground to make up, students are proud to have good grades. "I got 28 As and 8 Bs," a sixth-grader reports with satisfaction.
Principal Anthony Jackson is a large part of the ATA story. Jackson came to ATA in 2000, two years after it opened, at a time when the school was floundering, children were not succeeding, and complaints were high. After three years, all signs are positive. "This is an example of how a school can turn around," says a member of the District of Columbia Public School Charter Board. "When I get discouraged, I point to it."
The leadership that Jackson brings to the school begins with his attitude about the school's place in the community. On a tour of the school, he stops to point out a window in the rear of the building that looks onto the neighboring public housing developments. There used to be a cage on this window, he reports, to keep out the vandals. On all the windows, in fact. "Cages," he says, "signify surrender," and against the advice of many, he took a chance and had them removed. At the same time, Jackson is not willing to take chances with his students. Walking a boy home who was being suspended, Jackson experienced the open-air drug market outside the student's apartment, reversed course-boy in tow-to deal with him instead within the walls of the school. Otherwise, he says, "I was just turning him over to them."
|In a tough Washington neighborhood characterized by public housing and family incomes well below federal poverty levels, some of these parents had a different vision for their children.
Academically, Jackson is equally protective. "I get kids to come read to me all the time. I see that child who struggled … he's reading with confidence, with inflection, and he understands what the heck he's reading. I think we're doing a pretty good job," he allows. A self-described "data nut," who enjoys the challenge of disaggregating data to see what it can reveal, Jackson also recognizes the limitations of test scores. He never loses sight of his students' broad academic needs and the role of the arts in their education. "It's our responsibility," he says, "to make sure that schools remain-even in an age of accountability-kid friendly. If at the end of the day children have passed every SAT 9 test that's placed in front of them, but they have no sense of beauty, what have we created?"
Beyond the core curriculum of reading, writing, mathematics, science, and social studies, students all learn basic communicative and performing arts, often demonstrating them through technology-based activities. The arts and technology program encompasses the disciplines of the visual arts; speech; drama; dance; music, including singing, playing instruments, and composing; journalism, and video production. As a teacher points out, the school's mission and belief statements are "based on the fundamental understanding that kids learn in different ways. ATA gives them many ways to learn."
The director of special education notes that the arts program is also very effective for the 7 percent of the students who have special needs. The parent of a special needs student calls ATA "a blessing" for her son. "All of the teachers and staff, everybody makes him feel comfortable and loved. The kids are comfortable with him. He's excited about his homework and about the things he's asked to do. He gets lots of stimulation."
The school's strong emphasis on teaching values and respect is key to the treatment this child has received at ATA and to the school's overall discipline approach. Teachers may not yell at students or punish children by isolating them in any way. Jackson counsels teachers to get to know students instead of resorting to overly strict practices. "You can't discipline strangers," he cautions. "You have to build trust first."
The school also benefits from having a dean of students, who serves as a "behavior interventionist." In a school founded on the arts, it is only fitting that one kind of intervention is music therapy. Picture a small group of boys singing a song called "Cooperation" as the music therapist strums a guitar. No one notes the irony of the cooperation in evidence.
Finally, the condition of the school's physical plant is not incidental to the atmosphere of confidence and pride that permeates ATA. One of the board of directors' first actions was to repair the run-down building. When ATA opened, the new school was in ship shape, but it was sterile. Two years later the hallways were still barren and no student work was on the walls, lest students tear it down or deface it. When Jackson arrived, he encouraged wary teachers to paper the walls with colorful student work. To their delight, they found that students respected each other's contributions. Says one proud teacher, "If children are going to be here for eight hours, they should have a stimulating, beautiful, safe environment-and our building is all of those things."
Continuous Learning
To improve instruction in all areas, faculty and administrative staff meet four times each year to review assessment outcomes and to develop responsive strategies. They use outcomes from curriculum-based assessments to identify students with low skill levels who are tracked for consideration of special education referral and/or learning enrichment, such as tutoring or homework assistance. SAT 9 outcomes are used to identify areas that are posing a challenge for students, and the curriculum is modified accordingly. Jackson also looks at data such as attendance, referrals to the office, and numbers in after-school tutorial programs, all with the purpose of planning improvements.
The school devotes at least 15 days each year to professional development in the areas of standards, best practices, test-taking strategies, and classroom management. Teachers meet with the assistant principal weekly to discuss classroom practices. In addition, the assistant principal completes weekly classroom observations and coaches teachers. Program coordinators for grades pre-K-2, grades 3-6, and arts and technology also regularly coach teachers. This structure and support are credited with teachers' high performance. Proud of what ATA teachers have accomplished, the school board president notes that they are not inherently "better" teachers than those in the rest of the District of Columbia but that they have responded to the environment in the school. The leadership team believes it has created a culture where it is "okay to ask questions." Likewise, teachers at ATA feel they are "allowed to grow."
The principal, one teacher says, "is a leader who demands the best. It makes all the difference because you want to do well for somebody like that."
Parents and Partners
Although ATA was first envisioned by parents and has two parents on the school board, parent involvement outside of a small core group is very limited. Most parents are single mothers and have themselves had few educational opportunities, which teachers report limits participation in their children's academic life. The school board and school staff are eager to increase parents' role in the school. GED classes, job training, and job placement that could be offered through the school's Parent Resource Center are seen as important services that could also strengthen parent participation in the school.
|Students are proud to have good grades. "I got 28 As and 8 Bs," a sixth-grader reports with satisfaction.
ATA has many relationships with community groups such as local churches and cultural organizations, including the Library of Congress, but no key partnerships.
Governance and Accountability
The Arts and Technology Academy Public Charter School was chartered by the District of Columbia Public Charter School Board in 1998 as a nonprofit corporation and local education agency (LEA). It has an annual budget of about $5,320,000, receiving funding of about $6,550 per student, plus some extra dollars for weighted categories, such as pre-school, and federal entitlements amounting to about $475,000.
ATA has a business relationship with Mosaica Education, Inc., which operates 24 charter school programs nationally. The school pays Mosaica $610,000 annually to provide a "central office" function. The company also provides the school's Direct Instruction reading and mathematics curricula and the Paragon social studies curriculum.
The school is governed by a nine-member board, which meets monthly. Recently the board used tax-exempt bonds to purchase the school building, which it had been renting. Monthly payments dropped from $33,000 to $13,000. These savings have contributed to the school's $600,000 bank balance.
|"The principal is a leader who demands the best. It makes all the difference because you want to do well for somebody like that."
While the school cannot operate without sound fiscal management, success is measured by student test scores, the scope of the curriculum, attendance, disciplinary referrals, staff retention, and parent satisfaction:
Since 2000, when Jackson took over as principal, students' SAT 9 scores have moved steadily up. In reading performance, 59 percent of the students were reading at or above grade level in 2003, compared with 35 percent in 2000. In math performance, half of the students were at or above grade level, compared with 20 percent in 2000.
Many educators are baffled by ATA's ability to emphasize the arts as well as raise test scores. With the trend toward an increasingly narrow curriculum, Jackson is used to the question, "How do you guys do it?"
Daily average attendance is 95 percent.
Behavioral referrals dropped from 43 to 24 in three years.
After Jackson's first year in the school, faculty turnover was high. Staff not enthusiastic about the school's demands were encouraged to leave, and 21 of the 41 teachers and instructional assistants did. The following year staff turnover was low, with departures down to seven.
- Parent satisfaction is measured by the school's waiting list, the overflow audiences for student performances, and parents' pleas that the school extend its program into middle school.


text:
To come up on Wes Kremer's Pay Day with gear from Sk8mafia, DC Shoes, DC Apparel, OJ Wheels, Royal Trucks, and Paradox Grip, we asked you to design your very own Wes Kremer pro model board. We've finally narrowed all the entries down to the top 8 (which was pretty damn hard considering how many good ones came through). Vote for your favorite in the poll below to determine who wins. Whoever has the most votes by noon PST on December 27 is gonna be one happy mofo. Good luck, and may the best graphic win!
[poll id="33″]

subset: commoncrawl


text:
Your Price:
Checking inventory..
Your kiddo can show Chase Elliott some support with this eye-catching Power Car T-Shirt.
Elliott Customers also liked:
Your Price:
Stay updated on sales, new items and more:
©2019 Fanatics, Inc., All Rights Reserved. No portion of this site may be reproduced or duplicated without the express permission of Fanatics, Inc.


text:
Mechman Alternators 13918170
170 Amp S Series Alternator for 1998 - 2002 Honda Accord 3.0L
Mechman S Series Alternators
The S series family of alternators offers large case alternator performance in a compact package. Highly efficient, these 6 phase alternators use less horsepower per Kilowatt than conventional 3 phase alternators. 12 press fit diodes, twin rectifier plates, and highly efficient twin internal cooling fans make them durable in any application. Smaller, lighter rotors and reduced rotating resistance make them an excellent choice for high RPM or racing applications. Like their big brothers in the Elite series, the S series have hairpin stators and high pole count rotors that create much less Electromagnetic noise than conventional 3 phase alternators.
General Features:
- 170A High Amperage Alternator
- All Mechman alternators are built in the U.S. by hand
- Every unit is dyno tested prior to shipping from Mechman's facility
- Cast aluminum construction
- Cutting edge 6 phase hairpin epoxy reinforced stator technology
- Improves durability
- Increases high RPM stability
- Superior amperage output over OEM alternators
- Oversized charge post ensure sturdy cable connections
- Premium low-drag bearings
- Ultra precision balanced rotor
- Provides 20,000 RPM capability
- Twin solid copper rectifiers with 12 press fit high amp diodes to spread out heat
- 15% more efficient than typical alternators
- Wastes less horsepower in the form of heat
- Offer a higher amperage output at lower RPM than other alternator options
- Precision pulley machined from bar stock
- Authorized Internet Dealer
- 2 Year Manufacturer's Warranty
Compatibility List*:
- Honda:
- 1998 - 2002 Accord 3.0L
Not Sure Which Alternator Fits Your Vehicle?
Product Specifications
Warranty and Return Policy
Summary of Customer Ratings & Reviews
Premium Zero Gauge "Big 3" Cable Upgrade Kit
Your Price $69.95
Get the right Big 3 Kit to go with your High Output Alternator
Your Price $79.99
Secondary Battery Installation Kit for Audio Systems up to 4000 Watts
Your Price $89.00
Product Summary
Model Number
Internal SKU
Internal Product ID
Wiring Diagram Legend
Warning: The image depicted shows the resistance change when wiring multiple subwoofer terminals. Please refer to your subwoofer's owner's manual for the proper wiring of its terminals. Sonic Electronix, Inc. is not responsible for damage caused to your audio system or vehicle due to improper installation. Please call tech support at 1-877-289-7664 if you require additional assistance.


text:
Adelitas Way Guitarist Keith Wallen Exits Band
Adelitas Way are down one key member of their group as the band's guitarist Keith Wallen (pictured at far right in the photo above) has decided to exit the band. Wallen let his exit be known Tuesday (May 7) in a Facebook posting (excerpted by Examiner.com).
The guitarist, who was the last of the original members to join the Las Vegas-based band, came to the group after playing with Knoxville outfit Copper. Wallen's exit comes as the band has been holed up in Las Vegas writing new songs for their follow-up to their 2011 album, 'Home School Valedictorian.'
Wallen's statement reads as follows:
To all my Adelitas Way friends and fans, I would like to extend to you the greatest amount of respect and gratitude for accepting me into your hearts and stereos over the last four-and-a-half years, as I have decided to pursue other avenues of my career and will no longer be performing with Adelitas Way.
I've been truly blessed to have had the opportunity to tour the country multiple times playing music with some of my dearest friends. I would like to thank Rick, Derek, Rob, and Trevor for allowing me to create music with them for a little while, and I wish them all the best in their music careers and in life. It has been an honor every single day that I've had the privilege of performing with them. To all of their families who have at some time or another during various tours welcomed me into their homes, fed me, and allowed me to pretend that I was home again for a few fleeting moments, thank you for treating me as one of your own.
I want to thank all of Adelitas Way's affiliates, label, agents, and management for all of their expertise and hard work in their efforts to help us realize our goals and aspirations. And especially, I would like to thank all of you, the fans, who have tirelessly supported the band and myself along the way. It's truly been an amazing experience feeling your love and appreciation at every show and venue we've had the honor of playing, and I will never forget you. And even though my run with this band is coming to an end, I am excited for the next chapter, and I am looking forward to creating much more music in the days, months, and years ahead, so stay tuned. And one more thing while I have your attention, FOLLOW YOUR DREAMS." --Keith
The band has not named a replacement for Wallen, though work continues on their upcoming album.


text:
In Search of SLOW Fish
Over the last several years, Slow Food has become almost synonymous with local food. Indeed, shopping locally helps ensure that we are encouraging many of the values of Slow Food. Although local is not inherently better, when we buy from the farmers in our community, we can see first-hand how the land is being treated, we can see our dollars supporting our local economy, and we know our food is fresher for it has not been picked early and shipped …Read More »


text:
"I don't know if we made a statement," said Lady Bisons coach Brandon Rosenthal. "That is a question for someone else to answer. I know our players are working very hard and this was a big win.
"We still have some dangerous teams to play. We have to play Florida Gulf Coast again."
The Lady Bisons won set one 25-22, set 25-21 and set three 25-18.
The Atlantic Sun Conference billed the meeting between the two teams as the A-Sun "Match of the Week".
It marked only the second loss for Florida Gulf Coast in Alico Arena since 2007.
"There was a great crowd," said Rosenthal. "We knew we had to battle to win. We did a great job of taking the crowd out of it early."
The loss was the first in an Atlantic Sun match for Florida Gulf Coast this season.
The Lady Bisons have won their last five matches, all by 3-0 sweeps. It marks the first time the Lady Bisons have won five matches in a row by 3-0 decisions.
"It's great, but we don't get caught up in the statistics," said Rosenthal. "We have eight wins. We have won at some tough places. It doesn't say how many sets we won."
Middle hitter Alex Kelly made a match-high 15 kills and also had a .480 hitting percentage. Kelly, a junior, has 157 kills this season and 997 for her career. She is three away from joining former players Kristin Peck and Alex Scruggs in the 1,000 kills club.
Outside hitters Meghan Hinemeyer and Kaycee Green each made 11 kills. Green also posted a .333 hitting percentage. Green also made three service aces and three blocks.
"Kaycee made a lot of things happen for us," said Rosenthal. "She did a fantastic job. She is showing her maturity. She not only made some kills, but she put pressure on Florida Gulf Coast with her serves."
Setter Stefine "Jake" Pease was credited with 35 assists and 11 digs. Pease, a junior, has 3,037 assists in her career. She is in seventh place in assists on the conference's all-time list.
Libero Katie Rose made a match-high 12 digs.
"We have talked about a balanced attack," said Rosenthal. "You can go down the score sheet and everybody stands out. It was a great team effort."
The Lady Bisons are 8-3, 5-0 in the A-Sun. Florida Gulf Coast is 6-6, 5-1 in the conference.


text:
Start of lstUrls_of_images_in_html_description
AAF 116241 Air Filter, 24 in L x 16 in W x 1 in T
PRODUCT OVERVIEW: Panel filter utilizing the Purolator Monobond concept of a one-piece frame sealed to the media using heat and pressure. Fiberglass media is evenly coated with a gel adhesive to prevent finer particle migration. Full depth loading and high dust holding capacity. Filter media has a skin backing and is evenly coated with a jelled adhesive. UL Class 2.
End of lstUrls_of_images_in_html_description


text:
I have an SDCC 2012 Darth Maul Lego tin that has not been opened to trade for the Lego exclusive that will be sold at Celebration VI next week. Anyone going? If they treat the exclusives process the same, it's two per person per day until they run out. Pricing should be the same at $40.
PM me if you're interested in trading!! Thanks!!


text:
Nonpareil now runs on Windows, as well as Linux and other Posix platforms.
Nonpareil is cross-compiled from Linux using a GCC cross-compiler targeting i586-mingw32msvc.
There is not yet an installer; it's just distributed as a ZIP file. It appears that I should be able to use NSIS to create an installer, and still do everything from Linux.


text:
Free West Coast Swing Dancing Tonight!
Every Monday night, either just you, or you and your friend, can take free Swing Dancing Lessons at Elysian School!
Beginning Basic West Coast Swing at 7:15 PM
Beyond Basics West Coast Swing at 8:30 PM
Plus an extra half hour of social dance, demonstrations, individual assistance and coaching from 9:30-10:00 PM


text:
Search our database of handpicked sites
Looking for a great physics site? We've tracked down the very best and checked them for accuracy. Just fill out the fields below and we'll do the rest.
You searched for "doppler effect"
We found 16 results on physics.org and 153 results in our database of sites
(of which 142 are Websites, 7 are Videos, and 4 are Experiments)
Search results on physics.org
A beginners' guide to exoplanets
How does technology know where in the world we are?
How do no-fly zones work?
All about... the International Space Station
How to curl a free kick?
What is radioactivity?
Faking Mayhem
How does GPS work?
What is cavitation?
How do 3D films work?
What is proton therapy?
Why do teapots drip?
Could your phone harm your health?
What causes the Earth's magnetic field?
Are lightsabers possible?
How weird is quantum?
How Blue Screen Special Effects Work
Explains how Blue Screen Special Effects for television and movies work. From HowStuffWorks.com.
Photo Effect
The site is an interactive page to study the photoelectric effect on different materials (sodium, cesium and silver) by changing the wavelength and the intensity of the light.
This is a site from the Thinkquest competition with good explanations on the magnetic effect of a current, the motor effect and magnetic field strength.
The Zeeman Effect
Explanation, with diagrams, of the Zeeman Effect which relates to atomic energy levels and spectral lines.
Photoelectric Effect
Simple demonstration of the photoelectric effect using different coloured filters to alter the frequency of light reaching a metal plate, and the current changes accordingly.
Meissner Effect
Simple definition of the Meissner effect, as relating to superconducting material. Part of a larger site which includes many definitions and links.
The Leidenfrost Effect (video)
The Leidenfrost effect explains why water sometimes 'rolls' off a hot plate or frying pan, and how some experts can dip their hands into liquid nitrogen or even molten lead without hurting themselves
Hyperphysics - Mossbauer Effect
Description of the Mossbauer effect and absorption in Ir-191, with application to gravitational red shift.
The Leidenfrost effect
Great video of the Leidenfrost effect including a maze built was water to zip around.
How planes fly - The Coanda effect
An experiment to show the Coanda effect along with a short explanation of why and how aeroplanes fly.


text:
This is the second in an ongoing series that Barry Eisler and I are writing. When we talk about zombie memes, we're referring to arguments that just won't die no matter how many times they're massacred by logic and evidence. Because we've been shooting down so many of these memes for so long, and because they just keep reanimating (often repeatedly from the same people), we thought it would be useful to create an online source for easy (and time-saving) reference.
We'll be tackling these memes one at a time over the course of the next few weeks and then publishing a free downloadable compendium, so if you've encountered a zombie meme yourself and don't see it listed here, please mention it in the comments. And if you're aware of articles on these or related topics, please refer us to them so we can include links. The complete list of zombie memes we've addressed so far appears at the end of this post.
Low Prices "Devalue" Books.
The premise behind this zombie meme is not only wrong; it's also exceptionally strange. After all, if you love books, why would you focus on their monetary worth rather than their worth in society? Isn't what makes books valuable how widely they're read, absorbed, and discussed, rather than how much money they make? And if books cost less and more people can afford them, doesn't it stand to reason (assuming everyday experience is valid and what they teach in Economics 101 is correct) that more people will buy more books (in fact, they are doing just that)? If books are indeed valuable for society and we don't want to devalue them, shouldn't we look for ways to make books less expensive and therefore more widely accessible?
But even if you think the sole value of a book lies in how much money it makes, it's silly to believe higher prices automatically mean more revenues. As a thought experiment: it's unlikely anyone would maximize revenues with a five-cent price point, but then why not charge a hundred dollars for a book instead? Wouldn't that $100 price point value the book even more?
Of course not. So intuitively, we all know there's a sweet-spot price -- the price at which volume x unit price maximizes revenues, and logically, this would seem to be the price that derives the greatest (financial) value from the book. If we make more money from our books at a five-dollar price point than we do at ten (not a hypothetical for us, by the way, but empirical fact), which is the price that's "devaluing" the book?
It also stands to reason that different authors with different brands will have different sweet-spot prices. What seems clear is that only exceptionally strong brands will maximize revenues at a per-unit price of $9.99 or higher. The legacy industry's attachment to those high prices has little to do with maximizing revenues for most of their authors, and a great deal to do with trying to retard the growth of digital and preserve the position of paper. But that's an uncomfortable truth for the legacy industry to acknowledge, so instead they prefer the counterintuitive narrative of how lower prices, which make more books accessible to more people, are in fact "devaluing" books. It seems unfortunate that some people seem to believe books should be like diamonds -- high-priced status symbols, accessible only to the few -- rather than a vital everyday item available to everyone, like food, water, and other nourishment. But self interest produces strange arguments.
For further reading, we recommend The Value of Ebooks and Race to the Bottom.
Previously addressed zombie memes:
For further reading, we recommend The Value of Ebooks and Race to the Bottom.
Previously addressed zombie memes:


text:
Like father, like son?
Jordan lost his job when Camille's closed about a month ago. He was hired at Panera Bread Company almost immediately afterward. He's worked only a few shifts and last night was the first time he's been there at closing. Mary and Lyndsay were out shopping, so they offered to pick him up. They waited and waited as the crew cleaned the store. Finally, the manager walked over with a bag of goodies consisting of bagels, cookies, and those wonderful brownies. They were surplus and couldn't be kept until morning.
But a couple of female co-workers talked with Jordan, chatting him up shamelessly as his sister watched. "Do they always flirt with you like that?" she asked later.
"Huh?" It's what passes for witty repartee from my seventeen-year-old son. "They were flirting?"
Now, you may recall that Mary said I'm stupid when it comes to women. Apparently it's a familial trait and Number One Son inherited it quite strongly.
I don't know whether to be proud of him or worry that he's far too much like me.
Labels: humor


text:
Accessibility tools
Service tools
Language selector
Navigation path
Left navigation
Additional tools
Brussels, 30th November 2009
Visa free travel for citizens of the former Yugoslav Republic of Macedonia, Montenegro and Serbia before Christmas
The EU decided today that the citizens of the Former Yugoslav Republic of Macedonia, Montenegro and Serbia will be able to travel without visa to the Schengen area as of 19 December 2009.
The EU Member States adopted today a decision allowing citizens of the former Yugoslav Republic of Macedonia, Montenegro and Serbia to travel to all countries of the Schengen area without visa. They will be able to do so before Christmas, as of 19 December 2009.
Vice President Jacques Barrot underlined the political importance of this decision for the mobility of the citizens of the three countries concerned; he emphasized the reforms put in place during the last two years by the countries, which covered the main areas of Justice, Freedom and Security. " By simplifying the mobility of the citizens of the former Yugoslav Republic of Macedonia, Montenegro and Serbia, the EU will further foster the contacts between the Union and these countries and open a new era in our cooperation," said the Vice President.
" Today's decision reflects the clear European perspective of the Western Balkan countries and is the result of the hard work of the countries concerned to meet the requirements for visa liberalisation," said Olli Rehn, the Commissioner for Enlargement.
The new visa free regime will apply to all holders of biometric passports, who can now travel to the Schengen area for up to 90 days per six-month period. The Schengen area is made up of 28 European countries – all EU Member States except the UK and Ireland, as well as three non-EU members, Iceland, Norway and Switzerland. Persons who do not hold a biometric passport and the residents of Kosovo holding a Serbian passport issued by the Coordination Directorate in Belgrade will still need a visa. The same goes for the persons who intend to work during a short stay or who want to come for more than 90 days; they need visas and work permits.
The European Commission started the visa liberalisation dialogue in early 2008 with the former Yugoslav Republic of Macedonia, Montenegro, Serbia, Albania and Bosnia and Herzegovina. Centrepieces of the dialogue have been the European Commissions roadmaps, setting out the conditions that each country had to meet. In July 2009 the European Commission proposed lifting the visa obligation for the first three countries. The European Parliament gave a positive opinion in November 2009.
Albania and Bosnia and Herzegovina, which are also covered by the visa dialogue, are not included in today's decision, as the latest assessment of the Commission showed that they did not yet meet all the requirements. The Commission has intensified its assistance to both countries in implementing the necessary reforms. A new evaluation will be made during the period of December 2009 to February 2010. As soon as the two countries achieve the necessary progress in implementing the roadmaps, the Commission will be ready to propose visa free travel for their citizens.
Side Bar


text:
Thinking about attending an online university? Online learning is a rapidly growing form of education, and the tools and technologies are constantly evolving. Although online learning has become a common way to take professional education courses, and is increasingly accepted for undergraduate and graduate degrees, not everyone is well-suited to it. Answer these questions to see if online learning is for you.
Is your free time important to you?
Online learning allows you to maximize your time. No travel time or cost. No time out of office or away from family. Instead of spending valuable time commuting to a campus, you log onto the Internet at your convenience, 24 hours a day, 7 days a week. Learn the necessary specialized knowledge and stay at home -- without the expense and hassle of travel.
Are you a decent writer?
Because most online learning takes place in writing, it helps to be comfortable with the written word. Perfect grammar isn't necessary, but the ability to read and write easily is especially helpful.
Do you want to actively learn material and apply it at your job?
Not only does online learning allow you to interact directly with your professional peers from across the country, you'll aslo be able to apply course material directly to your professional situation during case studies and other classroom activities.
Do you want to passively be given information?
If you want to sit and watch someone talk, then the online learning classroom may not be for you. But if you want to think about and then apply the topic at hand, you will appreciate online learning methods.
Do you find yourself juggling a number of responsibilities?
If you are busy with multiple responsibilities (work, family, outside organizations), then you are especially suited to the convenience of online learning. E-learners report that they participate at all times of the day-some prefer early in the morning over a cup of coffee, others late at night after the work day is done and the kids are asleep, and still others prefer to work during lunch or a slow time at the office.
Do you have a job and are you over 25 years old?
Academic studies show that the most successful e-learners are working adults over 25. Such folks have the motivation to learn and are mature enough to handle the freedom of online learning.
Are you self-disciplined?
Academic studies also show that successful e-learners are self-starters who motivate themselves to accomplish tasks. If you procrastinate or need someone to hold your hand to accomplish a task, then online learning will not be an enjoyable experience. However, if you are motivated, organized, and self-disciplined, you should learn more in an online learning course than in a site-based course.
Randy Accetta, Ph.D., has worked as the Director of Professional Education for Magellan.edu, a leading provider of instructor-led, online learning. He is currently an e-learning consultant at Accetta Enterprises and on the faculty of theMcGuire Center for Entrepreneurship at the University of Arizona.


text:
My Account
Contact Us
About Us
News & Features
Reference Library
Conditions & Allergies
Health & Wellness
Vitamins & Minerals
Functional Foods
Children's Health
Adolescent's Health
Women's Health
Men's Health
Senior's Health
Better Nutrition
Healthy Recipes
Ingredient Glossary
Table of Contents
> Speech disorders
Speech disorders
Also listed as:
Hoarse voice, Stuttering
Related Terms
Signs and symptoms
Integrative therapies
Author information
Types and causes
Integrative Therapy Quick Links:
Alexander technique
Hypnotherapy, hypnosis
Related Terms
Aphasia, articulation deficiencies, articulation disorders, Broca's aphasia, dysarthria, dysfluency, dysfluency disorder, language, larynx, speech, speech-language pathologist, speech pathologist, stuttering, vocal cords, vocal disorders, vocal flaps, voice box, voice therapy, Wernicke's aphasia.
Speech disorders occur when an individual has difficulty communicating through speech. Patients may have difficulty pronouncing sounds, talking in a fluent rhythm, or have abnormalities in the pitch, quality, or volume of speech. Speech disorders may be serious, minor, temporary, or permanent.
Individuals are able to create vocal sounds when the vocal cords vibrate. The vocal cords are a pair of fibrous tissue that lie across the air column in the middle of the voice box (called the larynx).
There are many possible causes of speech disorders, including hearing loss, neurological disorders (such as Parkinson's disease), brain injuries, mental retardation, drug abuse, physical impairments (such as a cleft lip or palate), and overuse of the voice. However, in many cases, the exact cause of the speech disorder is unknown.
Usually, speech disorders can be improved with speech-language therapy. In some cases, surgery may be needed to correct a physical problem (such as a cleft palate) that is causing symptoms. Early diagnosis and treatment has been shown to increase an individual's long-term prognosis.
Signs and symptoms
: In general, patients with aphasia have difficulty understanding and/or expressing verbal and written language. The severity and specific type of symptoms vary depending on the extent of brain damage, as well as the part of the brain that is affected. Patients with aphasia may speak in short, abbreviated sentences, speak in long sentences that do not make sense, make up words, not understand other people's conversation, have difficulty finding the right words, not understand written words, write sentences that do not make sense, and make significant spelling mistakes.
Articulation disorders
: Patients with articulation disorders have difficulty pronouncing certain vowels or consonants. Patients may leave out certain sounds in words. For instance, they may say "at" instead of "hat." Patients may replace sounds that are difficult to pronounce with others. For instance, the letter "r" is often replaced with the letter "w." These patients may say "wunning" instead of "running." Finally, some patients may make distorted sounds when they try to pronounce certain words. A distorted sound may be a whistle, the air may come out the sides of the mouth causing a "slushy" sound or lateral lisp, or the tongue may thrust between the teeth causing a frontal lisp. Most children with articulation disorders are able to overcome this disorder without treatment by the age of five.
: Symptoms of dysarthria may include slurred or jerky speech that is difficult to understand, difficulty controlling pitch and loudness when speaking, slow or rapid speech, mumbled speech, difficulty chewing or swallowing food, drooling, and limited ability to move the lips, tongue, and jaw.
Dysfluency disorders
: Most dysfluency disorders are characterized by a repetition of a word, sound, or phrase. An example of this type of disorder is stuttering. Patients may also add extra syllables or words that add no meaning to the message. They may pause longer than two seconds in the middle of a phrase. They may make frequent corrections in pronunciation during speech. Patients may also say certain sounds or syllables longer than normal.
: Individuals with selective mutism are unable to talk in specific settings, usually social or interactive environments. Most patients are able to communicate through other ways, such as body movements. Patients are often able to speak to people whom they feel comfortable around, such as family members and friends.
Patients who experience deaf-mutism are unable to speak at all.
Patients who are mute as a result of frontal lobe brain damage are also unable to speak at all.
Vocal disorders
: Patients with vocal disorders have abnormalities in the quality, pitch, and volume of the voice. If the quality of the voice is affected, the patient's voice may sound hoarse or scratchy. The voice may become high- or low-pitched. Patients may also be unable to control how loud or quietly they talk.
: A speech pathologist will evaluate the patient's ability to understand and express verbal and written language. The speech pathologist will assess the patient's ability to participate in conversations, comprehend words, use words correctly, respond to questions about things the patient read and heard, tell a story, explain a figurative phrase, or write down sentences.
Articulation disorders
: Articulation disorders are common among young children. However, patients who are older than five years of age and have symptoms of the condition should visit their doctors. A speech pathologist will evaluate the patient for characteristic symptoms of articulation disorders.
: Dysarthria can be diagnosed by a physician or a speech-language pathologist based on an evaluation of the patient's symptoms. A speech-language pathologist may ask the patient to perform tasks, such as blowing out a candle or sticking out the tongue, to determine the strength, motion, and accuracy of the muscles involved in speech. The speech-language pathologist may also ask the patient to sing or repeat words or sentences in order to detect lost vowel sounds and slurred or slowed speech
Dysfluency disorders
: It is considered normal for young children to speak dysfluently from time to time. However, if symptoms worsen over time, or the individual avoids saying particular words, or makes odd facial or body movements (such as twitching of the eyes or nose) during dysfluent speech, a healthcare provider should be consulted. If a dysfluent disorder is suspected, a speech-language pathologist will make a diagnosis based on an evaluation of the patient's symptoms.
: Mutism can be diagnosed after a detailed medical history and physical examination. The healthcare provider will observe the patient's symptoms. If the patient is able to understand language, but does not talk in particular settings, selective mutism is diagnosed.
Vocal disorders
: Patients should visit their healthcare providers if they experience vocal change or hoarseness for more than two weeks. There are many tests available to diagnose vocal disorders because there are many potential causes. A doctor may place a small mirror in the back of the patient's throat to look for abnormalities in the vocal folds. A flexible laryngoscopy may also be performed. During this test, a thin, flexible tube with a tiny light and camera is inserted into the patient's nose. This allows doctors to look for abnormalities in the vocal folds. An acoustic analysis may also be performed. This test measures irregularities in the voice cause by vocal fold movements. Doctors may also use a direct laryngoscope, a rigid viewing scope, to look at the patient's vocal folds.
Interpersonal problems
: Speech disorders may affect an individual's ability to communicate with others. This problem is generally most severe for patients with aphasia. Friends and family members of the patient may have difficulty understanding the patient and vice versa. Therefore, it is recommended that patients receive speech therapy as soon as they are diagnosed. Therapy has been shown to improve the long-term prognosis of patients.
: In some cases, speech disorders require no treatment. This is often true in disorders that are known to affect young children (such as dysfluency). In general, most speech disorders improve with speech-language therapy. Sometimes surgical procedures are necessary to correct physical problems (such as a cleft palate) that may be causing symptoms.
Speech-language therapy
: Speech-language therapy is considered the primary treatment for most speech disorders. Speech-language pathologists, also called speech therapists or speech-language professionals (SLPs), evaluate, diagnose, treat, and help to prevent speech, language, communication, swallowing, and other related disorders. These professionals have been educated in the study of human communication. SLPs have earned Master's degrees and state certification/licensure in the field. They are also certified in clinical competency from the American Speech-Hearing Association.
Speech-language therapy is most effective when it is started shortly after diagnosis. If the patient is a child, parental involvement is necessary for the best possible progress and prognosis.
During speech-language therapy, a qualified SLP works with the patient on a one-to-one basis, in a small group, or directly in a classroom, to overcome speech disorders. Programs are tailored to the patient's individual needs. On average, patients receive five or more hours of therapy per week for three months to several years.
Speech pathologists use a variety of exercises to improve the patient's communications skills. Exercises typically start off simple and become more complex as therapy continues. For instance, the therapist may ask the patient to name objects, tell stories, or explain the purpose of an object.
The therapist may also help patients learn how to cope with some of their symptoms. For instance, the therapist may teach the patient to over-articulate words that are hard to pronounce or to pause before saying big words.
Speech pathologists help patients improve their stronger communication skills in order to enhance those that are weaker. For instance, the therapist may teach the patient how to improve their skills with gestures or body language.
Oftentimes, family members participate in therapy, serving as communication partners. This allows patients to practice their communication skills in a comfortable and supportive environment. This type of group therapy may include role playing, which allows patients to practice their language in social situations.
Sometimes a speech pathologist takes the patient on field trips, such as the mall or a restaurant, to help patients practice their communication skills.
For patients with dysarthria, speech therapists may recommend specific exercises to strengthen the muscles in the mouth and face. Strengthening these muscles may help improve slow or slurred speech.
Voice therapy
: Patients who frequently overuse or strain their vocal cords may benefit from voice therapy. This type of therapy involves teaching the patient good vocal technique to reduce the amount of pressure put on the vocal cords. As a result, this helps reduce symptoms of vocal disorders from occurring in the future.
Integrative therapies
Unclear or conflicting scientific evidence
Alexander technique
: The Alexander technique is an educational program that teaches movement patterns and postures, with an aim to improve coordination and balance, reduce tension, relieve pain, alleviate fatigue, improve various medical conditions, and promote well-being. There is currently insufficient scientific evidence available to determine if the Alexander technique is an effective treatment for stuttering. More study is needed in this area.
Serious side effects have not been reported in the available literature. It has been suggested that the technique may be less effective with learning disabilities or mental illnesses. The Alexander technique has been used safely in pregnant women.
Traditional or theoretical uses lacking sufficient evidence
: Acupuncture is commonly used throughout the world. According to Chinese medicine theory, the human body contains a network of energy pathways through which vital energy, called "chi," circulates. These pathways contain specific points that function like gates, allowing chi to flow through the body. Needles are inserted into these points to regulate the flow of chi. Traditionally, acupuncture has been used to treat stuttering. However, scientific studies are lacking in this area. Further research is needed before acupuncture can be recommended as a possible treatment for this condition.
Needles must be sterile in order to avoid disease transmission. Avoid with valvular heart disease, infections, bleeding disorders, medical conditions of unknown origin, neurological disorders or if taking anticoagulants. Avoid on areas that have received radiation therapy and during pregnancy. Avoid electroacupuncture with irregular heartbeat or in patients with pacemakers. Use cautiously with pulmonary disease (like asthma or emphysema). Use cautiously in elderly or medically compromised patients, diabetics, or with a history of seizures.
: Aromatherapy refers to many different therapies that use essential oils. The oils are sprayed in the air, inhaled, or applied to the skin. Essential oils are usually mixed with a carrier oil (usually a vegetable oil) or alcohol. Aromatherapy has been used to treat laryngitis, a condition that causes the voice to be hoarse. Clinical research is needed to determine if this is a safe and effective therapy for this indication.
Essential oils should be administered in a carrier oil to avoid toxicity. Avoid with a history of allergic dermatitis. Avoid consuming essential oils. Avoid direct contact of undiluted oils with mucous membranes. Use cautiously if driving/operating heavy machinery. Use cautiously if pregnant.
: Traditionally, ginseng has been used to improve symptoms of a hoarse voice. However, research is lacking in this area.
Avoid ginseng with known allergy to plants in the Araliaceae family. There has been a report of a serious life-threatening skin reaction, possibly caused by contaminants in ginseng formulations.
Hypnotherapy, hypnosis
: Hypnosis is a trance-like state in which a person becomes more aware and focused and is more open to suggestion. Hypnotherapy has traditionally been used to treat speech disorders, such as stuttering. However, research in this area is lacking. In order to reach a firm conclusion on the safety and efficacy of this therapy, well-designed studies are needed.
Use cautiously with mental illnesses, such as psychosis/schizophrenia, manic depression, multiple personality disorder, or dissociative disorders. Use cautiously with seizure disorders.
: Yoga is an ancient system of relaxation, exercise, and healing with origins in Indian philosophy. Although yoga has been suggested as a possible treatment for speech disorders caused by vocal cord dysfunction, scientific evidence of safety and efficacy is lacking. Research is warranted in this area.
Yoga is generally considered safe in healthy individuals when practiced appropriately. Avoid some inverted poses with disc disease of the spine or fragile or atherosclerotic neck arteries. Avoid if at risk for blood clots or with high or low blood pressure, glaucoma, detachment of the retina, ear problems, severe osteoporosis, or cervical spondylitis. Certain yoga breathing techniques should be avoided in people with heart or lung diseases. Use cautiously with a history of psychotic disorders. Yoga techniques are believed to be safe during pregnancy and breastfeeding when practiced under the guidance of expert instruction. However, poses that put pressure on the uterus, such as abdominal twists, should be avoided during pregnancy.
Hearing loss increases an individual's risk of developing speech disorders. Therefore, infants who are at risk for hearing loss should have their hearing tested.
Parents should not place excessive attention on speech dysfluency in their young children. It is normal for young children to speak dysfluently from time to time. Drawing extra attention to dysfluent speech increases the chances that a pattern may develop.
Because overusing or straining the voice may lead to vocal disorder, patients should rest their voice if it starts to feel hoarse or scratchy. Individuals who rely on their voice on a regular basis, such as singers or teachers, may benefit from voice therapy. This type of therapy teaches the patient good vocal technique to reduce the pressure put on the vocal cords.
It is important that patients with speech disorders receive immediate treatment. Early diagnosis and treatment has been shown to increase an individual's long-term prognosis.
Author information
This information has been edited and peer-reviewed by contributors to the Natural Standard Research Collaboration (www.naturalstandard.com).
American-Language-Hearing Association (ASHA). .
Jordan LC, Hillis AE. Disorders of speech and language: aphasia, apraxia and dysarthria. Curr Opin Neurol. 2006 Dec;19(6):580-5.
National Institutes of Health (NIH). .
Natural Standard: The Authority on Integrative Medicine. .
Nelson HD, Nygren P, Walker M, et al. Screening for speech and language delay in preschool children: systematic evidence review for the US Preventive Services Task Force. Pediatrics. 2006 Feb;117(2):e298-319.
Paal S, Reulbach U, Strobel-Schwarthoff K, et al. Evaluation of speech disorders in children with cleft lip and palate. J Orofac Orthop. 2005 Jul;66(4):270-8.
Skahan SM, Watson M, Lof GL. Speech-language pathologists' assessment practices for children with suspected speech sound disorders: results of a national survey. Am J Speech Lang Pathol. 2007 Aug;16(3):246-59.
Tarshis N, Rodriguez BG, Seijo RM. Therapeutic approaches to speech and language disorders in early childhood. Pediatr Ann. 2007 Aug;36(8):470-7.
Zorowka PG. Disorders of speech development: diagnostic and treatment aspects. J Neural Transm Suppl. 2005;(69):37-49.
Types and causes
: Aphasia is a communication disorder that occurs when the parts of the brain that are responsible for language are damaged. Patients with aphasia may be unable to communicate through verbal or written language, and/or they may be unable to understand spoken or written language.
One of the most common types of aphasia is called Broca's aphasia. This disorder occurs when the frontal lobe of the brain becomes damaged. As a result, patients with this disorder talk in short phrases, only using words that are necessary to convey a message. Small words, such as "this," "is," "am," and "the" are not used. For instance, patients may say things, such as "eat now" meaning, "I would like to eat now." These patients may be able to understand other people's language to some extent.
Another type of aphasia, called Wernicke's aphasia, occurs when the temporal lobe of the brain is damaged. Patients with this disorder often speak in long sentences that contain extra words, words that do not make sense, and/or made up words. These patients are often unable to understand other people's conversations.
Most cases of aphasia develop suddenly, usually as a result of a head injury or stroke. Sometimes the condition develops slowly, as in the case of a brain tumor. The severity of aphasia varies, depending on the amount of brain damage.
If only minor brain damage occurred to the language networks in the brain, the patient may be able to recover their language skills without treatment. However, most patients require speech-language therapy to regain some of their language skills. Few people are able to regain all of their language skills that were present before the brain injury occurred.
Articulation disorders
: Articulation disorders occur when an individual has difficulties pronouncing certain consonants or vowels correctly (such as the letters "s" and "r"). As a result, certain words are mispronounced. Patients with these disorders will omit, replace, or distort the sounds of vowels or consonants that they have difficulty pronouncing. A common type of articulation disorder is a lisp.
In many cases, the cause for articulation disorders is unknown. However, most of the time articulation disorders are not a cause for concern. Articulation disorders are common in young children. However, most of these children are able to pronounce words correctly by the age of five. Patients with articulation disorders who are older than five years old should visit their doctors. Sometimes articulation disorders are caused by brain damage or brain disorders. They may also be caused by physical handicaps, such as a cleft palate, hearing loss, or cerebral palsy. In other cases, the condition may be caused by poor coordination of muscles in the mouth or dental problems.
: Dysarthria, often called slurred speech, is defined as slow, imprecise, and distorted speech that is the result of weakness, paralysis, spasticity, or the inability to control or coordinate the muscle used during speech.
Common causes of dysarthria include traumatic brain injuries, stroke, brain tumor, and degenerative brain disorders, such as Parkinson's disease or multiple sclerosis (MS). Excessive use of alcohol and certain medications, such as sedatives, may also cause dysarthria.
Dysfluency disorders
: Dysfluency disorders, also called rhythm disorders, occur when an individual speaks in an uneven rhythm. Patients may repeat or add words or sounds when talking. They may also pause in the middle of phrases or frequently correct their pronunciation while talking. They may also say certain words longer than normal.
It is considered normal for young children to speak dysfluently from time to time. However, if symptoms worsen over time, or the individual avoids saying particular words, or makes odd facial or body movements (such as twitching of the eyes or nose) during dysfluent speech, a healthcare provider should be consulted. These may be signs that brain damage or a brain disorder may be causing symptoms.
: Mutism describes the inability or unwillingness to speak.
Selective mutism is a psychiatric disorder that occurs most often in children. It is typically caused by emotional distress, anxiety, or social phobia. Although patients are able to speak normally and understand spoken language, they do not speak in certain settings.
Deaf-mutism occurs when individuals cannot speak because they are unable to hear speech.
In some cases, frontal lobe damage to the brain may prevent individuals from being able to speak.
Vocal disorders
: Vocal disorders occur when there are abnormalities in the quality, pitch, and/or volume of speech.
The seriousness of vocal disorders varies depending on the cause. There are many possible causes of vocal disorders, including infection or irritation of the voice box (a condition called laryngitis), colds, upper respiratory infections, overuse or strain of the voice, aging, smoking, paralysis of the vocal cords, vocal cords that are too far apart from one another, abnormal growths on the vocal cords, loosening of the vocal folds, allergies, cancer of the throat, thyroid disorders, and brain injuries. If a brain injury or disorder is causing a vocal disorder, the condition is called a neurologic voice disorder or spasmodic voice disorder.
Copyright © 2011 Natural Standard (
The information in this monograph is intended for informational purposes only, and is meant to help users better understand health concerns. Information is based on review of scientific research data, historical practice patterns, and clinical experience. This information should not be interpreted as specific medical advice. Users should consult with a qualified healthcare provider for specific questions regarding therapies, diagnosis and/or health conditions, prior to making therapeutic decisions.
32 Kainehe St.
Kailua, HI 96734
808-261-8890 (fax)
Email Our Store
Driving Directions
About Us
Reference Library
Healthy Recipes
My Email Subscription
Contact Us
Privacy Policy
Terms of Use
All contents © Copyright 1999-2019 Genius Central and The Source Natural Foods. All rights reserved. This internet site is hosted by Genius Central, a Web site service provider to natural health stores nationwide. Genius Central and The Source Natural Foods have no means of independently evaluating the safety or functionality of the products offered by their suppliers and affiliates and thus can neither endorse nor recommend products. Information presented is of a general nature for educational and informational purposes only. Statements about products and health conditions have not been evaluated by the US Food and Drug Administration. Products and information presented herein are not intended to diagnose, treat, cure, or prevent disease. If you have any concerns about your own health, you should always consult with a physician or other healthcare professional. Your use of this site indicates your agreement to be bound by our
Terms and Conditions


text:
Accessibility tools
Service tools
Language selector
Navigation path
Left navigation
Additional tools
Other available languages: none
European Commission
José Manuel Durão Barroso
President of the European Commission
Speech by President Barroso: "A strong maritime pillar for the Europe 2020 strategy"
Informal Ministerial meeting on EU Integrated Maritime Policy/Limassol
8 October 2012
President Christofias,
Commissioner Damanaki,
Ladies and gentlemen,
I wish to congratulate first of all President Christofias, for giving thrust and emphasis to the EU's Maritime Policy during his Presidency of the Council, and for organising this important Conference.
I also would like to thank the Cypriot authorities and especially President Christofias for having given me the opportunity to participate to the closing ceremony of this meeting. I could not refuse: the EU Maritime Strategy is a subject very close to my heart. And I cannot imagine a better place than here in Limassol, in Cyprus, to organise such a conference and sign the Declaration. We all know how important the sea is here, how it has shaped the history of the Country and how it influences today the lives of those who live by it.
The adoption of a Maritime Agenda for Growth and Jobs could not come at a better time. This is a defining period for the EU. We face a difficult economic situation; and we must answer the legitimate concerns of our citizens about their future.
The European Commission has long made clear that there are no short term fixes and that the route to economic recovery lies in the correct balance of measures both to ensure stable public finances and promote growth.
In terms of growth and job creation part of the answer is certainly through the blue economy. This sector is booming, and at times of crisis and pressure, this is rare good news.
We are relying more and more on maritime transport for our external trade; and the overall employment in the European maritime economic activities is expected to go from 5.4 to 7 million by 2020. The cruise sector alone may grow by 60 percent! But there is growth in new innovative sectors as well as the traditional sector of shipping. To give one example, by 2020, offshore wind energy is expected to grow by 30 percent. Experts foresee a tenfold growth of tidal and wave energy.
These are staggering figures, and opportunities, that Europe cannot afford to miss.
Ladies and gentlemen,
There is no doubt that our seas and oceans can help Europe's economic recovery in a decisive way.
In 2007, to boost Europe's maritime economy, I launched the Integrated Maritime Policy. In fact, already in 2004 I thought it would make sense to have one Commissioner fully dedicated to Maritime Policy and not only to Fisheries, so that we could build on the experience of countries in setting a maritime strategy and frame a European Policy in this field. I am very proud of the early leadership which the Commission showed in this increasingly important sector. I am also heartened to see that the ownership of the maritime policy by Member States is such, that we are now moving on to its second phase: Blue Growth.
The Declaration we are adopting is not simply a statement of the status quo, it goes much further than this with a focus not just on what is important today but a clear emphasis on what we should do to create the jobs of tomorrow.
This outlook toward the future is very important. We need to embrace the maritime potential of Europe, and we need to do it with confidence and with a dynamic agenda. The European Union has a unique maritime experience, leadership and resources. Its coastline is more than four times that of the United States and twice that of Russia. Around half the patents for offshore wind have been generated here, and so have a third of those for algae aquaculture and ocean renewable energy.
Over 40 percent of the world's scientific publications on marine environment, ocean renewable energy and blue biotechnology are issued in Europe.
But as in every sector international competition is getting fiercer by the day. The next few years will be crucial to maintain Europe's competitive edge and turn our innovation leadership into sustainable jobs for Europeans. If we are to compete with the emerging giants we too have to ensure that we operate on a scale which makes best use of the advantages which we possess.
Ladies and Gentlemen,
It is in this challenging environment that last month, in the Blue Growth Communication, adopted by the Commission at the initiative of Commissioner Maria Damanaki, the Commission made policy recommendations for the sectors with the highest growth potential. We will follow up with a series of initiatives which will drive the maritime policy agenda forward in the coming years.
Renewable energy from the sea can contribute to our goals to reduce greenhouse gas emissions by 20 percent and produce 20 percent of our energy from renewables by 2020. At the same time, developing ocean renewable energy opens up opportunities for the shipbuilding industry to diversify into off-shore platforms or wind turbines and for coastal communities to regenerate ports, peripheral areas and outermost regions of the European Union.
This is the kind of smart, sustainable and inclusive growth we want to have in Europe!
The Blue agenda has many other aspects; it is not just about economy. Sectors such as health and research are directly concerned. Blue Biotech offers huge possibilities and we are already seeing some of the fruits in the medicine sector for instance, with new anti-cancer drugs and anti-virals of marine origin.
Ladies and gentlemen,
Europe's seas are still largely unexplored and as we push back the boundaries of our knowledge so the economic potential of our seas expands. But of course bottlenecks and barriers exist and we must do all we can to overcome these both directly through our blue agenda but also through our broader policies.
To give one example: access to finance is one such barrier; and a formidable one for maritime SMEs. As you know, activities in the development stage are mainly carried out by small companies and suppliers, which are most affected by the reduced availability of loans. Facilitating investment in SMEs is one of the key priorities of the European Semester. This is where we should be pooling our efforts.
Another problem for SMEs is attracting skilled staff. In the current economic climate, this is unacceptable. As the Limassol Declaration rightly points out, we need to improve the prospects for maritime careers, by providing adequate training and promoting labour mobility.
We should draw from the ideas and best practices across our member states. We must also find ways to attract skilled people to peripheral regions. Above all, we must be able to prepare young people for the jobs of tomorrow, in both existing and emerging maritime sectors.
At the same time, we need to develop a knowledge base that is able to stimulate growth, protect the marine environment and optimise the allocation of marine space. Right now Council and Parliament are discussing, under the steering of the Cyprus Presidency, the Commission's proposal for the Multiannual Financial Framework for 2014-2020. In this context, Horizon 2020, the new Research and Development programme, has been designed keeping in mind Blue Growth and with a specific focus on supporting marketable innovation.
Speaking of finance, let me stress here that we cannot separate the debate on growth from the debate on the EU budget. A future-oriented EU budget is our most important tool to target investment and channel it on growth and jobs. Given the immense potential of the maritime economy, the support for maritime sectors and coastal regions should be fully anchored into the new Multi-annual Financial Framework. And the Commission is embedding sea-basin strategies into the Common Strategic Framework, so as to maximise the cooperation between Member States and the impact of the funds. Nor should we forget that the Connecting Europe facility will have a positive impact on the blue economy, through the strengthening of Energy transport and digital networks.
Ladies and gentlemen,
The Declaration we are adopting today is a strong basis on which to develop the blue economy in Europe. By doing so we are giving a strong maritime pillar to the Europe 2020 strategy.
We can build on the achievements of our Integrated Maritime Policy, which in the space of five years has improved resource efficiency, cut costly duplication and made better use of public money - and there could be no better result at times of economic crisis.
I have full confidence in our capacity to work together and grow together. Let us continue with the same spirit of cooperation and synergy that has led to this Declaration.
Europe has an unequalled maritime tradition; we must build on this as we look towards our economic future. The maritime agenda is a trump card, and its success will be a critical step towards economic recovery. We have a duty to pursue it, for the prosperity not just of maritime Europe but of Europe as a whole.
I thank you for your attention.
Side Bar


text:
Oklahoma MasterCard Debit Card
SMART for You
Frequently Asked Questions
about theOklahoma Department of Human ServicesOklahoma MasterCard Debit CardFrequently Asked Questions about Ythe Oklahoma Department of Human Services Oklahoma MasterCard Debit Card
Q. What is the Oklahoma MasterCard Debit Card?
A. Child support payments are transferred electronically into an account from which you can access your money at any Automated Teller Machine (ATM) displaying the MasterCard brand mark. In addition, you can make purchases wherever the card is accepted at more than 53,000 merchants worldwide. This card is a debit card, not a credit card – you will be using your own money from child support payments deposited on your behalf.
Q. Is direct deposit still an option for receiving payments?
A. Yes, you will initially be issued the MasterCard Debit Card, but may enroll in direct deposit at any time by calling the customer service number located on the back of your card. For more information regarding direct deposit, please refer to FAQ's below.
Q. How can the Oklahoma MasterCard Debit Card be used?
A. To make purchases; To access to your money through Automated Teller Machines(ATMs), 24 hours a day, 7 days a week; To receive cash back from merchants; To pay bills and for online, phone and mail orders. The amount of purchases or cash withdrawals is automatically deducted from the available funds on the card. Upon request, you may also receive a free 60-day report of your account activity. You can always access all your account information online without ever incurring any charges.
Q. Will the card say anything about child support?
A. No. The Oklahoma MasterCard Debit Card has the word "Oklahoma" across the front and looks like a standard debit card, which resembles a credit card. Nothing on the card indicates that the funds on the card are child support payments.
Q. My credit is bad. Can I still sign up for the Oklahoma MasterCard Debit Card?
A. Yes. While the Oklahoma MasterCard Debit Card looks like a credit card, it is not a credit card, and your credit rating has no effect on your ability to receive the debit card. As part of its agreement with OKDHS, you will not be denied a card based on your credit history.
Q. What choice is best for me?
A. The best choice for you depends on your situation. Both direct deposit and the debit card provide many of the same benefits. There are no checks to get lost or stolen, the money is available to you as soon as it is deposited and your payments will not be interrupted if you move. There are no charges or fees for receiving your funds by direct deposit; however, you will need to open a bank account to do so. Normal banking charges may apply, so check with your bank. The Oklahoma MasterCard Debit Card is offered in partnership with Affiliated Computer Services. Some ATM withdrawals will be provided free with the card, but some ATMs charge transaction fees. These fees will be described in full to you in a mailing to all Oklahoma custodial parents. Tips on how to use the Oklahoma MasterCard Debit Card without fees will be provided with your card.
Q. How do I know if a child support payment has been disbursed to me from OKDHS?
A. Check your account at www.epiccard.com, or contact our automated Voice Response System (VRS) at Affiliated Computer Services to find out if a payment has been posted to your debit card. You can also continue to check payment information via the online Oklahoma Child Support Child Support payment information system.
Q. How do I know if money is available on my Oklahoma MasterCard Debit Card?
A. To find out if a payment was deposited into your debit card account or to find out your card account balance, you can access your account online at www.epiccard.com or call the Affiliated Computer Services Customer Services Bureau toll-free any time, day or night. Fees may apply. Q. When will my money be available on my Oklahoma MasterCard Debit Card?
A. Money should be available to you by the third business day from when we receive the payment. Please note, however, that the OKDHS customer service staff, including the Child Support CARE Call Center, will not be able to help you with questions related to the availability of funds on your card. Affiliated Computer Services will provide a new toll-free customer services number. The new number will be delivered with your card and will be available 24 hours a day, 7 days a week.
Q. Does a cardholder have to use a specific bank to obtain cash?
A. No. Receive cash without any fees over the counter at any of the nearly 800 banks or credit unions in Oklahoma that accept MasterCard. You can also receive cash back without any fees on purchases at millions of locations that accept MasterCard, including retail stores, gas stations, restaurants and more.
Q. Does the customer get a new card every time a payment is due?
A. No. All future child support payments will be automatically deposited to the initial card received. If the card is ever lost or stolen, a new card will be sent, but you will be charged a $4 replacement cost. Subsequent payments will automatically go to the new card, along with any remaining balance on the old card at the time the previous card is reported as lost or stolen.
Q. What do I need to do once I receive the Oklahoma MasterCard Debit Card?
A. After receiving the card in the mail, you must call the phone number provided on the card to activate it. At the time of activation, you will choose a PIN number. These details will be provided with the card when it is mailed to you.
Q. Who can I contact if I have questions about my Oklahoma MasterCard Debit Card?
A. For questions about child support payments, contact the Child Support CARE Call Center at 1-800-522-2922. For questions about the Oklahoma MasterCard Debit Card, contact Affiliated Computer Services customer services. The customer service number will be provided when the card is mailed to you. ATTENTION DEBIT CARD CUSTOMERS
Customer Service Fees
After free monthly cash withdrawals, one free with each deposit, at Bank of Oklahoma™ ATMs
$1.50 each time
ATM cash withdrawal at banks other than Bank of Oklahoma™
$2.00 each time
ATM balance inquiry at any bank, at any time
$0.50 each time
ATM denial for insuffi cient funds •Two free each month
$0.50 each time, after free transactions are used
Card replacement •One free replacement each 12 month period
$4.00 for additional replacements
Expedited card delivery
$14.00 each time
International transactions
$1.50 each time plus a currency conversion fee of 1% per transaction amount
Monthly account access via MasterCard Service Center toll free (888) 401-9843
$0.50 each time, after fi ve free calls each month
Questions about your MasterCard debit card account should be directed tothe MasterCard Service Center toll free (888)401-9843.
No fee is charged for reporting a lost or stolen card or to dispute a transaction posted to your account.�
FREE Services with Your New Card
Cash withdrawal at inside bank teller windows displaying the MasterCard logo
Cash back with purchases
You are allowed one (1) free ATM cash withdrawal each calendar month at any Bank of Oklahoma™ ATM. This free ATM transaction expires at the end of the following month if not used.
Five (5) free calls to the MasterCard Customer Service Center toll free (888) 401-9843
There is never a charge to use www.eppicard.com to access account and transaction information.Please activate your card immediately – Funds will be returned to OKDHS within 90 daysif you fail to activate your card..
Q. Is the cardholder able to make deposits to the card?
A. No. Only OKDHS can make deposits to the card.
Q. Can the cardholder request a second card for another individual, such as a family member?
A. Yes. You may contact the Affiliated Computer Services Customer Services Bureau to request a secondary card. All applicable fees apply.
Q. Can the card be used by someone other than the person whose name appears on the card?
A. No. For security reasons, cardholders should never share their PIN or allow anyone else to use their card.
Q. What happens if a cardholder decides to switch to direct deposit?
A. The cardholder must expend any remaining funds on the Oklahoma MasterCard Debit Card. Funds cannot be transferred from the card to your bank account.
Q. Can the Oklahoma MasterCard Debit Card be overdrawn?
A. Usually the cardholder can only use up to the amount of funds available on the card. However, under certain circumstances the card can become overdrawn. If the card is overdrawn, the cardholder is subject to applicable fees and repayment of any amount overdrawn.
Q. Can OKDHS view or track individual cardholder transactions?
A. No. For privacy reasons, OKDHS or any state agency will not have access to any cardholder transaction or balance information.
S – Safe and Secure. No lost or stolen checks.
M– Manage your money. Easy to track your money online.
A– Available 24 hours a day – 7 days a week.
R– Reliable.
T– Talk to us. Call 1-800-797-7474 if you have questions about the Oklahoma MasterCard Debit Card Program. (This number is for inquiries regarding the MasterCard program only) OKDHS Pub. No. 07-01 Revised 11/2011
This publication is authorized by the Oklahoma Commission for Human Services in accordance with state and federal regulations and printed by the Oklahoma Department of Hu-man Services at a cost of $530.00 for 5,300 copies. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. OKDHS offices may request copies on ADM-9 (23AM009E) electronic supply or-ders. Members of the public may obtain copies by contact-ing OKDHS Design Services at (405) 962-1714 or by faxing your order to (405) 962-1740.
Click tabs to swap between content that is broken into logical sections.


text:
The General Studies Programme (GSP) is part of the Future Preparation and Strategic Studies Office, located in ESA's Headquarters in Paris. It is part of the Systems, Software and In-Orbit Demonstration Department within the Directorate of Technical and Quality Management.
Ian Carnelli
Programme Manager
tel. +33 (0)1 5369 7109
e-mail: Ian.Carnelli @ esa.int
Paola Semeraro
Project Controller
tel. +33 (0)1 5369 8042
e-mail: Paola.Semeraro @ esa.int
Moritz Fontaine
GSP Officer
tel. +33 (0)1 5369 7506
e-mail: moritz.fontaine @ esa.int


text:
from $0
per person per night
Spacious Bedroom with full bathroom en-suite. Double, twin or single occupancy. King size bed converts to 2 twin beds. Private garden. Courtesy fridge, complimentary Wi-Fi, Hotel Package DSTV & fully air-conditioned.
Luxury accommodation set amid lush gardens and ancient trees. Foxwood House has everything to make your business visit to Johannesburg a pleasure: a tranquil setting, excellent cuisine and friendly service.
Foxwood House has five-star status, and is registered as a guest-house as it is situated in a quiet residential area, but our facilities conform to all requirements for full hotel status: room service, a liquor license and all meals expertly prepared by our chef, Jean-Louis du Toit.
Complimentary on-site parking and 24/7 security services. Laundry service is available. Foxwood House contains several smaller venues suitable for intimate business meetings, as well as larger venues for conferencing.
Foxwood House has a theatre. This is housed in a quaint stone building, nestled serenely under a canopy of trees outside the Historic Villa. This tranquil setting totally belies its ongoing activity. Foxwood Theatre hosts many great shows and musicals over weekends.
Foxwood House is centrally situated in an exclusive area, 2 kilometers (1½ miles) from Wanderers Cricket Stadium, 4 kilometers from Ellis Park Stadium, in the same street as Killarney Golf Club and near to the Houghton Golf Club. We are close to shopping malls and restaurants and within easy reach of the popular, up-market night spot, Melrose Arch. Foxwood House is easily accessible to all the major arterial roads and freeways.
The historic villa an historic old home dating back to the late 1920's is today part of the complex of buildings called Foxwood House.
The Villa was designed by renowned Johannesburg architect, Frank Flemming, a partner of Sir Herbert Baker. Baker was strongly influenced by the designs of ancient farmhouses in the South of England, where he was born, and of course, by Cape Dutch architecture.
We have 12 luxury suites on our premises ranging from the charming Stables Suites to multi-roomed Suites. Most guest suites have private entrance with access to private patio / garden areas. All have luxurious period furnishings and are fully air-conditioned with complimentary Wi-Fi, telephone, wide screen TV with the full DSTV bouquet and undercounter fridge.
from $0
per person per night
|Foxwood House – Houghton Estate
|Space offered
|Check in
|Check out
| Cancellation
In the event of premature departure the full extent of the stay as originally booked and confirmed will be charged. The following cancellation charges will apply should a cancellation or postponement occur. Cancellation within 7 days of date of arrival, 50% of FULL accommodation is payable. NOTE: Foreign credit card holders kindly ensure that your credit card is programmed for manual and electronic processing.


text:
S8 E20 The Girl With No Name
A female hiker is found badly injured in a ravine. Meredith realizes that she wasn't hiking at all. She was running from someone. The young girl's x-rays reveal years of wounds that have gone untreated. Teddy's seen injuries like this before in people who were tortured. Meredith asks the girl for her name. She says "he" called her Susan, but she believes her name is actually Holly, as in Holly Wheeler. She's someone who was kidnapped when she was six years old. Holly has been missing for many years. Until now.
Owen feels like he's in over his head with the all the attention that the Holly Wheeler case is drawing to the hospital. Richard assures him he'll be just fine. Owen's first task is dealing with the press. He must also try to comfort the girl's father who is upset because someone snapped a photo of Holly in the hallway. Cristina sees how difficult all this is for Owen. She lets him know that he's doing the best he can.
Holly forms a bond with Meredith. She looks to her for assurances on everything. This includes whether or not she should let her parents hug her. Holly is still traumatized by all that she's been through. Speaking of being traumatized, Bailey is paralyzed with fear once she realizes Tuck is missing from the daycare center. Thankfully, her son is just fine. He just had to be taken to the nurse. Bailey is relieved after briefly experiencing the feelings that come with every parent's worst nightmare.
As we mentioned earlier, Holly has formed a bond with Meredith. That's why she feels comfortable enough talking to her about her time with her abductor. Holly feels guilty for some fond memories she had with the man who took her. Meredith assures her that whatever feelings she has about anything, good or bad, are all valid and nothing to be ashamed of. Holly later develops complications, but the team pulls her through.
Owen asks for all doctors who worked on Holly to sign off for her release. Teddy is cool in cardio. Derek, Callie and Mark also agree that she's ready to go home. Bailey thinks so, too. She's just too emotional to say so out loud. That's fine. Derek speaks for her. Owen thanks everyone, especially Meredith, for everything they did for this young woman. His entire staff then gives him a round of applause for how well he handled the situation. Owen is most appreciative of the gesture and pleasantly surprised to see Cristina clapping, too.
Richard is upset when he finds Adele in bed with another man. His name is Alan. His Alzheimer's is much more progressed than his wife's. The truly depressing thing is that Adele believes she's in love with Alan. She lights up whenever he sees him. She barely knows who Richard is anymore. That's why he regretfully, painfully leaves her to spend her days with Alan, as he's the one who now makes her happy.
The fifth years are interviewing for post-residency positions all over the country. Cristina is in the highest demand, as hospitals are sending her gift baskets. April's perky personality may be her downfall in the interview process. At least she meets with some decent hospitals, which is more than Alex can say. Arizona has been recommending him to lame places so he'll stay put.
Jackson is upset because his interviewers are only interested in him because of his family name. As for Meredith, she interviews at a hospital in Boston. It's her first choice for a post-residency program. That means she may leave Seattle Grace someday. And she may not be the only one.


text:
A 32-year-old taxi driver has created Gaza's first electric vehicle in the face of a major fuel crisis. Munther al-Qassas decided that investing in an electric taxi would be cheaper and less time consuming than spending hours waiting in line for petrol. Despite holding a degree in political science, Qassas was able to build the car from recycled materials in a workshop on the roof of his home over several months.
As a collector of old electronic gadgets, Qassas was familiar with the technology needed to make an EV. He opted to make the car's frame entirely out of wood, and he salvaged tires from an old wheelbarrow. Due to the limited resources available, Qassas' electric taxi is only capable of 12 mph at full speed, but it is more than enough to get around the city.
Speaking to AFP, the innovative taxi driver said: "I thought about making a car which would suit our circumstances in Gaza, especially with the fuel crisis that forces people to stand in line for hours outside petrol stations or pay a huge amount of money.
"I would like to make Gaza self-sufficient with this electric car, or even build a solar car. I'm sure if I was in a different country, I would have received more attention and I would have won some awards for what I do," he added modestly but highly the fact that there is a serious lack of opportunity for scientific creativity in the Gaza Strip.
"We need guidance and encouragement here," Qassas said. "No one here cares about encouraging young people to study science, or to be innovative and develop their abilities." The government, he said, should "sponsor young people and encourage scientific creativity".
There are certain drawbacks to the vehicle. For one, it can only carry two people, has limited speed capabilities (as previously mentioned) and has to be charged for five hours with an electric cable after which it can run only for four hours. Still, on the plus side, the car was built entirely from recycled materials!


text:
Talk:Liberty Memorial Coliseum
| This talk page is for discussing the Liberty Memorial Coliseum article.
This includes commenting on the article, questioning whether it is correct, or adding suggestions for improvements
Questions about GTA games, not about the wiki page itself, should be asked at Community:Questions.Remember to always add your signature to the end of your comments/replies using four tildes:
I think here is way Rockstar made a slight error! The stadium was used for Football (or Soccer as it is in the US) in 1998. It was then converted to host (American) Football... But the Liberty City Cocks played the Liberty City Beavers in 2001 according to Liberty Tree and they're both soccer teams!
So? The New England Revolution (soccer team here in New England) play their games in Gilette Field, which is also home of the New England Patriots (a football team here in New England). As long as the field is big enough, both footballs (soccer and American football) can be played there.
All the evidence on this page point to the name being 'Bush Stadium' - why is the title 'Liberty Memorial Coliseum'? If Bush Stadium is it's most-commonly-used name, then we should use that. Gboyers 17:49, 13 December 2010 (UTC)
- "Bush Stadium" is a prerelease name. The games don't mention the stadium by that name.--spaceeinstein 06:22, 14 December 2010 (UTC)


text:
Primary tabs
Thu Oct 19
6:30 pm to 8:30 pm Cafeteria
This class will enable you to learn and develop ink drawing techniques using quill pens, various pen nibs (tips), India ink and pigmented (color) acrylic inks. You will learn to mix color, create...
6:30 pm to 7:30 pm Other
Free Information session on Tue, October 17 will be via Skype at UW-Washington County!
Led by Travel Coordinator, Vic Passante
In the spirit of the past seven Blues and Greens foodie...