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I am very excited to host this month's edition of Go Ahead Honey, It's Gluten Free. This is the monthly blog event created by Naomi Devlin from Straight Into Bed, Cake Free and Dried. Each month a new blog hosts with a different theme. Last month Ali from Whole Life Nutrition hosted with Healthy School Lunches. Next month Kajora of Spice Lovely will host with Oaxacan Cuisine.
This month's the theme is Scared Silly. What were you afraid to eat or cook that once you did you realized it was silly to be scared? I hope you enjoy the great recipes and foods shared. I encourage you to visit each of these blogs and read their stories.
Not very many people know this, but some years ago I was lucky enough to be given a ticket to ride the Hogwart's Express to attend Hogwarts School of Witchcraft and Wizardry. I first had to head to King's Cross station in London and get on the train on Platform 9 3/4 . It was a little tricky and I was a little nervous at running into the wall, but I made it through and boarded the train.
Being muggle born (non magical family) I never knew that all of those "different" things that would happen around me was magic. I was so excited to be heading to Hogwarts School of Witchcraft and Wizardry that I had forgotten to eat breakfast that morning. When the Tea Trolley came around on the train I nervously bought Vanilla Cupcakes with Chocolate Icing with a Z Cup of Tea. Zoe said there was avocado in them and that sounded strange. Would that turn my skin green? But after eating them I wished I had bought more. They went really well with the Cauldron Cakes, Chocolate Frogs and pumpkin juice.
Once we got to school we were all sorted into 4 different houses, Gryffindor, Hufflepuff, Ravenclaw and Slythern. I was sorted into Gryffindor house which is known for its courage. Wondering what on earth I was going to eat at this school that would be gluten free, I needed courage. After a few days of eating in the Great Hall I realized that the house-elves were amazing cooks. Each day I would sit at the table and food would just appear with a little note, Go Ahead Honey, It's Gluten Free.
It started to get cold at school early in the fall and I really appreciated the Vegetarian Chili. It was full of peppers, corn, beans, tomatoes, carrots, and sweet potatoes. I hear they used Maggie's recipe so She Let Them Eat Cake. I thought it was strange to serve it with Butternut Squash Bread but Linda the Gluten Free Homemaker knew there was squash in the Chili too! The bread was moist but with a little crunch from the walnuts.
You know, I've always been scared to eat squash but after eating this meal I think I like them.
All was going well until they announced this was a Hogsmead weekend. Hogsmead is the only entirely wizarding village in Britain. I couldn't wait to visit all of the shops like Gladrags Wizardwear, Dervish & Bangs, Zonko's Joke Shop and Scrivenshaft's Quill Shop. But I wasn't as sure about the places to eat.
First a group of us from Gryffindor went to Madam Puddifoot's for tea. There was something strange swimming around in my tea so I only drank half. Then we headed off to The Hog's Head Tavern for lunch. There I had the Mixed Mushroom and Veggie Soup. Melissa's had some and said she could eat Gluten Free For Good. That soup was really good. I wonder what was else was in there because I felt like I could do anything and I kept dancing around singing peace, joy and mushroom love. I really need to get that recipe. I love to sing and dance.
Romilda Vane tried the Spicy Lentil Soup. It was made with a homemade bone broth which she said was as delicious as it looked. Well that was until she found that they had forgotten to take out the chicken feet from the stock. We all laughed so hard but Kim laughed the hardest since she had given them her recipe. She swore she never left the chicken feet in the soup unless it was going to be served to Slytherins. Using the chicken feet makes it easy to Cook It Allergy Free.
Lavender Brown and Pavarti Patil decided to just have salads. They chose the Celery Root Salad with Fennel and Apples. It looked great mixed with the spinach leaves and red onion with a light honey and lemon dressing but Lavender was so full from Honeydukes Sweet Shop that she only ate half. Hallie however ate it all. Daily Bites of apple and fennel are really good for you.
When I asked Lavendar and Pavarti what they ate at Honeydukes they rambled off this list: Bertie Bott's Every Flavour Beans, Drooble's Best Blowing Gum, chocolate frogs, pumpkin pasties, cauldron cakes, Liquorice Wands, Pepper Imps, chocolate balls full of strawberry mousse and clotted cream, Sugar Quills, tooth flossing string mints, Jelly Slugs, nougat, coconut ice, toffees, Fizzing Whizbees, ice mice, peppermint toads, blood flavoured lollipops, Cockroach Cluster, fudge flies, Acid Pops, sherbet balls, pumpkin tart and ice creams and sundaes of various flavours. I can't believe they could walk let alone eat salad after all that.
Some of our friends never made it to The Hog's Head Tavern but they said they visited The Three Broomsticks.They ate Ginger Salmon Parcels. I think they were delivered by owls. I had no idea the Three Broomsticks served food like that. That must have been just for that day. Normally they just serve Butterbeer, Red Currant Rum, Gillywater, cherry syrup and soda with ice and umbrella and mulled mead. But since Naomi from Dorset started working there I've heard that interesting things are being served. I wonder what type of spell she's using. After you eat however, it's Straight into Bed, Cakefree and Dried.
Our trip to Hogsmead was wonderful and I can't wait to go back. It's been so much fun to go to the Quiddich games, walk around these beautiful grounds, sit by the lake, and visit Hagrid at his hut. He has a way of collecting interesting creatures. He always insists we stay for tea and Rock Cakes. I wish he'd learn to cook some of the other wonderful foods I have been eating.
Professor Sprout showed us all how we could grow our own gardens in very little space. I will say it is easier to plant the seeds with my wand but I do like getting my hands into the dirt too. Things seem to grow really large here on the school grounds. You wouldn't believe the size of Hagrid's pumpkins. I think someone really could live in one.
One day I could have sworn I saw Harry, Ron and Hermonie hiding behind a really big one and then I saw Harry and Hermonie taking away Buckbeak, Hagrid's hippogriff. But I swear I was seeing double.
Then in just the 6th week in Snape's Potions class, he had us make a special drink that he said would counter act the damage done to our bodies from eating things we shouldn't. He didn't go into details but when we all got done we had to drink what we had created. Mine was so horrible he made it vanish with one wave of his wand but Ginny had found a note in her book from Valerie about a green smoothie where City Life Eats. She created that and shared hers with us. Snape thought it must be gross since it was so green and we didn't let on it tasted wonderful. Who would have ever thought something so green tasted so good. I hope I can recreate that.
Then when October came, we got to have a large Halloween Feast in the Great Hall. Everyone gathered in their robes but no one wore costumes like muggles do. The hall was decorated with hundreds of jack-o-lanterns floating above the tables. It was very festive and very filling. I ate so much that night I thought I was going to explode like an erumpant horn.
We all arrived and sat at our house tables. As soon as everyone was seated the food suddenly appeared. Love that! They started with Kimchi and a Sprout Slaw. Katie Bell said the Kimchi was something that had a strong smell but the taste was amazing. She has seen it in Lexie's Kitchen. Seamus Finnigan loved the Sprout Slaw. He said it reminded him of home but with a twist. Deanna loved it too. It was in The Mommy Bowl which I still have no idea where that was.
Then Cormac McLaggen said something black, orange and green was served but he couldn't remember what it was, just that it tasted good. Alisa said it was a Spicy Shrimp and Avocado Hand Rolls that One Frugal Foodie would love. I consider myself a foodie and I loved it too! I was however really happy to not find a hand in it. You just never know around here. Pansy Parkinson from Slytherin said her favorite was the Leek Puree because it was green. Stephanie shared some with me and I loved it, especially because it was Gluten Free by Nature.
I think Susan Bones from Hufflepuff liked the Bombay Potatoes Meet Chickpea Tomato Curry. She's a big fan of curry and her friend Shirley said it was gluten free easily. I like that. Cho Chang from Ravenclaw tried the grilled eggplant for the first time ever. I think she had some silly notion that horrible things grew out of eggplants. I wonder where she got that idea, probably hanging out with Tia. Did it Glugle Gluten Free? Aside from the scary eggplant stories, we all enjoyed this dish. Sue said she liked it best dipped in the Scary Scary Salsa but Kathleen said I Made Toast and that was what she was pairing it with.
Just when I thought dinner was over, in came the Arepas. I love arepas and so did Wendy who was sitting with us. She lived where there were Celiacs in the House so having arepas were one of those foods they served. You can stuff just about anything you can think of into a warm steamy arepa. Pork, beef, beans, even scrambled eggs! However I wouldn't eat too many before playing Quidditch.
After all the dishes were cleared from dinner the desserts arrived. I don't think I've seen so many desserts before in one place. The tables were over loaded. We all made short order of the Apple Rhubarb Blackberry Crisp. It came from the Eagle Loft Kitchen. I wonder if the owls hang up there too?
After the feast I went to the Owlery and sent a message home about how much I loved this place and how great the food is. I hope that someday I can find all of these recipes so I can make some of these wonderful foods I've eaten. It would be great if someone put them all in one place.
As the year continued we were served: Roast beef, roast chicken, fried sausages, stew, casserole, tripe, pork chops, shepherd's pie, steak, Cornish pasties, lamb chops, sausages, bacon and steak, steak and kidney pudding, steak and kidney pie, black pudding, chicken and ham sandwiches,bread, marshmallows and crumpets, baked pumpkin, roast potatoes, jacket potatoes, boiled potatoes, mashed potatoes, chips, Yorkshire pudding, peas, sprouts, carrots, gravy, ketchup, custard tart, mint humbugs, ice cream, apple pies, treacle tart, spotted dick, chocolate éclairs, chocolate gateau, jam doughnuts, trifle, strawberries, jelly, and rice pudding.
And then, there are of course the Christmas treats: turkey, chipolatas, thick rich gravy, cranberry sauce, turkey sandwiches (for tea), Christmas pudding, eggnogg, crumpets, trifle, Christmas cake. And when it gets really cold in the winter, the house-elves supply teachers and students with warming stews and savoury puddings. An impressive list of heavy, traditional British food. It's a good thing I know magic or I would have left school as big as a Blast-Ended Skrewt!
Well the rest of my time at Hogwarts went on pretty much like that. Oh there was lots of great classes and I learned to fly on a broomstick and apparate. Once I turned 17 and was of age, I could start doing magic at home which my mom loved. She really loved how I could clean the house with a few flicks of my wand. But I never use magic to cook. I still like the process of finding great recipes, shopping for the fresh ingredients and making it with my own hands. However, I still use my wand to clean the kitchen.
My 7 years at Hogwarts were some of the best times but also some of the worst times. I'm sure you probably heard what happened there. Oh and just in case you have not heard, they made a documentary about the whole thing. You can see the latest edition in the movie theaters on November 19th. They're calling it The Deathly Hallows. You might want to get your tickets now, as I'm sure they will disappear faster than you can say Polyjuice potion.


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Babylon A.D. Movie Trailer, New Movie Poster
They're really playing up the dystopian poncho fashion with the new poster and teaser trailer for the perma-looming Vin Diesel sci-fi vehicle Babylon A.D. Might the eventual tagline be "This way late summer, put on your poncho as we journey into a future where anything can happen and it rains a lot"? You'll find out nothing about the film's plot from this hyper-edited clip, but the ambiance/marketing equation seems to be Blade Runner + Children of Men / xXx = "serious Vin Diesel action" from the mind of director Mathieu Kassovitz who brought America Gothika. That said, after last month's barrage, seconds of anything that isn't Iron Man looks
slightly interesting mildly original. Here's the Slashfilm synopsis...
Veteran-turned-mercenary Thoorop (Diesel) takes the high-risk job of escorting a woman (Mélanie Thierry) from Russia to China. Little does he know that she is host to an organism that a cult wants to harvest in order to produce a genetically modified Messiah. Based on the French novel by Maurice G. Dantec, who was strongly influenced by Friedrich Nietzsche, Philip K. Dick and punk rock. The film also co-stars Michelle Yeoh (Crouching Tiger, Hidden Dragon, Sunshine) as a nun.
[flv:http://media2.slashfilm.com/slashfilm/trailers/babylon.flv 470 200]
You can watch the trailer in High Definition on the official website. Babylon A.D. is set to hit theaters on August 29th 2008.
Discuss: After the film was delayed from February to late August, how do you feel about the teaser for Babylon A.D.? Did the Statue of Liberty apocalyptic street art grab your attention or make you shrug? Question of the year, for sure.
poster source: vindieselgallery

subset: commoncrawl


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Team Vastra to return in 2014
Filming starts in November? I've been hearing January. Not a complaint since the earlier the better. Just wondering where you'd heard that.
Good news, though lazy journalism on the part of the Daily Record – all they're doing is reporting on an interview Flicks and the City posted on YouTube 3 days ago.
It's a big shame if I'm completely honest. I really really wanted Steven Moffat's era to start again right from scratch with the 12th Doctor, Clara, the Tardis and wherever they next go, with everything in Matt Smith's run wrapped up. Jenny, Vastra & Strax have just become a joke, and a bit of an insult to the once scary Silurians and Sontarans. I wish it was just Vastra returning, Moffat's shot himself in the foot here.
No. Dear God no. I'd dreaded this happening – even though I've heard it rumoured for a wile. Sadly it looks as if Moffat won't (or more likely can't) take up the desperately-needed option of retooling his understanding of who and what the Doctor is. In fact, it's almost an insult to Peter Capaldi to lumber him with tedious, unfunny-the-first-time baggage from his predecessor's era. if what I'm hearing comes to pass, next seasons might become almost unwatchable, Capaldi or no Capaldi.
Paul Mount, (for once) I am in absolute agreement with you. The opportunity here is to go in a completely new and imaginative direction – or is Moffat now so burnt out that he's incapable of that? If this goes on like this, the fresh new reign of the 12th will be spoiled. Capaldi deserves a clean slate – which is what Matt Smith got, so why not Capaldi? This betrays a lack of confidence behind the scenes, and is yet another step the Moff is taking down the JN-T road (saddling a new Doctor with a raft of old companions). RING THE CHANGES PLEASE!!!
"…desperately-needed option of retooling his understanding of who and what the Doctor is."
You mean to match yours? Who says yours is the right one anyway?
Matt got a clean slate because the entire production team changed. This is far more akin to David Tennant taking over for Chris Eccleston.
No Carl, I don't mean to mine, that's not what I said – to what the character's been for the 40-odd years before Moffat took over. I've never got my head round Moffat's interpretation of the Doctor as a "madman with a box", this wacky funster with whirling arms who talks gibberish. None of the others have been like this, why does Moffat see the Doctor as something he's never been before?
Paul… you do understand the concept of regeneration, right? "None of the other Doctor's were like this." Well, the Eleventh Doctor is. The reason we get new actors in the role is to explore new facets of the Doctor never explored before. Or do you want nothing but Tom Bakers or David Tennants for ever?
For god's sake leave Paul alone. Typical Moffat era fans getting overly defensive over constructive comments, and they can never handle it if there is another incarnation of the Doctor that people hold close to heart. We've had 50 years of Doctor Who, and with the sendoff of Matt Smith closes a chapter, and ties up every loose end. Now we have the next 50 years to come, a fresh brand new imaginative potential with Peter Capaldi and I'm sorry to say this but until I watch this 50th anniversary story I don't think Steven Moffat's up to the job anymore in terms of a head writer. Team Vastra shouldn't be returned, it should graciously finish up this Christmas instead, not dragging on as unwanted unfunny baggage in the light of a shining new Doctor and a shining new adventure.
"The sexual themes in Doctor Who should be talked about more and embraced more."
Did she not watch Torchwood? That's the last thing we need.
Peter Capaldi is the 13th Doctor, not the twelfth.


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The need for power is global and growing.
From dense urban areas to remote locations; communities and operations of every application and industry rely on robust, flexible, and fully integrated power systems on demand or full-time, in a global economy where the power is always on, 24/7.
Learn about Integrated Power Systems
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Generators for every need
Our power system products include diesel and gas-powered generator sets ranging from 15 – 3750 kVA, alternators, diesel engines ranging from 49 – 5,500 hp, generator-drive engines, battery storage systems and integrated power systems that combine generator sets, paralleling controls and switchgear technologies, all connected to our industry-leading digital solutions for complete power system control.
All aspects of generator set design, manufacturing and service have been brought together in one company. All the major components – the engine, alternator, control systems and containers – are manufactured and built by Cummins. This integrated approach means each element of a generator set is matched to work in harmony from the start.
Regardless of the power system architecture required to meet your market or application needs Cummins provides a superior combination of solution design expertise, integrated equipment and communication software as well as ongoing operation and maintenance services to help you maintain a resilient operation at your site.
Industries and Applications
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With 500 company-owned and independent distributor facilities, 9,000+ dealer locations in 190 countries and 6 continents, we offer global capabilities and local support wherever and whenever you need us.


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June 11, 2008
A Dashboard for Google Docs
Google Docs has recently added an option to save advanced searches. Besides showing the list of saved searches in the sidebar, Google Docs creates an iGoogle-like page with containers that include results for each of your saved searches. You can reorder the containers using drag and drop and select the maximum number of results.
Depending on the way you use Google Docs, the dashboard is a great opportunity to group related documents, see a list of recently published documents, display the content of a folder or the documents shared with you by a collaborator.
To create a new container, click on "Show search options", build your query and click on "Save this search". A simple example of container shows all the documents from the "School" folder that have been shared with you:
The customized views can be edit or deleted from the sidebar. While the dashboard can't be configured as a start page, bookmarking http://docs.google.com/#home is a fast way to access it.
9 comments:
Great suggestionReplyDelete
Sorry - not on completely on topic, but ... PDF upload is now available on Gdocs!! Hurray :)ReplyDelete
- AnonymousJune 11, 2008 at 9:07 AM
Nice feature! Maybe a little bit hidden. I have made a similar hypothesis few months ago (mockup: http://tinyurl.com/6ao8s8).ReplyDelete
Wow! I'm impressed. Shouldn't get confused with mixed up documents and spreadsheets now!!!ReplyDelete
- AnonymousJune 11, 2008 at 10:27 AM
great suggestion; it'd be also good to see the 'directories' as containers.... =DReplyDelete
You can display the most recently modified files from a folder. In advanced search, select a folder from "search folders" and don't use any other restriction.
- AnonymousJune 11, 2008 at 12:42 PM
Thanks for this tip!ReplyDelete
> Sorry - not on completely on topic, but ... PDF upload is now available on Gdocs!!
I appreciate that one as well !
That is cool and smart. It needs to be un-hidden since it would be a good option for a start page.ReplyDelete
- AnonymousJune 17, 2008 at 8:34 AM
this would make for a good start page when logging in at first pageReplyDelete


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CLEMSON, S.C. (Jan. 10, 2009) - The ETSU track and field team had a successful opening weekend to its 2009 year, as juniors Kenneth Rotich (Nairobi, Kenya) and Jarrod Burton (Bastian, Va.), along with newcomer Heidi Dahl (Provo, Utah) each won their respective events in the final day of competition at the Clemson Invitational on Saturday.
In the field event,
Rotich - who was fresh off his 5,000-meter title on Friday - made it two-for-two after claiming the 3,000m crown on Saturday. The Kenyan sensation finished with a top time of 8:35.85. Meanwhile, as a team, the Bucs made it a clean 1-2-3 sweep in the event, as Michael Deren (Blasdell, N.Y.) and Ben Ronoh (Sotik, Kenya) finished behind Rotich in second and third, respectively. Deren crossed the line in second with a mark of 8:45.13, and Ronoh was right there in 8:45.87.
Dahl made her ETSU debut in the 300m on Friday night, but made some noise in the 800m run on Saturday. The BYU transfer took the crown as she blew away the field of 25 competitors - finishing with an impressive time of 2:10.80. Brandy Swann of
Other ETSU notables included Judy Johnson's (
The Bucs will be back in action next weekend when they make their second trip over the mountain to Boone. ETSU will compete in the ASU Limited Open on Saturday, Jan. 17.
For more information on Buccaneer track and field, visit www.ETSUBucs.com.


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Deciding Whether and How to Assign Police Officers to Schools
Police Can Improve Safety in Schools
Tackling problems in schools does not have to result in the initiation of school resource officer programs. Through targeted problem solving efforts, some of the problems that police can reduce include graffiti, theft from lockers, bullying in schools, and truancy.
Before deciding whether to assign police officers to schools, you should develop a clear picture of the specific safety concerns at issue; it is this understanding that will help you determine which responses are appropriate and how best way to focus available funds and resources.§
§ Under the Safe Schools Act, a school safety team is required at schools, and is responsible for developing a school safety plan. This team, then, perhaps with some adjustments to membership, should have lead responsibility for the planning process.
Be Specific—Understand Your School's Safety Needs
Schools are generally safe, although this varies widely by location and some form of crime and violence can and does occur in nearly all schools.27 The nature of crime and violence varies by school type—whether urban or rural, small or large. An effective safety plan depends on the school's specific public safety needs.28
A National Perspective on School Safety
In the 2005–06 school year, an estimated 54.8 million students were enrolled in pre-kindergarten through grade 12. Preliminary data show that among youth ages 5–18, there were 17 school-associated violent deaths from July 1, 2005 through June 30, 2006 (14 homicides and 3 suicides). In 2005, among students ages 12–18, there were about 1.5 million victims of nonfatal crimes at school, including 868,100 thefts and 628,200 violent crimes (simple assault and serious violent crime). There is some evidence that student safety has improved. The victimization rate of students ages 12–18 at school declined between 1992 and 2005. However, violence, theft, drugs, and weapons continue to pose problems in schools. During the 2005–06 school year, 86 percent of public schools reported at least one violent crime, theft, or other crime. In 2005, 8 percent of students in grades 9–12 reported being threatened or injured with a weapon within the previous 12 months, and 25 percent reported that drugs were made available to them on school property. In the same year, 28 percent of students ages 12–18 reported having been bullied at school during the previous 6 months.From Indicators of School Crime and Safety: 2007
As with the United Kingdom's Safer Schools Partnership, research on school violence in the United States indicates that effective school safety efforts require "a holistic approach that involves collaboration and partnership among schools, families, and community agencies."29 Thus, a safety planning team should include administrators, teachers and other school staff, parents, students, and community members.30
Safety plans should take into account factors that relate to disorder in schools, including location, community characteristics, demographics, and the physical, social, and academic environment of the school.31 In addition, plans should include short and long term responses to school safety; police should be involved in both.32 Although police are an important component of an overall safety plan, they should not be the only component. Similarly, the SRO is but one way for police to impact school safety. Stakeholders need to decide what will work best in any given situation.
Use Data Smartly
The planning team first needs to collect data about school safety, which will clarify and strengthen the team's observations. Data collection should include a review of all aspects of the school security environment: persistent crime and disorder issues; physical and environmental considerations; threat assessments; and disaster planning. There are a variety of ways such data can be collected and assessed, including through statistical analysis of school disciplinary statistics and community crime and violence data, community forums, surveys, and interviews with key informants.33
Types of information you might use include the following:
- School data: incident reports, disciplinary reports and referrals, and suspension and attendance records
- Police data, including field contacts, calls for service, and crime and arrest reports§
- Student, school staff, and parent surveys
- Community crime and violence data
- Benchmark to other schools like yours.§§
§ Official data on crime rates have limitations, including the underreporting to the police of crimes occurring on school grounds (Kingery and Coggeshall 2001; Turk 2004).
§§ Primary schools, middle schools, secondary schools, and community colleges and universities all present different needs and challenges.
A note on data: more comprehensive data such as described above are important for a planning team who needs a full picture of school safety issues. To address specific problems, police should pinpoint the exact nature of the problems through these kinds of data:
- Location: cafeterias, hallways, outside
- Time of day
- Age groups
- Participants
- Types of behavior.
It is also helpful to map out safety issues to obtain a visual picture of patterns and trends.§
§ You can build a map of your school by downloading software at http://www.schoolcopsoftware.com.
School Safety Data Sources
There are a number of national sources of school safety data. Data are often broken into categories, such as urban/rural; age groups; male/female. These can be helpful in identifying where a school stands compared to other schools with similar characteristics.
National data sources:
- National Crime Victimization Survey (NCVS)
- School Crime Supplement (SCS) to the National Crime Victimization Survey
- School Survey on Crime and Safety (SSOCS)
- Schools and Staffing Survey (SASS)
- Youth Risk Behavior Surveillance System (YRBSS)
For state data, the state attorney general or child services agency can often provide information. Locally, school districts, law enforcement, social service agencies, and colleges and universities can be useful sources.
Develop Safety Goals
Once the school's safety needs are understood, specific safety goals must be established. These should pertain directly to the needs of the school and be specific enough to address the issues at hand. For instance, a goal of reducing the total amount of crime at the school is probably too broad to be useful in developing meaningful strategies. Instead, the planning team should focus on specific types of criminal or disorderly activity. Responses should then be selected and tailored to tackle these specific problems in the specific contexts.
Local implementers of SRO programs need to better link their activities to school safety goals. Currently, most SRO programs are not instituted because of specific safety needs. Instead, one large survey found that most school principals reported starting an SRO program because of national media attention on school safety whereas most police chiefs gave the availability of grant funding as their reason for assigning SROs.34 Although media attention and the availability of grant funds might indicate a general school safety concern, they do not provide specifics as to safety needs in a particular school. In order to determine whether resources are being used effectively, a clear understanding of safety needs is necessary.
Depending on circumstance, some schools may not require SROs. It's important to justify the implementation of an SRO in response to a thorough analysis of the problem(s) a school is facing. Then resources can be distributed accordingly; it may be better to focus on assigning a few SROs to schools with chronic problems than to evenly distribute SROs among all schools thereby targeting some schools that have no problems whatsoever.
Develop a School Safety Plan
After safety goals are established, the planning team should next design a targeted safety plan. Strategies should be selected on the basis of the identified problems and could include the use of a SRO. If an SRO is to be used, his or her activities should address specific safety issues. For instance, if the officer is going to teach, classes should be focused on the safety concerns of the school. If an officer is going to be a student mentor, the officer should select children involved in the type of crime or disorderly conduct that is being targeted. It is critical that the SRO knows the safety needs of the school and tailors his or her activities specifically to address those needs (see Figure 1 below).
There are many ways to have substantive school-police collaborations and police can play a number of valuable roles in a school system even if there is no SRO permanently assigned to the school. These can include:
- Problem-solving partnerships that pair officers with school personnel
- Situational crime prevention, including the use of physical barriers, security technology, and access control
- Participation in holistic efforts to decrease risk factors associated with violence or to increase protective factors at the individual, family, school, peer, and community level
- Technical assistance partnerships that focus on safety planning, crisis response planning, threat assessment, and security and safety audits
- Sponsorship of youth activities and periodic in-school trainings and presentations.
In addition, police can address any number of issues that fall within the traditional police role, including the threatened or actual use of weapons, other physical violence, disorderly conduct and hooliganism, the identification and disposal of hazardous or illegal materials, and criminal and disorderly behavior that take place on or immediately outside school grounds.35
Figure 1. Process for Addressing School Safety.
School Resource Officer Program Implementation
Although there are a variety of ways for police to be involved with schools, school-police planning teams might choose to assign an officer to the school. Due to the lack of research currently available on SRO programs, it is not possible to provide one-size-fits-all recommendations for implementing a program for maximum effectiveness. Instead, information about processes and partnerships that have worked well may suggest promising practices in SRO program development.
Issues to Address
- Components that are essential to effective school-police problem solving include:
- Deciding to work together in a partnership
- Setting common goals
- Developing a memorandum of understanding
- Maintaining the relationship through regular dialogue.
Potential Challenges36, §
§ Operating protocols are discussed in more detail later in this guide. A sample protocol is included in the appendix.
Before agreeing to establish an SRO program, schools and police departments should be aware of potential pitfalls. There are institutional obstacles on both sides that can be either philosophical or operational in nature. Philosophical conflicts often relate to the differing organizational cultures of police departments and schools. Police are focused on public safety, schools on education. These different perspectives on school safety can be challenging for an SRO. Many school-based police officers must play dual roles, navigating between school and police cultures.37
Operational obstacles that can threaten the success of an SRO program include a lack of resources for the officer such as time constraints or a lack of relevant training. Police turnover and reassignment is also a challenge. These challenges can usually be addressed if the proper framework is in place. However, this can require in-depth discussions and negotiations as well as a commitment to long term success. Memoranda of understanding can be helpful tools in negotiating such partnership issues.
Selecting and Training SROs
Officers in schools are highly visible and regularly interact with students, faculty, and parents. They can serve as role models for students and can affect faculty and parental perceptions of police. Selecting officers who are likely to do well in the school environment and properly training those officers are two important components of SRO programs.
However, as with other aspects of SRO programs, there is no research to suggest what is most effective in SRO selection and training. Therefore, this guide cannot offer detailed recommendations in these areas. However, this guide does provide information gathered from surveys of SRO participants who have suggested that certain characteristics, skills, and knowledge are useful. Some key SRO characteristics are inherent; others can be developed through education and training. These key attributes include:
- The ability to work effectively with students within the age range of the school
- The ability to work with parents
- The ability to work with principals and other school administrators
- Knowledge of school-based legal issues
- Knowledge of school resources
- Knowledge of social service resources
- An understanding of child development and psychology
- An understanding of crime prevention through environmental design
- Teaching skills
- Public speaking skills
- Knowledge of school safety technology and implementation.
Although it might be possible to recruit an officer with many of these skills, it is nonetheless important to provide training in these areas. Many participants in SRO programs have found training in the following areas to be useful:
- Community policing in schools
- Legal issues
- Cultural fluency
- Problem solving
- Safe school preparation
- Child development
- Mental health intervention
- Teaching and classroom management strategies.38
Allocating a School Resource Officer's Time
The lack of data makes it challenging to state with certainty which SRO activities are the most effective. It is most important that SROs choose activities that directly relate to specific school safety goals. For example, meeting with students each day is not directly tied to a safety goal; however, meeting with certain students—those who tend to be involved in specific safety problems—and discussing specific topics with them, such as services they might need or the reasons that the problems exist, can have a direct effect on school safety. Activities should be targeted to address identified needs.
Effective problem solving is one of the primary aspects of SRO work that has been shown to be successful in schools.39 Police problem solving involves changing the conditions that give rise to recurring crime problems, rather than simply responding to incidents as they occur. Under the problem-solving process, officers take a four step approach:
- Scanning data to identify patterns in recurrent, patterned crime and disorder problems
- Analyzing the causes of these patterns and problems in order to identify high impact points for intervention
- Developing and implementing responses designed to reduce the frequency or severity of these problems based on crime analysis, emphasizing alternatives to arrest and incarceration and placing a high priority on prevention
- Assessing the impact of these responses on the identified problems and refining interventions as necessary.§
§ For detailed discussions of the problem-solving process, see the POP Center website at www.popcenter.org.
SRO programs have been most effective where targeted strategies are implemented to address specific safety concerns. Examples of such strategies are presented in Table 1. Problem-Specific Guides on school-related problems also provide more detailed recommendations for how to address specific problems.
Table 1: Examples of Safety Problems Effectively Addressed by SROs40
|Safety problem
|Thefts in parking area
|Limit access to property; develop enforceable parking policy; patrol parking area; involve students in reporting suspicious activities
|Fights in cafeteria
|Increase SRO presence during lunch periods; adjust schedule and pattern of cafeteria entry and exit and seating arrangement
|Illegal parking on roadways and at nearby businesses
|Post No Parking signs; collaborate with business owners to post notices; enforce ticketing and towing
|Thefts from locker rooms
|Increase frequency of patrol during periods that larcenies occur; install surveillance cameras
|Graffiti and vandalism
|Give classroom presentations about penalties or requirements for restitution; increase awareness among students and parents; establish crime hotline or SRO website to receive anonymous tips
|Smoking or drug use near school
|Increase surveillance of area; work with property owners to post No Trespassing signs; enforce trespassing violations
Measuring the Value of Assigning Police Officers to Schools
Although the cost of assigning a sworn officer to a school will vary by jurisdiction, the average cost is substantial. Under the COPS Office grant program, each "cop in school" was funded at $125,000 in salaries and benefits over a three-year period. With an investment of this size, it is imperative to know whether the program is successfully meeting its stated goals.
Before beginning an SRO program, it is important to set out clearly articulated goals. SRO activities should be aligned to meet these goals. Regular assessment can identify any challenges to reaching safety goals and course corrections can be made.
Deciding what data to collect can be tricky. Often, the temptation is to count activities and events. Although this might help an SRO see where his or her time is being spent, it does not provide information about the effectiveness of the program. Instead, the goals of the program should drive the data collection. That is, you should first identify the outcome measure of interest (for example, whether the workload of patrol officers has changed as a result of SRO presence) and then determine which data would help to answer that question. Table 2 suggests data that could be collected for given safety goals. The list is generic; each suggestion is not necessarily appropriate for every community. The local school-police collaborative should identify the appropriate data for its own particular situation.
Table 2: SRO Program Goals and Measures41
|Goal of program
|Data that may help measure progress
|Reduce crime and disorder in and around school
|Develop positive relationships with students, parents, and staff
|Relieve school-related workload on patrol officers
|Improve school attendance
Improve student productivity
|Prevent violence in and around school
|Improve overall school performance
South Euclid (Ohio) School Bullying Project
Spurred by the sense that disorderly behavior among students in South Euclid was increasing, the school resource officer (SRO) reviewed data regarding referrals to the principal's office. He found that the high school reported thousands of referrals a year for bullying and that the junior high school had recently experienced a 30 percent increase in bullying referrals. Police data showed that juvenile complaints about disturbances, bullying, and assaults after school hours had increased 90 percent in the past 10 years.
A researcher from Kent State University (Ohio) conducted a survey of all students attending the junior high and high school. Interviews and focus groups were conducted with students—identified as victims or offenders—teachers, and guidance counselors. Finally, the South Euclid Police Department purchased a Geographic Information System to conduct crime incident mapping of hotspots within the schools. The main findings pointed to four primary areas of concern: the environmental design of the school; teacher knowledge of and response to the problem; parental attitudes and responses; and student perspectives and behaviors.
The SRO worked in close collaboration with a social worker and the university researcher. They coordinated a Response Planning Team comprising many stakeholders that was intended to respond to each of the areas identified in the initial analysis. Environmental changes included modifying the school schedule and increasing teacher supervision of hotspots. Counselors and social workers conducted teacher training courses in conflict resolution and bullying prevention. Parent education included mailings with information about bullying, an explanation of the new school policy, and a discussion about what could be done at home to address the problems. Finally, student education included classroom discussions between homeroom teachers and students, as well as assemblies conducted by the SRO. The SRO also opened a substation next to a primary hotspot. The Ohio Department of Education contributed by opening a new training center to provide a nontraditional setting for specialized help.
The results from the various responses were dramatic. School suspensions decreased 40 percent. Bullying incidents dropped 60 percent in the hallways and 80 percent in the gym area. Follow-up surveys indicated that there were positive attitudinal changes among students about bullying and that more students felt confident that teachers would take action when a problem arose. Teachers indicated that training sessions were helpful and that they were more likely to talk about bullying as a serious issue. Parents responded positively, asking for more information about the problem in future mailings. The overall results suggest that the school environments were not only safer, but that early intervention was helping at-risk students succeed in school (South Euclid (Ohio) Police Department, 2001).
Establishing Operating Protocols
An operating protocol or memorandum of understanding is a critical element of an effective school-police partnership. It is essential to state clearly what the roles of the various agencies are and especially to delineate the reporting requirements of the SRO. This will help to establish clear expectations for all parties and to support the success of the program.
There are many descriptions of what protocols could include. The Safer Schools Partnership (SSP) in United Kingdom is a program with concrete evidence of success. SSP takes a broad view of police-school collaborations, as evidenced in the adapted list of protocols below. Additional operating protocol resources are provided in the Appendix.
The SSP protocols include the following:42
- The level of commitment that each partner agency is expected to make in terms of resources and the relevant time frame for the delivery of such resources
- The overall aims and objectives the partnership is to address, with clearly defined targets
- A framework for information exchange, including data protection protocols
- Child protection policies
- A governance structure, including management framework and accountability
- Mechanisms for working with existing crime prevention agencies
- Procedures for liaising with outside agencies
- A strategy for integrating the SRO program with other partners and agencies that provide services to children and young people.
Special Issues
Legal Issues
School-police collaborations, and particularly assigning police officers to schools, raise some legal issues that should be worked out prior to implementing the collaboration. These issues arise out of the potential conflict between the traditional roles of police and educators. Where teachers and school administrators are legally obliged to act in the best interests of the students (in loco parentis, or "in the place of parents"), this can conflict with police obligations to act as representatives of the state enforcing legal norms.43 Although school safety is a mutual goal, the core mission of school systems is education, whereas the core mission of police is safety; at times these missions can be difficult to reconcile.§
§ The website http://copsinschools.org/resources.cfm provides resources on legal issues for SROs.
The unique legal issues that arise in schools include the following: 44
Search and seizure. School administrators have different standards for search and seizure—of students' persons and lockers—than do police officers. There is a question of which search standard applies in school. In general, police officers must have probable cause, whereas school administrators need only a reasonable suspicion. Courts have come to conflicting decisions on this issue.
Interviews of juveniles. It is unclear whether students must be advised of their constitutional rights before a police interview at school, as well as whether students have the right to have parents or guardians present during police questioning.
Police access to students. Principals must be familiar with the policies that determine whether a police officer can have access to a student at school. These rules vary by state. In some states, for instance, schools need to notify parents when arrests occur or official legal documents are served. Similarly, parents must be notified before a student is interviewed, especially if the matter is not school-related. However, typically police are allowed access to students who may be victims of parental child abuse without notification.
Reporting obligations. Whether the SRO reports directly to and takes direction from a police supervisor or the school administrator affects who is entitled to receive information from the SRO about student activities, how the information will be handled, and ultimately whether the activities at issue will be tolerated or prevented. It is important to establish whether the school or police agency has authority and how conflicts between these agencies are to be resolved.
Privacy. The dissemination of student information might be limited by the Family Educational Rights and Privacy Act (FERPA). If SROs are designated as school officials in the district's FERPA policy, they would have access to student education records. If they are not so designated, they would not have access.
Undercover Officers
Officers operating undercover in a school setting present special issues.45 Undercover officers can be an important safety tool, but they can erode trust between students and police, students and school administrators, and school administrators and police. One oft-cited benefit of an SRO program is the trust developed and the resulting information flow. Because there are significant drawbacks to the practice, police and school administrators should weigh the trade-offs before placing undercover officers in schools. Many districts will examine crime trends to determine the frequency and seriousness of crime before allowing police to proceed with such operations.46
The decision to place undercover officers in schools can be complicated by the presence of SROs. Any decision made in this regard should include a consideration of how undercover (or other special units) would work with SROs, including the effect that such an operation might have on the relationships among students, staff, and the SRO.
Free Bound Copies of the Problem Guides
You may order free bound copies in any of three ways:
Online: Department of Justice COPS Response Center
Email: firstname.lastname@example.com
Phone: 800-421-6770 or 202-307-1480
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Omar Vizquel is ready for the challenge of becoming a utility player for the Texas Rangers and a mentor to a rookie shortstop half his age.
Even though the 41-year-old Vizquel, an 11-time Gold Glove winner and three-time All-Star going into his 21st major league season, still thinks he can be an everyday player.
"I'm going to prepare for that even though they're probably putting a label on me of helping guys out and all that," Vizquel said during a conference call Thursday, a day after agreeing to a minor league contract. "It's hard for people to believe that I'm going to take a job as a backup or a utility player."
The Rangers expect 20-year-old Elvis Andrus to be their starting shortstop this season. They are so confident in the kid who has never played above Double-A that they are moving five-time All-Star shortstop Michael Young, a Gold Glove winner last season, to third base.
Add second baseman Ian Kinsler, coming off his first All-Star appearance, to the equation and it seems unlikely that Vizquel will get to play regularly.
"If I don't get to be the everyday player, and I get to do the role they expect me to do, that will be great," Vizquel said. "I think I can handle the situation very well."
Vizquel's 2,654 games at shortstop are a major league record. Only Ozzie Smith has won more Gold Gloves at shortstop (13), but Vizquel is the only shortstop to win the award multiple times in both the American and National Leagues.
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"I feel kind of strange that I'm probably going to play second base or third base," said Vizquel, who has never played third in the majors. His only game at second came in 1991 for Seattle.
The Rangers view Vizquel as a genuine utility player and backup, but his most important contribution could be mentoring Andrus, who wasn't yet a year old when Vizquel made his major league debut in 1989.
"We're going to let that happen naturally," general manager Jon Daniels said.
Like his new teammate, Andrus is from Venezuela, where Vizquel is revered.
"I do think he'll add a good deal to Elvis' experience, but that's not why we have him. We think he can add to this club on the field because he's a quality person and comes with a tremendous pedigree," Daniels added. "To the degree he helps Elvis, just setting the example in his work ethic and how he goes about his routine, that's just a bonus."
Vizquel will get a $1 million contract with a chance to earn more in performance bonuses if he makes the major league roster. He earned $5.3 million with San Francisco last season, when he had left knee surgery in spring training and then hit .222 with 23 RBIs and 10 doubles in 92 games.
The Giants declined their 2009 contract option on Vizquel after he played four seasons there. Vizquel began his career with five seasons in Seattle, then went to two World Series with Cleveland from 1994-2004.
He is a .273 career hitter with 2,657 hits and 385 stolen bases in 2,680 games.
Having Vizquel around to mentor Andrus should allow Young to concentrate on learning his new position.
And with Young committed to the move after initially asking for a trade, Vizquel provides a viable option at shortstop should Andrus struggle.
"This helps protect us, if that comes to pass," Daniels said. "But it's really a hypothetical that we don't expect to happen. We understand we're pushing Elvis maybe a little quicker than some may have thought we would or should. But between his skill on the field and his makeup, we think he's got the ability to handle it."
The only Venezuelan-born player with at least 20 seasons in the majors, Vizquel was the captain of Venezuela's team during the inaugural World Baseball Classic in 2006. He is on the provisional roster again for March, but said he won't play in the WBC.
"I think that I need to show the Texas Rangers I can still play," Vizquel said. "I need to get used to everybody and the whole team. I'm going to enjoy my spring training."


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Whether you're looking to start out in the wholesale business or an experienced wholesaler new to an16888.com, this convenient guide to buying wholesale is the best place to start.
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THE GROUNDING and capsizing of the Costa Concordia has raised questions about the safety of the ever-increasing size of cruise ships.
But experts say that these new megaships have the latest safety and navigation technology and pose little risk to passengers despite their gargantuan bulk.
The Concordia — a ship 290 metres (950 feet) long — was carrying more than 4,200 passengers and crew Friday night when it hit a reef off the Italian coast, flooded with water and listed to one side. At least six people died in the accident with another 29 unaccounted for.
The investigation of the crash is focusing on the ship's captain, not its design.
Pier Luigi Foschi, CEO of Costa Crociere SpA, distanced his cruise line on Monday from the jailed captain, Francesco Schettino, saying that the captain "took an initiative of his own will which is contrary to our written rules of conduct."
Industry watchers also placed the blame on human error.
The accident has more to do with training, oversight and adherence to policies than the design or size of the ship, said Carolyn Spencer Brown, editor of Cruise Critic.
Limitations of larger ships
The Concordia is a little more than five years old and part of a recent trend to build bigger and flashier cruise ships that can carry more passengers than ever before.
The largest of these — Royal Caribbean's Allure of the Seas and sister ship Oasis of the Seas — were launched in the last three years and can carry more than 6,000 passengers. When the Titanic sank nearly a century ago, there were 2,200 people on board.
These larger ships are harder to manoeuver and can't fit into all the channels frequented by smaller ships. Alan Wilson, editor of Cruise News Daily, equated it to the difference between driving a Greyhound bus and a tiny Volkswagen car.
But cruise lines and ship captains understand those limitations. Routes are carefully planned with these ships' size in mind.
"There are places they can't go," Wilson said. "They know where they can't fit the ships."
In the case of the Concordia, a safe route was put into the ship's navigation system, the company CEO said. The ship left that course only because the captain made an unauthorised deviation, he said.
Costa is owned by Miami-based Carnival Corp, which operates 101 ships under several brands including Carnival, Cunard, Holland America, Princess and Seabourn. The company said the Concordia would remain out of operation at least through November, causing the company $85 million to $95 million in lost bookings. Carnival also has a $30 million insurance deductible for damage to the ship and a $10 million personal injury deductible.
Passenger numbers
When an accident does happen, larger ships pose a greater challenge simply because of the sheer number of passengers.
Jack Hickey, a Miami attorney who has practiced maritime law for 32 years, said while cruise ship crews get some training on operation of lifeboats, overall safety training is usually an afterthought.
The sheer size of today's cruise ships only makes the lack of safety training worse, Hickey said, "because now, as opposed to ten or 20 years ago, you are dealing with thousands and thousands of people. It's very difficult and dangerous to get off a ship like that."
The cruise lines disagree.
"With size comes safety," said William Wright, senior vice president of marine operations for Royal Caribbean International and the first captain of Oasis of the Seas. Royal Caribbean operates seven of the largest ten ships in the world.
Wright said these megaships are wider, more stable, have the latest navigation systems and more watertight compartmentalisation than their predecessors.
Michael Crye, executive vice president of Cruise Lines International Association, the industry's trade association, said that the newer, large ships have better technology to communicate with passengers in case of an emergency, have life jackets in more central locations and carry lifeboats that can be boarded more quickly than prior models.
"As ships have gotten larger, the issues of safety must be planned into these ships," he said. "Along with bigger ships comes more responsibility to safety."
Since 2005, Crye said, more than 100 million people have taken cruises worldwide. There have been just 16 deaths from accidents in that period.
- By Scott Mayerowitz. AP writer Curt Anderson also contributed to this report.
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Grayson Returns Emboldened
"They got rid of me for two years, but now I'm back," Florida Democratic Rep. Alan Grayson said with a wide grin. To clarify, the Alan Grayson — the insult-dishing, left-wing lightning rod, cable TV mainstay — is back.
Grayson lost re-election in the GOP wave of 2010, in a district no Democrat had won for 34 years before him. In 2012, Grayson was elected in a different district — one drawn to safely elect a Democrat. He won by 25 points, making him no longer an enticing target for the National Republican Congressional Committee.
Grayson said the House historian informed him the victory, a 43-point swing from his 2010 loss, was the biggest comeback in history of the House.
His lesson from the experience is to press on, full steam ahead. In an interview in his office in the Cannon Building, he ticked off accomplishments from his first term including passage of a major bipartisan bill to audit the Federal Reserve.
"There's every reason to think that, if people want to see results, that we should continue," he concluded.
And so he does, taking a nasty shot at the GOP a few minutes later.
Asked whether Democrats, who fiercely protested George W. Bush's aggressive use of executive power to fight terrorism, should be protesting President Barack Obama's similar policies, Grayson quickly pivots to an attack on Republicans.
"They love the taste of blood," Grayson said. "They're consistently pro-war, consistently pro-killing foreigners. They view the entire world as either a massive inconvenience or something they feel is a personal threat. One or the other. They don't recognize the world as full of human beings."
According to Grayson, he's just saying what other Democrats think but don't say out loud.
"I'm just honest! OK?" he said, later adding, "Honestly, I get all sorts of atta boys from people because I have the chance to appear on TV frequently, and they don't, and I say the things that everyone else is thinking here but nobody else has the chance to say."
Grayson compares himself to Huey Long, the Great Depression-era Louisiana governor who proposed aggressive wealth redistribution policies, challenged President Franklin D. Roosevelt from the left and was assassinated in 1933.
"You know, the change campaign that the president ran four years ago was in essence the same campaign that Huey Long ran time after time after time. The difference is that things actually did change when Huey Long was elected. They got free roads, free bridges, free school books. The beginning of having free health care. A magnificent state university system, the best in the country at the time.
"He illustrated to people in concrete ways that they could organize themselves in a way that was better for the lives of ordinary people. And I find that to be pretty close to what I'm trying to do in general," Grayson said.
In Long's era, though, there was no Internet. Grayson is a prolific fundraiser online and an innovator. One of his top aides in his first stint in Congress, Matt Stoller, was a hero of the liberal blogosphere.
Grayson said he and his staff had just been discussing whether any Republicans are using the same means for, he is careful to point out, far different ends.
"There are only five members who raise more money from small contributions than from large contributions. And we have the highest ratio of anybody on either side of the aisle. But the fact is that [Minnesota Rep. Michele] Bachmann raised a lot of money from small contributions. So clearly there's some effort on her side to, you know, mobilize large numbers of people to be involved in that sense.
"I think Sarah Palin, actually, did a pretty good job with new media. Much less so lately. She seems to have lost her touch. But she had a very large following on YouTube, on Twitter and so on," he added.
Grayson's power in Congress stems from millions of supporters online. But for someone of his profile, he's engaged in some fights that are pretty inside-the-Beltway territory.
At the Congressional Progressive Caucus retreat Jan. 24-25, Grayson delivered an unscheduled speech unveiling a new strategy of his to force Republicans to take politically treacherous votes in committee markups.
"We have to get the Republicans to make some hard votes. It's hard to do that on the House floor. It's easier to do that in committee," he said.
And Grayson's congressional homecoming was slightly marred by a dustup over his seniority on the House Science Committee.
The Democratic Steering Committee decided to put freshman Rep. Eric Swalwell of California ahead of Grayson because Swalwell had been appointed to the science panel two weeks before Grayson was.
"I'm not going to pretend I was happy about it. I wasn't happy about it. But the rules are the rules," Grayson said.
On the positive side of the ledger, the Florida and Georgia Democratic delegations elected Grayson their regional whip.
"They're happy to have me back. That's why I'm regional whip," Grayson said about Democratic leadership.


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Date Published: 2006-01-31
Lean was first adopted as a management technique for improving results in manufacturing environments. It is based on the 5 principles of identifying the Value to be created, mapping the Value-Stream (incremental addition of value), ensuring process Flow, orienting the process towards the Pull of the customer and finally eliminating all Waste through a process of continuous improvement. This framework is highly adaptable, and has been applied in recent years to non-manufacturing efforts, such as product development and the retail and service industries.
We explore the application of Lean to voting. Applications can be found in the phases of technology development, production, deployment, poll management and more. By following a structured approach based on Lean, the efforts to advance voting solutions in the US can gain in efficiency, security, privacy and credibility over their current state. These will be adapted to deal with the voting environment, which imposes a unique set of challenges and follows priorities different from normal corporations. Additional Lean elements, such as eliminating irregularities through standardization, improved training and process transparency will be reviewed.
The development and deployment of Brazilian voting system will be presented as an example of how Lean elements can be used in the voting setting. While not intentionally created by the Lean model, the design, deployment and current use of the Brazilian system is highly complimentary to this model.
Finally, we suggest ways in which such an approach can be applied to the U.S. voting system. With a theoretical structure in place, specific improvement efforts can be devised and applied in the field. This study, therefore, is intended as a preliminary effort of identifying a problem and modeling it. It hopes to induce a commitment to Lean which will put in motion a cycle of implementation, elaboration and continuous improvement.


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It looks as though we jackals of the "lamestream media" won't have Michele Bachmann to kick around anymore.
With just a hint of Nixonian rancor in her voice, she announced — via a lengthy YouTube rant in the middle of the night a short while ago — she would not seek reelection to the U.S. House of Representatives. More's the pity.
Bachmann is a master of the political theater of the absurd and a reliable source of mirth who provides a wealth of grist for the media's ridicule mill. At every opportunity, she shoots off wild statements in every direction — not caring much about their accuracy or where they land.
Who can forget, for example, her assertion on intelligent design?
"There are hundreds and hundreds of scientists, many of them Nobel Prize winners, who believe in intelligent design," she said. (Actually, the number of credentialed scientists who believe in intelligent design would fit in a broom closet, and if any of them have a Nobel Prize, I haven't heard of them.)
She can be mean-spirited, I'll grant you that. She accused former Secretary of State Hillary Clinton's aide, Huma Abedin, of having close ties with the Muslim Brotherhood. (She didn't). And she used a broad brush when it came to painting opponents un-American. (They weren't).
She saw fascism in Obama's health care plan and an apocalypse in vaccinating children against disease.
OK, so maybe all of that isn't so funny. But how about seeing the Broadway Show "The Lion King" as gay propaganda because, she said, it was written by a gay guy? Or finding "commonality" between the war zone in Iraq and the Mall of America? Or suggesting that Glenn Beck could resolve the national debt snafu if we only "gave him the numbers"?
She became the first card-carrying dingbat to launch a major presidential bid. To me, her greatest and most hilarious accomplishment was being named to the House Intelligence Committee. Who says House Speaker John Boehner doesn't have a sense of humor?
To paraphrase a humorous, self-deprecating speech made by South Dakota Democrat George McGovern after he'd lost the 1972 election to Richard Nixon: She wanted to run for president in the worst way, and so she did.
Her ill-fated White House campaign should have used the slogan — "Smarter than Rick Perry, prettier than Newt Gingrich." It would have been as close to the truth as anything in that train wreck — which is now under federal and state investigations.
The Republican Party has arrived at a curious moment, when it is possible for someone who doesn't know anything about anything — science, government, economics (think Sarah Palin) — to be taken seriously as a national leader by the elders of the party.
In Virginia, we've just witnessed a Republican primary that nominated a black man, E.W. Jackson, for lieutenant governor. Good for them, you might say. About time, you might say.
Except that Jackson believes that homosexuality is a mental disease — akin to, if not the same as, pedophilia. He says that Planned Parenthood has been more lethal to blacks than the KKK and that President Barack Obama sees the world from a Muslim perspective.
That kind of black man.
All you have to do to win over Republicans these days is to shoot your mouth off in a fashion that impresses the party's knuckle-dragging ignoramuses. Even worse, to fail to do so can be politically lethal.
I don't mean to come off as a know-it-all. I make mistakes. As a matter of fact, I made one just the other day.
I wrote that Jeannette Rankin, the pacifist lawmaker who voted against both World Wars in the House of Representatives, was from Missouri. She was not. She was from Montana.
I can explain. I had thought she was from North Dakota, but I looked it up and saw it was Montana. So I went back to my computer and wrote "Missouri."
It could have happened to anyone.
Well, maybe not anyone, but it could have happened to Michele Bachmann, who once mixed up the Iowa birthplaces of actor John Wayne and serial killer John Wayne Gacy. I apologize to Jeannette Rankin fans.


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Diversity of opportunities
We take pride in our rich diversity. You don't have to fit into a mold at Swisslog. We offer you opportunities to grow and develop every day. We are seeking team members with: strong drive; true commitment; relentless curiosity; the desire to chart their own course; and the passion to deliver innovative solutions through by working with and leading others.
Swisslog is an Equal Opportunity Employer. As a business with diverse clients all over the world, we want to offer that same diversity in the workplace.


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One of the things I do when I'm stressed and overworked is eat lots of salty foods. Today featured an entire container of hummus and 3 sushi rolls (full sodium soy sauce included!). To balance out this dehydration, I'm on my 2nd cup of white peach tea. 1.20 in the morning and my soul is a little glowy while I type type type away.
7 min, 45 sec


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Circumstances and barriers for students vary widely across communities. Our local approach allows us to identify the unique needs in our community and leverage resources to make a difference in the lives of our young people.
Across our community, the identified priority local needs and risk factors vary for each school, family, and individual student. To address these needs, our school-based site coordinators have implemented the following supports:
Our Services in Schools
Case Management
School-based site coordinators empower students to stay in school through individualized access to needed resources, and ongoing encouragement and guidance to build confidence to reach their potential and achieve their dreams.


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Expert's Rating
- Smaller and lighter than other 4-drive RAIDs
- Dual Thunderbolt ports for Daisy Chaining
- Lackluster performance
- The enclosure isn't user serviceable
- Slow to wake from an idle state
Our Verdict
The G-Drive Pro with Thunderbolt by G-Technology is not very big, especially for being a four drive RAID; it's only a half-inch taller than the company's G-Drive. Does weight and size really matter when it comes to desktop drives?
The aluminum enclosure is much like other G-Technology drives, sporting perforated front and sides panels that complement legacy Mac Pros design. Inside the enclosure, things are quite different. Unlike the G-Drive, which has a single 3.5-inch drive, the G-Drive Pro with Thunderbolt has four 2.5-inch drives configured in a hardware RAID 0. While four-drive RAID setups aren't uncommon, they often features drive mechanisms you can replace without tools. The G-Drive Pro goes in a different direction: opening the enclosure voids your warranty, and you need both a Philips-head and T8 security torx driver to replace the drives. You can't even change the RAID configuration to a mirrored or JBOD setup.
The four independent 7200-rpm drives working together give the G-Drive Pro with Thunderbolt a nice boost in speed, while still providing a healthy 4TB capacity. Our tests showed the drive performs about three times as fast as an average 2.5-inch 7200-rpm drive on its own. However, the G-Drive Pro lagged behind competing RAID enclosures that use four 3.5-inch 7200-rpm drives.
- OWC ThunderBay IV749
- G-Drive Pro with Thunderbolt337
- Buffalo DriveStation Duo323
- G-Drive raid303
- CalDigit T3564
- OWC ThunderBay IV744
- G-Drive Pro with Thunderbolt454
- Buffalo DriveStation Duo293
- G-Drive raid301
- CalDigit T3567
We did run into something unusual during our testing. After sitting idle for a while, the G-Drive Pro with Thunderbolt would take longer than we expected to become responsive. After 15 minutes of idle time, it took the drive more than a minute to get to a ready state.
Bottom line
You're paying a premium, both in terms of cash and speed, for a smaller and lighter than average desktop RAID. Some may choose to sacrifice raw speed for a bit of added portability, even considering that the G-Drive Pro with Thunderbolt is a desktop storage device and requires external power.


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|New American Bible
2002 11 11
IntraText - Text
Chapter 2
1 In the second year of his reign, King Nebuchadnezzar had a dream which left his spirit no rest and robbed him of his sleep.
2 So he ordered that the magicians, enchanters, sorcerers, and Chaldeans be summoned to interpret the dream for him. When they came and presented themselves to the king,
he said to them, "I had a dream which will allow my spirit no rest until I know what it means."
3 The Chaldeans answered the king (Aramaic): "O king, live forever! Tell your servants the dream and we will give its meaning."
The king answered the Chaldeans, "This is what I have decided: unless you tell me the dream and its meaning, you shall be cut to pieces and your houses destroyed.
But if you tell me the dream and its meaning, you shall receive from me gifts and presents and great honors. Now tell me the dream and its meaning."
Again they answered, "Let the king tell his servants the dream and we will give its meaning."
But the king replied: "I know for certain that you are bargaining for time, since you know what I have decided.
If you do not tell me the dream, there can be but one decree for you. You have framed a false and deceitful interpretation to present me with till the crisis is past. Tell me the dream, therefore, that I may be sure that you can also give its correct interpretation."
The Chaldeans answered the king: "There is not a man on earth who can do what you ask, O king; never has any king, however great and mighty, asked such a thing of any magician, enchanter, or Chaldean.
What you demand, O king, is too difficult; there is no one who can tell it to the king except the gods who do not dwell among men."
At this the king became violently angry and ordered all the wise men of Babylon to be put to death.
When the decree was issued that the wise men should be slain, Daniel and his companions were also sought out.
Then Daniel prudently took counsel with Arioch, the captain of the king's guard, who had set out to kill the wise men of Babylon:
"O officer of the king," he asked, "what is the reason for this harsh order from the king?" When Arioch told him,
Daniel went and asked for time from the king, that he might give him the interpretation.
Daniel went home and informed his companions Hananiah, Mishael, and Azariah,
that they might implore the mercy of the God of heaven in regard to this mystery, so that Daniel and his companions might not perish with the rest of the wise men of Babylon.
During the night the mystery was revealed to Daniel in a vision, and he blessed the God of heaven:
"Blessed be the name of God forever and ever, for wisdom and power are his.
He causes the changes of the times and seasons, makes kings and unmakes them. He gives wisdom to the wise and knowledge to those who understand.
He reveals deep and hidden things and knows what is in the darkness, for the light dwells with him.
To you, O God of my fathers, I give thanks and praise, because you have given me wisdom and power. Now you have shown me what we asked of you, you have made known to us the king's dream."
So Daniel went to Arioch, whom the king had appointed to destroy the wise men of Babylon, and said to him, "Do not put the wise men of Babylon to death. Bring me before the king, and I will tell him the interpretation of the dream." Arioch quickly brought Daniel to the king and said,
"I have found a man among the Judean captives who can give the interpretation to the king."
The king asked Daniel, whose name was Belteshazzar, "Can you tell me the dream that I had, and its meaning?"
In the king's presence Daniel made this reply: "The mystery about which the king has inquired, the wise men, enchanters, magicians, and astrologers could not explain to the king.
But there is a God in heaven who reveals mysteries, and he has shown King Nebuchadnezzar what is to happen in days to come; this was the dream you saw as you lay in bed.
To you in your bed there came thoughts about what should happen in the future, and he who reveals mysteries showed you what is to be.
To me also this mystery has been revealed; not that I am wiser than any other living person, but in order that its meaning may be made known to the king, that you may understand the thoughts in your own mind.
"In your vision, O king, you saw a statue, very large and exceedingly bright, terrifying in appearance as it stood before you.
The head of the statue was pure gold, its chest and arms were silver, its belly and thighs bronze,
4 the legs iron, its feet partly iron and partly tile.
While you looked at the statue, a stone which was hewn from a mountain without a hand being put to it, struck its iron and tile feet, breaking them in pieces.
The iron, tile, bronze, silver, and gold all crumbled at once, fine as the chaff on the threshing floor in summer, and the wind blew them away without leaving a trace. But the stone that struck the statue became a great mountain and filled the whole earth.
5 "This was the dream; the interpretation we shall also give in the king's presence.
You, O king, are the king of kings; to you the God of heaven has given dominion and strength, power and glory;
men, wild beasts, and birds of the air, wherever they may dwell, he has handed over to you, making you ruler over them all; you are the head of gold.
Another kingdom shall take your place, inferior to yours, then a third kingdom, of bronze, which shall rule over the whole earth.
There shall be a fourth kingdom, strong as iron; it shall break in pieces and subdue all these others, just as iron breaks in pieces and crushes everything else.
The feet and toes you saw, partly of potter's tile and partly of iron, mean that it shall be a divided kingdom, but yet have some of the hardness of iron. As you saw the iron mixed with clay tile,
and the toes partly iron and partly tile, the kingdom shall be partly strong and partly fragile.
The iron mixed with clay tile means that they shall seal their alliances by intermarriage, but they shall not stay united, any more than iron mixes with clay.
In the lifetime of those kings the God of heaven will set up a kingdom that shall never be destroyed or delivered up to another people; rather, it shall break in pieces all these kingdoms and put an end to them, and it shall stand forever.
That is the meaning of the stone you saw hewn from the mountain without a hand being put to it, which broke in pieces the tile, iron, bronze, silver, and gold. The great God has revealed to the king what shall be in the future; this is exactly what you dreamed, and its meaning is sure."
Then King Nebuchadnezzar fell down and worshiped Daniel and ordered sacrifice and incense offered to him.
To Daniel the king said, "Truly your God is the God of gods and Lord of kings and a revealer of mysteries; that is why you were able to reveal this mystery."
He advanced Daniel to a high post, gave him many generous presents, made him ruler of the whole province of Babylon and chief prefect over all the wise men of Babylon.
At Daniel's request the king made Shadrach, Meshach, and Abednego administrators of the province of Babylon, while Daniel himself remained at the king's court.


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About social networking applications
You can use social networking applications on your BlackBerry® device to stay connected with your social networking contacts.
Depending on the social networking application, you might be able to send messages, share pictures, change your status, and
You can download social networking applications for your BlackBerry device from the BlackBerry App World™ storefront. You
must have a wireless service data plan to use these applications. Depending on your wireless service provider or organization,
some applications or features might not be supported.
For more information about social networking applications, visit
. If you need help using a social
networking application, you can find answers in the application by pressing the Menu key and clicking Help on your device.


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All content on this website that is not an external link or externally sourced and cited, is the property of ACCAN. You are free to quote from our media releases.
Individual publications on this website which are labelled as Creative Commons publications are licensed under the Creative Commons Attribution 3.0 Australia Licence. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/au. You are free to cite, copy, communicate and adapt this work, so long as you attribute The Australian Communications Consumer Action Network (ACCAN) and/or any other authors.


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|Avalon Home
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The Contracting Powers agree not to have recourse to armed force for the recovery of contract debts claimed from the Government of one country by the Government of another country as being due to its nationals.
This undertaking is, however, not applicable when the debtor State refuses or neglects to reply to an offer of arbitration, or, after accepting the offer, prevents any compromis from being agreed on, or, after the arbitration, fails to submit to the award.
It is further agreed that the arbitration mentioned in paragraph 2 of the foregoing Article shall be subject to the procedure laid down in Part IV, Chapter III, of The Hague Convention for the Pacific Settlement of International Disputes. The award shall determine, except where otherwise agreed between the parties, the validity of the claim, the amount of the debt, and the time and mode of payment.
The present Convention shall be ratified as soon as possible.
The ratifications shall be deposited at The Hague.
The first deposit of ratifications shall be recorded in a proces-verbal signed by the Representatives of the Powers taking part therein and by the Netherland Minister for Foreign Affairs.
The subsequent deposits of ratifications shall be made by means of a written notification addressed to the Netherland Government and accompanied by the instrument of ratification.
A duly certified copy of the proces-verbal relative to the first deposit of ratifications, of the notifications mentioned in the preceding paragraph, as well as of the instruments of ratification, shall be sent immediately by the Netherland Government, through the diplomatic channel, to the Powers invited to the Second Peace Conference, as well as to the other Powers which have adhered to the Convention. In the cases contemplated in the preceding paragraph, the said Government shall inform them at the same time of the date on which it received the notification.
Non-Signatory Powers may adhere to the present Convention.
The Power which desires to adhere notifies its intention in writing to the Netherland Government, forwarding to it the act of adhesion, which shall be deposited in the archives of the said Government.
The said Government shall forward immediately to all the other Powers invited to the Second Peace Conference a duly certified copy of the notification, as well as of the act of adhesion, mentioning the date on which it received the notification.
The present Convention shall come into force, in the case of the Powers which were a party to the first deposit of ratifications, sixty days after the date of the proces-verbal of this deposit, in the case of the Powers which ratify subsequently or which adhere, sixty days after the notification of their ratification or of their adhesion has been received by the Netherland Government.
In the event of one of the Contracting Powers wishing to denounce the present Convention, the denunciation shall be notified in writing to the Netherland Government, which shall immediately communicate a duly certified copy of the notification to all the other Powers, informing them at the same time of the date on which it was received.
The denunciation shall only have effect in regard to the notifying Power, and one year after the notification has reached the Netherland Government.
A register kept by the Netherland Ministry for Foreign Affairs shall give the date of the deposit of ratifications made in virtue of Article 3, paragraphs 3 and 4, as well as the date on which the notifications of adhesion (Article 4, paragraph 2) or of denunciation (Article 6, paragraph 1 ) were received.
Each Contracting Power is entitled to have access to this register and to be supplied with duly certified extracts from it.
In faith whereof the Plenipotentiaries have appended their signatures to the present Convention.
Done at The Hague, the 18th October, 1907, in a single copy, which shall remain deposited in the archives of the Netherland Government, and duly certified copies of which shall be sent to the Contracting Powers through the diplomatic channel.
|Treaties and Other International Agreements of the United States of America 1776-1949
Compiled under the direction of Charles I. Bevans LL.B.
Assistant Legal Advisor Department of State
Volume 1 Multilateral 1776-1917
Department of State Publication 8407
Washington, DC : Government Printing Office, 1968