text:
Tony Mowbray was unable to enjoy a fairytale return to management with Middlesbrough as his new charges slumped to their fourth defeat in as many league games, 2-1 to Bristol City.
Having received a rapturous reception from the 19,039 home crowd, Kris Boyd put the buoyant hosts ahead.
But Albert Adomah began the Robins fightback and Marvin Elliott's wonderful strike just after the interval completed the comeback and left Boro without a win in seven games.
Luke Williams orchestrated much of the hosts attacking work and with just three minutes gone, Boyd dragged a snap shot wide of David James' goal with Liam Fontaine doing just enough to put him off.
Scott McDonald's turn and shot from the edge of the box after Boyd rose above Fontaine to flick on had James scrambling to make a save at full stretch.
City offered little in the way of an attacking threat during the opening exchanges.
Boyd mis-kicked as he looked to tap home Mickael Tavares' header back across goal and James raced off his line to smother the ball at the feet of Williams.
The visitors should have forged ahead after 18 minutes when Adomah's cross from the right was met by Jon Stead, who rose highest in between two defenders, but headed over.
A lapse in concentration saw City fall behind in the 30th minute.
McDonald provided an inch-perfect cross from the right for Boyd who had pulled away at the back post.
Boyd, who checked for the offside flag having found himself in acres of space, produced a left-footed cushioned volley, which James got a hand to but could not keep out.
James flung himself towards the top corner to palm away a curling Williams effort and McDonald ghosted in at the back post but lifted his shot over the bar as Boro looked for a second goal.
A fortuitous leveller arrived just five minutes later.
Adomah's goal-bound shot cannoned off Barry Robson, and Jason Steele, who was already going to his left, could do little about it as the ball nestled in the opposite corner.
Having laid siege to the away side's goal prior to the interval, the hosts then fell behind when Elliott came up with a measured strike just four minutes into the second half.
Elliott showed great technique as he collected the ball and picked out the top right-hand corner of Steele's goal from 20 yards, silencing the expectant home support.
Boyd went close again, McDonald failed to keep a shot from the edge of the box under the crossbar and David Wheater's ambitious effort from long distance never really troubled James.
But for Stead's dangerous-looking cross, clear-cut chances were few and far between for both sides after that.
Boro substitute Tarmo Kink unsuccessfully tried his luck from 30 yards and his clever ball into the box minutes later just evaded Boyd.
But his impressive impact was too late in the day as Boro came up short.
Copyright (c) PA Sport 2009, All Rights Reserved.


text:
Immigration Reform Proposal Draws Optimism and Resistance
Advocates of more lenient immigration policies say they feel more optimistic than ever that Congress will pass legislation that will help millions of undocumented immigrants eventually become U.S. citizens.
But their optimism, sparked by a bipartisan immigration reform proposal by eight of the U.S. Senate's most influential members – four Republicans and four Democrats – to be unveiled Monday afternoon, also carries concerns and questions.
"There's momentum this time around," said Kica Matos, Director of Immigrant Rights and Racial Justice at the Center for Community Change in New Haven, Conn.
Immigration-restriction groups acknowledged immigrant advocates are riding a wave now — but they vowed nonetheless to fight what they deem is a veiled, large-scale amnesty.
Latinos turned out in record numbers to vote in the presidential election in November – with 7 out of 10 voting for President Barack Obama.
Their overwhelming support for the president was attributed in great part to the harsh rhetoric on immigration by many Republicans, especially during the GOP primaries last year. Obama is expected to unveil his own plan for comprehensive immigration reform on Tuesday in Las Vegas – the move prompted senators to move quicker than expected this week to beat the president's announcement, according to published reports.
"We have senators, we have the president unveiling his plan tomorrow, and the grassroots is gearing up to move this forward this year," Matos said. "And consensus is on our side – a growing number of Americans realize this broken system has led to 11 million people in this country without documents. We have a mess on our hands, we need to fix it."
Groups that favor strict immigration enforcement assailed the plan to give undocumented immigrants a path to legalization – reserving particularly harsh criticism for Republican senators —including Florida's Marco Rubio — as sell-outs.
"The plan is supposedly the result of three years of closed door negotiations by a group of pro-amnesty senators," said a statement by the Federation for American Immigration Reform, or FAIR, the country's leading anti-illegal immigration lobby group, "without any input from the American people or any examination of how amnesty or the continued expansion of legal immigration at all levels affects the U.S. labor market."
Politicians are basically just looking out for themselves, they argue, selling to the highest bidder in order to stay in office.
"It is abundantly clear from the Senate group's amnesty framework and their tactics that their interests continue to be those of illegal aliens and their own political ambitions, not American workers," the group said in its statement.
The bipartisan proposal pivots on four pillars, according to a statement put out by the senators. They include: creating a path to eventual citizenship for undocumented immigrants, reforming the legal immigration system to address needs "in the American economy and strengthen American families," creating an employment verification system to crack down on hiring of undocumented workers and revamp the guest worker program.
The senators include, besides Rubio, Democrats Charles Schumer, of New York, Robert Menendez, of New Jersey, Richard Durbin, of Illinois, Michael Bennett, of Colorado, and Republicans John McCain, of Arizona, Jeff Flake, of Arizona, and Lindsey Graham, of South Carolina.
A poll released Monday by Fox News shows a majority of American voters believes undocumented immigrants should be given a chance to apply for citizenship, as long as they meet certain requirements.
The poll asked voters what government policy should be toward undocumented immigrants currently in the U.S. Two thirds – 66 percent -- think there should be a path to citizenship, but only if the individual meets requirements such as paying back taxes, learning English and passing a background check.
Undocumented immigrants are expressing hope that they may soon be able to come out of the shadows.
Federico Paseiro, a 19-year-old undocumented immigrant from Argentina who lives in South Florida, said that the new proposal – and the president's expected announcement Tuesday – "is a step in the right direction in trying to help us."
"This shows that we're moving forward as a society and a nation," said Paseiro, who was given a two-year break from deportation under a new program meant for immigrants who were brought into the country illegally as youngsters.
But a temporary break is not a guarantee of eventual legalization — plus he's afraid for his parents, who are still in the country illegally.
"It's difficult to know that I cannot be deported, but my parents still can be," said Paseiro, whose family came in 2000, when he was 7, on tourist visas.
Among the chief concerns immigration advocates have about the proposal is its emphasis on tighter enforcement as a condition for providing a pathway to legalization. They say the Obama administration has stressed enforcement more than any other, deporting a record number of immigrants.
"For the past twenty-five years, our nation's immigration policy has been enforcement-heavy only," said Angelica Salas, executive director for the Coalition for Humane Immigrant Rights of Los Angeles (CHIRLA), a regional immigrant and human rights organization in Los Angeles.
"The more than 1,500,369 immigrants deported during the past four years and the skyrocketing funding levels to border protection attest to this trend. What more proof do lawmakers need that an enforcement program is in place?"
Another concern is that immigrants will be required to "demonstrate a history of work in the United States."
"Depending on implementation, the principles could potentially exclude millions of workers," said AFL-CIO President Richard Trumka, "those who care for our children and our elderly, mow our lawns and repair our homes, drive taxis--who cannot prove employment because they have been forced to work off the clock or have no employer by virtue of being independent contractors."
Migrant advocates may have the momentum now, but the legislative battle for immigration reform is not expected to be an easy or quick one.
Some of Congress's immigration hawks — mostly Republicans in the U.S. House of Representatives — are vowing not to support anything including a pathway to legalization, which they say is essentially rewarding law-breakers.
Akin to FAIR's argument, these GOP lawmakers are pointing the finger at their own colleagues for compromising their values to score political points.
"No one should be surprised that individuals who have supported amnesty in the past still support amnesty," said U.S. Rep. Lamar Smith, (R-Texas).
" When you legalize those who are in the country illegally, it costs taxpayers millions of dollars, costs American workers thousands of jobs and encourages more illegal immigration. By granting amnesty, the Senate proposal actually compounds the problem by encouraging more illegal immigration."
Rep. Mario Diaz-Balart (R-FL) said legislators should not bash a plan that has yet to be hammered out. It's time for both parties, Diaz-Balart said, to stop using immigration for political leverage without any real desire to address it.
"There's not even a bill yet," Diaz-Balart said. "The question is do we really want to solve this broken system? There are some people who will jump on any potential solution and say it's horrible before they even have a chance to see a bill."

subset: commoncrawl


text:
Chapter Three: Update on State Teacher Quality Improvement Activities
|"Teachers are among the most important people in our children's
lives, and a good teacher can literally make a lifelong difference."
- President George W. Bush
Across the nation, states and institutions have launched a wide variety of innovative programs to meet the teacher quality challenge. Take, for instance, the case of The Texas A&M University System, whose Board of Regents unanimously passed a resolution in March 1999 establishing the Regents' Initiative for Excellence in Education (see http://partnerships.tamu.edu for more information). At the time of its passage, A&M System universities were experiencing declines in teacher production, especially in high- need areas. Yet, during this same time period, Texas public schools grew by more than 400,000 students. Faced with such explosive growth and declining supply, Texas schools were experiencing significant shortages of certified teachers. Thus, the initiative was undertaken, in part, to counter the declining pool of quality teachers and to improve A&M System productivity to better meet the needs of its public school constituents. With the passage of this resolution, the board authorized the development of a comprehensive, systematic framework for the continuous improvement of educational partnerships, educational research and educator preparation programs.
Today, with support from a Department of Education Teacher Quality Enhancement Partnership Grant (FY 1999), the A&M System is on its way to meeting its ambitious goals. The system has increased the production of teachers by 41 percent, increased its minority teacher production and increased teacher production in high-need fields, such as bilingual education or English as a second language, special education, foreign language, secondary math and secondary science (Texas A&M University System, 2003). While challenges remain, the Regent's Initiative demonstrates that the teacher quality challenge can be addressed with leadership and sustained partnerships among universities, community colleges, school districts and schools.
Importantly, the A&M System's example also demonstrates the importance of holding prospective teachers to high standards, while at the same time reducing bureaucratic impediments to teaching. In fact, research suggests that requirements for prospective teacher candidates need not be burdensome, especially if they are rigorous. Findings from a recent international comparative analysis of teacher education and development policies reveal that countries whose students perform better academically than students in the United States had fewer, albeit higher stakes, requirements for prospective teacher candidates (Wang, Coleman, Coley and Phelps, 2003).
|"The Texas A&M University System has made a serious, long-term commitment
to the reform of teacher education programs. As a result, we've experienced
substantive and measurable improvements in teacher quality and production over
the last five years. All of this is to the benefit of our universities and our
public school partners, but most importantly, the benefits accrue to the school
children of Texas."
- Leo Sayavedra, Vice Chancellor for Academic and Student Affairs, Texas A&M University System
State Status and Progress in Addressing the Challenge
As has been previously noted in Chapter 2, information in this report has been
compiled from analyses of data collected through the HEA Title II system. As data
systems, both at the state level and within institutions of higher education,
are enhanced to better accommodate the provisions of NCLB and the HEA, the Department
expects to be able to further refine indicators of state teacher quality status
and progress as well as to allow states to more accurately report their positive
efforts in improving teacher preparation.
Between 2001 and 2003, the HEA Title II system has tracked changes in six key areas affecting the supply and demand of highly qualified teachers, including:
- Alignment of teacher and student standards.
- State certification requirements for new teachers.
- Numbers of teachers receiving initial state certification.
- State identification of low-performing teacher preparation programs.
- Alternative routes to teaching.
- Numbers of teachers on waivers.
Understandably, the process of instituting data collection, developing analytic capacity, as well as instituting fundamental reforms of teacher recruitment, preparation and support mechanisms takes time. Even when well implemented, the positive effects of these changes may not become fully realized and observable for several years. In many of these areas, though, states and territories have made progress. However, there are areas where progress is less consistent on a state-by-state basis, and there are areas that show few indicators of improvement. An update on state status and teacher quality improvement activities for each of the six key areas tracked by the HEA Title II data collection and reporting system follows.
Alignment of Teacher and Student Standards
States report having made progress in linking, aligning and coordinating teacher certification or licensure requirements with state content standards for students.
In the early 1980s, as the nation turned to standards-based reform for schools, the teaching profession became engaged in conversations about the alignment of professional standards with student content and performance standards. Today, NCLB calls for the improvement and monitoring of student academic achievement. One key to student success lies in linking the standards required of teachers to those required of students and, most importantly, to students' achievement.
The first component of this link is the establishment of student content standards, which are necessary not only for consistency of student curriculum but also for establishing teaching content standards. By 2003, 53 states and territories reported having established those standards for all K-12 students.
The second component necessary for the alignment of teacher and student content standards is the establishment of standards related to teachers. To be effective, these teacher standards should apply to certification and licensure and include content standards for each teaching field within a specified span of student grade levels. By 2001, most states had already made considerable progress in implementing standards necessary to obtain teacher certification or licensure. Between 2001 and 2003, three additional states--Mississippi, Montana and New Jersey--developed certification and licensure standards for the first time. By 2003, 49 of 54 states and territories had developed standards in these areas.
Similarly, by 2003, the vast majority of states and territories (52) had instituted an overarching set of teacher standards that currently apply to all teaching fields and grade levels (see Figure 1). This represents an increase in the number of states and territories with such standards since 2001.
Figure 1: Number of states that have set teacher standards in specific fields: 2001 and 2003
All levels
|All Teaching Fields
|Bilngual Education
|Early Childhood Education
|English/Language Arts
|Language Other Than English
|Social Studies
|Special Education
|Technology in Teaching
|Vocational/Technical Education
Notes: Figure 1 presents teacher standards for "all grade levels"
in each field. Information on teacher standards in specific grade levels can
be found at www.title2.org. For purposes of this figure, the term "state"
refers to the 50 states, the District of Columbia and U.S. territories.
Source: Title II State Reporting System, 2001 and 20
While impressive in total, not all fields have the same level of standard setting across grade levels and across states. By 2003, more than 40 states had set teacher standards in arts and special education; however, only 25 states had set English language standards, and fewer than 25 states had set standards in math and science.
Between 2001 and 2003, progress has been made in some states in implementing teacher standards in specific program areas. Program areas that have seen the greatest increase in the number of states setting standards during this period include early childhood education for grades K-3; mathematics, science and social studies in the middle grades; and vocational and technical education in secondary grades.
As more states develop standards for student content and teacher certification, the linkages between these two sets of standards can be established. The number of states and territories that have established a policy that links, aligns or coordinates teacher certification or licensure requirements with state content standards for students has grown to 41 in 2003, from 35 in 2001. Of the 41 states that have established linked standards, all but Utah and Wyoming have implemented their various alignment policies.
While it is critical that state student and teacher standards be rigorous and comprehensive, the body of research on the quality of such standards--and their alignment--is still emerging. However, serious questions have been raised about the quality of student content standards, as well as the corresponding teacher standards. For instance, one recent review of 30 states' student content standards concluded that the average quality of such standards was only fair and that significant variations exist across states (Cross, Rebarber, Torres and Finn, 2004). Similarly, a recent review of 20 states' teacher content standards revealed a decidedly mixed picture of quality (Tracy and Walsh, 2004). The HEA Title II Web site (http://www.title2.org) contains Internet links and other documents that describe state standards in more detail. These resources may be useful to researchers and policymakers interested in conducting additional research on standards and alignment policies.
In recognition of the importance of ensuring significant content knowledge among prospective teachers, states report making changes in certification requirements.
State Certification Requirements for New Teachers
Under NCLB, state certification or licensure is a critical measure of a teacher's preparation and training to enter the classroom. Previously, this meant completing a traditional teacher preparation program but in recent years has expanded to include those teachers entering the profession through a state or district-developed alternative route. Most teacher preparation programs prepare students using a combination of subject matter course work, instruction in pedagogy and student teaching experiences. Prospective teachers are evaluated with the use of assessments, grade point average minimums, structured course work and program recommendations. The HEA Title II data collection and reporting system sheds light on some of the key features of state certification requirements for new teachers, including:
- Requirements for a content-specific bachelor's degree.
- Various assessment requirements,including those measuring academic content knowledge.
- Pass rates for academic content assessments of prospective teachers.
Overall, state progress in raising standards for prospective teachers is mixed, and significant barriers still exist for teachers pursuing traditional routes to certification and licensure. Additional information about the requirements for initial teaching certification or licensure can be found in the appendix of this report.
By 2003, the majority of states and territories (39)--including the majority of the largest teacher-producing states--reported that a content-specific bachelor's degree is required for initial certification (see Figure 2). The number of states and territories implementing this requirement grew substantially from 2002, with eight additional states reporting a subject-area bachelor's degree requirement as part of their criteria for all initial certificates. Those states and territories not yet requiring a uniform content-specific bachelor's degree for all initial certificates they offered include Alaska, Arizona, Arkansas, District of Columbia, Guam, Louisiana, Maine, Maryland, Nebraska, North Carolina, Ohio, Oregon, Virgin Islands, Washington and Wisconsin.
The variety of assessments that states employ for initial certification include those measuring basic skills, professional know-ledge, academic content, other content and/or teaching special populations. Between 2002 and 2003, some progress had been made to include assessments across the nation, as evidenced by Nevada and the Virgin Islands adopting assessments as part of initial certification. However, Idaho, Iowa, North Dakota, South Dakota, Utah, Washington and Wyoming did not employ teacher assessments for any initial certificates they offered in 2003.
Another requirement that many states employ involves giving assessments to individuals seeking initial teaching certification or licensure to ensure their qualifications, including basic skills assessments at the time of entry into a teacher preparation program. In 2003, the majority of states and territories (47) used this criterion for initial teaching or licensure qualifications.
Under NCLB, new elementary teachers are required to demonstrate subject area competency by taking a state content assessment. New secondary teachers also may use content assessments as a means of demonstrating subject matter knowledge. By the 2001-2002 academic year, 34 states and territories required teachers to take academic content assessments for initial teacher certification or licensure (see Figure 3). Between the 1999-2000 and 2001-2002 academic years, Arizona, New York,3 North Carolina, Puerto Rico and Vermont instituted content assessments for the first time.
As has been noted in previous HEA Title II reports, for those states and territories that employ academic content assessments for which data are available (see supplementary data tables in the appendix to this report and http://www.title2.org for more information), most have set the minimum passing score--or cut score--so low as to screen out only the very lowest performing individuals. For all practical purposes, this means that such assessments do not guarantee professional quality (Mitchell and Barth, 1999). It is, therefore, not surprising that pass rates reported by institutions of higher education are routinely reported as being 90 percent or higher, on average, for teacher candidates in most states. In fact, in the 2001-2002 academic year, Arkansas, Michigan, Oregon and West Virginia all reported that 100 percent of their teacher candidates passed state academic content assessments. These states all require passage of the assessments for program completion; West Virginia requires passage for certification.
Research suggests that licensure requirements are unnecessarily burdensome, costly and time-prohibitive, constituting significant barriers to entry into the field of teaching (Hess, 2001; Hess, 2004). Additionally, barriers beyond those related to certification and licensure continue to deter effective teachers from teaching in the nation's neediest schools. For instance, a recent study from the New Teacher Project identifies that local hiring processes and timelines may be significant barriers. This study found that in a group of large urban districts, complex rules regarding teacher transfers and job posting requirements became barriers for prospective qualified teachers. Due to the bureaucratic delays, these teachers took other positions in surrounding suburban districts, which could make hiring decisions significantly more quickly. Surveys of these prospective teachers indicated that they would have rather worked in the urban setting (Levin and Quinn, 2003).
Since minimum passing scores for most state academic content assessments are set low, states tend to screen out only the very lowest performing teacher candidates.
Barriers for teachers pursuing traditional routes to certification and licensure still exist.
|The New Teacher Project
Urban and rural schools have historically had more problems in recruiting and retaining highly qualified teachers than suburban schools. The New Teacher Project (TNTP) hopes to alleviate this problem over the next three years. TNTP is a national nonprofit organization, dedicated to increasing the number of outstanding individuals who become public school teachers. TNTP works with states, districts and universities to create and run alternative routes to certification, offer high-need certified teacher recruitment programs, reform school district human resource practices and develop new teacher training and certification programs.
Since 1997, TNTP has attracted and prepared more than 10,000 new, high-quality teachers and launched more than 40 programs in 20 states. In 2003, these programs were responsible for delivering more than 10 percent of all new teachers in Atlanta, Baltimore and Los Angeles and more than 20 percent of all new hires in New York City and Washington, D.C.
With support from the Department of Education, TNTP will be expanding its work into two high-need urban school systems and one rural state to: establish effective and efficient hiring processes, create a local teacher hiring alliance of key decision-makers who implement policy reforms to overcome barriers to timely and effective hiring, and increase the number of highly qualified teachers hired in the pilot districts. This initiative is expected to: (1) change the actual teacher hiring outcomes by increasing the number and quality of applicants, (2) raise the quality of actual hires and (3) begin the school year with fewer vacancies.
Numbers of Teachers Receiving Initial State Certification
States continue to report significant variation in the number of teachers receiving initial state certification.
More than 310,000 teachers received initial certification in 2003, although
only a
small number of states were responsible for producing most of these teachers. The 10 states responsible for producing more than half of all new teachers in the United States in 2003 include (in rank order): California, New York, Florida, Texas, New Jersey, Pennsylvania, Alabama, Arizona, Virginia and Ohio. Because each of these states also imports a sizable proportion of prospective teachers trained by teacher preparation programs in other states, teacher preparation policies in these 10 states disproportionately influence national trends.
Between 2001 and 2003, states reported that there was a 4 percent increase in the number of teachers receiving initial certification across the nation. Although this increase seems modest collectively, individual state changes ranged from a decrease of more than 50 percent in Connecticut to an increase of more than 103 percent in North Carolina (see Figure 4). Twelve states indicated increases of greater than 30 percent, while seven states indicated decreases of more than 30 percent. Since the HEA Title II data collection and reporting system does not collect the information needed to explain the many factors contributing to state reporting of such large variations, further study is needed to shed light on its significance.
While there is wide variation in state practice, in 2003 almost 20 percent of teachers received their training in a state other than the one in which they were certified (see Figure 5). States that granted initial certification to a significant number (i.e., greater than 40 percent) of teachers who actually completed their teacher preparation program in another state include Colorado, Connecticut, Delaware, Minnesota, Nevada, North Carolina, North Dakota, South Carolina, Washington and Wyoming. In contrast, Arkansas, Indiana and Puerto Rico granted initial certification to fewer than 10 percent of teachers prepared outside their own state or territory.
Teacher distribution and recruitment is a national issue of the first order. In 2003, states reported that almost 20 percent of teachers received their training in a state other than the one in which they were certified. Some states reported that they imported more than 40 percent of the teachers to whom they granted initial certification.
State Identification of Low-Performing Teacher Preparation Programs
States report having made progress in implementing criteria for assessing teacher preparation program performance.
Title II of HEA requires states to implement teacher preparation program accountability measures, including instituting a procedure to identify and assist low-performing programs of teacher preparation within institutions of higher education. Most states rely on some aspects of their program approval process to make an at-risk or low-performing determination. Because states are likely to use the program approval process, institutions tend to be reviewed cyclically, rather than annually. Program approval or review processes tend to occur in three- to five-year cycles, although exceptions exist.
States are solely responsible for establishing the procedure they use to identify low-performing institutions. In 2003, the majority of states and territories (48) reported implementing criteria for assessing teacher preparation program performance (see Figure 6). While states are generally using, or adapting, existing program accreditation and review processes to meet the Title II requirements, teacher preparation program performance should be evaluated on the success of newly produced teachers at raising student achievement. Initiatives, such as those being launched by the Carnegie Corporation of New York (Teachers for a New Era initiative), the Ohio Partner-ship for Accountability (which includes 51 schools of education in the state, the Ohio Department of Education and the Board of Regents) and the Renaissance Partnership for Improving Teacher Quality, all offer data-driven approaches to improving teacher preparation programs (Carey, 2004).
As indicated in Figure 6, between 2002 and 2003, five additional states and one territory (Colorado, Connecticut, Indiana, Kentucky, North Dakota and the Virgin Islands) included passing rates on certification assessments (of any type) as part of their criteria for assessing the performance of their teacher preparation programs. Further, two additional states and one territory (Indiana, New Jersey and Guam) included additional criteria related to teachers' knowledge and skills.
Examples of how states have provided technical assistance to schools at risk of becoming low performing illustrate a variety of approaches. For example:
- In Kentucky, institutions identified as at risk or low performing are given intensive technical assistance over a two-year period from Education Professional Standards Board staff. Following two years of technical assistance, a low-performing institution is subject to a second full accreditation review. Kentucky begins the technical assistance process by requiring the institution to conduct a thorough assessment of its strengths and weaknesses. The program administrator completes a narrative on a variety of topics, including how the institution's curriculum is aligned with the state's core curriculum, with efforts to provide remediation to failing students and with program admissions requirements.
- Low-performing programs in Illinois are identified by the State Board of Education through the accreditation process, which requires a visit to the college or university every seven years by a team of higher education and public school personnel. Programs placed on probation by the board are classified as at risk. Failure to demonstrate appropriate remediation within three years results in a determination of low performing. Technical assistance includes assigning a state board staff member to the program; visiting the campus within 30 days of the probation decision to meet with program personnel; identifying available resources, including workshops; recommending expert consultants in content and program design; visiting the campus each year the program is under remediation; and monitoring progress through annual reports submitted to the state board. To date, three institutions have been identified as becoming at risk of being classified as low performing by Illinois.
- In Michigan, any institution identified as at risk will be assigned to work with one or more mentor or support institutions to address specific areas of need. This approach reflects the belief of the Michigan Department of Education that peer institutions are the best practical source for meaningful technical assistance.
For the current reporting cycle, nine states identified 25 institutions of higher education with teacher preparation programs (of approximately 1,200 institutions with teacher preparation programs nationwide) as either being at risk or low performing (see Table 1).
|Teacher Preparation Program Reform in Louisiana
|In compliance with the Higher Education Act of 1998, Louisiana created a comprehensive Teacher Preparation Accountability System to assess the performance of teacher preparation programs within the state. The accountability system, which uses an Institutional Index and Quantity Index in calculating a Teacher Preparation Performance Score, is an important measure of the state's overall educational reform. The accountability system is intended to demonstrate to the public that Louisiana's recently redesigned teacher preparation programs are delivering results and that its public and private colleges of education are working diligently to produce high-quality, effective classroom teachers.
The high marks for Louisiana's teacher education programs are attributable to a variety of system-wide and institution-specific efforts undertaken under Louisiana's overall education reform initiative. To increase the quantity of qualified educators, all public and private colleges are increasing their recruitment efforts, especially for students in the critical shortage areas of math, science and special education. They are also providing additional support to help students meet the new Praxis score requirements and providing additional mentoring to new teachers during their first two years of teaching. The University of Louisiana System, which produces most of the state's education graduates, launched an initiative in 2003 to raise the test scores required for entry into teacher education programs.
In addition, intensive teacher education quality improvement efforts at Southern University's Baton Rouge campus have been so successful that the university was selected to make a presentation at the Fourteenth Annual Education Trust Conference in Washington, D.C., in November 2003.
During the first phase of the accountability system (2001-2002), only the performance of regular and alternate certification students on the Praxis test was assessed. The following year (2002-2003) the formula was expanded to make the accountability scores an even more meaningful catalyst for continued reform.
Alternative Routes to Teaching
States report opening up routes to the classroom for prospective teachers. More states have approved one or more alternative routes, and many are currently considering, or have proposed, new or additional alternative routes to certification.
Increasingly, states are creating multiple pathways into the classroom to reach individuals who have the desire to teach but who did not attend a traditional teacher preparation program (Feistritzer, 2004; Mayer, Decker, Glazerman and Silva, 2003). As in traditional teacher preparation programs, teacher candidates in alternative routes generally are required to pass a subject matter or basic skills test. They also tend to receive specific pedagogical training. The appendix of this report provides additional information about the characteristics of alternative routes implemented in states and territories.
In creating multiple pathways into teaching, the Florida Department of Education, with support from a FY 2000 Teacher Quality Enhancement State Grant, established the K-20 Partnership Committee to design and implement a competency-based alternative teacher certification program with a strong peer-mentoring component. Florida's K-20 Partnership Committee reviewed and compared three different pilot models of alter-native certification programs that had recently been implemented by five Florida school districts. Additionally, national experts shared information with the committee on historical trends and best practices in other states in the development and implementation of alternative certification programs.
The committee identified appropriate program components, collaborative delivery systems and essential training for peer mentors for the development of a statewide program of alternative professional preparation and certification. The program features on-the-job training via distance learning, experienced peer mentors and collaborative implementation partners. For more information about Florida's alternate certificate program, see http://www.altcertflorida.org/index.htm.
By 2003, the vast majority of states and territories (47) reported having approved one or more alternative routes to the classroom for prospective teachers (see Figure 7). This represents a net increase of three states since 2001. However, not all states with approved routes to certification report actually implementing these routes. Of the 47 states reporting approved alternative routes to certification, 45 states are actively implementing any alternative routes. Only Alaska, Arizona, District of Columbia, Guam, Iowa, Pennsylvania, Rhode Island, Virgin Islands and West Virginia reported not implementing any alternative routes to teaching.4
Of the states and territories with approved alternative routes to teaching, several states offer more than one route. In all, states reported a total of 89 alternative routes across the nation. While all states with alternative routes require a bachelor's degree (often in a field related to the subject the candidate will be teaching), 60 percent of such alternative routes require practice teaching of candidates (49 of 82 reporting) and 85 percent use the same assessments as are used for traditional route certification (74 of 87 reporting).
Between 2001 and 2003, many states changed their approach to alternative certification. Between two and five states each year have changed their alternative route policies either to include or exclude alternative routes or to change the implementation status of approved alternative routes. In 2003, a total of 21 states were considering or had proposed new or additional alternative routes to certification. Only Alaska and Pennsylvania reported not having approved alternative routes, nor are they considering any.
|The National Center for Alternative Certification
|The National Center for Alternative Certification
was founded in 2003 through a Department of Education grant to the National
Center for Education Information. The National Center for Alternative Certification
is the nation's first comprehensive and independent source of information
about alternative routes to teacher certification. The center's Web site
(http://www.teach-now.org) features
an interactive searchable database that allows individual sites providing
alternative teacher certification programs to post data and information
about their programs and allows individuals who are seeking to become teachers
to search for alternate route programs that best serve their needs. The
site also includes contact information for each state that authorizes alternative
teacher certification routes, entry and program requirements for each route,
information about reciprocity and acceptance of teaching certificates across
state lines and statistical and demographic data about participants in alternative
teacher certification programs. In addition, the user-friendly site includes
recent research findings, links to organizations providing additional resources,
information about the No Child Left Behind Act and the National Center for
Education Information's publication, Alternative Teacher Certification:
A State-by-State Analysis 2004
In fall 2004, the center plans to provide technical assistance and outreach to states and other entities seeking information on alternative routes to certification. Conferences and workshops will be organized to discuss the implications of using alternative routes to certification for staffing schools with highly qualified teachers, as well as promising practices and qualitative issues in alternative routes to certification. Further, technical assistance teams will develop alternative route implementation models drawn from the nation's most successful programs and will use them as guides when responding to requests for technical advice, support and assistance. The center will create a national referral system to connect appropriate technical assistance team members with constituents. In addition, key constituents (such as Transition to Teaching grantees) will be organized into a self-sustaining communications network to address issues and share practices.
Teachers on Waivers
The numbers and distribution of teachers on waivers remains problematic. States report that the problem of underprepared teachers is worse on average in districts that serve large proportions of high-poverty children.
Criteria for states to grant waivers or emergency permits to teachers vary consider-ably across the country. One of the ways school districts address teacher shortages is to allow a teacher to teach a subject other than the one in which he or she is trained if it is in a high-need area. Many states grant waivers to teachers who have made progress toward fulfilling certification requirements but have not met one or two conditions, such as taking a required examination or completing course work. Additionally, some states issue waivers to teachers who were certified in another state but have not met all of the new state's requirements. As with certification, there is no uniform national waiver definition.
In an attempt to provide consistency in the number of teachers across the nation who lacked full state certification, ED established a uniform waiver definition as part of the HEA Title II data collection system. Under HEA Title II, a waiver is defined as any temporary or emergency permit, license, or other authorization that permits an individual to teach in a public school classroom without having received an initial certificate or license from that state or any other state.
Included in the HEA Title II number of teachers on waivers are individuals:
- Teaching on temporary or emergency licenses or permits.
- Pursuing an alternative route to certification.
- Teaching as long-term substitutes.
Excluded from the HEA Title II definition are those who:
- Are certified in another state.
- Hold Level I, II and III certificates as defined by National Association of State Directors of Teacher Education and Certification.
- Are teaching out-of-field.
- Are on provisional licenses that only require teaching before full certification or licensure.
Consequently, the number of teachers on waivers as reported by states through the HEA Title II data collection and reporting system should not be equated with those that states define as not being highly qualified under NCLB.5 Possession of a state teaching certificate or license does not necessarily mean that the content-related teacher quality requirements of NCLB are fulfilled. Conversely, some teachers who have participated in alternate route programs can be considered highly qualified but might have been included in this waiver count. In an effort to coordinate the definitions, ED will allow states to determine if their alternative route candidates are on waivers or are fully certified in the October 2004 state HEA Title II reports.
Moreover, because the HEA Title II waiver definition differs from what most states consider as a waiver from full state certification, data collection has posed a challenge for states. Reasons for this difficulty vary from state to state, but include issues such as the timing of data collections, the level of data collection (district vs. state) and definitional issues within and across states. Consequently, caution should be used in interpreting these data. Additional information about the numbers of teachers on waivers can be found in the appendix and online at http://www.title2.org.
According to the HEA Title II data collection and reporting system, in the 2002-2003 academic year approximately 6 percent of teachers nationwide (i.e., about 180,000 teachers) did not possess a state certification or license to teach. Such teachers are more likely to teach in districts that serve large proportions of high-poverty children than all other districts (8 percent vs. 5 percent). These aggregate figures, as reported by states, have remained essentially constant for the last three years.
In the 2002-2003 academic year, a total of seven states and territories reported having 10 percent or more of all public school teachers on waivers: California, Louisiana, Maryland, North Carolina, Texas, Virgin Islands and Virginia (see Figure 8). In contrast, 12 states and the District of Columbia reported having less than 1 percent of all public school teachers on waivers: Alaska, Iowa, Kansas, Massachusetts, Minnesota, Nebraska, Nevada, New Hampshire, Oklahoma, Rhode Island, Washington and Wyoming.
In that same year, a total of eight states reported having 10 percent or more teachers on waivers in high-poverty districts (see Figure 9). Of note, Arizona, Arkansas, Kentucky, Michigan and West Virginia were the only states that reported having a lower percentage of teachers on waivers in high-poverty districts than they had teachers on waivers in any district regardless of poverty status.
According to the HEA Title II data collection and reporting system, between the 2001-2002 and 2002-2003 academic years the percentage of teachers on waivers increased in 22 states and fell in 22 states (see Figure 10). In high-poverty districts, 21 states experienced an increase in the percentage of teachers on waivers while 20 states identified decreases.


text:
Moderator: B&F Moderator
dougie conscious wrote:can you mass produce them?
jethrocker wrote:Vibesmaster.. What circuit did you use for your unit? Looks like it could be based on the interruptor design from the dubroom pages?
Did some myself a few years back which looked very similar, same funky knobs.
Looking good anyways..
dougie conscious wrote:can you mass produce them?
dubateers wrote:Vibesmaster techinKal wizardy!!!
Users browsing this forum: Google [Bot] and 9 guests


text:
scim-hangul 0.1.2 is available (29 Aug 2004)
* Work around for OOo to fix OnTheSpot support issue.
scim-m17n 0.1.3 is available (29 Aug 2004)
* Fixed a NULL pointer bug, if m17n-lib is not installed.
scim-tables 0.4.3 is available (29 Aug 2004)
* Updated ZhuYin table.
scim-lib 0.99.9 is available (29 Aug 2004)
* Try to fix a bug which will cause scim fail to start the first time.
* Improved OnTheSpot support.
* Added hotkeys to popup the input method menu (default are Ctrl+Alt+l,Ctrl+Alt+m,Ctrl+Alt+s,Ctrl+Alt+Right).
* Added German translation.
* Some other small bugfixes.
skim 0.9.7 (1.0.0rc1) released (28 Aug 2004)
* New translations for German, Japanese, Korean and Tranditional Chinese: thanks to Jan, Yukiko, Kitae and Jim Huang;
* Now fully i18ned: include all translatible strings.
* Get rid of extra space in text buttons in the mainwindow;
* New option -f: with this option, skim will start even if scim-panel-gtk is running;
* Moved libskim and libscim-kdeutils to ${libdir};
* New Translator Tab in the about dialog ;)
* Fixed other minor bugs.
If no bugs are reported, this would become the 1.0 version.
scim-chinese 0.4.2, scim-hangul 0.1.1, scim-uim 0.1.3, scim-m17n 0.1.2 are available (22 Aug 2004)
* Install module and icon file into right directory, no matter use which $prefix directory.
scim-lib 0.99.8 is available (22 Aug 2004)
* Fixed a 64bit bug in scim-setup.
* Added DISCARD_INVALID_KEY into table setup module.
* "English/European" honors the user settings in !IMEngine !SetupUI.
skim 0.9.6 released (20 Aug 2004)
* Rewrote the config module support: now only reload settings when necessary;
* New Korean Translation (thanks to Kitae);
* New setup UI for scim-hangul.
scim-tables 0.4.2 is available (19 Aug 2004)
* Added DISCARD_INVALID_KEY option into Wubi table.
scim-lib 0.99.7 is available (19 Aug 2004)
* Fixed some 64bit and endian related bugs in X11 FrontEnd.
* Added ko.po.
* Added DISCARD_INVALID_KEY option into table IMEngine module.
* Some other minor fixes.
scim-hangul 0.1.0 is available (16 Aug 2004)
* Work around for some buggy clients, like java.
* Added ja.po and zh_CN.po, updated ko.po
scim-uim 0.1.2 is available (16 Aug 2004)
* Turn on uim context as soon as it's created.
scim-hangul 0.0.3 is available (13 Aug 2004)
* Don't hide output mode property when input mode is DIRECT_INPUT.
scim-chinese 0.4.1 is available (13 Aug 2004)
* Minor bugfixes.
scim-tables 0.4.1 is available (13 Aug 2004)
* Cantonese table has been updated. Thanks Matthew LEE <firstname.lastname@example.com> very much.
* Updated Array30 and ZhuYin table to show key prompt instead of the raw key.
scim-lib 0.99.6 is available (13 Aug 2004)
* Move scim-launcher and scim-panel-gtk into /usr/lib/scim-1.0 to meet FHS requirement.
* Implement SHOW_KEY_PROMPT option in table IMEngine to show key prompt instead of the raw key.
* Fixed a bug which causes segfault on x86_64 platform.
* Fixed a bug which prevents from loading modules.
* split the compose key data to a separated header file.
* Some other minor bugfixes and updates.
skim 0.9.5 released (12 Aug 2004)
* Changed the actionlist name;
* New option to only display the icon of current input method;
* fixed compile issue under Slackware;
* fixed other minor bugs.
scim-hangul 0.0.2 is available (3 Aug 2004)
* A GUI Setup module is available.
* Fixed some hotkey handling issues.
skim 0.9.4 released (2 Aug 2004)
* Completed setup UI for smartpinyin and scim global settings.
* Fixed Qt 3.2.x compile issue.
* Fixed gcc 3.2.x + Qt 3.2.x compile issue (under Slackware hopefully).
* Fixed !FreeBSD compatible issue.
* Fixed other minor bugs.
scim-hangul 0.0.1 is available (2 Aug 2004)
* scim-hangul is a Hangul !IMEngine which is ported from imhangul project (imhangul.kldp.net).
* The usage is almost same as imhangul.
scim-lib 0.99.5 is available (28 Jul 2004)
* Full Compose key support is available.
* The most Factory and Instance management code have been moved from FrontEndBase to BackEndBase.
* Some minor bugfixes.
skim 0.9.3 released (17 Jul 2004)
- ChangeLog since skim 0.9.1: * Fixed gcc 3.4.x compile issues; * New appearance of inputwindow and mainwindow (hopefully it's better now); * Fixed icon size issues in serveral UIs; * New setupUI for scim global settings; * New layout in Configure Dialog.
scim-lib 0.99.4 is available (17 Jul 2004)
* Improve gtkimmodule to support compose keys.
* Add all key symbols defined in X11 into scim_event.h.
* Extend KeyEvent interface to support KeyEvent to Unicode conversion.
* Improve the key selection dialog. Now uses a key grabbing window instead of the key list.
scim-lib 0.99.3 is available (11 Jul 2004)
* Implemented scim_global_config_write, scim_global_config_reset and scim_global_config_flush.
* Moved /DisabledIMEngineFactories and /DefaultIMEngineFactory into global config file.
* Fixed trayicon compilation issue with gtk+2.0.x
* Added scim_usleep in scim_utility.h, improved scim launching code.
scim-qtimm is available in svn (05 Jul 2004)
* First release to public, please check the [[ScimQtImm][details|ScimQtImm][details]].
skim 0.9.1 released (03 Jul 2004):
* NEW setupui for scim-lib, including generic table IMEngine and smartpinyin. Now most of the important settings of scim-lib can be configured in skim;
* NEW script wrapper scim-panel-kde: it won't load scimlauncher plugin, so it can be used to replace scim-panel-gtk straightforward;
* NEW options: -l, -n and --np to customize which plugins will be enabled/disabled;
* fixed property support bugs;
* fixed some issues in rendering text in inputwindow;
* updated zh_CN translation;
* other minor improvement.
scim-lib 0.99.2 is available:
* Use only UTF-8 encoding in gtk2 immodule.
* Add scim_global_config_read method to read the global config file of libscim (usually `/etc/scim/global` or `/usr/etc/scim/global`).
* Move scim-panel-gtk to /usr/libexec/
* Add scim_launch_panel method to launch the panel process.
* Some bugfixes.
scim-lib 0.99.1 is available:
* Added SCIM_TRANS_CMD_EXIT into socket transaction protocol.
* X11 FrontEnd and gtk2 immodule can be exited by panel.
* Fixed some minor bugs in makefiles and configure script.
-- Main.?LiuCougar - 11 Oct 2004


text:
Welcome to Dorset Humanists
Dorset Humanists is a welcoming group for humanists, atheists and agnostics who seek to live ethical and fulfilling lives on the basis of reason and humanity. We meet in Bournemouth for informative and enjoyable presentations, debates and discussions on a wide range of subjects including ethics, science, religion, philosophy, politics, our environment and much more. We also organise regular social events.
BHA sends copy of The Young Atheist's Handbook to every secondary school in Dorset
Read details at Dorset Humanists Schools Education Project.
No comments:
Subscribe to: Post Comments (Atom)


text:
FBoP | View cart | Upcoming Events | Request a Catalog | Site Map | Contact us | 1-800-542-5243
Home > Shop Online > Badges & Insignia > Emblem Support Our Troops Patch
Heros Pride Emblem Support Our Troops PatchSKU: 8430, 8431,
Manufacturer: Heros Pride Clearance - Up to 70% off
|Retail Price:
|Our Price:
|You Save:
Manufacturer's Description
Brilliantly colored tribute patches available in both 12" and 5" diameters. Fully ebroidered patches can be displayed at home or the office, framed or unframed. You simply must see these patches for yourself to appreciate the quality with which they are made.
SOTL Large 12" patch
SOTS Small 5" patch
Call us for framing.
Please note: Although we try our best to ensure correct product information on our website, we are not responsible for any mistakes or incorrect information. We welcome you to call us with any questions you may have prior to placing your order.


text:
The nation's largest haulers of crude oil by rail on Tuesday appeared to abandon their insistence that information about such shipments could not be shared publicly for security reasons.
Meanwhile, states, including some that had previously signed nondisclosure agreements, also reversed course and made the information public with no protest from the railroads.
Courtney Wallace, a spokeswoman for BNSF, the largest hauler of crude oil by rail in North America, said Tuesday that the railroad received guidance from U.S. Department of Transportation that the information wasn't protected.
"Once it became clear from the federal government that crude oil was not considered sensitive, secure information, we continued on our path of simply complying" with the department's emergency order, she said in an email.
Premium content for only $0.99
For the most comprehensive local coverage, subscribe today.
On Tuesday, Washington state released the information, which had been requested by McClatchy and other news organizations earlier this month under open records laws.
Weekly train counts in the state vary from five in Whatcom County in Northwest Washington to 19 in Klickitat County, along the Columbia River Gorge, according to numbers reported by BNSF.
Other states, including California and Idaho, continue to review the information to determine what they're legally allowed to make public. But Idaho lies between the oil's origin in North Dakota and its Washington destinations, so it's likely that virtually all of the oil traverses the state.
Virginia, which originally sided with the railroads, switched sides last week after consulting with the state attorney general. The state Department of Emergency Management posted the information on its website.
Several derailments of trains carrying crude oil from North Dakota's Bakken region in the past year have raised concerns in cities across the continent. The spilled oil erupted in massive fireballs, often surprising local mayors, fire chiefs and police chiefs who were never told about the shipments.
Last year's disaster in Lac-Megantic, Quebec, killed 47 people and destroyed much of the town center.
After an April 30 derailment of a CSX crude oil train in Lynchburg, Va., the U.S. Department of Transportation gave the industry 30 days to begin providing basic details about the shipments, including routing, frequency and volume, to emergency responders.
However, the railroads insisted that states limit public release of the information, calling it security sensitive, and asked them to sign nondisclosure agreements. But neither the Transportation Department nor the railroads could identify a specific legal justification for keeping the information secret.
At least some of the information that's been shared by the states was already available from other sources, including the railroads themselves.
Tacoma, Wash., for example, receives three trains of Bakken crude oil a week, each with 90 to 120 tank cars, according to a document released by state officials on Monday. It does not reveal what days or what times the cargo arrives, nor the route it takes.
A map on BNSF's own website, though, identifies Tacoma as a destination for crude oil.
Florida also receives three trains of Bakken crude weekly. A smaller railroad, Alabama & Gulf Coast Railway, hauls the trains to a terminal in Walnut Hill in the state's panhandle. A document released by the state division of emergency management shows that the shipments originate on BNSF in North Dakota.
Walnut Hill is also on the BNSF terminal map.
Underscoring the need to provide the information to emergency responders, one of the trains that was bound for Florida derailed last November near Aliceville, Ala. Though no one was killed or injured, the accident spilled hundreds of thousands of gallons of crude and ignited a fire that could be seen for miles.


text:
Modern American Circus – October 10 – 19, 2013Posted on Oct 3, 2013 in Past Events
The "Modern American Circus" made it's way to the Aloha Stadium this fall. Thousands of people came out over the 2 week stay as they featured a world- acclaimed troupe of more than 30 artists performing a star-studded show with a contemporary array of aerial, ground and stand-up acts utilizing the traditional circus center ring under the "BIG TOP".
For more information on Modern American Circus please visit their site athttp://modernamericancircus.com/.


text:
Home > Health Resources > Antidepressants for Sleep Problems
View Additional Section Content
Antidepressant medicines are often prescribed for people
who have
insomnia. Best results are seen in people who also
have depression. Doctors often prescribe low doses of
certain antidepressants in an attempt to facilitate sleep, even though the
medicines have not been well studied for insomnia.
Examples of
the antidepressants that might be prescribed for insomnia are amitriptyline and
The side effects of these medicines, which may include
sexual dysfunction, weight gain, dry mouth and throat, racing pulse, confusion,
and disturbed dreams, must be weighed against their potential benefits.
FDA advisories. The U.S. Food and Drug
Administration (FDA) has issued:
ByHealthwise StaffPrimary Medical ReviewerKathleen Romito, MD - Family MedicineE. Gregory Thompson, MD - Internal MedicineSpecialist Medical ReviewerLisa S. Weinstock, MD - Psychiatry
Current as ofMay 3, 2017
Next Section:
Previous Section:
Current as of:
May 3, 2017
Healthwise Staff
Medical Review:
Kathleen Romito, MD - Family Medicine & E. Gregory Thompson, MD - Internal Medicine & Lisa S. Weinstock, MD - Psychiatry
This information does not replace the advice of a doctor. Healthwise, Incorporated disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use and Privacy Policy. Learn how we develop our content.
To learn more about Healthwise, visit Healthwise.org.
© 1995-2018 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.
Our interactive Decision Points guide you through making key health decisions by combining medical information with your personal information.
You'll find Decision Points to help you answer questions about:
Get started learning more about your health!
Our Interactive Tools can help you make smart decisions for a healthier life. You'll find personal calculators and tools for health and fitness, lifestyle checkups, and pregnancy.
Feeling under the weather?
Use our interactive symptom checker to evaluate your symptoms and determine appropriate action or treatment.
2700 Clay Edwards Drive, Ste 240, North Kansas City, MO 64116
| Privacy Policy


text:
We are Agaric, a web development collective eager to understand where you want to go with your web presence and to apply our knowledge and skills to get you there.
Because we are a worker-owned cooperative, every person you interact with at Agaric is an owner of the company. Because we are part of the Free Software movement, we build on tools and frameworks created and tested by thousands of people. Our goal is to give you power over your web sites and online technology.
Have something you think we may be able to help with? Just ask.


text:
From MeritBadgeDotOrg
I work with scouts in Worthington, Ohio and maintain a scout website at WorthingtonScouts.org. I've been trying to organize information about local scouting resources and combine it with some of the major online scouting resources like meritbadge.org. I'm just finishing a project to write a Google Gadget that presents an index of all 122 merit badges. The index is easily added to troop or community websites. Each entry in the index contains a link to the appropriate merit badge page and graphic from this site and may be customized with community and/or troop information (see the screenshot below).
I would like to publish this index on the Google Gadget website, but would like feedback about whether this is an allowed and appropriate use of meritbadge.org resources.
A live version of the gadget can be viewed at the WorthingtonScouts.org website at http://worthingtonscouts.org/merit_badge_index.html
--AWM 08:35, December 13, 2007 (EST)


text:
Some newer, non-beta, drivers came out yesterday. Might want to give them a shot.
http://sites.amd.com/us/game/downloads/ ... n7-64.aspx
Radeon HD 5500 low frames after driver update
Forum for all the AMD (Previously ATI) video cards from the past, present and future!
Return to "AMD Radeon and FirePro Forum"
Who is online
Users browsing this forum: No registered users and 5 guests


text: Alice Paul is finally getting the recognition she deserves. Yet, during her lifetime she wasn't interested in glory. She kept her eye on the prize: women's rights and the vote. This video fills in a great deal. And keep in mind that author Mary Walton never heard of Alice Paul before a newspaper editor brought Paul to her attention. Meanwhile, this interview highlights where Walton calls Paul "the most overlooked civil rights leader of the 20th century."


text:
A quick note if you're trying to get the MXE to build on Ubuntu 14.04.1, you may notice that it will fail to build glib if you build the MXE from scratch. If you want a quick fix, see commit 7e231efd245996b886b501dad780761205ecf376 from the MXE source project on github.
As seen from issue #204...
uklauer wrote:The problem is this part of srclib/stdio.in.h (a copy from gnulib) in the libiconv source:
/* It is very rare that the developer ever has full control of stdin,
so any use of gets warrants an unconditional warning. Assume it is
always declared, since it is required by C89. */
_GL_WARN_ON_USE (gets, "gets is a security hole - use fgets instead");
The assumption has become faulty, since C11 has dropped gets, and glibc has additionally dropped it for GNU sources after that. gnulib has been fixed, so the next libiconv release should be OK. A workaround would be to patch out the _GL_WARN_ON_USE (gets) in some way.
So knowing this, after the release of 2.0.0, should we devote some time to update our version of the MXE with more recent versions of the dependencies?


text:
Spanish Language & Liberal Arts -Universidad Pompeu Fabra
This program accommodates students of various levels of Spanish proficiency. During the Summer 1 Program, students may choose two courses earning 90 total hours of instruction. Students will be in class with American and other international students at the Universitat Pompeu Fabra. Students must have at completed at least one semester of college-level Spanish prior to departure in order to attend.
Minimum GPA
Students must have a minimum grade point average of 3.00.
Minimum Admissions Prerequisites
For high beginning, intermediate, advanced, and superior-level Spanish speakers. Students must be of sophomore standing to participate. Students must have completed at least one semester of college-level Spanish or the equivalent by the time of departure.
The GPA requirement for this program is strict and students with lower than a 3.00 GPA will not be admitted to the program, per university policy. No exceptions can be made.
Course Information
Course Disclaimer
Courses and course hours of instruction are subject to change.
Please note that there are no beginning level Spanish courses offered in this program.
Click on a session to view details!
Currently Accepting Applications!


text:
Join other shy-nee-dy fans for free Pokemon, maybe go out for pizza after
Still feel the urge to do some collecting as you wait for Pokemon X & Y? Well, slam close the stamp book because I've got you covered. Participating GameStop locations will be yielding shiny versions of legendaries Dialga, Palkia, and Giratina, starting August 19. Each will be available for a three week period, giving you plenty of time to forget about them until the last day and rush down to GameStop in a manic flurry.
Shiny Dialga: Monday, August 19th, 2013–Sunday, September 8th, 2013·
Shiny Palkia: Monday, September 9th, 2013–Sunday, September 29th, 2013·
Shiny Giratina: Monday, September 30th, 2013–Sunday, October 20th, 2013
All you need to do is show up with your DS and your Pokemon Black or White or Black 2 or White 2. So many options. Yet, apparently no one can hook me up if I show up with my launch DS and Pokemon Diamond, despite the fact that Dialga debuted in and is on the box of Diamond? Fine. I didn't want to go to your lame party anyways.
Candian readers, hit up a participating EB Games on August 30, September 13, and September 27 for your shiny Dialga, Palkia, and Giratina.You get two late, one early. So who's going to be nabbing some glittery sprites? I think we've already established that I'm not, but what about you?
You are logged out. Login | Sign up


text:
It has been sad for me too. I've been dealing with a lot of moving stuff, plus this weird girl. Long story.
Yeah, she demands much of my attention. High maintenance type, unlike you.
I wish I was as much of a PIMP as Hank
Is Jihad Jesus too busy discussing Zombies or something?
Quote from: Captain on July 19, 2007, 06:36:39 PMIs Jihad Jesus too busy discussing Zombies or something?Oh you must have missed his grad sending off thread last week. He's officially retired.


text:
Previous Thread
Next Thread
Lost? Click here for the top thread!
Jean-Francois - Bragallot
Battle Cleric casts Flash of Light! (hence poor focus)
While the marauder knights are unaffected, it scares the crap out of their steeds, who throw them off.
JF and the crossbowmen reduce Gurak's hp to 1.
They continue kiting the marauders and retreat.
The last office picks up another sword and takes out the black ork officer.
Prince Albrecht - lawmaster
The crossbowman pointblank shoots down an ork.
Another one is killed by swordsmen.
Albrecht engages in combat with Gurak, but neither could harm the other.
Gurak's Horde - Scratch
Albrecht: 'Fleeing, coward?'
Gurak: 'I have more worthy foes to fight agains!'
Gurak decaps the officer, what a way to go.
He uses the momentum and lobs the severed head at Albrecht. Funnily enough, damage is critical, dealing 1 hp damage to the prince and sending him to the ground.
Recovering from the initial daze, the young prince just realizes what happened, and is utterly mortified.
Gurak: 'You haven't seen true bloodshed yet, have you?'
Black orks charge the Falx troopers.
They manage to take out one, but both die to counters.
The assault is followed up by orkboys, however it is fruitless.
Warmachines move in, and destroy Albrecht's swordsmen. An orkboy dies as collateral damage.
Falx - Zupponn
Troopers obliterate the orkboys.
Riflemen move in and destroy the catapult, much to the ork's dismay. The other squad is out of range.
Marauders get back on their mounts and continue chasing.
Isabella casts a fireball at Gurak.
It hits and turns the ork warlord into a living pyre!
Albrecht gazes in horror as his hated enemy dies in an excruciatingly painful manner. Poor kid's gonna have a real bad PTSD.
The ork's charred husk falls to the ground, dead.
Isabella: 'Ahahaha! I thought the green ones were made of sterner stuff!'
Amidst the chaos, Apollyon emerges:
Apollyon: 'What is this madness? Who are those dark warriors? '
Jean-Francois: 'You are a sight for sore eyes, mon ami!'
Apollyon: 'You shouldn't have let this happen Jean. Nevertheless, the prince is in peril. All that matters is we get him away from this... slaughter.'
JF: 'Oui, our plan was bold, alas the situation got dire and out of hand.'
SECRET FACTION UNLOCKED - Apollyon and 2 runeknights - Apollyon himself
NEW IMPERIAL OBJECTIVE: Get Prince Albrecht into safety.
Overwatch and kills:
Bragallot - 9
Scratch - 17
lawmaster - 6
Zupponn - 9


text: This month in the Best of Forum series we bring you one from the photography forum. This thread called "Twisties" is only something to think about at this point with the 2+ft of snow that we recently had. Our Members have posted some real nice pictures from not only here in the USA but from some spectacular locations around the globe. Remember the thread is "open" and feel free to add your pictures and to the dream of "clear roads" when the snow melts. Enjoy, Gary


text:
How you can help the GNU Project: Hardware
The GNU Project would accept donations of the following hardware. Please send only known working hardware. Please send offers to <firstname.lastname@example.com>.
- Modern rackmount server and workstation computers.
- Monitors that support 1600x1200 or better resolution (or LCD panels).
- Three-year-old or newer laptop computers.
- 10/100 or gigabit managed ethernet switches.
- Three-year-old or newer Postscript printers, and printers that work with GNU Ghostscript.
- Uninterruptible power supplies with good batteries.
- A T1 router and CSU/DSU.
Please send only hardware that works—we don't want to take people away from other work to fix up broken equipment.
Additionally, donations of the following services would be useful:
- Additional internet connectivity for our Boston office (it must support the BGP4 protocol).
You can also help the GNU Project in other ways.


text:
Cool hip hop jam, with real guitar instrument and synths to build up the mode.Will fit your documentaries or back-tracks for interviews. Diffrent section arrangements with lots of variations.
Track can be aligned to project directly, You can slice the instrumental and loop it to desired length (provided full length track with diffrent section/instrumentation parts, like a real song)
Check out my other tracks for more cool stuff to use in you video/radio-spot/game.
Allways providing full tracks and at the highest quality!
Don't hesitate to ask me if you need to know anything!


text:
Friday, January 4, 2013 - 2:00pm to 4:00pm
Life Gallery - Naturalist Lab
From the wetlands to the deserts, Utah is teeming with incredible insects. Join NHMU entomologist Christy Bills to see a collection of pinned bugs native to Utah, see butterfly wings under a microscope, and listen to the sounds of insects from all over the world.
Christy Bills has been the Entomology Collections Manager at NHMU since 1998.


text:
There was a rumor going around that Ubi Bucharest had been gunning for a piece of lucrative Clancy pie for awhile, but the upper echelons of Ubisoft leadership demanded that the Romanian dev cut its teeth on the Blazing Angels series first... after seeing H.A.W.X. in action and taking it for a spin ourselves, we can see how the lessons learned from Blazing Angels have been implemented in innovative ways.
Bogey Dead Six
Set in 2012, H.A.W.X. is set in a near-future scenario that actually dovetails with Ghost Recon Advanced Warfighter 2. In fact, you'll fly at least one mission in tandem with Scott Mitchell's infamous Ghost ground team pulled directly from GRAW 2. As that semi-futuristic setting implies, H.A.W.X. will feature over fifty licensed fightercraft including advanced jets from Boeing, Lockheed and Dassault, among many others. Of course, for the purposes of our demo, we were limited to a couple of Sukhoi aircraft that seemed a bit dated, but also appropriate as starter jets (with the training wheels on, so to speak). After choosing a somewhat janky Su-35, we were off.
There are two modes of flight: assistance-on and assistance-off. In assistance-on, you view things from the cockpit of your jet with much of the HUD remaining intact. In this mode you will have the option of switching on HAWX's Enhanced Reality System (or ERS... they're crazy about the acronyms, apparently) in order to get a better tactical picture of what's going on. The ERS will provide you with a graphic overlay of concentric triangles illustrating a computer-generated flight path designed to accomplish your objectives with safety and efficiency. We found ERS particularly useful for assaulting ground targets in heavily populated areas where collateral damage would be frowned upon (with a court-martial, for example).
Contrails are the new atmospheric lighting and fog effects.
In assistance-off, the camera leaves the cockpit to deliver a more traditional chase-cam perspective. In this mode, ERS is unavailable and you have no HUD to give you stall or low-altitude warnings... but seasoned fighter jockeys know that those alarms are for weaklings anyway. Assistance-off mode is ideal for dogfighting duels, and when enemy aces show up in slick Su-47s (which hardly seemed fair against our Su-35). You'll want a little more flexibility then.
Here we can see the influence of the Blazing Angels series in HAWX, because when dueling another pilot in assistance-off mode, the camera does a great job of keeping both aircraft on-screen. It's also quite gorgeous, stripped of the HUD, you are free to watch the aerial ballet that results from two aces in a battle to seize a lock-on. Of course, you don't want to get too comfortable, and indeed, it would be incredibly difficult to relax at all given the unbelievable G-forces that these pilots had to be pulling. In fact, we executed a number of mid-air stall maneuvers where we'd cut our engines, flip the jet in a perfect 180 and gun the afterburners in order to catch an ace unawares.
H.A.W.X. already seems to be capturing the modern dogfighting experience with a flair for the inherent grace of air combat. Due out this September, we can't wait to get our hands back on the controls... especially since it looks like H.A.W.X. will be compatible with that luscious Ace Combat 6 flight stick.


text:
Majic - Lights (Remix Of Ellie Goulding) [Unsigned Artist]
305 artist Majic gives his twist on Ellie Goulding "Lights" record, dropping his own music video directed by Blakpro
Find out all things Majic at itsmajicbaby.com
follow majic on twitter @itsmajicbaby
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


text:
Alabama-Tennessee Natural Gas Company
Second Revised Volume No. 1
Contents / Previous / Next / Main Tariff Index
Effective Date: 09/01/1993, Docket: RS92- 27-007, Status: Effective
Second Revised Sheet No. 37 Second Revised Sheet No. 37 : Superseded
Superseding: FIRST REVISED SHEET NO. 37
RATE SCHEDULE FT-SG (continued)
shall charge Shipper an amount to recoup the amount of tax
levied pursuant to the Alabama Utility Gross Receipts Tax
as recognized in the Commission's June 30, 1989 order in
Alabama-Tennessee Natural Gas Co., Docket Nos. CP88-269-
004, et al., which have not been previously paid by
Shipper, which Transporter shall not use the amounts so
collected in establishing its general system rates. The
applicable Incidental Charges shall be stated in the FT-SG
5.4 Imbalance Charge: In addition to the charges in Sections
5.1, 5.2, and 5.3, Transporter may charge Shipper an
Imbalance Charge as provided in Section 3 of the General
Terms and Conditions of Transporter's FERC Gas Tariff.
5.5 Allocated Take-or-Pay Charge: If applicable, Transporter
shall charge Shipper each month the direct billed amount of
allocated take-or-pay charges and volumetric surcharge as
shown on the currently effective Tariff Sheet No. 4A.
5.6 Transition Cost: If applicable, Transporter shall charge
Shipper each month the amount of transition cost, as
determined pursuant to Section 33 of the General Terms and
Conditions of Transporter's FERC Gas Tariff.
5.7 Upstream Transition Costs: If applicable, the pro rata
pass through, on an "as billed" basis, of certain upstream
costs billed to Transporter including, without limitation,
upstream transition costs.
5.8 IT Revenue Credit: If applicable, Transporter shall credit
the pro rata portion of IT revenue credits as provided
under Section 35 of the General Terms and Conditions of
Transporter's FERC Gas Tariff.
6.1 Transporter shall not be obligated to accept a bid for
released transportation capacity made by an FT-SG Shipper
unless Shipper's nominations under its FT-SG Contract
equal its Contract Demand. Should Transporter accept an


text:
From Eonline:
Kristen Stewart had the wrong kind of bang-up day.
The Twilight heroine was in a minor fender-bender today in Los Angeles while out visiting a friend, a source exclusively tells E! News.
We hear that Stewart responsibly exchanged info with the other driver and all parties appeared to be OK.
Our eyewitness also says that Stewart waited while the woman, who had a few kids in the car with her, checked out a bit of damage to her rear-left bumper and popped a loose piece back into place.
"Kristen appeared to be a bit shy and embarrassed" at the scene, the source says. "Luckily no one was hurt in the accident."
Source | Via | HQ's thanks to Kstewartfan


text:
You are here
Top 10 Best Cities for Education in America
We rank the cities with the best options for education in America. Families will appreciate these graduation rates, test scores and more.
- prev
- Next
- 1 of 11
- Courtesy of The City of Burlington / Wikipedia (CC Licensed)
Choosing a school for your kids is a personal choice, so we can't tell you which city will be a perfect match for your family. However, these cities stood out when we compared educational benchmarks like graduation rates, math and reading scores, per-student spending and class sizes.
1. Burlington, Vermont
Ranked second overall on our best cities list, it's no surprise that Burlington tops our education list. The small city boasts small class sizes, a huge perk since the U.S. Department of Education reported that achievement scores are higher in schools with fewer kids per class. Burlington also boasts a favorable student-to-teacher ratio. There are also plenty of options for pint-size students; Burlington has a high number of National Association for the Education of Young People-accredited daycare centers per capita.
- Courtesy of cliff / Wikipedia (CC Licensed)
2. Cheyenne, Wyoming
Another small city offering small class sizes for kids, second-place Cheyenne has a low student-to-teacher ratio and impressive per-pupil expenditures. They also rank high on our list for Blue Ribbon schools per capita.
- Courtesy of Alex Boykov / Wikipedia (CC Licensed)
3. Portland, Maine
It's no surprise that another small city polishes off our top three in this category. Already doing well with its small class sizes, Portland also ranked for its low student-to-teacher ratio and high graduation rate.
- Courtesy of Luca Galuzzi / Wikipedia (CC Licensed)
4. Boston, Massachusetts
One of the benefits of a big city is often a larger source of revenue for the schools, which may explain why Boston secured a top spot on our list; the city scored highly for its per-pupil expenditures. More importantly, the parents seem satisfied with what the schools have to offer: when the district surveyed parents, nearly 95 percent agreed that the school was a good place for their child to learn.
- Courtesy of pedro vera / Wikipedia (CC Licensed)
5. Arlington, Virginia
Arlington scored well for its per-pupil expenditures and its high graduation rate. But the school isn't just about textbook learning; the students are encouraged to be part of the community. In the past, third-graders have harvested produce that they had cultivated in a school garden and donated it to the Arlington Food Assistance Center.
- Courtesy of Plastiksport / Wikipedia (CC Licensed)
6. Pittsburgh, Pennsylvania
This former industrial city has reinvented itself in recent years, transforming into a family-friendly town with a focus on education. Pittsburgh is home to top-tier institutions like Carnegie Mellon University and University of Pittsburgh, helping to set the stage for a citywide focus on education. The school district ranked highly on per-pupil expenditures, and the city boasts an impressive number of National Association for the Education of Young People-accredited daycare centers per capita.
- Courtesy of Jeff Dean / Wikipedia (CC Licensed)
7. Madison, Wisconsin
When a city is nestled close to an educational powerhouse like the University of Wisconsin, the emphasis on learning defines the city. Madison's school district found its way on to our list for its high graduation rate and it's in the top for math and reading proficiency as measured by the National Assessment of Educational Progress.
- Courtesy of Mawhamba / Wikipedia (CC Licensed)
8. Lincoln, Nebraska
Quality daycare is important both for parental peace of mind and for the development of your child. A study funded by the National Institutes of Health found that teens who were in high-quality daycare when they were young scored higher on measures of academic and cognitive achievement and were less likely to report bad behavior. Lincoln made our list for its high number of accredited daycare centers per capita and also scored points for a state law requiring a low 4-to-1 infant-to-daycare-staff ratio.
9. New York, New York
The largest school district in the country has a big task on its hands, educating more than a million children. Yet, despite the enormity of that undertaking, the city managed to score highly for its graduation rate and per-pupil expenditures. The school district's PTA groups have used their funds to pay for teachers' aides or to help buffer budget cuts from the city. It's committed parents like these that help to secure a spot for New York in our top 10.
- Courtesy of andrewhorne / Wikipedia (CC Licensed)
10. Ann Arbor, Michigan
Home to the University of Michigan, Ann Arbor boasts a unique diversity in the school system, with 64 different languages spoken district-wide. The city landed on our list for a high number of accredited daycare centers per capita and a stellar graduation rate. The schools are also committed to going green. The city has received awards and national recognition for trying to save energy while reducing costs.


text:
Ronald Blowers is charged in the deaths of Wayne and Mae Wells
Ronald James Blowers, 25, pled not guilty in the homicide case of Wayne and Mable Wells Thursday. Blowers is charged with multiple counts including fleeing arrest, armed criminal action, first degree burglary and second degree murder in relation to events that occurred on Dec. 3, 2012. His case will go on to a jury trial.
According to a press release from the Morgan County Sheriff's Office, evidence from the scene and information obtained from Blowers led to the charges being filed in the beginning of December 2012. While it was first believed that the victims had been killed from multiple gunshots from a small caliber firearm, the autopsy revealed that they died of blunt force trauma. It is believed that a pipe, knife and screwdriver were used to inflict the injuries, the press release stated. Apipe found near the scene is believed to be one of the weapons.
Blowers was arrested and held in the Morgan County Adult Detention Center on a $1 million bond.
Blowers was first arrested on the evening of Tuesday, Dec. 4, after running from police when they went to question him around 5:30 p.m. about a pistol that had been stolen from his neighbor's home, located about a mile from the Wells' Ivy Bend residence. As officers approached Blowers, the probable cause statement for his arrest for the murders says that he "brandished a knife at officers while in his driveway and began stabbing himself repeatedly in the stomach."Blowers allegedly told officers, "I did not mean to do it," before running into the woods and leading police on a lengthy foot pursuit.During the incident, Blowers refused to drop the knife and continued to stab himself in the stomach and neck, according to the probable cause statement. "He spontaneously denied killing 'those' people," the probable cause statement says. Officers captured him and took him into custody, and he was initially taken to the hospital for treatment. In an interview after the incident at the Morgan County Sheriff's Office, Blowers admitted to being present at the Wells' home during the alleged homicide and admitted to using a pipe, knife and screwdriver to inflict injuries on the victims, as stated in the probable cause statement. Blowers was also in a single-car accident the night of the incident around 6:15 p.m. on Ivy Bend Rd. at Hillview Rd. near the scene of the homicide.


text:
For years, Warren Buffett has focused on finding the strongest companies with the best competitive positions, and buying them when they're cheap. It's a strategy that's made him billions and one that's perfectly suited to today's market.
After all, these days, you can buy many of the best companies in the world for a fraction of their fair value. You just need to be brave enough to face the volatility.
But ironically, the biggest risk to this strategy isn't the daily volatility -- if a company's truly strong, it will be able to survive even in a depression. The real risk is buying a company whose competitive position is weaker than it appears or is weakening.
Deceptively weak barriers
Often, a business seems to have strong barriers against competition simply because it has a well-known brand and large market share. In markets where there are significant economies of scale, such as many manufacturing or distribution businesses, market share can be a huge barrier. But if the economies of scale are relatively insignificant, a competitive advantage due to market share can be far weaker than it appears.
Take Charles Schwab. It has a good brand name and billions in assets under management, but its revenue last year was below its level in 2000. A major problem is that there are few barriers to creating an online brokerage. Interactive Brokers and thinkorswim have both made big splashes in the last few years by offering superior trading technology, while E*TRADE has also grown its brokerage top line significantly. Meanwhile, retail banks like Wells Fargo
Times change
The impact of fewer people reading newspapers has been obvious for years as advertising dollars have fled from papers to the Internet. But societal changes are affecting television networks as well. CBS has had declining revenue for years, while if you exclude the effects of the Olympics and acquisitions, General Electric's NBC unit has had limited growth. The world is changing, and it's hurting both these networks.
While TV viewing is at all-time highs, couch potatoes have more channels than ever before, meaning the market is more fragmented. The rise of Internet television only increases market fragmentation. As if that weren't enough, personal video recorders (PVRs), such as those offered by TiVo
Watch out for technology
It's no coincidence that new technology is playing a big role in weakening the TV networks. Game-changing technology is one of the biggest risks that a company can face, and that risk isn't limited to high-tech businesses. Even a low-tech business like storage can be affected.
For years, Blockbuster
So, when looking at beaten-down stocks, be particularly aware of technological threats to the business.
The Foolish bottom line
That said, this doesn't mean that you should never buy any company whose moat has weakened. Even from an eroding competitive position, some blue chips can generate cash for decades. But, make sure that the price you pay is cheap even considering the impoverished prospects of the business.
If you are looking to take advantage of the market decline, our Inside Value team spends a lot of time thinking about moats, and we've identified many excellent stocks that look exceptionally cheap today. You can read about them for 30 days for free by clicking here.
This article was originally published on May 22, 2009. It has been updated.
Fool contributor Richard Gibbons is looking to buy a swamp monster to put in his moat. He is long January 2011 $17.50 calls on Wells Fargo, and short May $20.00 calls. Netflix and Charles Schwab are Stock Advisor recommendations. Wal-Mart is an Inside Value selection. The Fool's disclosure policy wants to be an Alt-A mortgage when it grows up.


text:
Rug AMT428C
Amherst Rug Collection
Color: Grey / Light Grey
Rug Details
Coordinate indoor and outdoor living spaces with fashion-right Amherst all-weather rugs by Safavieh. Power loomed of long-wearing polypropylene, beautiful cut pile Amherst rugs stand up to tough outdoor conditions with the aesthetics of indoor rugs.
Construction: Power Loomed
Fiber Content: Synthetic
Style: Indoor / Outdoor
Vacuum regularly. Brushless attachment is recommended. Avoid direct and continuous exposure to sunlight. Do not pull loose ends; clip them with scissors to remove. Remove spills immediately; blot with clean cloth by pressing firmly around the spill to absorb as much as possible. For hard-to-remove stains professional rug cleaning is recommended.
Sizes Available


text:
Friday, April 15, 2011
So on the weekends often my brain just feels numb. Inspiration to be creative is just not on the radar. Don't be fooled, 95% of the time I'm not a textile designer. I'm a small business owner.
Anyway, something clicked last week when I somehow, briefly felt on top of things, and - god forbid - I actually felt like making stuff.
And make I did.
For ages I'd been meaning to make a table runner so I raided the scraps box and whipped this up in a couple of hours after the work day finished.
Patchwork table runner
Sure a patchwork table runner isn't the most original of concepts (Cloth do them, I know) but it is just such a great way to use up odds and ends.
Patchwork table runner
The next evening I made a draft snake, also using fabrics from the scrap box. I'd noticed a whopping big gap under Jon's front door, which does not sit well with a cold frog like me. I told him he needed a draft snake, he had no idea what I was talking about.
patchwork draft snake
The next night I started my third project, but hey, I'm not going to waste the opportunity and am going to write about that in another post ;)
12 comments:
- moose and bird said...
These are both lovely projects. Don't you just love the feeling of being creative??? Have fun x
- 2:40 pm
A draft snake is on my to-do list before it gets cold. What did you fill your snake with? I've read some people using sand but I'm not sure about that.....
- 4:03 pm
- Fer said...
That's the prettiest draft snake (we used to call them a sausage!) I've ever seen. Oh to have your scrap box!
- 4:32 pm
- Frankie and Ray said...
Lovely! My very first product was a 'door sausage', I still feel quite sentimental about making them... yours looks fantastic.
- 4:53 pm
- Margaret @ Konstant Kaos said...
Don't you love it when you get a few moments to yourself and create a masterpiece! Very cute pieces.
- 8:57 pm
- Rosalind said...
I think you might possibly have one of the most envious scrap boxes of fabric known to woman kind! ha ha great job
- 6:39 pm
- gaby@stilelemente said...
I agree with Rosalind about the scrap box :) Table Runner is lovely - amazing what you can do with 'scraps'. Hope you find more time and head space for the creativity as it's very rewarding to make new things.
- 11:04 am
- Tali said...
haha, aren't you smart! doesn't your man know about the most common snake found in Melbourne? ;)
- 5:08 pm
- Juicy Roo said...
Hey Larz lovely work! I'm asking Lisa's question too: what did you fill your snake with? I've heard about people using rice! But you wouldn't want it to get wet!! xo
- 2:36 pm
- gret said...
Love that draft snake! Gorgeous, I have the same question - Did you use sand or something else?
- 7:49 am
- Pingos do Céu said...
I liked the combinations that you did!
- 12:51 am
- bethiejw said...
I like the table runner.
- 2:41 am


text:
Human Nature: Contemporary Art from the Collection
Human Nature: Contemporary Art from the Collection presents approximately 75 works of art in diverse media, including painting, drawing, photography, video, and audio from the museum's permanent collection of contemporary art. Borrowing its title from a work by artist Bruce Nauman, Human Nature surveys work by artists who have made defining contributions to the recent art landscape, from 1968 to the present. Many of the works are on view for the first time since their acquisition, including pieces by Haegue Yang, Leslie Hewitt, Rachel Harrison, Glenn Ligon, Paul Pfeiffer, and Zhang Huan. The exhibition also includes works by Larry Bell, Sol Lewitt, Donald Judd, Joseph Kosuth, Bruce Nauman, Vito Acconci, George Herms, Betye Saar, Nam June Paik, Gerhard Richter, Mark Bradford, and others.
Celebrating its 50th anniversary this year, the museum's Modern and Contemporary Art Council (MCAC) has been instrumental in acquiring many works that will be on view in this exhibition. Founded in 1961, the MCAC is the longest-running support group for contemporary art at any museum in the country. LACMA's contemporary art holdings reflect the critical role the council's patronage plays as a cornerstone of collection development.
Human Nature
Curator Franklin Sirmans provides an overview of the exhibition.
Installing Nauman
During the past few weeks the second floor of BCAM has been undergoing the installation of the exhibition Human Nature: Contemporary Art from the Collection, opening this Sunday (and on view now for members). The exhibition takes its name from Bruce Nauman's neon art piece Human Nature/Life Death/Know Doesn't Know, which is included in the show. A major effort on the part of our conservators, art installers and electrician has made it possible to put this large neon puzzle back on view after a hiatus of about ten years...
Catch it While You Still Can: Human Nature
A little less than two weeks remain to see Human Nature, Contemporary Art from the Collection, on view in BCAM through July 4th. The show is a rich presentation of contemporary work since 1968. We had the chance to talk with two of the artists in the show, Charles Gaines and Carlee Fernandez. Their work appears in the first gallery, the same one that features the video piece Walk with Contrapposto by Bruce Nauman (1968) and S.O.S Starification Object Series (Guns) by Hannah Wilke (1974)...


text:
Artist description:
I want to go back as you Prince, I want to kiss
Java Draw Created Dec 12, 2009 338 x 470px Unless noted Copyright 2009 A_B_A.
We encourage you to submit a comment and let the artist know what you think of this drawing. Please log in or join to post a comment.
Post a comment
Thanks all:)
Super sweet little Prince =) 5 hearts and cllect
Lovely!!! 5/5 and collection
cute cute cute!!!!
aww...I love frogs:D great realism and wonderful use of colours:))
thank you all*_^
froggy~!!awesome~ 5/5❤fav
wow amazing draw!! cute too :)
thanx *__^
Awwww he is so cute :) 5 hearts