text:
This position paper will discuss the definition, rationale, and goals for social studies in the early childhood/elementary years; the developmental characteristics that should be considered in planning a social studies program; an overview of the basic research for elementary social studies; a look at the current status of social studies in the elementary school; and a discussion of preservice and in-service education for teachers of early childhood/elementary social studies.
Society is characterized by increasingly rapid social and technological change. Society's ability to orchestrate change frequently outstrips its ability to reflect on the ramifications of what it has done. Are children developing skills to absorb new information in light of the information explosion? Are they learning structures for understanding and adapting to changes in technology, the marketplace, and their own family organization? Are they beginning to learn about interdependence and the relationship of technology to social conditions?
When they leave the classroom, many children do not return immediately to the family setting but go to a day-care facility where they again interact with others from a variety of backgrounds. Nearly all the children spend more hours each week watching television than they spend in any other activity besides sleeping. As they sit passively watching, they are bombarded by messages. They take in spotty, disconnected information about war, the homeless, Ethiopia, the president, and the Soviets. Are they learning any structures for interpreting this information and fitting it into a larger framework? Commercial television networks see children as an economic force and press them to make consumer decisions. Are children learning to evaluate these messages, or do they continue to sit passively as they are manipulated?
The social studies in the early childhood/elementary years are crucial if we expect the young people of this nation to become active, responsible citizens for maintaining the democratic values upon which this nation was established. Unless children acquire the foundations of knowledge, attitudes, and skills in social studies in the important elementary years, it is unlikely that teachers in the junior and senior high schools will be successful in preparing effective citizens for the 21st century.
Consider a kindergarten class in any one of thousands of school systems in the United States. How do the children in the class experience the world? Their classroom mirrors the larger society with its diverse ethnic, religious, and socioeconomic backgrounds. Are the children learning structures for accepting and appreciating diversity at this critical age in the development of lifelong attitudes? Mere contact with diversity, without understanding, can intensify conflict. Does their classroom mirror the larger society in this sense also?
In classroom, day-care center, home, and neighborhood, kindergartners encounter rules and laws. Do they understand the reasons for these institutions? Can they distinguish between legitimate authority and raw power? Are they learning to act as rule makers as well as rule obeyers and to see the necessity of personal involvement in the democratic process?
The kindergarten class of 1988 will graduate in the year 2001 as citizens who live in a world characterized by a staggering volume of information, varying sets of values, and a growing interdependence among nations. However, children will not automatically become citizens when they graduate or reach voting age; they are citizens now, with rights, responsibilities, and a confusing array of choices before them. The abilities for making personally and socially productive decisions do not just happen. They require that the knowledge, skills, and attitudes of social studies be introduced early and built upon throughout the school years.
II. What should be the definition of and rationale for social studies for early childhood/elementary children?
The social studies are the study of political, economic, cultural, and environmental aspects of societies in the past, present, and future. For elementary school children, as well as for all age groups social studies have several purposes. The social studies equip them with the knowledge and understanding of the past necessary for coping with the present and planning for the future, enable them to understand and participate effectively in their world, and explain their relationship to other people and to social, economic, and political institutions. Social studies can provide students with the skills for productive problem solving and decision making, as well as for assessing issues and making thoughtful value judgments. Above all, the social studies help students to integrate these skills and understandings into a
framework for responsible citizen participation, whether in their play group, the school, the community, or the world.
The energy, curiosity, and imagination of young children lead them to action and interaction within their environment from a narrow, unilateral perspective. They live in a family, play in a peer group, and make decisions about how they will relate to other people, what to do in their free time, with whom to play, what books to read, and how to spend money. The larger social world penetrates their lives through television and other media, travel, family, and friends; but young children lack the conceptual base to integrate the new knowledge these experiences bring. They also lack the skills to account for other perspectives in solving problems or to anticipate long-range consequences when making decisions.
A planned K-12 social studies program directs and focuses these natural characteristics to help children understand and function in their personal and social worlds. These learnings must be developed systematically from an early age, so that children move from egocentric, random observations and experiences to a broader and more structured conceptual organization. Many times, teachers suggest that at the primary level everything they do is related to social studies, but it is important to recognize that an effective social studies program cannot be just a haphazard collection of unrelated activities. It must be organized systematically around concepts from history and the social sciences.
Active, curious children need, want, and are able to learn skills that are taught and reinforced in social studies classes. These skills are required for processing information so that they can make generalizations and integrate new information into a developing system of knowledge.
Children formulate many of their attitudes and values toward society in the early years. The development of these attitudes and values occurs primarily outside the school setting. However, the social studies program should provide a setting for children to acquire knowledge of history and the social sciences and to be exposed to a broad variety of opinions, facilitating the formulation, reassessment, and affirmation of their beliefs.
The social studies program enables children to participate effectively now in the groups to which they belong and not to look only to their future participation as adults. The school itself serves as a laboratory for students to learn social participation directly and not symbolically. Democratic and participatory school and classroom environments are essential to this type of real-world learning.
If the social studies are not part of the elementary curriculum, we cannot expect our children to be prepared to understand or participate effectively in an increasingly complex world. They need to encounter and reencounter, in a variety of contexts, the knowledge, concepts, skills, and attitudes that form the foundation for participation in a democratic society. Otherwise, we are in danger of disrupting the critical balance between individual and community needs. Social studies are intended to help children understand, evaluate, and make decisions regarding these often competing claims. The problem lies in developing a learning environment and pedagogy that are intellectually and developmentally appropriate.
III. What are the goals for early childhood/elementary social studies that no other subject in the elementary curriculum can achieve?
It is understood that teaching social studies in the elementary schools is an essential part of the framework of an overall K-12 social studies program. The elementary school years are important in that they are the ones in which children develop a foundation for the entire social studies program and a beginning sense of efficacy as participating citizens of their world.
Basic skills of reading, writing, and computing are necessary but not sufficient to participate or even survive in a world demanding independent and cooperative problem solving to address complex social, economic, ethical, and personal concerns. Knowledge, skills, and attitudes necessary for informed and thoughtful participation in society require a systematically developed program focusing on concepts from history and the social sciences.
Knowledge. Social studies provide a sense of history, a sense of existence in the past as well as the present, a feeling of being in history. Even though young children find the concept of time difficult, they need to understand how the present has come about and to develop an appreciation for the heritage of this country. Huck and Kuhn (1968) state that even though children have difficulty with time concepts, they can develop an appreciation for their historical heritage through factual presentation of history, biographies of famous people, and historical fiction.
Geographic concepts are equally difficult, but the social studies provide continuing opportunities for children to understand the spatial relationships of their immediate environment as well as those of areas of the world. Scholars found that children need systematic instruction to develop map and globe skills (Rice and Cobb 1978; Crabtree 1968, 1974; Savage and Bacon 1969; Cox 1977). Children need to
develop an understanding of and an appreciation for their physical and cultural environments and to consider how resources will be allocated in the future.
Concepts from anthropology and sociology provide knowledge and understanding of how the multiplicity of cultures within society and the world has developed. Children need to recognize the contributions of each culture and to explore its value system. Acquisition of concepts about racial and ethnic groups is complex, but early, planned, and structured activities can result in positive attitudes in children (Katz 1976, 234).
Knowledge from sociology, economics, and political science allows children to understand the institutions within the society and to learn about their roles within groups. Although children easily learn concepts from economics such as work, exchange, production, and consumption, they need useful and powerful economic knowledge and the formal development of critical-thinking skills. Economic content in the early years should relate to events in children's lives as they examine buying, selling, and trading transactions, the process of making goods and services, and the origin of materials and products in their everyday lives (Armento 1986).
Skills. The skills that are primary to social studies are those related to maps and globes, such as understanding and using locational and directional terms. However, other skills that enhance students' abilities to learn, to make decisions, and to develop as competent, self-directed citizens are more meaningful and useful when developed within the context of social studies. Skills that are shared with other parts of the curriculum but may be most powerfully taught through social studies include communication skills such as writing and speaking; research skills such as collecting, organizing, and interpreting data; thinking skills such as hypothesizing, comparing, drawing inferences; decision-making skills such as considering alternatives and consequences; interpersonal skills such as seeing others' points of view, accepting responsibility, and dealing with conflict; and reading skills such as reading pictures, books, maps, charts, and graphs.
For children to develop citizenship skills appropriate to democracy, they must be capable of thinking critically about complex societal problems and global problems. Teachers must arrange the classroom environment to promote data gathering, discussion, and critical reasoning by students. Another important aspect of citizenship is that of decision maker. Children must acquire the skills of decision making, but also study the process that occurs as groups make decisions. Continually accelerating technology has created and will continue to create rapid changes in society. Children need to be equipped with the skills to cope with change.
Attitudes. The early years are ideal for children to begin to understand democratic norms and values (justice, equality, etc.)--especially in terms of the smaller social entities of the family, classroom, and community. Applying these concepts to the nation and the world is easier if one understands and appreciates them on smaller but manageable scales.
Although not uniquely in social studies, children can achieve a positive self-concept within the context of understanding the similarities and differences of people. Children need to understand that they are unique in themselves but share many similar feelings and concerns with other children. They need to understand how as individuals they can contribute to society.
Children can also develop, within the context of social studies, positive attitudes toward knowledge and learning and develop a spirit of inquiry that will enhance their understanding of their world so that they will become rational, humane, participating, effective members of a democratic society.
IV. What are the developmental characteristics of children that should be considered in planning a social studies program?
First, we need to consider that children of all ages come to school from different socioeconomic and cultural backgrounds. They come with different value systems, experiences, and learning styles, and with different feelings about themselves and the people around them. As we discuss the general characteristics of children, we recognize these individual differences.
A report from the National Association for the Education of Young Children (NAEYC) provides a helpful summary of the significant literature on the development characteristics of children.
Most five-year-olds can begin to combine simple ideas into more complex relations. They have a growing memory capacity and fine motor physical skills. They have a growing interest in the functional aspects of written language, such as recognizing meaningful words and trying to write their names (NAEYC 1986). They need an environment rich in printed materials that stimulates the development of language and literacy skills in a meaningful context. They also need a variety of direct experiences to develop cognitively, physically, emotionally, and socially. Since five-year-olds come to school with an interest in the community and the world outside their own, curriculum can expand beyond the child's immediate experience of self, home, and family (NAEYC 1986).
Six-year-olds are active learners and demonstrate considerable verbal ability. They are interested in games and rules and develop concepts and problem-solving skills from these experiences. Hands-on activity and experimentation are necessary for this age group (NAEYC 1986). Seven-year-olds become increasingly able to reason, listen to others, and show social give-and-take. Spatial relationships and time concepts are difficult for them to perceive. Flexibility, open-mindedness, and tolerance of unfamiliar ideas essential in social studies are formed to a remarkable extent by the interactions of the four- to eight-year-olds (Joyce 1970). Eight-year-olds combine great curiosity with increased social interest. They are able to learn about people who live elsewhere in the world. During these early grades, children can learn from the symbolic experiences of reading books and listening to stories; however, their understanding of what they read is based on their ability to relate the written word to their own experience (NAEYC 1986).
Research indicates that by age nine or ten children have well-established racial and ethnic prejudices and these are highly resistant to change (Joyce 1970); therefore, teachers must go beyond studies of other cultures and celebrations of their holidays and include studies of families, music, shelter, customs, beliefs, and other aspects common to all cultures (NAEYC 1986).
Nine-year-olds may be somewhat self-conscious and prefer group activities to working alone. They are beginning to understand abstractions as well as cause-and-effect relationships. Most are operating at a concrete level but need real experiences of society and social institutions such as those provided in social studies. Ten-year-olds may be experiencing bodily changes and rapid growth spurts. These changes cause periods of frustration and anger. Generally, ten-year-olds are interested in and enthusiastic about places and problems in the news. They want to know what events caused these problems, where they occurred, and the reasons for them. Most of the skills for learning social studies have been introduced by this time and they are able to apply them to new situations.
Eleven-year-olds are generally in a period of transition between childhood and adolescence. More decision making is required of them. They tend to be sociable and need opportunities to express feelings and opinions. The developmental research suggests that children at this age do not have the ability to view issues from the perspective of a whole society (Selman 1975), but need to be confronted with the types of analytical questions about history, society, and social and political behavior so important in social studies learning. Political attitudes develop very early and undergo major changes during the elementary school years. Attitudes developed by the end of elementary school are away from a personalized, benevolent government toward a more abstract, realistic idea (Greenstein 1969). The social studies also inform attitudes with accurate information from the humanities and the social sciences.
As we consider these characteristics, it becomes obvious that social studies must be an essential part of the elementary curriculum to provide the essential elements for continuing the democratic way of life. There may not be a more urgent need in the elementary school.
What guidance does research offer in the selection of content and learning experiences for social studies to enable children to achieve the goals previously described-especially for children who will be citizens of the 21st century? Frequently, curricular patterns are not grounded either in research or in an understanding of how children learn. In fact, the social studies are often left out of the curriculum at the primary level since some educators fail to see sufficient evidence to support their inclusion (Goodlad 1984; Clegg 1977). Yet we cannot dispute the importance of an educated citizenry in maintaining, preserving, and refining a democratic society, and research points out the critical nature of early and varied learning in elementary social studies (cf. Rice 1966; Hess and Torney 1967; Atwood 1986).
Social studies concepts, based as they are in human interactions, are complex. As a result of these complexities, some would suggest that young children not be introduced to the concepts until they are mature enough to understand them. After a decade of research on early learning in social studies, Rice (1966, 3) concluded that children could learn more difficult and abstract social studies concepts much earlier than is expected in the traditional social studies curriculum. What is equally important, however, is not so much that children are capable of earlier and more complex learning, but that, if the early learning does not occur, the optimum teaching time for some concepts may pass, making it much more difficult for students to entertain new ideas or to think critically about old ones. There seem to be crucial years for certain concepts-times when students are most receptive or have developed a tolerance for or interest in emotionally powerful topics long before these topics are introduced in the curriculum. What, then, does research indicate about the process of learning particular social studies concepts?
Research findings related to the previously described goals-the development of concepts related to social studies content, the development of civic understanding, and the development of a social perspective that enables children to function at all levels of community to which they belong-highlight the significance of elementary social studies. This is not intended as an exhaustive review of the research but rather to emphasize certain studies. More comprehensive reviews can be found in William B. Stanley's Review of Research in Social Studies Education: 1976-1983 (1985), Virginia A. Atwood's Elementary School Social Studies: Research as a Guide to Practice (1986), and Linda Rosenzweig's Developmental Perspective on the Social Studies (1983). Social studies also benefit from a wide range of
research in other disciplines, notably those of psycho- and sociolinguistic studies considering linkages between language and conceptual development (cf. Nelms 1987), work in cooperative learning (cf. Slavin, in press; Slavin 1981), and research in social science disciplines that inform social studies.
Time and space. History and geography, keystones of elementary as well as secondary social studies, are linked to conceptions of time and space. Yet these concepts are difficult even for some adults. Some scholars have argued, in fact, that Western society makes it especially difficult to develop a sense of time as it relates to history because Western society does not provide clear and present needs for such concepts (Poster 1973). Others have noted the culture-boundedness of time conceptions, including Western, linear concepts of time. In any case, both time and space are abstract concepts formulated on relationships that are equally abstract and certainly provide difficulties for young children. This acknowledgment of the difficulty of acquiring sophisticated time and space concepts has led to some reluctance to introduce historical and geographical content in the elementary curriculum. Recent research indicates that this reluctance may be unfounded. Young children who are active participants in a highly structured and sequential series of geographic inquiries can learn complex analytic processes and concepts of geography (Crabtree 1974; GENIP Committee on K-6 Geography 1987; Muessig 1987). Evidence indicates that children do possess complex spatial information and can abstract information from map symbols (Hewes 1982; Hatcher 1983; Park and James 1983; Liben, Moore, and Golbeck 1982). Children can learn cardinal directions as early as kindergarten (Lanegran, Snowfield, and Laurent 1970). The type of discourse used in history teaching appears to influence student interest. Children who encountered historical data in the form of biography and historical fiction exhibited interest in and enthusiasm for history and for further investigation in more traditional sources (Levstik 1986). Historical and geographical understanding may not be linked to the developmental patterns associated with acquiring physical time concepts (Kennedy 1983).
Economic understanding. Armento (1986) indicates that "part of the role of social studies during elementary school years is to use children's informal learning as a basis for formal development of critical-thinking skills and for the construction of useful and powerful economic knowledge." By age seven, children have formulated fairly accurate conceptions of work, wants, and scarcity and evidence the capability of developing a method for making decisions (Armento 1986). Pictures and other concretizing tools can greatly benefit children with learning disabilities and those who have not enjoyed a broad variety of experience (Armento 1986).
Social perspective. The focus on relationships between people and their environments in elementary social studies is derived from the assumption that young children need to understand both their own uniqueness and their relationship to the world. Social knowledge is constructed as students attempt to build coherent systems for thinking about and explaining their immediate environment and the elements that make up the larger world environment (Turiel 1983). Their social judgments are not random responses; rather, they are the result of the application of analysis and reason in the social world and are influenced by such factors as peer groups, adults, social and educational environments, experiences, and the institutions to which they are exposed. Social judgments also involve more than the child's "getting along" in the home or school environment. They involve the child's ability to make decisions about such issues as race and ethnicity, citizen concerns of law and justice, and social welfare and economics, many of which make competing claims in a rapidly changing world. Research on how children acquire these understandings indicates that Children are more open to diversity in the early elementary years than in later years (Stone 1986). A fourth grader, for instance, is more likely to express interest in studying and visiting foreign countries than an eighth grader. Positive self-concepts, important in positively perceiving and judging social interactions, also form during these crucial early years (Stanley 1985, 77). Particular classroom environments seem to influence the ways children develop these interactions. Teachers who appear to enjoy teaching, who include great student-to-student interaction, shared decision making, and positive student-to-teacher interactions, foster more positive self-concepts in their pupils. Interest in and analysis of racial and ethnic differences begin early. Between the ages of six and nine, children begin to identify their own racial group as "better than the out-group" (Semaj 1980, 76). Acquisition of concepts about racial and ethnic groups is complex, but there is evidence that early, planned, and structured activities can result in improving positive attitudes in children (Katz 1976, 234). Elementary age children are already well aware of societal attitudes toward different groups (e.g., housing patterns, dating, and marriage mores). Research also indicates that elementary children can think critically about these patterns where they have sufficient experience and active involvement in discussion and inquiry (Ragan and McAulay 1973).
Civic Understanding. Research indicates that children are ready to deal with and already have ideas about civic understanding. As early as kindergarten, students engage in citizenship education, both covert and overt (Edwards 1986). Political feelings, evaluations, and attachments form well before the child learns the relevant supporting information (Greenstein 1969, 72).
By eighth grade, children have already acquired basic orientations, and political socialization is generally well advanced by the end of elementary school (Hess and Torney 1967, 220). By the eighth grade, children have developed a sense of the need for consensus and majority rule in the democratic process. They have not recognized the role of debate, disagreement, and conflict in the operation of a democratic political system (Hess and Torney 1967, 216). A developed sense of justice and law appears to be requisite to democratic citizenship (Kohlberg 1976, 213). Particular types of classroom environments, including discussions in which students must actively think and communicate about another's reasoning, appear to facilitate this type of growth (Berkowitz 1981; Berkowitz and Gibbs 1983).
Needed research. There is much that research has not told us about teaching and learning social studies. We lack a sufficient body of basic research in many fields including research on teaching methodologies most appropriate for teaching specific social studies concepts, skills, and attitudes. We need studies of the effects of particular approaches to organizing social studies content-for instance, thematic versus chronological. These studies must take into account how children learn, another problem in need of investigation. There is also a need for further research on social studies and the exceptional child, both in terms of the exceptional child as learner and in helping other children understand and interact with exceptional children. Little has been done to investigate appropriate content and methodology for preschool and kindergarten social studies, although Carolyn Edwards' book, Promoting Social and Moral Development in Young Children (1986), is a thought-provoking start in that direction. One of the most important conclusions one can draw from the available research on early learning in social studies is the critical importance of the elementary years in laying the foundation for later and increasingly mature understanding. There is reason to believe that teachers who miss these crucial opportunities to build interest, to introduce concepts from history and the social sciences, and to develop social perspectives and civic understanding may make it more difficult for citizens of the 21st century to cope with their future.
VI. What is the current status of social studies in the elementary school? In schools throughout the United States, there are exciting classrooms where teachers challenge students to acquire the knowledge and skills necessary for making reasoned social commitments and decisions; where students hold mock trials and legislative debates to gain experience with the judicial process and the rules of debate; where they write classroom constitutions and hold elections to understand the role of the citizen in shaping political decisions; where they debate such social issues as welfare and social programs to develop an awareness of those in need of such programs; where they graph rainfall and temperatures around the country and can interpret the geographical patterns that result; where they develop travel brochures to interest students from other countries to visit their
country; where they use milk cartons to build a city and can explain why certain land uses develop in areas of the city; where they hold a global olympics day to build an interest in international knowledge; or where someone role-plays a historical figure and holds a press conference for furthering knowledge of the humanity and motivations of these important persons. The overall status of social studies in elementary schools still needs improvement. We find teachers who feel unqualified to teach the content of social studies or who misinterpret them, confining instruction to a narrow focus on socialization skills or mere recall of facts from history, geography, and civics. We find that the time available for teaching the basic tools and concepts of the social sciences that can contribute to understanding human behavior receives an ever-shrinking slice of the school day. At best, this can provide only superficial treatment of this important learning. Student apathy-and even dislike-for a subject considered to be lifeless and useless is understandable in classrooms where strategies encouraging active involvement in grappling with human issues are absent; where forced marches through textbooks are frequent; and where the assumption prevails that memorization of names, places, and dates will somehow translate itself during adulthood into civic involvement. This type of curriculum does not prepare students for a future characterized by rapid change, increasing diversity, and global interdependence. Elementary school social studies, especially in the primary grades, continue to suffer a decline in emphasis (Goodlad 1984; Gross 1977; Hahn 1985). Average instructional time ranges from approximately 20 minutes per day at the primary level to 34 minutes in the upper elementary grades (Lengel and Superka 1982). Some schools report very little or no social studies instruction at all in grades K-3 (Atwood 1986). This low priority is coupled with the belief of many elementary teachers that, although they are well qualified to teach reading and mathematics, they are less prepared to teach social studies (Eslinger and Superka 1982). Students themselves often characterize social studies as difficult, uninteresting, and largely irrelevant to their present and future lives. This comes as no surprise in light of reports that the dominant classroom pattern is characterized by lecture and recitation, reading textbooks, and completing worksheets. Goodlad's 1984 study confirms earlier reports that, even when students express a high interest in social studies topics, classroom treatment tends to reduce these topics to recitation of dates and places and displaces opportunities to explore relationships, draw inferences about human behavior, and make in-depth cultural comparisons. Goodlad found that at the primary level the social studies curriculum is blurred by lack of common agreement about what is to be taught. A predominant theme appears to be an effort to help students understand themselves and others in the context of family and community. These topics are punctuated by occasional-and often superficial-attention to other cultures. At the upper elementary level, history, geography, and civics become solidly established in the curriculum. The major emphasis is on the United States with additional time allocated to world history and geography. However, pressure increases to memorize more and more low-level information (Atwood 1986). Although teachers list thinking and decision-making skills prominently among goals for students, actual practice reveals vastly different priorities. Essay tests are rare, and opportunities to engage in the problem-solving and inquiry activities that are key ingredients in citizen efficacy are notably absent from most classrooms. The prevailing inattention to international topics and in-depth cultural comparisons leaves little mystery as to why more than 50 percent of the students in Goodlad's
study perceived other countries and their ideologies as threatening to the United States. He concludes that many elementary teachers have not identified the curricular components necessary for understanding the United States in a global context. Relying solely on reading textbooks, completing worksheets, taking tests, and listening eliminates the active, participatory power of social studies that is essential to the education of citizens in a democracy. Newmann (1986) notes that a trend toward minimal civic participation among adults can be expected to continue. Most people's only foray into the public arena is voting or temporary involvement in singleissue politics. Strikingly absent is a feeling of personal trusteeship of general civic welfare. The current agenda of most schools lack the components for converting into reality the stated goal of producing active, informed citizens. In a complex, interdependent world, students remain ethnocentric. In a participatory political culture, they receive scant opportunity to learn participation. In an era of rapidly expanding knowledge, they have few chances to develop the structures necessary for sifting and evaluating the vast amount of information constantly streaming at them through the media.
VII. How should we prepare teachers of early childhood and elementary social studies? Effective early childhood/elementary social studies as described earlier in this paper will not just happen. If the status of early childhood/elementary social studies education is to change, then the education of teachers who have the responsibility for teaching those children will be a critical factor. Teacher education in social studies has the task of educating teachers with sufficient content knowledge in history and the social sciences; knowledge about and skill in different teaching techniques; an ability to locate, evaluate, and use appropriate resources to supplement the text; sufficient knowledge regarding the characteristics and abilities of young children; and an enthusiasm for teaching social studies that comes from an understanding of the importance of social studies in the early years and an appreciation for and understanding of social studies content. NCSS has adopted Standards for the Preparation of Social Studies Teachers (1988) to address these goals. It leaves to the individual states and teacher-education institutions to design specific programs around these standards. The NCSS standards specify that "candidates for initial licensure as social studies teachers should have gained substantial understanding of the information, concepts, theories, analytical approaches and differing values perspectives, including global and multicultural perspectives, important to teaching social studies. Problem-solving, critical-thinking, and application skills should be stressed." The standards recognize, however, that teaching social studies to children requires more. The standards further state that "courses in social studies methods should prepare prospective teachers to select, integrate, and translate knowledge and methodology from history and social science disciplines in ways appropriate to students in the school level they will teach and give attention to the goals unique to the social studies and those shared jointly with other areas of the school curriculum. Students should also be able to teach social studies utilizing a variety of curriculum approaches and in different types of settings."
Early childhood and elementary school teachers must be well versed in learning and motivation theories. They need to understand cognitive and psychosocial development and its relationship to the teaching and learning processes. They need to be able to integrate concepts, processes, and examples from science, literature, mathematics, music, art, and social studies. They must understand the effects of sociopolitical and economic variables on families and, consequently, on children. It is critical for prospective teachers to observe and work with children in order for them to assimilate, synthesize, and substantiate all that is learned in a program. The goals of social studies dictate that elementary school teachers have certain experiences, skills, values, and knowledge. Multicultural experiences for prospective elementary teachers are crucial. Studies have shown that the numbers of minority children in schools are growing while the numbers of minority teachers are declining; these phenomena affect elementary social studies in two ways. Teachers need to be well grounded in multicultural education so that they can teach about it, and they need to be sensitive to the needs of minority children. Jantz and Klawiller (1985, 82) state that attitudes about race crystallize during the later elementary years and "the attitudes expressed by teachers and peers are important in the elaboration of racial attitudes."
VIII. What type of continued professional development is needed for early childhood/elementary social studies teachers? Teaching must be seen as continuous learning. Initial certification only commences the process. Continued professional development should be shaped and controlled by the continuously evolving research related to teaching methodologies, child development, learning principles, and new technological developments that may be used in instruction. Teachers must remain knowledgeable of changing demographic patterns of the nation and accompanying changes in student characteristics. New knowledge in history and the social sciences, current issues, controversial issues, and evolving social conditions requires the constant attention of the teachers. Programs of individual professional growth may include such experiences as attendance and participation in conventions, in-service courses and workshops, travel and exchange programs, postgraduate studies, participation in professional organizations, reading of desirable professional literature, and self-evaluations (Dobkin, Fischer, Ludwig, and Kobliner 1985). Professional development within the local school district should provide: (1) a well-organized teacher development and evaluation program; (2) support staff for instructional improvement; (3) appropriate social studies materials and resources; (4) a functioning social studies curriculum committee; (5) a K-12, systemwide, articulated social studies program that is regularly reviewed and updated; (6) opportunities for teachers to participate in professional social studies organizations at a local, state, and national level; and (7) a professional library that contains social studies periodicals, research studies, social studies texts, and related literature.
State and national professional organizations should be involved in the professional growth activities of teachers. Of the many contributions these professional organizations make, the publication of significant literature is one of the most important. These organizations should also act as a voice for improving education in general. Professional growth programs will influence and control teachers' abilities throughout their professional careers. It is imperative that each individual make a personal commitment to professional growth and through that commitment provide effective and exciting social studies for early childhood/elementary children.
IX. Appropriate number of daily minutes for social studies teaching in the elementary school Given the importance of social studies in the elementary school, NCSS recommends that 20 percent of the academic day which includes reading/language arts, science, mathematics, and the arts, be devoted to social studies instruction.
X. Summary If the young people of this nation are to become effective participants in a democratic society, then social studies must be an essential part of the curriculum in the early childhood/elementary years. In a world that demands independent and cooperative problem solving to address complex social, economic, ethical, and personal concerns, the social studies are as basic for survival as reading, writing, and computing. Knowledge, skills, and attitudes necessary for informed and thoughtful participation in society require a systematically developed program focused on concepts from history and the social sciences.
Armento, B. J. "Research on Teaching Social Studies." In Handbook of Research on Teaching, edited by M. C. Wittrock. 3d ed. New York: Macmillan, 1986.
Association of American Colleges. "Integrity in the College Curriculum: A Report to the Academic Community." Chronicle of Higher Education 29, no. 22 (1985): 12 -30.
Atwood, V. A., ed. Elementary Social Studies: Research as a Guide to Practice. Washington, D.C.: National Council for the Social Studies, 1986.
Berkowitz, M. W. "A Critical Appraisal of the Educational and Psychological Perspectives on Moral Discussion." Journal of Educational Thought 15 (1981): 20-33.
Berkowitz, M. W, and J. C. Gibbs. "Measuring the Developmental Feature of a Moral Discussion." Merrill-Palmer Quarterly 29 (1983): 339-440.
Carnegie Corporation Task Force on Teaching as Profession. A Nation Prepared: Teachers for the Twenty-first Century. New York: Carnegie Forum on Education and the Economy, Carnegie Corporation of New York, 1986.
Carnegie Foundation for the Advancement of Teaching. "College: The Undergraduate Experience in America." Chronicle of Higher Education 33, no. 10 (1986): 16-22.
Clegg, A. "Three Midwest Cities: The Status of Social Studies Education." Social Education 41 (November/December 1977): 585-587.
Cox, W. "Children's Map-reading Abilities with Large-scale Urban Maps." Doctoral dissertation. Madison: University of Wisconsin, 1977.
Crabtree, C. Teaching Geography in Grades One through Three: Effects of Instruction in the Core Concept of Geographic Theory. Project No. 5-1037. Washington: Department of Health, Education, and Welfare, Office of Education, 1968.
_____. Children's Thinking Skills in the Social Studies. Part 1: Some Factors of Sequence and Transfer in Learning Skills of Geographic Analysis. Los Angeles: University of California, 1974.
Dobkin, S. W., J. Fischer, B. Ludwig, and R. Kobliner, eds. A Handbook for the Teaching of Social Studies. 2d ed. Newton, Mass.: Allyn and Bacon, Inc., 1985.
Downey, M. "Teaching the History of Childhood." Social Education 50 (April/May 1986): 262-267.
Edwards, C. P. Promoting Social and Moral Development in Young Children. New York: Teachers College, Columbia, 1986.
Eslinger, M. V., and D. P. Superka. "Teachers." In Social Studies in the 1980s: A Report of Project SPAN, edited by Irving Morrissett. Alexandria, Va.: Association for Supervision and Curriculum Development, 1982.
Freeman, E., and L. Levstik. "Recreating the Past: Historical Fiction in the Social Studies Curriculum." Elementary School Journal 88, no. 14 (1988): 329-337.
Gander, M. J., and H. W. Gardiner. Child and Adolescent Development. Boston: Little, Brown and Co., 1981.
Geographic Education National Implementation Project (GENIP) Committee on K-6 Geography. K-6 Geography: Themes, Key Ideas, and Learning Opportunities. Washington, D.C.: Geographic Education National Implementation Project, 1987.
Greenstein, F. I. Children and Politics. New Haven, Conn.: Yale University Press, 1969.
Gross, R. E. "The Status of the Social Studies in the Public Schools of the United States: Fact and Impressions of a National Survey." Social Education 41 (November/December 1977): 574-579.
Hahn, C. L. "The Status of the Social Studies in the Public Schools of the United States: Another Look." Social Education 49 (March 1985): 220-223.
Hatcher, B. "Putting Young Cartographers 'On the Map.'" Childhood Education 59 (1983): 311-315.
Hess, R. D., and J.V. Torney. The Development of Political Attitudes in Children. Chicago: Aldine, 1967.


text:
New Chevrolet Impala for Sale in Rayville, LA
2 Matching Vehicles Found
MPG Disclaimer:
Based on model year EPA mileage ratings. Use for comparison purposes only. Your actual mileage will vary depending on how you drive and maintain your vehicle.
New vehicle pricing includes all offers and incentives. Tax, Title and Tags not included in vehicle prices shown and must be paid by the purchaser. While great effort is made to ensure the accuracy of the information on this site, errors do occur so please verify information with a customer service rep. This is easily done by calling us at (888) 309-9981 or by visiting us at the dealership.
**With approved credit. Terms may vary. Monthly payments are only estimates derived from the vehicle price with a 72 month term, 4.9% interest and 20% downpayment.
***In the payment Calculator, the Trade-In Value field does not include the potential pay-off value if money is still owed on the trade-in.

subset: commoncrawl


text:
If you have or know a solar project, please submit it to us for consideration as a featured project using Submit an Item. http://www.solaripedia.com/302/submit-an-item.html
The Zero Energy Idea House at Bass Cove, in Washington State, will provide approximately 5 kW of electricity to the home from its rooftop renewable energy systems: photovoltaics and a vertical axis wind generator. The home's domestic hot water is also heated by the sun. The floors, walls, and roof of the Zero Energy Idea House are built with structural insulated panels, or SIPs. SIPs are constructed with expanded polystyrene (EPS) foam sandwiched between sheets of OSB (oriented strand board), which is an engineered wood product made from small pieces of scrap wood. Detailed house plans were sent to the SIPs manufacturer; custom-made panels were then cut and labeled at the plant and shipped to the site for easy installation. Window and door openings were also cut at the factory, and chases were pre-drilled for electrical wiring. The result is a tightly built, pre-insulated green building structure that goes up quickly with little waste.
Zero Energy Project Includes:
Energy Efficiency Features
- SIPs (structural insulated panels)
- Photovoltaic solar panels
- Solar hot water
- Hydronic heating
- Energy-efficient windows
- ENERGY STAR® light fixtures
- ENERGY STAR® appliances
- Monitoring of energy use
Water Conservation Features
- Dual flush toilets
- Low-flow showerheads and faucets
- Rainwater collection system
Sustainably Produced and Durable Materials
- FSC certified wood products
- Recycled-content tile
- Salvaged wood flooring
- 50-year siding
- 40-year metal roof
- Locally manufactured materials
Healthy Indoor Environmental Features
- Low-VOC paint
- Nontoxic finishes on flooring and cabinetry
- Formaldehyde-free insulation Formaldehyde-free cabinets
- No carpet
- Efficient ventilation
Low Impact Site Development and Natural Landscaping
- Compost erosion control
- Vegetated "green" roof to reduce stormwater runoff
- "Living wall"
- Drought-tolerant plant selections


text: First questions first: Why do you think you need a faster network, and what aspect of fast do you think you need? Low latency? High bandwidth? Then... What codes are you running? Across how many CPUS? Have you done a performance analysis on your system to observe "slow" runs in progress, and are you convinced that the network is the issue? We have done lots of tuning bits for customers where the issues wound up being something else than what they had thought. It is worth at least looking into for your code/problems, and identifying the bottleneck (if you haven't already done so). That said, all the below require an external "switch" fabric. All range from $500-$2000 per HBA, and about $1000 or more per switch port. Varies a bit. Performance is comparible in most cases, with IB seeming to have a higher ceiling than the others. Joe Chris Sideroff wrote: >I'm sure posing this may raise more questions than answer but which >high-speed interconnect would offer the best 'bang for the buck': > >1) myrinet >2) quardics qsnet >3) mellanox infiniband > >Currently, our 30 node dual Opteron (MSI K8D Master-FT boards) cluster >uses Gig/E and are looking to upgrade to a faster network. > >As well, what are the components would one need for each setup? The >reason I ask is for example the Myrinet switches accept different line >cards and am not sure which one to use. Sorry if this a bit of a newbie >question but I have no experience with any of this kind of hardware. I >am reading the docs for each but thought your feedback would be good. > >Thanks > >Chris Sideroff > >_______________________________________________ >Beowulf mailing list, Beowulf at beowulf.org >To change your subscription (digest mode or unsubscribe) visit http://www.beowulf.org/mailman/listinfo/beowulf > > -- Joseph Landman, Ph.D Founder and CEO Scalable Informatics LLC, email: landman at scalableinformatics.com web : http://www.scalableinformatics.com phone: +1 734 612 4615


text:
j.j. hilton has not received any gifts yet
Hi, I'm a player who is new to the area. Trying to get my game back, have not played in a while but used to play all the time. I would make a good partner for someone who needs to practice hitting and getting workouts, serving, etc. Want to play?
What can you do here? At Tennisopolis, you can:
- network with your tennis friends. Invite your tennis friends and build your network now.
- meet new players. Here's a primer on how to find partners.
- join a Group. Members have started over 250 Local Groups (and other types of Groups too.) Search for one in your area, or start your own.
- follow the pros. There are over 1100 blog posts on Tennisopolis. Have a good read, or write your own.
- improve your game. Get tips in the Forum and check out video lessons.
- post your own Videos and add your own Photos.
To get started, please upload a photo or avatar for yourself (if you haven't already.) Whether it's of you, your dog, or your racquet it doesn't matter, but it helps people remember you. You can also personalize Your Page with pictures, links, RSS feeds, colors and more here.
Thanks to everyone inviting their friends, we now have over 19,000 members and we're growing by 80 new members a day. Invite yours too!
If you need any help, let me know.
Friend me!
© 2019 Created by Mark / The Mayor. Powered by


text:
I ordered some business cards from Moo and they are so beautifully printed. Such thick cardstock too. I ordered mine printed on both sides so I got details on one side with a small pic at the top and on the back a full photo of my artwork. I love how easy it is to just copy pics from your Flickr account. You can also upload directly from your computer though.
If you'd like to try Moo, you can get 10% off your order by using this link.
Note: This is an affiliate link, so I get points on my account for referrals.


text:
She'd Like To Wear The Pants, But She Can't Fit Into Mine Lyrics
She said, "This could be the end"
Let it all die down
Did you really mean those things you said?
She said, "What are you waiting for? I can't wait forever"
She said, "I deserve so much more for me than this"
She said, "What are you waiting for? I can't wait forever"
She said, "Am I worth fighting for?"
Put 'em up! Put 'em up!
Looking for a sign,
Do you remember when we used to dream of how things could be?
I know it may not look like much
But when I'm spilling out my guts,
I know that this could be the end
But I'll insist to pretend that I'm fine
I don't think it's too much to ask
A little help from you is more than I've been getting lately
When you're old, you can bet that it was me that loved you to death
Till death do us part is something that your heart will never say


text:
Evan Williams Single Barrel Vintage bourbons have a subtlety and balance that resonate with me. It seems that with each year, Heaven Hill manages to release an EWSB whiskey with flavors that are well integrated and harmonious. Nothing stands too far out in front. The last four vintages have been excellent, but will the 2003 measure up?
Evan Williams Single Barrel Bourbon, Vintage 2003, 43.3% abv (86.6Proof), $29/bottle
Color: Deep golden
Nose: Caramel apple, honey, vanilla taffy, with hints of cinnamon and nutmeg.
Palate: As with the 2000 and 2002 especially, this 2003 is a well balanced blend of sweetness, fruit, and oak. Honey and vanilla up front, burnt sugar, dried apricot, golden raisin, and a solid backbone of oak and wood spices (cinnamon, nutmeg).
Finish: Candy corn sweetness, oak, crushed rock, and warm wood spices.
Overall: Heaven Hill is in a groove with the distillery's Evan Williams Single Barrel Vintage dated bourbons. The 2003 is just a shade less exciting than the previous three years, but sill marked with the usual grace and easy drinking personality. This is whiskey you can buy at a great price and knock them back without sacrificing quality. I will say that Heaven Hill would have a stunner with a bit more stickiness and mouth feel at a higher proof. The distillery is releasing a barrel strength Elijah Craig 12 Year at around $40-45, so I hope they add a similar version of EWSB soon as well.
Sour Mash Manifesto Rating: 8.9 (Outstanding)


text:
High school football: Game to watch
WHERE: Blue and Gold Stadium, Newtown
WHEN: Tonight, 7
RECORDS: Brookfield 3-0; Newtown 3-0
LAST YEAR: Newtown 41-0
PLAYERS TO WATCH: Brookfield: Sr. RB/LB Kory Brown (293 yards, 3 TD rushing); Sr. WR/DB/P/K Boeing Brown; Jr. QB Brad Westmark (844 yards, 5 TD passing); Sr. OL/DL Tom Salvatore; Sr. WR Nick Biasetti (329 yards, 2 TD receiving); Newtown: Jr. QB Drew Tarantino (470 yards, 5 TD passing); Sr. WR/DB Justin DeVellis; Sr. RB/WR/DB Dan Hebert (3 TD); Soph. WR/DB Julian Dunn (2 TD); Jr. RB/LB Cooper Gold (313 yards, 4 TD rushing)
OUTLOOK: Brookfield's back, baby ... or is it? Let's find out against a Newtown squad that has easily been one of the top two teams in the SWC. The Hawks have barely been challenged while racing out to a 3-0 start. Huge last week was the breakout game for star Hebert. Newtown has weapons galore. But so does Brookfield, with new QB Westmark torching the league, especially with strikes to Biasetti and former QB Boeing Brown. The Bobcats have a size advantage, but are they ready for the big time? Here we go.


text:
- 6:10Busty Babes Fuck Hard On A Dildo Moans And Groans81% Like2 years ago
Profile Comments
This is an adult site that expressly and strictly limits its membership to adults. All persons under the age of 18 are strictly prohibited from accessing or viewing the contents on this site without exception.
Private.com | Rocco Siffredi Official Sex films | Mile High Media | Whipped Ass | DaGFs | HarmonyVision | All Japanese Pass | MMV films


text:
Construction Sector Outlook Negative In 2013
Chennai: India Ratings downgraded the outlook of domestic construction sector to 'Negative' due to challenges faced in the execution of projects on account of delays in environment clearances and other issues.
India Ratings and Research, a Fitch Group company, said it has revised the outlook on Indian construction companies to 'Negative' for 2013 from 'Stable'.
"This is due to continuing challenges in order execution which have resulted in stretched working capital," it said.
The liquidity and financial leverage has been "adversely affected" in many construction companies that have ventured into Build-Operate-Transfer projects due to challenges in raising equity, the India Ratings report said.
Observing that construction companies have 'strong' order books, it said, "India Ratings continues to be concerned about continuing slow project execution.
"Delays are seen in the commencement of execution of new projects due to delays in obtaining forest, environment and various other clearances from the government."
Land acquisition issues also interrupt both commencement of new projects and completion of ongoing projects, it said.
Construction companies are finding it increasingly difficult to raise equity and prefer to borrow from parental companies to fund equity requirements of BOT projects, adversely impacting the parents' credit profiles, the report said, adding, "This is likely to continue in the medium term."
The report said construction companies which have not ventured into Build-Operate-Transfer projects, would be in a better position and can 'withstand' working capital pressures despite this negative environment.
India Ratings expects companies which have been able to generate equity to fund investment in BOT projects to continue to have stable credit profiles.
The outlook could be revised back to "stable" in the event of a successful governmental push to speed up execution of projects through policy action, it added.


text:
The Huntington High School Class of 1962 held its 50-year reunion Sept. 14 and 15.
Class members held a tailgate party and attended the homecoming football game between the Huntington North High School Vikings and the Anderson Indians on Sept. 14.
Class of '62 football players Bob Minniear, Dick Landrum, Jim Schaefer and Dave Funk, manager Bill Circle and cheerleader Penny Glass Plass were recognized before and during the game.
A brunch was held Sept. 15 at the Huntington, followed by a tour of the Huntington Theatre. Three optional tours of a "man cave," the former Central School building and Huntington North were offered in the afternoon.
The evening began with appetizers on the banks of the Wabash River, followed by dinner in the Forks of the Wabash Historic Park great room. John Kiracofe served as master of ceremonies. Bill Sunderman gave the invocation and read memories from class biographies.
Awards were given to Jerry Shellenbarger. of San Jose, CA., farthest traveled, and to John Repp, of Seattle, WA, for traveling almost the farthest.
Ralph and Martha Pohler Kelsey received awards for being married the longest and having the most grandchildren, while Judy Snider Harris received the award for most great-grandchildren.
Attending from Florida were: Dennis and Janis Daly, of Gainesville; Diana Feighner Slone, of Wildwood; Carl and Mary Swihart, of Northport; and Bob Minniear, of Lakeland.
Coming from Illinois were Tom and Carol Kriegbaum Butler, of Hindsdale; Jerry and Jane West Lewis, of Joliet; Judy Rich Malchin, of Wheaton; Richard Coyle, of Deerfield; and Jim Schaefer, of Effingham.
Driving from Ohio were Larry and Hope Helvie DuCharme, of Holland; Stan and Lydia Robbins Ferris, of Oakwood; and Joe and Kathleen Ade Petsche, of Cincinnati.
Visiting from Arizona were Bill and Penny Glass Plass and Becky Dillon Steinmetz, all of Sun City West.
Arriving from Texas were Don Draper, of Irving, and John and Sharon Kiracofe.
Bob and Pat Hare Allen came from Murfreesboro, TN.
Jerry and Daphne Shellenbarger arrived from San Jose, CA; Dick Landrum, from Lamberville, MI; Mary Ann Marks, from Colorado Springs, CO; and John Repp and Cindy Cold, from Seattle, WA.
Indiana residents included Karen Messmore Butler, of Fishers; Bob and Shirley Shrock Combs, of Greentown; Judy Snider Harris, of North Webster; Bob and Andris Ross, of Andrews; Janet Overholt DeWitt, of Bluffton; Chuck and Merrilee Poulson, of Fort Wayne; Steve and Rose Gesaman, of North Webster; Dick and Barb Eskew Patterson, of Nineveh; Bob and Shari Mueller Wann, of Indianapolis; David and Sheryl Proffitt, of Kokomo; Bonnie Roebuck and daughter, of Goshen; and Denny and Ruth Minniear Dolby, of Warsaw.
Huntington residents included Jack and Pam Pohler Wertenberger, Joyce Ackermann Gravley, Andy and Opal Weir, Kay Johnston Salter, Bill and Rita Sunderman, Bill and Sandi Circle, Dennis Hosler, Ellen Campbell Reeves, Connie Shafer Long, Cheryl Dalrymple Warner, Bonnie Miller Cox, Jerry and Margaret Vohs, Jim and Cindia Telfer, Don and Shirley Cosart Dinius, Vicki Kramer Patrick, Larry Jenks, Shirla Musselman Eisberg, Dave and Paula Funk, Martha and Ralph Kelsey, Cindy Hite Perisho and Louise Miles Covey.
Complete caption: Those attending the Huntington High School Class of 1962 50-year reunion are (front row from left) Karen Messmore Butler, Hope Helvie DuCharme, Barbara Eskew Patterson, Penny Glass Plass and Connie Shafer Long; (second row from left) Carol Kriegbaum Butler, Kathleen Ade Petsche, Lydia Robbins Ferris, Joyce Ackerman Gravley, Pat Hare Allen, Janet Overholt DeWitt, Sherry Pressler Proffitt, Shari Mueller Wann and Bonnie Roebuck Adams; (third row from left) Jim Schaefer, Jerry Shellenbarger, Dave Funk, Judy Thompson, Mary Ann Marks, Ellen Campbell Reeves, Ruth Minnear Dolby, Janie West Lewis, Louise Miles Covey, Shirley Shrock Combs, Kay Johnston Salter, Becky Dillon Steinmetz, Judy Snider Harris, Diana Feighner Slone, Andy Weir, Carl Swihart, Chuck Poulson, Mary Jane Hite Perisho, Shirley Cosart Dinius and Don Draper; and (back row from left) Jim Telfer, Bill Circle, Terry Harrell, Martha Pohler Kelsey, Dennis Daly, Bob Ross, Ralph Kelsey, Dave Proffitt, Cheryl Dalrymple Warner, Pam Pohler Wertenberger, Jerry Lewis, Bonnie Miller Cox, Bill Sunderman, Jerry Vohs, Dennis Hosler, John Kiracofe, Judy Rich Malchin, John Repp, Shirla Musselman Eisberg, Bob Minniear and Steve Gesaman.
[1] http://huntingtoncountytab.com/community/18755/hhs-class-1962-celebrates-50th-reunion


text:
What's a Durable Power of Attorney for health care?
Who is this for?
If you want to make sure you only get the medical treatment you want, this information tells you how to pick your legal patient advocate.
A Durable Power of Attorney for health care lets you pick an adult you trust to be your patient advocate. Your advocate makes medical decisions for you if you become unable to make them for yourself. Your doctors and your advocate work together to make sure you receive treatment according to the wishes in your advance directive.
A Durable Power of Attorney for health care is a legally binding document if two witnesses sign it.
To establish a Durable Power of Attorney for health care, you need to be:
- At least 18 years old
- Legally competent
Witnesses have to be unbiased and at least 18 years old. Under Michigan law, your witnesses can't be:
- Your spouse
- Your parent
- Your child or grandchild
- Your brother or sister
- Someone who benefits under your will
- Your patient advocate
- Your doctor
- Someone who works for your life or health insurance companies
- Someone who works for a health care facility where you receive treatment
- Someone who works for a home for the aged where you've lived
You don't need an attorney to establish your Durable Power of Attorney. All you need to do is fill out the Durable Power of Attorney for Health Care form (PDF), sign it and have two witnesses sign it. You can change your Durable Power of Attorney at any time. You'll just need to fill out a new form. If you have questions, you may want to talk to an attorney who specializes in probate or elder law.
Once the form is filled out, you can mail or fax it to us.
Blue Cross Blue Shield of Michigan
Mail Code 0400 600 East Lafayette Blvd.
Detroit, MI 48226


text:
Perrin PSP-SUS-200 22mm Rear Swaybar Kit 02-07 Subaru
Construction - PERRIN sway bars are made from solid steel using precision bending equipment. The entire bar is heavily powder coated to fight corrosion and give it that great red finish. We laser cut and MIG weld our bar ends for precise placement. This type of bar end will never fail and gives us greater precision over competitors.
Adjustibility - PERRIN Performance sway bars incorporate multiple endlink mounting holes which allow the installer to custom tailor your driving experience. Perrin sway bars increase stiffness by a minimum of 100% overstock. Adjusting the endlink mounting position can increase that stiffness to as much at 400% over stock.
Bushings - All sway bars include polyurethane bushings for a crisp response and better turn in. Special pockets carved into the bushing surface extends the interval between re-greasing.
22MM OR 25MM - PERRIN Performance sway bars come in two different sizes. 22mm and 25mm. Driving enthusiast will enjoy the feel of a 22mm bar while true racers will like the rigidity of the 25mm.
Stable Base For Your Stiffer Bar - PERRIN Stout Mounts are overbuilt to handle the added stiffness of upgraded sway bars. From auto cross to full rally, you will never have to worry about these failing!
Wikipedia - A sway bar is an automobile suspension device. It connects opposite (left/right) wheels together through short lever arms linked by a torsion spring. A sway bar increases the suspension's roll stiffness—its resistance to roll in turns, independent of its spring rate in the vertical direction.
5 Year Warranty - PERRIN Performance warrants to the original purchaser, all PERRIN products to be free from defects in material and workmanship within a sixty (60) months period from the date of purchase.


text:
- Options
Item # IBS0009Item # IBS0009
Would you lean your brand new bike up against the wall in your garage and whip the chainstay with last year's rusty old chain? Neither would we, but that's what you'll do out on the trail unless you protect it from the inevitable chainslap that will occur when you descend rocky trails. Protecting your new Mojo is easy. The Ibis Neoprene Chainstay Protector is made by Lizard Skins specifically for the Mojo. It's an easy solution for an ugly problem. Simply wrap it around the drive-side chainstay and the full length Velcro strip will hold it securely in place.
View more Drivetrain Small Parts
Reviews & Community
Keepin' it clean
- Familiarity: I gave it as a gift but have feedback to share
I bought this for my father who's big into road biking, he wanted something to keep his frame clean from the chain, and this gets it done. Velcro is used to secure it to the bike and the durable neoprene ensures that it will last for many miles to come.


text:
here's a suggestion for ye: fix the auto aim exploitry. probably the main reason people don't prefer shadow has something to do with the fact that a vindiport and teleport cant be stopped, yet cloak is foiled by EVERY AUTOAIM WEAPON
Nightsky wrote:I'm more toxic towards automatic aiming weapons because it makes this game so much easier for people to play. This is basically the perfect investment of resources for people who just don't want to put any effort into playing this game on a skill-based level. I would love to see auto aim and aim assist removed or reworked in general and not just in combination with THE cloak.
Users browsing this forum: No registered users and 1 guest


text:
Florida's public schools received their 2015 grades Friday – months later than usual – amid criticism the marks were flawed and incomplete.
Broward schools struggled compared to Miami-Dade and Palm Beach counties, receiving the smallest proportion of A's and the largest proportion of F's.
Palm Beach County students performed the best overall in South Florida, with the district receiving an A grade. Broward and Miami-Dade counties were both rated B's.
In Broward County, two of the F-rated schools were A-rated in 2014, including Sunland Park Elementary in Fort Lauderdale, a district run school, and Eagles Nest Elementary Charter School in Coral Springs.


text:
Bestop is Best
Reviewed By Gary S (DULUTH, MN) Reviewed for a 2008 Toyota FJ Cruiser —6/25/2014 10:19 AM
I put this on my FJ Cruiser and can't be happier. My trips into the Moab backcountry and all points West will be more organized. Will be headed to Alaska in July. Very durable and worth the price....Happy Trails..


text: Regarding the comments on Windoze...I did not follow if they were directed to me, but I will comment nonetheless. I run linux on every system I own or administer. This is a matter of practical choice however, not ideology. I honestly feel that the service provided to me by this OS is superior to others for my purposes. It is the right tool for most jobs. At the same time I recognize that there are some aspects and tools only available on other operating systems that are very useful and have no open source equivalent. This is the case for several of the DVB applications ( e.g. http://coolstf.com) In the end I would like to upgrade my mythTV backend to include DVB-S2 streams, but in the mean time I'd like to make sure that my investment won't sit idle while I wait for those with the skills to develop drivers and tools to do so. (I am not one of these people) For initial tuning, tracking and setup of satellite dishes and associated gear, the tools available under windows are already functional and are helpful when configuring your dishes before use. I hope to integrate my new DVB-S2 gear into my mythTV solution and simply would like to know if the USB version of the Technotrend device will work. Anyone? Will the Technotrend S2-3600 HDTV-S2 USB 2.0 work with the drivers currently under development by Manu? Thanks again and best regards.


text:
When you telephone us you will hear a friendly voice, not a recorded multiple choice announcement. We love talking about our villas and have all the time in the world to assist you. Among our staff are mums who take their children to our villas and are happy to discuss each property with you, helping to choose the right one for your family.
We believe that our personal and old fashioned approach to service is the reason why so many of our clients choose to book with us year after year.
We are one of the few remaining privately owned villa rental companies. For over 30 years we have specialised in Portugal's Algarve and Lisbon regions and we are now delighted to introduce a selection of beautiful villas in Italy, Spain and Croatia. Still run by our founding directors, we are proud of the outstanding, personal service we give. We are a family run company catering primarily for family holidays. We are fully bonded so your money is 100% safe which means that any aspect of your holiday arranged by us will be covered by our bond.
As a member of the Association of Bonded Travel Organisers Trust Limited (ABTOT), The Villa Agency Ltd. has provided a bond to meet the requirements of the Package Travel, Package Holidays and Package Tours Regulations 1992.
In the event of insolvency, protection is provided for non-flight packages commencing in and returning to the UK and other non-flight packages excluding pre arranged travel to and from your destination. Please note that packages booked outside the UK are only protected when purchased directly with The Villa Agency Ltd.
In the above circumstances, if you have not yet travelled you may claim a refund, or if you have already travelled, you may claim repatriation to the starting point of your non-flight package.×


text:
This site is dedicated to the preservation of the Apple IIGS computing platform. The archives held within can be used with emulators or for use on real Apple IIGS computers.
It is hoped that one day this archive will feature a complete library of Apple IIGS applications, games, educational software, hardware references and drivers and publication cover scans. If you're a collector yourself, you can help make this already comprehensive archive 100% complete.
2019-04-21: Pelican / Toucan 8-bit Creative Titles Now With Documentation
2016-09-16: The IIGS Artwork of Dave Triplett
Current Apple IIGS related Auctions Listed By Time Left:
New GGLABS RAMGS/8 Apple IIgs 8MB memory expansion - 8M RAM
Vintage Apple III II IIe IIgs Joystick Paragon by Gesu R20034
Vintage Apple III II IIe IIgs Joystick Connector16 pin PADDLE-ADAPPLE R20033
Apple Vintage 5.25" External Floppy Disk Drive Model: A9M0107 Ii Iigs Mac
Apple Keyboard II 2 M0487 for IIGS and Macintosh ADB - No Cable
Pinpoint Starter Pak for Apple IIGS - NEW
Apple II - Apple IIGS ProDOS Reference Manual Includes System Loader - NO DISK
Age of Adventure by Electronic Arts - Apple II Plus, Apple IIe, Apple IIc, IIGS
Mystery Objects by MECC for Apple IIe, Apple IIc, Apple IIc+, Apple IIGS - 3.5"
Cavity Busters by MECC for Apple II Plus, Apple IIe, Apple IIc, Apple IIGS
1. Download an emulator for your computer:
Sweet 16
for Mac OS X 10.4 PPC and Intel based Macs
Virtual Apple
for Active X capable web browsers
for Mac OS X
for Windows
Virtual Apple
for Active X capable web browsers
(I've not had any experience with GSPort on any flavour of Linux, so it's up to you to get it running)
2. Download one Apple IIGS firmware ROM, which is necessary for an Apple IIGS to work:
ROM01 (recommended, more compatible) or ROM03 (only slightly faster, less compatible);
3. Rename the ROM file you have downloaded according to your emulator's instructions and place the ROM file in the same directory as your emulator executable/application. For example, KEGS requires the IIGS ROM simply be called 'ROM'. Bernie ][ the Rescue requires that the ROM01 filename be called 'Apple IIgs ROM 01'.
4. Download the 2image archives from this site. Un-archive each download, then open/mount them with your emulator. Reboot the virtual IIGS and begin experiencing the 16-bit Apple II.
5. Some 2image archives don't include a bootable operating system, so you will require a boot disk to load first. Download one or both of these hard drive images, which includes a bootable versions of GS/OS:
System 6.0.1 Hard Drive Image (Complete with many shareware and freeware and every system tool and font used by almost every IIGS desktop based program ~13.3meg)
System 6.0.4 Hard Drive Image (An alternative, same as above, but updated with unofficial System 6.0.4 ~13.5meg)
All versions of GS/OS & ProDOS 16 Hard Drive Image (Setup with TaifunBoot, you can launch any version of the IIGS operating system from this single volume, now with full ROM 03 compatibility ~13.6meg)
6. In addition to booting with one of the above system disks, you can quickly start with a wide range of IIGS software by utilising these hard drive images, which include as much hard drive installable software as possible:
System Add-ons (Customise GS/OS with a huge collection of system extensions ~12.5meg)
Fonts (Huge collection of bitmaps and a large selection of TrueTypes for use with Pointless ~15.1meg)
Action Games (A whole 32meg volume dedicated to the action and arcade genre ~17meg)
Adventure and Simulation Games (All hard drive installable adventure and simulation games ~20.2meg)
Board Games and RPGs (All hard drive installable Board and Role Playing Games ~15.8meg)
Sports & Unreleased Games (A volume of Sports and Unreleased games with more shareware, freeware and game demos ~13.9 meg)
Games with Path Modifications (Specially hacked to enable more games to run from a large ProDOS volume ~8.8 meg)
Productivity & Visual Creative (both commercial software, shareware and freeware ~14.3meg)
Utilities & Aural Creative (both commercial & shareware, including many sequenced music files ~15.2meg)
Hyper Studio (pre-installed and including many, many different stacks ~14.5meg)
HyperCard IIGS (pre-installed and also includes many example stacks ~13.3meg)
Reading, Writing and Mathematics (Educational software ~15.1meg)
Science, Social Studies, Kids Creative, Computer Skills (Educational software ~14.4meg)
Graphics & Animation (A collection of classic and new graphics slideshows and animation ~18.6meg)
Hardware Apps (A collection of all drivers and software for use with specific hardware additions ~3.6meg)
Communication Apps (A collection of comms apps that you can telnet to BBSs on the net with KEGS/GSPort or a WiFi232 ~9.6meg)
8-bit Games (A collection of oldschool Apple II games you can launch from GS/OS or boot from this 32 meg disk image ~15.7meg)
8-bit Eduware (A self-booting collation of 8-bit educational software. Note: Beta – many programs don't work. Can You Help? ~13.6meg)
8-bit Creative (A self-booting collection of 8-bit creative software, Note: Beta – many programs don't work. Can You Help? ~10.1meg)
8-bit MECC Collection (Self booting hard drive images with over 150 MECC eduware programs ~ 12.6meg)
Odds & Ends (A collection of all hard drive installable demos and some other miscellaneous wares ~11meg)
The preferred browsers for visiting this site are Firefox, Safari and Opera.
If you'd like to contact me directly regarding the site or the IIGS, please do so here


text:
From Annual2009
Hi! I am the Head of Instructional Initiatives at Norwich University in Vermont. I'm also an adjunct faculty member at San Jose State University's School of Library and Information Science.
I am the author of the blog Information Wants To Be Free and write the monthly "Technology in Practice" column for American Libraries.
In 2007, I published a book called Social Software in Libraries: Building Collaboration, Communication and Community Online.
If you have questions about the Unconference, you can email me at mgfarkas[at]gmail[dot]com.


text:
George Zimmerman's Father Speaks Out On All The Hate His Son Is Getting
"For the first time since that fateful night on February 26, the father of a neighborhood watch volunteer who shot and killed an unarmed teenager sat down for a television interview. Robert Zimmerman, father of George Zimmerman, said he decided it was time to speak out for his son, against the advice of others. He shared with us what George said happened on the night that 17- year-old Trayvon Martin died. Complete coverage of Trayvon Martin shooting "It's my understanding that Trayvon Martin got on top of him and just started beating him," the 64- year-old Robert Zimmerman said. " - Fox Orlando
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:
|Long Distance
Only 18 Cents Per Minute
Connects Up To 100 Participants!
|Get the best quality, the easiest to use, and lowest rate in the industry.
|If you like saving money, fill out the form below and one of our consultants will contact you.
Required Input Field*
P align=center> his could be your ad! BR> FONT color=ff0000>Click here to e-mail us your contact info.
|This ad is being sent in compliance with Senate Bill 1618, Title 3, Section 301.
You have recently visited our web site, referral or affiliate sites which indicated you were
interested in communication services. If this email is reaching you in error and you feel that you have not contacted
us, Click
here. We sincerely apologize, and assure you will be removed from our distribution list.
This archive was generated by hypermail 2b30 : Thu Oct 25 2001 - 16:07:19 MET DST


text:
Pineapple Upside Down Cake
I made this cake a while ago when one of my friends was visiting. He likes this cake a lot and I try to make it every time he comes over. The recipe is simple as it uses a ready made cake mix. I use the Duncan Hines Moist Deluxe Pineapple Supreme cake mix but even a regular yellow cake mix should be enough. This is my entry to this month's AFAM-Pineapple event.
Duncan Hines Moist Deluxe Pineapple Supreme cake mix - 1 pk
Water - 1 1/3 cups (Can be substituted with the juice from the pineapple can)
Vegetable Oil - 1/3 cup
Eggs - 3
Maida (All purpose flour) - 1/4 cup (only for high altitude baking)
Butter - 1/2 cup
Brown sugar - 1 cup (firmly packed)
Pineapple slices - 1 can (20 oz)
Red maraschino cherries - as needed (drained and halved)
Preheat oven to 350F. Place butter in ungreased 13x9 inch pan and keep inside warm over for about 2 min till the butter is completely melted. Sprinkle brown sugar evenly in pan to completely cover the pan. Arrange pineapple slices on brown sugar and place maraschino cherry halves, cut side up, in center of pineapple slices. You can also keep cherries in the border. Blend dry cake mix, water (juice from the pineaplle can can be substituted for water to increase flavour) , oil and eggs (add flour only for high altitude baking) in a large bowl at low speed (abt 30 sec). Beat at medium speed for 2 minutes. Pour batter evenly over the fruit in the prepared pan. Bake at 350F for about 35-45 minutes or until toothpick inserted in center comes out clean. Cool 5 minutes in the pan and invert onto heat serving resistant serving plate. This cake tastes best when its served warm. A scoop of vanilla or pineapple ice cream can also be added while serving.


text:
The Streets of Monaco - $50 million floating island
Islands and yachts may have been the "it" destination for high-end
tourists for years, but no more. The newest thing for the wealthy
vacationer is a combination yacht and island: your own floating,
move-able island. Floating islands have been in the works since people
first imagined exploring the ocean, but technology is finally making
that a reality. Yacht Island Designs provides vacation-goers with a $50
million floating island that can be customized to look like a tropical
paradise or the streets of Monaco – complete with small castle or fake
volcano as you see fit.


text:
The Orioles will host a tour of Ed Smith Stadium for youths participating in the W.O.W. (Widen Our World) Camp organized by Brothers and Sisters Doing the Right Thing, a Sarasota-based nonprofit, on Friday, August 1, from 10 a.m. to 2 p.m.
A dozen boys and girls, ages 13 to 17, will tour the stadium, meet Orioles players, and enjoy a Gulf Coast League game along with lunch catered by the Orioles.
Brothers and Sisters Doing the Right Thing is a charitable organization located in the Newtown area of Sarasota. The W.O.W. Camp seeks to bridge communities to build strong relationships that help teens succeed.
"Our W.O.W. Camp exposes young people from Newtown to potential careers they might otherwise never consider," said ALICE F. JONES, a volunteer who coordinates the nonprofit. "There are so many aspects of sports beyond the playing field, and we hope a behind-the-scenes look at professional baseball will widen their horizons."
"When Alice Jones contacted us, we had an opportunity to learn more about her organization's work with young people in the Newtown community," said David Rovine, Vice President for Orioles-Sarasota. "We are grateful for the opportunity to hopefully broaden the perspective of teens who are on the verge of choosing their path in life."
The Orioles are hosting the tour as part of Sarasota 365, a wide range of initiatives through which the Baltimore Orioles and OriolesREACH demonstrate the ballclub's year-round engagement with the Greater Sarasota community. Whether hosting youth activities, participating in charitable causes or partnering in efforts to boost the local economy, the Orioles are active in the region all year long, proving that their commitment to the club's southern home goes far beyond baseball. For more information, or to sign up for the Orioles in Sarasota e-newsletter, please visit www.orioles.com/sarasota.


text:
SIOUX FALLS, S.D. — A woman who was held captive for nine months has underscored the importance of work performed by health care professionals, law enforcement and social workers to rescue and support kidnap victims.
Elizabeth Smart-Gilmour told a South Dakota forum on Wednesday that such work "makes a difference" in the fight against human trafficking and sexual abuse. The conference that ends Thursday aims to raise awareness about human trafficking in the Dakotas, which in North Dakota has been partly fueled by the recent massive influx of workers to the Bakken oil fields.
"People like you brought me back," Smart-Gilmour told the audience.
Smart-Gilmour was taken from her Salt Lake City bedroom in June 2002 at age 14 and held for nine months. Now 26, she described her capture and the repeated sexual assaults she endured. She told how she was moved from Utah to California and constantly threatened with death if she tried to escape.
She stressed that authorities must have protocols in place to deal with rescued victims. Smart-Gilmour recalled how she was handcuffed, taken to the police station and left in a "little room with no windows" right after police officers found her. The situation, she said, did not make her feel comfortable.
Since her rescue, she has started the Elizabeth Smart Foundation to protect children and educate them about violent and sexual crimes.
U.S. Attorney Brendan Johnson from South Dakota and U.S. Attorney Timothy Purdon from North Dakota are sponsoring the three-day conference. They said human trafficking in the Dakotas involves local victims, not people brought from abroad.
While the Bakken's oil boom has gifted North Dakota with prosperity and population growth in recent years, it has also led to prostitution and human trafficking.
"There's no question that more people equals more crime," Purdon said Wednesday.
Victim advocates in North Dakota have called for the establishment of a shelter for victims of human trafficking in Williston, in the heart of oil country. Victims nowadays can be housed in domestic violence shelters, but these facilities are already strained by an increase in domestic violence also attributed to the population boom.


text: Howdy! On Tue, 2002-09-03 at 21:50, Matt Osborne wrote: > Thank you all for the input! Another question though.. is there any kind > of minimum requirement level for hardware? I picked up a copy of the MIT > Press Beowulf Cluster Comp. w/Linux which uses an example node of > Athlon 1GHz. Well with me coming from a small private school w/very > limited budget I think I'm looking at Pent. 2's at best.. but then again > I could always include it somewhere in my cost analysis that this is what > you get with P2's and this is what you might get if you used PC's with > more expensive processors.. If I were doing this for a school, I'd probably start by spec'g out the coolest small cluster I could, then write a short letter requesting a grant of hardware with multiple versions: based around AMD processors to send to AMD, based around Intel processors to send to Intel, based around IBM hardware to send to IBM ... you get the idea. HP and Sun might also be interested. If that didn't work, I might design for dual-proc Athlon MP motherboards with only a single 2GHz proc installed to reduce the cost without foreclosing future expansion options. I might also consider smaller disks in the nodes and a simple Linux software RAID array for storage. If you're aggressive on your shopping, get a few education discounts, and are generally frugal, I'd guess you could set up an 8-node system including the data server with RAID array for ~$7-8K. Good luck! --j -- Jim Meyer, Geek At Large purp at acm.org


text:
Mohammad Morovvati 8/28/2014 9:47:48 PMIt is a very beautiful image recording to congratulate you. #1584786
Jim Zuckerman 8/29/2014 6:03:03 PMThank you for your compliment, Mohammad. I appreciate your note.
Best regards,
Jim #11120677
Flower field and windmill, The Netherlands
Exif: F Number: 10, Exposure Bias Value: -0.33, ExposureTime: 1/800 seconds, Flash: did not fire, compulsory flash mode, ISO: 200, White balance: Manual white balance, FocalLength: 70.00 mm, Model: Canon EOS-1Ds Mark II
Uploaded on 10/19/2012 5:42:54 PM
Copyright for this gallery photo belongs solely to Jim Zuckerman. Images may not be copied, downloaded, or used in any way without the expressed, written permission of the photographer.
Log in to follow or message this photographer or report this photo.


text:
Telephone Appointments: Qualified Lawyers Transfer Scheme – Qualify as a So...
If you would like to understand the process of qualifying through the QLTS and hearing more about our preparation programme, we would be delighted to meet you at our Skype 1:1 appointments. Each 1:1 lasts up to 20 minutes during which we provide you with guidance on the process and explain how we support you through your studies. We look forward to speaking to you!
How long is each Skype appointment?
Each drop-in appointment is 30 mins long. Please choose the time that suits you when you are registering for an appointment.
Please arrive with plenty of time and keep note of the appointment slot assigned to you.


text:
The "Mapale Three Piece Dress" is currently sold out.
You can obtain status and/or reserve this item by contacting us. We can also be reached by calling toll free 1-866-326-9377 (Dialing from outside the US +01 314 772 3566) between 10AM and 6PM CST (-6 GMT).
Fabric Content: 85% Nylon, 15% Elastane.
Care Instructions: Wash Separately, Drip Dry, do not Bleach.
We are here to help. We'll walk you through a fitting or address any other questions you may have to ensure you get the garment that is right for you. Contact our fitting specialists at (888) 621-9956, Monday-Friday, 8:30-5:30 CST.
Your shopping bag is currently empty.
Be the first to know about exclusive offers and new arrivals!


text:
Rollerskating Is Still Awesome in the Tri-Cities
I moved to the Tri-Cities about 18 months ago from Utah, where almost all the roller skating rinks have closed down. When my six year old asked to go roller skating the other night I was surprised. "People still do that?" I took him down to Rollarena at 849 Stevens Drive in Richland and it was only $5! My son had a blast and it was like being in a time machine to my childhood. The pizza for sale, the Limbo game, the strobe lights – all of it was straight out of the 80s yet all these young kids were having a blast. A little web research revealed Prosser has a roller skate rink at 602 7th Street in North Prosser at Mustang Grill. Take your kids and have a blast!


text:
What is NetZero's customer service phone number?
The customer service number for Netzero's dial-up service is (866) 841-1442. To cancel a dial-up account, call (800) 851-7908. For DSL accounts, the customer service number is (866) 810-8092. To c...
Read More »
What is the customer service phone number for direct tv?
What is the Direct tv customer service phone number?
question will be merged ...
What is the phone number for direct tv customer service?
To Order New Service from DirecTV dial toll free 1-877-490-4760. For Customer Service dial 1-800-531-5000.
What is the phone number for Dish Network Customer Service?
The number that will allow you to reach a DISH Network Customer Service representative is, 1- 800-823-4929.


text:
That was fast. After examining the verdict, Apple is now seeking to ban these Samsung products from the market:
• Galaxy S 4G
• Galaxy S2 AT&T
• Galaxy S2 Skyrocket
• Galaxy S2 T-Mobile
• Galaxy S2 Epic 4G
• Galaxy S Showcase
• Droid Charge
• Galaxy Prevail
Oh well, who cares. This is actually good for consumers. [Twitter and Verge]


text:
Cary Vajda -Assistant Director of Admissions, Transfer Students, Lower Michigan
Hometown: Grayling, Mich.
Professional/personal biography: I earned an associate of arts degree from Kirtland Community College in Roscommon, Mich., in 1972; a bachelor of science degree in elementary education from Central Michigan University in 1977; and a master of arts degree in educational administration from Central Michigan University in 1982. My work experience includes nine years in the US Naval Reserve (Vietnam War veteran), nine years in community college admissions, and 12 years as the dean of students at a Michigan community college. Since 1999, I have been working in transfer admissions at NMU and I am based off-campus in Midland, Michigan, where I live with my wife, Sally. I have two children, Nathan and Emily, and one grandson. My daughter is a recent NMU theater graduate.
Most memorable college experience: I had the lead role in a college musical, The Fantasticks.
Favorite Marquette activity: Hiking
Best advice you received regarding college or would give someone entering college: Give it your best effort and take time to savor this part of your life.


text: Farmland Values: Boom or Bubble? April 18, 2013 12:13 AM Tweet TAGS: Marketing, Overseas December 18, 2014 By University News Release Email By Jason Vance, University of Missouri Low interest rates and record income per acre have driven farmland values much higher over the last decade. The increase has led to concerns of a repeat of the farm crisis of the 1980s. "Back in the 1970s we got way above trend growth, and it looks like that is what is happening again," said University of Missouri Extension agricultural economist Ron Plain. "Last year we were more than $500 per acre above trend for the average acre of Missouri farmland." The 1970s run-up of land values ended in the early 1980s with a collapse of farmland prices. While Plain says there is a possibility of a land price bubble in the future, a drop in farmland value today would not have the same catastrophic impact it had 30 years ago. "In 1981 Missouri farmland prices were 150% above trend, with the trend going up 6% per year," he said. "Without a price drop, it would have taken a long time to close that gap." Today, Missouri farmland values are 22-25% above a 6% growth trend. It would take only four years of steady land prices for the trend to catch up with actual prices. "So we are not nearly as vulnerable," Plain said. "The downside risk isn't anywhere near what it was in the early 1980s." A factor in the 1980s bubble popping was a huge increase in interest rates. Plain says many farmers took on a lot of debt and became heavily leveraged. This time around, farmers aren't relying so much on borrowed money to buy land. "But my prediction is we'll set a new record in values in 2013 and we'll sell more land, so that leverage number is likely to increase," he said. "Keep an eye on that if you are bidding for land. And by all means, stay away from variable-interest-rate loans. When you are at a 60-year low in interest rates, you can bet the next big move is going to be up." Plain says that crop values have probably peaked and we should expect declining prices for corn, soybean and wheat going forward. That will reduce income per acre and make people a little less aggressive in chasing farmland. If inflation increases, Plain says it's a good bet the Federal Reserve will raise interest rates. "If you combine falling crop prices with rising interest rates, we could see a decline or at least stabilization in farmland prices very quickly," he said. Pastureland hasn't seen nearly the run-up in prices that cropland has in recent years, but Plain says that may change. "We have the smallest cattle inventory this year since 1952," he said. "It looks like we are going to see some increases in cattle prices that will probably push pasture values up in the next few years." Plain says the same rules apply for pastureland: Be wary of variable-interest-rate loans and avoid getting heavily leveraged with a small down payment or you can quickly find yourself in a difficult situation. For More Information Read more land news. Back to news


text:
Laura Ellen Rose, 90, of Burns died Sunday in Goessel. She was born Feb. 17, 1923, in Hallowell to Floyd and Leora (Usrey) Parsons.
She was a housewife. She married Bill Rose in March 1961. He preceded her in death.
She is survived by a son, Rick Rose of Cherryville; and a daughter, Joyce Hein of North Newton.
A graveside service will be at 11 a.m. Thursday at Sunset Cemetery in El Dorado with Chaplain Gayle Graber officiating.A memorial fund has been established for Bethesda Home in Goessel.


text:
My Favorite Spring Veggie
If I had to pick a favorite vegetable this time of year, I'd have to say asparagus is the winner. I actually enjoy it year round, but spring it's at its peak of flavor and the prices are low. While there are many ways to prepare this versatile veggie, the key is to avoid overcooking it. In fact, I find that many folks who say they don't like asparagus haven't had it prepared correctly.
My family loves asparagus–including both kids. That's why I was surprised when, a few years ago, the kids came back from a family dinner I was unable to attend, saying they didn't like the asparagus that was served. "What are you talking about? You guys love asparagus," I replied. Yes, they told me–how I prepare it, but they said this asparagus was mushy, stringy and made them gag. Aha! Overcooking was the culprit.
It's important to remember that asparagus cooks quickly and there's a fine line between done and overdone. The spears should give to a fork or knife, but remain firm to the bite. I've found if I am boiling asparagus, I simply put the spears into water and bring to a boil. As soon as the water boils, I wait about 30 seconds to test a spear–obviously the thicker the spear, the longer it takes to cook. Usually the cooking time after the water boils is 30 seconds to 1 1/2 minutes. Once done, remove them from the heat and drain. I add a little margarine, salt and pepper to taste–it's that easy!
Another great way to enjoy them is to saute in a little olive oil with some sliced shallots. I tend to use thinner spears for this cooking method to speed up the cooking time. In the spring and summer, one of the kids' favorite side dishes is grilled asparagus. For this you will have to use thicker spears. I brush them with a little olive oil and place on the grill. Try to keep the flame or heat low so you don't char the spears. Turn them frequently until done and you'll find grilling gives them a pleasant smoky flavor.
So take advantage of the season and grab some asparagus the next time you're at the supermarket. Try my tips or check out our section on asparagus–it includes nutrition, preparation and storage info.