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be on the receiving end
be on the receiving end = be at the receiving end
be subjected to something unpleasant - informal
all ends up
completely – informal
1921 - A. W. Myers - Twenty Years of Lawn Tennis - Barrett beat him all ends up in an early round.
at the end of the day
when everything is taken into consideration - British informal
1995 - Jayne Miller - Voxpop - Today I've been giving out leaflets. You don't have to. But at the end of the day, it's worth it.
at the end of your tether
having no patience, resources or energy left to cope with something
A North American variant of this expression is at the end of your rope and in both cases the image is that of a grazing animal tethered on a rope that allows it a certain range in which to move but which at full stretch prohibits further movement.
at a loose end
having nothing to do
not knowing what to do
A North American variant of this expression is at loose ends.
be at your wits end
be overwhelmed with difficulties and at a loss as to what to do next
the beginning of the end
the event or development to which the conclusion or failure of something can be traced
1992 - H. Norman - Schwartzkopf - It Doesn't Take a Hero - I heard about D-Day on the radio. The announcer quoted Ohio governor John Bricker's now-famous line that this was the beginning of the end of the forces of evil.
be thrown in at the deep end
face a difficult problem or undertaking with little experience of it – Informal
burn the candle at both ends
lavish energy or resources in more than one direction at the same time
go to bed late and get up early
the dirty end of the stick
the difficult or unpleasant part of a task or situation – informal
2000 - Sunday Times : Johannesburg - I still feel a bit sorry for Hugh, he always seems to get the dirty end of the stick.
end in tears
have an unhappy or unpleasant outcome (often used as a warning) – British
1992 - Iain Banks - The Crow Road - Well, let them get married. The earlier the better; it would end in tears. Let them rush into it, let them repent at leisure.
end it all
commit suicide
1993 - Ray Shell - iCED Quentin thought… he'd jump off the Brooklyn Bridge and make the papers. At least he'd end it all in a blaze of media glory.
the end justifies the means
wrong or unfair methods may be used if the overall goal is good
The Roman poet Ovid expresses this concept in Heroides as exitus acta probat meaning the outcome justifies the actions.
the end of civilization as we know it
the complete collapse of ordered society
used to indicate that someone is being alarmist or is overreacting to a trivial inconvenience or blunder as if it were enormously significant and catastrophic
This expression is supposedly a cinematic cliché and was actually used in the film Citizen Kane (1941) : a project which would mean the end of civilization as we know it.
1999 - Select - The giant, dreadlocked rapper's third album contains extensive deliberations on the end of civilisation as we know it.
the end of the road = the end of the road line
the point beyond which progress or survival cannot continue
end of story
used to emphasize that there is nothing more to add on the subject just mentioned – informal
1998 – Times - Parents are role models. Footballers are picked for teams because they are good at football. End of story.
the end of the world
a complete disaster – informal
This expression comes from the idea of the termination of life on earth as the ultimate catastrophe, but is often used with the negative as a reassurance that a mistake or setback is not that important.
1994 - Face - If people are buying my records that's good. But if they're not it's not the end of the world.
get your end away = have your end away
have sex – British
vulgar slang
get the wrong end of the stick
misunderstand someone or something completely
go off the deep end
give way immediately to anger or emotion - informal
This expression refers to the deep end of a swimming pool where the diving board is located. In the USA the phrase has also developed the meaning go mad…but in either sense the underlying idea is of a sudden explosive loss of self-control.
keep your end up = keep hold your end up
perform well in a difficult or competitive situation – informal
make ends meet = make both ends meet
earn or have enough money to live on without getting into debt
1996 - Amitav Ghosh - The Calcutta Chromosome - Actually I think she's having trouble making ends meet, now that she's retired.
make his hair stand on end
alarm or horrify him
a means to an end
a thing that is not valued or important in itself but is useful in achieving an aim
End and means are compared or contrasted in several proverbial sayings…for example…
the end justifies the means
he who wills the end wills the means
never hear the end of something = not hear the end of something
be continually reminded of an unpleasant topic or cause of annoyance
2002 - Observer - If it was Ireland or Wales we'd support them, but not England. It's a minority nations' thing. If England was to win, we'd never hear the end of it.
no end
to a great extent
very much – informal
1984 - James Kelman - The Busconductor Hines - McCulloch gives him a go at the wheel at certain remote terminuses at specific times of the late night and early morning and his confidence grows no end.
no end of something
a vast number or amount of something – informal
1996 - Frank McCourt - Angela's Ashes - If I could have Mrs. Leibowitz and Minnie for mothers at the same time I'd have no end of soup and mashed potatoes.
the sharp end
the most important or influential part of an activity or process
the side of a system or activity which is the most unpleasant or suffers the chief impact
the bow of a ship – British humorous
the thin end of the wedge
an action or procedure of little importance in itself, but which is likely to lead to more serious developments – informal
to the bitter end
persevering to the end whatever the outcome
as the war to end all wars
something so impressive of its kind that nothing that follows will have the same impact – informal
The First World War was often referred to as the war to end all wars, from the mistaken belief that it would make all subsequent wars unnecessary.
1971 - Bessie Head – Maru - It was a wedding to end all weddings.
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June 2007
The five PIRCs highlighted in this guide were selected through a process that draws on both benchmarking and case study methodologies and is described more fully in Appendix A. An external advisory group comprising researchers and practitioners helped guide the development of the conceptual framework and criteria used to screen programs for inclusion in the guide. From an initial list of 45 centers or other programs that promote and support parent involvement, 27 were chosen for additional screening that included both interviews to confirm preliminary information about initiatives and a review of evidence of impact (e.g., growing numbers of clients served, client satisfaction). From these 27 programs, the five highlighted PIRCs were chosen, based on the range and quality of their practices, coupled with the organizations' locations and the demographics of their target populations, and the quality of their collaborations with other parent involvement organizations or education agencies.
Once the five sites were selected, two-day site visits were conducted to find out more about their practices and their partnerships. The site visits, facilitated by each PIRC director, included interviews and focus groups with students, parents, PIRC staff, school, district, and state staff, as well as with staff from any associated organizations. The methodology also included observing key events, such as trainings, summits, and conferences. In addition, the PIRC director at each site provided artifacts that support the strategies, such as meeting agendas, training materials, and surveys, some of which are featured in the illustrative figures throughout this guide. Over 400 artifacts were collected from across the five sites and these artifacts, along with the site observations and interview and focus group data, were used to develop a case study for each site. this guide is based on the case studies.
Conceptual Framework for Study
Parent involvement in education can mean many things, from parents instilling a strong work ethic in their children to a parent's membership on a state board of education. It can mean parents participating with their toddler in a developmentally appropriate playgroup or taking their high school student on a tour of colleges. This guide, however, focuses on PIRCs' work in the K–12 arena, especially—although not exclusively—as it relates to NCLB's parent involvement requirements (see fig. 1).
Involvement in children's education starts at home, of course, with primary caregivers providing love, a healthy environment, developmentally appropriate learning experiences, and, as children start school, encouragement, a positive attitude about learning, and homework support. But within the formal education system, parent involvement is most effective when viewed as a partnership between parents and educators. The conceptual model developed by WestEd for this study is based on current parent involvement research along with input from parent involvement practitioners (e.g., PIRC and other parent organization directors) on the advisory committee. This model focuses on how both parents and educators can come together to work more effectively in support of children's successful education. (see fig. 2, Partnering Between Parents and Educators to Increase student Achievement: A Conceptual Model for Parent Involvement in Education, on p. 10.) As evident in the figure, the end goal in this model is having successful parent and educator partnerships to increase student achievement.
Figure 2. Partnering Between Parents and Educators to Increase Student Achievement: A Conceptual Model for Parent Involvement in Education
|Parents and educators partner
to increase student achievement
Involve parent leaders in policymaking
|Parents and
educators work
together to
create policy
that promotes
increased student
Involve educators in policymaking
Recruit and train parent leaders
|Parents and
educators work
to bridge the
divide and
create equitable,
Recruit and train staff to work with parents
Communicate rights, responsibilities, and opportunities to all parents
|All parents and
educators are
informed and have
an opportunity
to support
increased student
Communicate parent involvement policies and procedures to all educators
In this model, the first stage in moving toward the end goal of parent-educator partnerships to support student learning entails making sure parents and educators receive and have the same understanding of important education related information. This information includes but is not limited to relevant school and district data, parents' rights and responsibilities in their children's formal education, options available to families under NCLB or state or district programs, and how parents can contribute to improved education outcomes for their own children and other students.
Being fully informed about their children's education enables parents to better decide the degree to which they want to become involved and the type of action they may want to take. Do they want to limit their role to supporting their child's learning at home? Serve as a classroom volunteer? Become active in school governance? Participate in policy decisions? For some parents, having adequate information may suffice as preparation for greater involvement. Others, however, may benefit from training, such as reflected in the conceptual model's second stage (e.g., to help parents become leaders, train them to understand data) and third stage (e.g., to help parents get involved in policymaking, train them to serve on school site councils and advisory boards).
For educators, some types of partnerships with parents may be required, as, for example, when there is a state mandate to have school site councils that include both teacher and parent representatives. Other parent-educator partnerships, such as efforts to create a more family friendly school, may be taken on by choice, because they seem to be a good option at a given school. Either way, educators, too, may benefit from training if they are to engage effectively with parents in pursuit of higher student achievement. As will be evident in this guide, while the five highlighted PIRCs have common goals, objectives, and strategies, all reflecting some aspects of this conceptual model, there are some differences in how they implement various elements. Moreover, given that the model poses an ideal, it is not surprising that some of its elements have been more fully implemented than others. For example, due to the focus of the earlier PIRC grants on training and informing parents, the PIRCs featured here have targeted more of their efforts on the left-hand side of the model and done less with educators. A new Department of Education-established priority for PIRCs in the 2006 funding round to work with state and district Title I offices is intended to shift the focus to parent and educator partnerships and to push more fully into the right-hand side of the model, with educators receiving training and support to become better and more active partners with parents. Once both parents and educators are equipped with the information (first stage) and training (second stage) needed for successful partnership, a push into the third stage, that is, joint policymaking, is a natural next step.
Parts I and II of this guide, starting on pages 13 and 37, respectively, identify and describe some of the key strategies used by these highlighted PIRCs in supporting effective parent involvement. Part I focuses on PIRC efforts to build a common foundation of information and understanding for parents and educators. Part II focuses on readying parents and educators for action and decision-making intended to improve education. Both sections—Parts I and II—include a series of "tips" boxes that have distilled the strategies from each subsection into easily scannable lists of implementation suggestions.

subset: commoncrawl


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DELAND, Fla. (Feb. 9, 2013) – The ETSU men's basketball team will continue on its current Florida road swing Saturday, taking on Atlantic Sun Conference foe Stetson inside the Edmunds Center.
Tip is set for 3:15 p.m., and the game will be available both on the Buccaneer Sports Network and ASun.TV.
The Buccaneers (7-18 overall, 5-7 in A-Sun play) hope to continue their recent trend of winning Saturday games in conference play. So far this season, the team has lost the first game of its two-game weekend sets, only to rebound and win in the second game each time.
For more on the game, read the game notes below or click on the game notebook link above. For more on ETSU men's basketball throughout the 2012-13 season, visit ETSUBucs.com and click on the men's hoops link.
We are "ETSU"
The ETSU Department of Intercollegiate Athletics would like to ask both the print and broadcast media to honor our request to be called "ETSU" ... East Tennessee State in first reference is acceptable, but subsequent references should be ETSU ... On TV graphics please use ETSU ... Our nickname is the Buccaneers, but Bucs is also acceptable.
Buc bits
After several years of quality returning players and at least some level of certainty regarding what to expect heading into the winter months, the 2012-13 ETSU men's basketball team entered this new campaign with several questions and concerns. ... The loss of standout seniors such as Adam Sollazzo (Tampa), Isiah Brown (Miami, Fla.) and Tommy Hubbard (Boston) will be hard to overcome, considering that group combined for a total of 3,091 points in their careers ... A year ago, the Bucs enjoyed quality wins such as a road victory over Atlantic 10 Conference foe Charlotte, and finished with a respectable 17 victories on the season ... The team finished fourth in the Atlantic Sun Conference standings at 10-8, reaching the league tournament semifinals. ... This season, the Bucs' top two returning starters were guards Sheldon Cooley (Tampa) and Marcus Dubose (Hartsville, S.C.), who both combined to score 19.7 points per game a year ago. ... However, both Cooley and Dubose have been dismissed from the team for violation of team rules and policies ... Along with those two, fellow guard Jarvis Jones (Memphis) and forward Lukas Poderis (Port Richey, Fla.) are the only other ETSU seniors to be returning after playing significant minutes last year, but Poderis is now lost for the season with a left foot injury and will be forced to redshirt, while Jones missed the first seven games of the year for academic reasons ... Jones returned against Ole Miss on Dec. 14 ... With so few returning, experienced players, ETSU has looked to some unproven returning players, as well as a recruiting class that includes three incoming freshmen and a pair of junior college transfers, to come in and make an immediate impact. ... Sophomores Rashawn Rembert (Tampa) and John Walton (Memphis), along with redshirt freshman Lester Wilson (Knoxville) have increased their production this year, while true freshmen guards Petey McClain (Mobile, Ala.), Mario Stramaglia (Birmingham, Ala.), and Yunio Barrueta (Miami, Fla.) are blossoming into early contributors. ... On the interior, Walton has been getting help from junior college transfers Kinard Gadsden-Gilliard (Georgetown, S.C.) and Hunter Harris (Nashville).
Last time out
FORT MYERS, FLA. (Feb. 7, 2013) – Earlier this season, the ETSU men's basketball team overcame a 19-point, second-half deficit to beat Florida Gulf Coast. Unfortunately for the Buccaneers, that same scenario did not occur again Thursday night. ... Building a 12-point halftime lead, FGCU simply piled on the points this time around, leading by as many as 27 in the second half and ultimately avenging that early-season loss with a dominating 67-43 effort inside Alico Arena. ... With the win, the first-place Eagles improved to 17-8 overall, 9-3 in Atlantic Sun Conference action. Meanwhile, the Bucs dropped to 7-18 overall, 5-7 in league play. ... The Eagles, who are now 12-1 in their home arena and actually enjoyed a victory over No. 8 Miami (Fla.) on this floor earlier in the season, were impressive on both ends of the court.
Defensively, they held ETSU to just 23 percent shooting while also blocking a school-record 13 shots on the night. Offensively, the Eagles shot a blistering 56 percent from the field in the first half and grabbed 24 offensive rebounds to help them outscore the Bucs 40-20 in the paint.
For the first time in several outings, the Bucs struggled offensively in the first half, shooting just 26 percent from the floor and allowing FGCU to build a lead of as many as 15 points at 30-15. ... ETSU managed to cut that deficit to 12 at 33-21 by the break, which was surprising considering how well the Eagles shot in the first 20 minutes. The Bucs did force nine turnovers by FGCU and out-rebounded the Eagles 19-17 before the break to keep it close. ... After the break, the Bucs were not able to manage anything resembling a comeback, as ETSU connected on just one basket in the first eight minutes of the second half and looked on as FGCU put together a 14-2 offensive run from which the Bucs never recovered.
The series versus Stetson
ETSU has faced the Hatters 18 times and the Bucs hold a slim 10-8 advantage in the series ... The Bucs lost the last meeting .
Last time out against Stetson
JOHNSON CITY, Tenn. (Jan. 10, 2013) – Despite placing three players in double figures and producing one of its best offensive games of the year, the ETSU men's basketball team was unable to put out a red-hot Stetson squad as the Hatters upended the Buccaneers 72-70 in Atlantic Sun Conference action Thursday evening inside the ETSU/MSHA Athletic Center. ... With the loss, the Bucs dropped to 3-13 on the year, 1-2 in A-Sun action, while Stetson improved to 6-10, 3-2 on the season. ... Indeed, the Bucs were much better offensively than they have been much of the season, shooting 52 percent from the floor and 38 percent from 3-point range. However, Stetson was equally impressive with a 50 percent clip from both the floor and beyond the arc. But it was their 11 3-pointers and a 13-of-18 showing at the foul line that was the difference. ... ETSU got a game-high 21 points from freshman forward Lester Wilson (Knoxville), while senior guard Jarvis Jones (Memphis) pitched in 19 points and junior forward Hunter Harris (Nashville) netted a career high 16. ... For Stetson, Adam Pegg and Chris Perez both scored a team-high 17 points, while teammate Aaron Graham dropped in 13 for the Hatters. ... Trailing 37-32 at the half, ETSU found itself trailing 67-54 with just over seven minutes left. The Bucs went to a full-court and man-to-man defense at that point, and it resulted in a 16-5 run to finish out the contest. However, the change was too little too late, as the Hatters hit just enough foul shots to keep the Bucs at bay.
Young Bucs still face obstacle with experience
At no time in the tenure of ETSU head coach Murry Bartow have the Buccaneers had less experience ... Currently, the team has 10 players who are eligible and healthy enough to play, and of that group there are only six total years of Division I experience ... On average, that's less than a half year of experience per player ... With four freshmen and two junior college transfers that means 66 percent of the team is competing in their first season of Division I basketball.
Jones meeting expectations for Bucs
ETSU head coach Murry Bartow expected the return of senior guard Jarvis Jones (Memphis) would improve his team's efforts on the offensive end of the floor … He was right. … Recently, Jones almost single-handedly won the game for the Bucs against Lipscomb, scoring a career high 36 points and hitting three straight 3-pointers in overtime -- including the game winner ... Since returning to the team in the middle of December, Jones has average a taem-best 16.3 points per game.
Rembert heating up from outside
Sophomore guard Rashawn Rembert (Tampa) has made the most of his increased playing time this season, having made a 3-pointer in 20 straight games and currently ranks third in the A-Sun in 3-point field goal percentage at 41 percent on the season ... Against Jacksonville, he gave ETSU's coaches even more reason to utilize him ... Hitting on 5-of-7 attempts from 3-point range against the Dolphins and counting the three games since that time, Rembert has made 37 3-pointers on the year.
Shuffling starters the "new normal" for Bucs
ETSU head coach Murry Bartow has used 16 different starting lineups in the team's 25 games this season ... Injuries and dismissals have left the ETSU's coaches searching for the right combination, as the team currently stands at 7-18.
McClain a "key" to success for ETSU's offense
When freshman point guard Petey McClain (Mobile, Ala.) missed several games early in the year with ankle injuries, ETSU's coaching staff kept pointing out how much better the Bucs' offense would be when he returned ... This has been the case ... As an example, McClain dished out eight assists and did not commit a turnover in the win over North Florida (1/26), and helped the Bucs to a season high 56 points in the second half against the Ospreys ... In that game, McClain also pitched in seven points.
ESPN names Wilson to nation's Top 25 freshmen list
While circumstances have forced the ETSU men's basketball team to struggle in the early going this season, talented redshirt freshman forward Lester Wilson (Knoxville) has still given the Buccaneers reason for hope. ... Wilson, who is averaging 15.3 points per game, was listed as one of the Top 25 freshmen in college basketball Thursday by ESPN hoops writer John Gasaway. The list – which included players such as UNLV's Anthony Bennett, UCLA's Jordan Adams, Michigan's Nik Stauskas and Duke's Rasheed Sulaimon – had Wilson ranked at No. 25. ... Wilson has posted six 20-plus point games so far this season.
Three-point streak for Bucs dates back nearly 20 years
Since Feb. 16, 1987 in a game against Davidson, the Bucs have made at least one 3-pointer in 789 consecutive games. ... ETSU was 0-for-8 in that 1987 game.
Bucs have tradition of postseason appearances, success
The ETSU men's basketball team has enjoyed its share of postseason success and ranks as one of the nation's most prestigious basketball programs ... The Buccaneers have earned berths to the NCAA Tournament nine times (1969, 1989, 1990, 1991, 1992, 2003, 2004, 2009, 2010) and NIT twice (1983, 2007) ... In 2011, the Bucs made their first ever appearance in the CollegeInsider.com Postseason Tournament, winning twice and advancing to the semifinals of that event ... It was the program's 12th postseason tournament appearance all-time.
ETSU picked among nation's best "Prestige" programs
In the modern era for NCAA Division I-A basketball – marked by the expansion of the NCAA Tournament field to 64 teams in 1984-85 – the ETSU men's basketball program ranks in the Top 30 percent of the 300 programs that were eligible for the postseason at that time, this according to ESPN.com's "Prestige" ranking released back in 2008 ... Since that time, the Bucs have only added to their list of prestigious honors … The Bucs -- who have enjoyed nine NCAA trips, one NIT and one CIT berth, 14 20-win seasons, and a slew of conference regular season and tournament championships since 1984-85 -- ranked tied for 82nd out of 300 teams, meaning they were in the Top 27 percent of schools making the list. ETSU was ranked ahead of every current Atlantic Sun team, as well as former SoCon rivals Appalachian State, Western Carolina, Georgia Southern and UNC Greensboro. In addition, at that time the Bucs ranked ahead of SEC schools such as Tennessee, Vanderbilt, South Carolina, Mississippi State, Georgia, Mississippi and Auburn, as well as programs such as Notre Dame, DePaul, Bradley, Clemson and Fla. State.


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This is just a friendly reminder that if took you advantage of the holiday layaway program at Walmart this year, you'll need to pick your items up no later than December 14th. In case you don't have a calendar handy, that's this Friday!
We picked our items up last week, and the process was simple and painless. I won't tell you exactly what we got on the off chance that my kiddos might read this, but I will tell you that the cashier went ahead and applied the $15 open fee directly to my balance instead of giving me a gift card, which was a nice surprise. I also received a credit to my balance because the items were currently selling at a lower price than they were when I put them on layaway back in September.
This was such a great way to start our shopping early this year and not have to worry about hiding the gifts for a lengthy period of time! And I was very pleased that they packaged the items up in plain brown boxes since we had our preschooler with us at the time of pickup, so he had no inkling of what was inside.
Now to figure out where to hide them for the next couple of weeks… What's your favorite hiding spot for gifts?
Disclosure: I am a participant in the Walmart Moms program. Walmart has provided me with compensation for the time and effort spent creating this post. However, my participation in this program is voluntary and my opinions are my own — always have been, always will be.


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Raster coloring poppy
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Raster coloring poppy - 1182х1715
Raster coloring poppy - 567х822
Coloring poppy
Coloring in a raster (pixel) format, for coloring in bitmap image editors. Small size 657x822 designed for screen display, for coloring in programs that can not reduce the image size. If you use a graphics editor like "Paint", then using the fill can easily paint a picture. Outlines for coloring perfect to spend some time coloring on the computer. For children this can be fun and not an obsessive study of the work in the graphic editors, and knowledge of the world in different shades and colors.


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|NewsUSA) – If you, your family members or anyone with whom you do business shares music, photos, or documents online, identity thieves could be downloading your information — including your Social Security number, home address and health information — legally.
In any given second, nearly 22 million people around the globe are on peer-to-peer (P2P) file-sharing networks, where they download and swap movies, software and documents over the Internet. But users of file-sharing networks can expose the contents of entire hard drives to everyone else on the network.
In April 2009, the Today Show found 25,800 student loan applications, over 150,000 tax returns and nearly 626,000 credit reports, just by searching P2P networks.
Antivirus software protects your computer from viruses, but it can't stop thieves from accessing your computer if you've given them permission via P2P file-sharing networks. And while you can stop using P2P networks, you can't control others — your doctor or the teller at your bank could be file-sharing without your knowledge.
The Federal Trade Commission recently warned nearly 100 organizations, including companies, schools and local governments, that they had leaked their customers' and employees' personal information onto online file-sharing networks. The information found included Social Security numbers, health information and drivers' licenses — more than enough information for any identity thief to steal your identity.
What can help put a stop to these online data breaches? The LifeLock Personal Breach Detection Service actively searches file-sharing networks worldwide for your personal information. When a leak is detected, LifeLock alerts you with specific details and then takes action to help you shut down the breach of information.
LifeLock also alerts you to other potential identity threats, patrols over 10,000 criminal Web sites for illegal selling of your information, helps cancel or replace the contents of your stolen wallet (cash, pictures, and other monies excluded) and so much more — giving you the peace of mind that your good name is protected.
For more information, visit www.LifeLock.com/p2p.
This article is copyright free. You are free to use it on a blog, website, in a newspaper, or newsletter.
To re-post this, copy the content above, or HTML on the right, and paste onto your site.


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Designers from around the world are submitting creative designs for mj3kkr in web page design - custom.
Highend Auto
I am a highline auto broker specializing in exotic and highend automobiles. I travel between Calif and Florida with clients across the country. Please see my website: http://www.highlineautobroker.com. Clients hire me to sell their cars and also locate cars for them.
I'm the number one hit on google for highline auto brokers. My client's are people that look at the Dupont Register.
I'm looking for someone to create a logo and webpage for me. Please see http://www.emcars.com. I want a website like this with the tabs for different cars, but a little more tricked out. I like red and black. I currently have my webpage with Network Solution. I will need someone to work with this product. I want to be able to make changes easily to change cars and descriptions.


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Echo Design mSoft Vintage Stripe Scarf
Overview & Details
- Made of super-soft mSoft acrylic/modal blend
- Available in 2 colors: Fuchsia and Jade
- Casual vintage stripe design
- Fringed edges
- 14" x 66"
- Hand wash. Line dry.
- Imported
Instantly jazz up your everyday ensemble. With a playful pop of color, this vintage stripe scarf exudes a casual laid-back look. Fringed edges add a nice finishing touch. Made of Echo's mSoft fabric, drapes like a dream around neck. Available in 2 colors: Fuchsia and Jade. Beginning as a scarf company in 1923, Echo Design has grown to become a worldwide leader in fashion accessories. Four essential elements ¬– Color, Print, Pattern and Texture – have been at Echo's very core since its founding. Today, with these elements in mind, Echo innovatively combines classic worldly design with modern American sensibility. The results are stunning. Echo accessories are fashionable and functional, rich and affordable, inspiring and fun – and all quality-made for lasting enjoyment.


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Embossed Crest Leather Ziparound Wallet
€550.00 €550.00
€330.00 €330.00
All orders will be fulfilled by Burberry Limited and shipped from the UK. When you place your order, you accept Burberry's Terms and Conditions and confirm that you have read our Privacy Policy.
Size Guide
Use the Size Guide to choose the best fit for your measurements.
In this window, you can find out the shipping and returns options for the selected item.
In this window, you can contact customer service for further assistance.
- A spacious ziparound wallet made from smooth Italian-tanned leather with an embossed Burberry crest.
- 11.5 x 20.5cm/4.5 x 8.1in
- Outer: 100% calf leather
- Inner: 100% calf leather
- Lining: 97% polyester, 3% polyurethane
- Ziparound closure
- 17 card slots
- Zip coin compartment
- Note compartment for all currencies
- Document slot
- Pen holder
- Hand-painted edges
- Polished metal hardware
- Embossed Burberry lettering at front
- Made in Italy
Item 40778341


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SUN LIFE STADIUM -- The 13th-ranked Canes are looking to win their second in a row against Florida State and earn their first win at home over the Seminoles since 2004. The game will be played in front of the first sellout crowd for a Canes game at Sun Life Stadium since UM moved over from the Orange Bowl in 2008. Kickoff is at 8 p.m. Watch it on ABC or listen to it on WQAM.com. Feel free to participate in our discussion below as you tune in.
REWIND: Since 2000, only one game between these in-state rivals was decided by more than 10 points (UM's 49-27 win Tallahassee in 2001). The last three games have been shootouts (UM won 38-34 last year, FSU won 41-39 in 2008 and UM won 37-29 in 2007). Saturday's game marks the first time both teams have been ranked in the series since 2006 when FSU won 13-10 in the season-opener at the Orange Bowl. FYI, the team that has scored first has won 22 of the past 25 meetings.
ABOUT FSU: Coming off a 7-6 record in Bobby Bowden's final season as coach, the Seminoles were picked in the preseason to win the Atlantic Division title. But after a 47-17 loss at No. 6 Oklahoma, a lot of folks dropped off the FSU bandwagon. The Seminoles, however, have responded by cruising to wins over BYU (34-10), Wake Forest (31-0) and Virginia (34-14). Under first-year coordinator and former Hurricanes assistant Mark Stoops, the defense has made drastic improvements from last season. FSU leads in the country in sacks with five per game and is second to UM in tackles for loss (9.40). They've gone from a man-to-man pressure to defense to a unit that plays a lot of zone. Offensively, ACC Preseason Player of the Year Christian Ponder and the pass offense hasn't made too many big plays. Only six passes have gone for 25 yards or more. Then again, FSU's potent running game hasn't required Ponder to do too much with his arm. The trio of Jermaine Thomas, Ty Jones and Chris Thompson has rushed for 853 yards (7.2 yards per carry) and nine touchdowns behind a veteran offensive line that gets 3-year starter and left tackle Andrew Datko back this week.
> Quarterback Jacory Harris' health... Coaches -- and parents -- have tried to downplay the amount of pain Harris has been playing with since being driven into the ground and injuring his non-throwing shoulder at Pitt. But it is painfully obvious Harris is being a bit tentative with his delivery. Aside from his physical ailments, which I'm sure the Seminoles will target, Harris has made his share of mental mistakes the past several weeks. The Hurricanes could ill-afford to lose Harris or have him continue to turn the ball over. Since the Ohio State game, all four of Harris' interceptions have been thrown on the opponents' side of the 50. Miami can win Saturday -- even with Harris throwing picks -- if that remains the case.
> UM's right tackle spot... Freshman phenom Seantrel Henderson is expected to make his second consecutive start Saturday against FSU. Whether it's Henderson or redshirt freshman Jermaine Johnson blocking on the right side, the Seminoles figure to do most of their attacking from that side. Sophomore defensive end Brandon Jenkins leads FSU with 4.5 sacks. Senior Markus White (2 sacks) should also be a handful.
> How much work Graig Cooper and Storm Johnson get in the backfield... With speedy redshirt freshman Lamar Miller not expected to play this week with a right shoulder injury, Damien Berry and Mike James figure to get the bulk of the work. But Cooper, UM's leading rusher each of the last three seasons, and Johnson, a true freshman who has worked primarily on special teams, figure to get some work. FSU's run defense ranks fourth nationally. An unexpected lift from Cooper or Johnson could prove valuable in this game.
> UM's blocking on special teams... Greg Reid could turn into a huge headache on punt returns. But the real concern is how UM blocks during kicks and punts. Last week, Clemson blocked an extra point and came dangerously close to blocking two punts. Three weeks ago, Ohio State blocked a UM field goal. The Hurricanes made it a point to work heavily on special teams this week. Let's see if it pays off. FYI, special teams standout Corey Nelms is out for this game.
MY PICK: Any Hurricanes fan who believes UM should blow the Seminoles out because of what happened to them at Oklahoma needs a reality check. Sure, BYU is 1-4, Wake Forest is 2-3 and Virginia is 2-2. But FSU still handled all three of those teams with ease and is a much better football team than they were last season when they went 7-6. Bring up the history and the rivalry and you know the Seminoles will not only be jacked up for this one, but so will the Canes, who by the way rank 112th in penalties per game. I just don't see this game being lopsided like some UM fans believe. And I wouldn't be surprised if FSU won at all. But I think it's time for the home team to win in this series. The Hurricanes win with defense yet again. UM 23, FSU 19
Reminder for Gameday blog participants: Participation in the Cover It Live program is intended for the exchange of meaningful questions and observations during the game between fans and reporters. Not all comments or questions will be posted. iPhone users are asked to be patient as it takes several minutes for Cover It Live to load.


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I'm anticipating another year of backwards meals. Steak and grilled veggies for breakfast. Whatever I can cram into my gullet the rest of the day.Savannah wrote:I don't know if you have these stores in your fair city, but Fred Meyer, QFC and Kroger have sold the Horizon Farms boxed milk. For back-to-school, they frequently sell it for $1 per box. The juice aisle is the first place I check, then sometimes the organic section. Dairy is actually the last place I look, but sometimes it's there, too.theCryptofishist wrote:Whole Paycheck has it, too, or has had it, but I don't shop anymore for their attempts to dodge giving their employees health care.
I pack (premixed, liquid) Carnation Instant Breakfast also, in case I get tired of cereal ('cause sometimes I do). I chill it in the cooler.
Breakfast milkshake, nom, nom, nom.
Sunday I was too tired to cook. Monday was the chili cookoff and Tues & Wed had dust ups whenever I felt like grilling. By Thursday I accepted that the playa wanted me to have steak for breakfast, and I just did that for the rest of the week.
Also, if you can find it at Costco, they are rather notorious for paying their employees well.


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Your browser does not support iframes.
By Jon Park
Memorial Day is the day we honor those who gave the ultimate sacrifice. Those, who paid for our freedom with their lives. On Veterans Day, we honor those courageous men and women, willing to give all, who have stepped up when called, who have served our nation, protected our freedom, and returned home to their families, as Ronald Reagan said, "Champions of a noble cause."
Oh, Pleasureville.
I can't say after Monday night's meeting that I'm surprised, really.
Disappointed, but not surprised. And that, in itself, is a fairly sad commentary on what happened.
You see, you had a chance to do something good. You had a chance to do something that really matters. You had a chance to lead the way in Henry County.
But you sat on your hands, looking quietly and somewhat awkwardly at the table while the motion to approve a fairness ordinance died for lack of a second.
By John Logan Brent
Henry County Judge-Executive
Like most rural Kentucky communities, Henry County's local economy is very diversified. Agriculture, construction, retail, and industry make up the bulk of our private sector economy. The state of Kentucky and a majority of counties, including ours, have economic development programs in some form. Though the state and counties use the term "economic development" in a broad sense, it almost always means the recruitment and expansion of industry.
This was written during the autumn of 1988.
At times over the past several years, I've attempted to square up the rounded corners of my life, to clean up the accumulation of broken, dead limbs in the yard, the coating of dust on the top of the door that never gets wiped off.
On a typical day across the country, our domestic violence programs help more than 64,000 victims, 1,100 of whom live right here in Kentucky.
But lack of funds, space and personnel mean another 10,000 have to wait for the services they need, including almost 90 here in the commonwealth.
I started to wonder if I would get a chance to write another column on here to you. There's been so much politicking on this page I thought perhaps we should rename it 'The Podium' or 'The Primary for The Primary' instead of 'Opinion.'
By Rick Rand
By Judge-Executive John Logan Brent
Change has been the norm when it comes to Henry County EMS. Over the last 10 years, we have seen the service evolve from a part-time, paid day service to a 24/7 paid service with paramedics. Not so long ago there were dozens of volunteer EMT's with ambulances stationed in the county's four biggest towns. Today there are less than a handful of volunteers and they assist the county with runs. These folks make a modest per diem and are an important part of our service.
By Joe Yates
George Santayana said, "Those who cannot remember the past are condemned to repeat it." With that in mind, let's compare the outcry against Obamacare against the opposition to earlier progressive movements. The Affordable Care Act is a big deal; there's a lot of information out there. But who's telling the truth? A bit of historical perspective might help.
This past spring, while on vacation in our Nation's Capital, my wife and I stopped at Sen. Mitch McConnell's office. In the corner was the 6-foot-tall stack of paper tied up in a red bow that is the Affordable Care Act. How could anyone have read the entire bill? The Speaker of the House at the time the bill was passed, Nancy Pelosi, said "we have to vote on it before we know what's in it." Three years later, we are still finding out what is in it.
By John Logan Brent
This week I will highlight Henry County's roads and a few of the projects that are in the works.
With well over 200 miles of roads in the county system, there is always work to be done.
This year's budget allowed for resurfacing on 17 different roads for a total of 4,150 tons of blacktop laid at a cost of around $275,000. These funds come from taxes on gasoline that we all pay at the pump. The state collects these dollars and remits them based on a formula to each county.
By Judge Executive John Logan Brent
Over the course of the next several weeks I will discuss some of the current happenings in county government. I plan to highlight various Fiscal Court responsibilities including: roads, EMS, parks, animal services, solid waste, economic development and the county budget. We will start this first week with an update on the parks and animal services programs.
By Joseph Yates
I'm sure it's not news to you that Obamacare (the Patient Protection and Affordable Care Act) kicks in soon.
Many people have questions about the new law but, sadly, the misinformation machine never sleeps. These scare tactics make it hard for folks to get accurate information, particularly when we see rallies of hoodwinked people toting placards that say "Get your government hands off my Medicare!" on our television news. But let's go behind the curtains and confront some of these myths.
If there is anything we are learning as we study the last few years, it is not that the Republican Party needs to change or adapt to a changing world, no, it is that we need to do a better job of getting our message out. Henry County is a prime example of that.
As I talked to Henry Countians at festivals and fairs this summer, we are not that far apart in our political ideology. Henry Countians are conservative.
Submitted by
Harold Bratton
Joe Yates is my attorney and friend. Sometimes friends don't agree on things. Joe and I are like oil and water when it comes to our political views.
I have been reading Joe's columns since they began appearing in the Henry County Local. During that time I have found myself disagreeing with him more than not. After last week's column I decided to write a rebuttal.
A little over 23 years ago, the seeds were planted.
The United States was preparing for war in the Middle East; at the time, Operation Desert Shield was underway. A few months later, Operation Desert Storm launched. At the same time, a journalist was born.
It took us almost 20 years to find the Unabomber. FBI agent Mark Felt denied for 30 years that he was 'Deep Throat,' the source for Bob Woodward and Carl Bernstein's undercover investigation of Nixon and company, until he 'fessed up in 2005. But today I am proud to announce that, after more than 35 years, we have found Ronald Reagan's elusive 'welfare queen.'
With Labor Day behind us and a "biting cold and snowy" winter to come – if the Farmers' Almanac prediction proves correct – the clock is ticking for those of us who would like to see some of what Kentucky has to offer during the fall.
President Obama made a wise political move to include the vote of Congress on what action the United States will take against the Assad regime for allegedly using chemical weapons on women and children in Syria.
Copyright © 2019
The Henry County Local is your source for local news, sports, events, and information in Eminence, KY and the surrounding area.


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Catherine F. Klein is the Director of Columbus Community Legal Services, the law school's highly regarded in-house clinical program. Professor Klein co-directs the Families and the Law Clinic, one of the first law school clinical programs in the United States designed to address domestic violence through individual representation, community outreach and education and legislative advocacy.
At Columbus Community Legal Services, Professor Klein teaches and supervises in the holistic representation of clients in a variety of family law cases including emergency domestic violence remedies, complex domestic relations cases involving domestic violence, and immigration. Professor Klein conducts classes on substantive law and procedure topics related to the clinic's practice and rules of professional responsibility. Professor Klein also supervises students involved in community outreach and legal education projects that serve the Washington, DC community.
Additionally, Professor Klein works in cooperation with other community advocates for systemic changes to improve the delivery of services and legal remedies available to domestic violence victims. She helped create curricula for educating police officers and judges about domestic violence, as well as conducted numerous training sessions on domestic violence for police, judges, lawyers and other national and international groups. Professor Klein has written numerous articles on domestic violence, family law and clinical education.
While at The Columbus School of Law, Professor Klein has served as an advisor to faculty and students at the Jagiellonian University in Krakow, Poland. With support from the Ford Foundation, Professor Klein and Professor Leah Wortham have assisted the faculty at Jagiellonian to establish the first legal clinics in Poland. JU's innovative programs serve as a model for other schools in Poland, Central and Eastern Europe. Professor Klein's work was recognized in Jagiellonian's award of its Merentibus Medal to CUA in June 2008. Professor Klein has also served as a volunteer trainer and mentor for law professors and lawyers in many countries, including Eastern and Central Europe and the Middle East.
Professor Klein has helped design and has participated in numerous local, national and international conferences, colloquia, and workshops on legal education, professional responsibility, human rights and violence against women. Since 2004, Professor Klein has served as a member of the Global Alliance for Justice Education (GAJE) Steering Committee. She has participated in the GAJE worldwide conferences in Trivandrum, India, Durban, South Africa, Krakow, Poland, Cordoba, Argentina, Manila, The Philippines, Valencia, Spain and Delhi, India. Professor Klein was Co-Chair of the GAJE North American Regional Conference in New York City in May 2006 and helped plan a GAJE Regional CLE conference in Jordan in 2012. She served as Chair of the Planning Committee for the GAJE Delhi conference in 2013. Professor Klein also remains active in the Clinical Section of the American Association of Law Schools.
J.D., University of Cincinnati College of Law (Order of the Coif)
B.A., Philosophy, Northwestern University (Phi Beta Kappa)
Professor Klein has received several awards for outstanding community service in the area of domestic violence, including the Watts Empowerment Award from WEAVE in 2008 and the D.C. Coalition Against Domestic Violence Public Service Award in 1989 and 1994.
Jagiellonian University's Merentibus Medal to CUA recognizes Klein's contribution to developing JU's clinical program (2008)
Select Publications
Teaching Social Justice Lawyering: Systematically Including Community Legal Education In Law School Clinics, (with Margaret Martin Barry, Lisa V. Martin, A. Rachel Camp and Margaret E. Johnson) 18 Clinical L. Rev. 401 (2012).
Domestic Violence Section in District of Columbia Practice Manual, 20th edition (2011) (with Deborah Epstein and Lisa Martin).
Foundations of Modern Clinical Legal Education: Perspectives from Australia, Canada, the United Kingdom and the United States," (with Roger Burridge, Shelley Gavigan and Jeff Giddings), Chapter One, The Global Clinical Movement: Educating Lawyers for Social Justice, Frank Bloch, Editor, Oxford Press (2010).
Justice Education and the Evaluation Process: Crossing Boarders, 28 Wash. U. J. Law and Policy 195 (2008) (with Margaret Martin Barry, Martin Geer, Ved Kumari).
Border Crossings: Understanding the Civil, Criminal and Immigration Implications for Battered Women Fleeing Across State Lines With Their Children, Family Law Quarterly, Vol.39, No.1 Spring 2005 (with Lesley E. Orloff and Hema Sarangapani).
The Implications of the Hague International Child Abduction Convention: Cases and Practice (with Leslye Orloff, Laura Martinez, Jennifer Rose and Joyce Noche) in Breaking Barriers: A Complete Guide to Legal Rights and Resources for Battered Women (2005).
Early Interventions: Domestic Violence Education for Teens in Creative Child Advocacy: Global Perspectives, Sage-India (summer 2004) (with Margaret Martin Barry and Leigh Goodmark).
Deconstructing Teresa O'Brien: A Role Play For Domestic Violence Clinics, 23 St. Louis Univ. Pub. L. Rev. 253 (2004) (with Leigh Goodmark); also another version was published in Klinika (4)1 2004 (Polish Legal Clinics Journal).
Civil Protection Orders, in The Impact of Domestic Violence On Your Practice 2nd Edition, American Bar Association (2004) (with Leslye E. Orloff).
A Enforcement of Civil Protection Orders, in The Impact of Domestic Violence On Your Practice 2nd Edition, American Bar Association (2004) (with Leslye E. Orloff).
A International Kidnapping Prevention and The Hague Convention, in The Impact of Domestic Violence On Your Practice 2nd Edition, American Bar Association (2004) (with Leslye E. Orloff).
A Teen Dating Violence, in The Impact of Domestic Violence On Your Practice 2nd Edition, American Bar Association (2004) (with Karen Cunningham).
Clinical Education and University Mission, Chapter in Manual on Clinical Education published by Polish Legal Clinics Foundation (2003)(with Leah Wortham).
Protecting Battered Women: Latest Trends in Civil Legal Relief, Vol.10 Women & Criminal Justice 29 (1999);co-published simultaneously: Catherine F. Klein and Leslye E. Orloff, Protecting Battered Women: Latest Trends in Civil Legal Relief, in Women and Domestic Violence, Lynette Feder, editor, Haworth Press, New York (1999) (with Leslye E. Orloff).
With No Place To Turn: Improving Legal Advocacy for Battered Immigrant Women, 29 Family L. Q. 313 (1995) (with Leslye E. Orloff and Deeana Jang).
Representing A Victim Of Domestic Violence, 17 Family Advocate 25 (ABA 1995) (with Leslye E. Orloff).
Coordinating Family Violence Cases: A Suggested Approach, Juvenile and Family Justice Today, Vol.1, No. 4 (Winter 1993).
Providing Legal Protection for Battered Women: An Analysis of State Statutes and Case Law, 21 Hofstra L. Rev. 801 (1993) (with Leslye E. Orloff) (400 page analysis of all state law statutes and published case law).
Interspousal Torts, Chapter 9, Domestic Violence Cases in Civil Court: A National Model For Judicial Education, Family Violence Prevention Fund, San Francisco (1992).
Domestic Violence: The District of Columbia's New Mandatory Arrest Law, The Washington Lawyer (DC Bar Nov/Dec 1991).
Family Violence: Creating a Coordinated Court Response, an article written on behalf of the American Bar Association for the National Council of Family and Juvenile Court Judges, Reno, Nevada (1991).
Of Counsel, Amicus Brief Before the United States Supreme Court, United States v. Foster,
No.91-1231 (1992) (double jeopardy issues raised in domestic violence case).
Know Your Rights: A Guide to Legal Remedies For Domestic Violence, Women's Legal Defense Fund, 1990 (With Berenson, Thomas and Orloff).
Select Presentations
Ethics Teaching in Legal Clinics, at Development and New Trends in Legal Education (Meeting of Polish Law School Deans, XVIII National Polish Legal Clinics Conference, Central & Eastern Regional GAJE) Szczecin and Swinoujscie, September 13 – 16, 2012
Keynote Speaker,
Keynote Speaker,Teaching Students to Minimize Vicarious Trauma and Manage Stress Effectively: An International Perspective, 10th International Clinical Legal Education Conference, Durham, UK, July 10-13, 2012.
Speaker and co-organizer: Middle East Regional Colloquium on Clinical Legal Education: Developing Clinical Programs and Expanding Access to Justice, Amman, Jordan, May 27-28, 2012. Presentations: Beyond Individual Client Representation: The Advocacy Role of Legal Clinics; and Clinical Legal Education Methodologies: Demonstration and Discussion.
Challenges of Clinical Legal Education in a Mixed Jurisdiction: McGill University in Quebec as a Case Study at Mixed Legal Systems, East and West: Newest Trends and Developments, Valletta, Malta, May 14-15, 2012.
Concurrent presentation, American Association of Law Schools Clinical Conference, Teaching Students to Manage Stress Effectively and Minimize Vicarious Trauma, Los Angeles, CA, May 2, 2012.
Strengthening the Field Placement Experience in Law Schools Around the Globe, Externship Conference, Northeastern and Harvard Universities, Boston, MA, March 3, 2012
Participant, 2nd Doha Forum on Combating Human Trafficking co-sponsored by the Qatar Foundation and the Arab League, in Doha, Qatar, January 16-17, 2012.
National Legal Aid and Defenders (NLADA) Conference, Working With The Court: Models From the District of Columbia Experience in Developing Solutions for the Unrepresented Litigant; The Power of Collaboration: How Civil Legal Services Lawyers, Public Defenders and the Private Bar Work Together in the District of Columbia To Get Things Done, Washington, DC, December 9, 2011.
Comparative Models of Clinical Legal Education Conference: An Interactive Demonstration, United Arab Emirates University Al-Ain, UAE, October 31, 2011.
Pearls and Swords: Developing Clinical Law and Pro Bono Programs in the Middle East and Gulf Regions, International Bar Association Conference, Dubai, UAE, November 1, 2011.
Presentation, Clinical Law Review Writers Workshop, New York University Law School, New York, NY, October 1, 2011.
Comparative Case Studies in Divorce Law: Enhancing Access to Justice for Women and Advancing Legal Reform, Istanbul, Turkey, September 17-18, 2011.
A Model Law on Child Protection—Case Studies and Best Practices, Istanbul, Turkey, September 19-20, 2011.
Conference Planning Committee and Program Committee for 6th Worldwide Conference Global Alliance for Justice Education (GAJE), Valencia and 9th International Journal of Clinical Education Conference, Valencia, Spain, July 11-16, 2011. Presenter: Mainstreaming Human Rights in the Law School Curriculum and The Centrality of Relationships in Clinical Supervision and Lawyering.
Understanding Content and Context: The Importance of Relationships in Clinical Legal Education and Supervision, American Association of Law Schools Conference on Clinical Legal Education, Seattle, Washington, June 12-16, 2011.
Presentation: Teaching Social Justice Lawyering Through Community Education: Expanding the Vision of Clinical Legal Education, Society of American Law Teachers Conference, Honolulu, HI, December 10, 2010.
New Strategies in Community Legal Education, UCLA/University of London 7th International Law Conference, Lake Arrowhead, CA, November 6, 2010.
Presentation, Evaluation of Students Performance in Legal Clinic, with Prof. Deborah Epstein (GULC), AALS New Clinical Teachers Conference, Washington, DC, June 18-19, 2010.
Legal Education Consultant and Workshop Leader, University of Alexandria, Alexandria, Egypt. Conducted orientation session for clinic students of newly-developed clinical program on the protection of women and children in Alexandria, Egypt, March 2010. Gave presentation on Clinical Legal Education and its Relationship to Access to Justice, at annual conference of Egyptian law deans and faculty, Alexandria, Egypt, March 2010.
Consultant, Promoting Sustainable Reform of Higher Legal Education Reform, a grant from the Higher Education Support Program of the Open Society Institute to the Public Interest Law Initiative. Consulted on project design and funding criteria for proposals from the six law schools involved in the project. Attended and made presentations at annual meetings in Budapest (2007), Kiev (2008), Budapest (2009). One week site visit (December 2007) to the American University of Central Asia in Bishkek, the Kyrgyz Republic.
Presentation: Designing Legal Education in the Public Interest, with Prof. Aiken (GULC), Public Interest Law Initiative 3rd Annual Meeting, Budapest, Hungary, March 18-20, 2009.
Presentation, Encouraging Self-Assessment: The Essential Skill, Legal Education at the Crossroads v. 3: Assessment Conference, Denver, CO, Sept, 12, 2009.
Planning Committee, Global Alliance for Education (GAJE) 5th Worldwide Conference, Justice Education in a Community Context, December 7-13, 2008, Manila, Philippines; Co-convener of the Program Selection Committee; member Legal Structure Committee working with pro bono counsel on issues to do with organizational structure; member of the nomination committee; Organizer and Co-Presenter of several workshops at this conference: Teaching Legal Ethics in a Corrupt Legal System- a 2 part workshop; Community-based Legal Empowerment & Access to Justice for Women in Transitional Societies: Iran as a Case Study History of Clinical Education at Clinical Roundtable; and Facilitator, Regional Roundtable Discussions.
AALS Presentations: Why Can't We All Just Get Along? Finding Common Ground Between Domestic Violence and Criminal Defense Clinics; and Directing? You Must Be Kidding: Leading a Clinic in Academia, American Association of Law School's Conference on Clinical Education, Tucson, AZ, May 2008.
Presentation: Effective Law Teaching: Teaching Critical Thinking and Integrating Doctrine, Skills and Ethics, with Prof. Aiken (GULC), Public Interest Law Initiative 2nd Annual Meeting: Promoting Sustainable Reform of Higher Education, Kiev, Ukraine, May 14-16, 2008.
Presentations: Constructing a Clinic: Some Critical Suggestion and Experience of Establishing One of the First Domestic Violence Clinics in the United States, Clinical Legal Education Workshop: International and Comparative Models, Istanbul, Turkey, April 2-7, 2008
Presentation: International Collaboration:The CUA – Jagiellonian University Experience, International Conference on the Future of Legal Education, Georgia State University College of Law, Atlanta, Georgia, February 20-24, 2008.
Presentations / PILI (now PILnet) consultant: Writing a Text Book, Interactive Teaching Methods for the Classroom, individual consultations, American University of Central Asia, Bishkek, Kyrgyzstan, November 30—December 5, 2007
AALS New Teachers Conference: Presentation on What Do We Teach with Profs. Jane Aiken (GULC) and Jon Dubin (Rutgers), small group leader, Washington, DC, June 24-25, 2006
Co-Chair of Conference Planning Committee, Regional North American Conference of Global Alliance for Justice Education (GAJE), Fordham University School of Law, New York, NY, May 3-4, 2006. Moderator: Session on Developing Methodology to Teach Legal Ethics and Justice.
Plenary Presentation on Making International Cooperation a Two-Way Exchange: Learning With Our Partners, AALS Clinical Education Conference, April 30-May 3, 2006, New York City, New York.
Presentation: Clinical Law Review's Writers' Workshop, New York University, on the experience of creating a domestic violence simulation comparing the trial of the same case in the Polish civil law and American common law systems (with Prof. Barbara Schatz (Columbia), Leah Wortham (Catholic) and Barbara Lyszczarz (Jagiellonian Univ./ Kozminski Law School, Poland), April 29, 2006.
Presentation: Justice Education and the Evaluation Process, UCLA/ University of London, Sixth International Conference - Enriching Clinical Education, Lake Arrowhead Conference Center/UCLA, October 27-30, 2005.
International Comparative Simulation on the Trial Process: Organized and lead (w/ Prof. Leah Wortham, Prof. Barbara Schatz and Prof. Fryderyk Zoll) two-day simulation workshop comparing common law and civil law systems for litigation of disputes. We used a fact pattern that involved a domestic violence allegation as it might occur in Poland. Warsaw, Poland. February 24-25, 2005 and conducted again in Warsaw, Poland, February 2006.
Member, Planning Committee for Fourth International GAJE Conference, Cordoba, Argentina, Nov.-Dec. 2006, Co-facilitator, GAJE membership meeting.
Teaching Demonstration: Cross Cultural Lawyering/ Learning at Curricular Choices for Practice in the 21st Century with Prof. Margaret Martin Barry, Symposium Honoring Susan Bryant and Stephen Ellmann at CUNY, Queens, NY, April 1, 2005.
Global Alliance For Justice Education (GAJE) Third International Conference in Krakow, Poland, July 2004.Co-organizer of two-day workshop on Justice Issues in Student Evaluation; presentation Early Interventions: Domestic Violence Prevention Strategies for Young People; facilitated small group discussion of utilizing integrative strategies to further advocacy goals for vulnerable populations. Elected to the GAJE Steering Committee.
Visiting Faculty, Jagiellonian University, Krakow, Poland: With Prof. Margaret Martin Barry of CUA, taught one week course on the American Litigation Process as part of JU's American Law School, a joint venture of CUA and Jagiellonian University, Krakow, Poland, March 2004, March 2007, and March 2009, December 2009.
Chair, AALS Clinical Section presentation at AALS Annual Meeting, Lessons From Abroad: Transforming Ourselves, Our Clinics and Our World, a panel on International Clinical Legal Education, American Association of Law Schools (AALS) Annual Meeting, Washington, DC, January 2003.
Presenter and co-organizer, two day workshop Teaching Legal Ethics: Balancing Messages of Caution with Messages of Inspiration, Global Alliance for Justice Education (GAJE) Second International Conference in Durban, South Africa, December 2001.
Speaker & workshop leader: ABA-CEELI (now ROLI): Various workshops and colloquia from 1995 to present, including 3 weeks in Russia doing trial advocacy trainings and hosting Russian lawyers and law professors in US visits.
Participant, Global Alliance for Justice Education (GAJE) Inaugural Conference, Trivandrum, India, December 5-14, 1999. Small group leader.
With Prof. Leah Wortham of CUA, have offered technical assistance to Jagiellonian University in setting up the first legal clinic in Poland through visits to Krakow in December 1996, July 1997, May 1998, March 1999, November 1999, July 2000, February-March 2001, July-August 2001, February-March 2002, February-March 2004, July-August 2004, February 2005 and more. Through activities related to the purposes of this grant, Prof. Wortham and I have assisted in hosting more than 75 faculty and staff visitors from Jagiellonian and other parts of the world interested in learning about clinical education. These visits have ranged from a one day stop at the law school to six-month Fulbright visitors.
In Her Words ...
Office: 149 Law School
Phone: 202-319-6788
E-mail: email@example.com
Philosophy, Northwestern University (Phi Beta Kappa)
Areas of Expertise


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All families have secrets. Sometimes a genealogist will learn about them and may have to face the decision of following the legal line or the biological line. That has to be up to the individual but I'm afraid DNA testing is going to blow a lot of family histories out of the water.
With memoir as the fastest growing genre in publishing a lot of questions come up about how much can and should be said. Without going in to legalities of libel and law suits it boils down to the writer/researcher's own conscience.
The phrase "write your own truth" has become the catch phrase. We can't remember every conversation, every word, every gesture that happened in a situation. We each come at an event in a different way. Consider the witnesses at a car accident. Not only will each account vary but the stories will usually change over time.
Historians and aficionados from around the world spend hours debating what happened
during the Gunfight at the O.K. Corral. The events leading up to that thirty seconds in history can't be agreed on. Witnesses saw different things, heard different things and each had their
own reason for saying what they did. Earps and Doc Holliday vs the Cowboys. The truth
will never be agreed on.
If you want to write a memoir in the hopes of publication it is important that you read memoirs. There are many books and workshops around to give you pointers in how to get started and what the publishing process is like.
Keep writing. Keep sharing and always tell your truth.


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|OpenBSD General Other questions regarding OpenBSD which do not fit in any of the categories below.
|Thread Tools
|Display Modes
BSD not reachable from Internal LAN
Gooood Morning,
I have a webserver running OpenBSD 5.0 with Apache and has been running smooth since built. Well its time to upgrade the hardware and everything was configured appropriately. The issue is:
The original server is accessible from the Outside to DMZ network (NAT rules in place) and also internally ( inside to DMZ ). I swapped out the server (same IP addresses), cleared ARP on the ASA and the server is only accessible from the Outside network. The server is completely blocking all requests internally.
I have determined it is not an ASA issue because the same IP's are in place and once I clear arp, the server responds correctly from the outside. Packet tracer also shows the traffic being permitted. It is very bizarre. My only thoughts were the PF config but I tried disabling that to no effect.
Things that changed:
Upgraded to OpenBSD 5.3 x64
New Physical Server
Apache 1.9.3
Fire away with thoughts!
Hello, and welcome!
Edited to add:
Since we don't know anything other than what you posted, there's always the possibility of a misconfigured NIC, if you have two or more NICs used with the OpenBSD server. The output of:
$ ifconfig -A
may help us, if that's the case.
Last edited by jggimi; 26th September 2013 at 06:47 PM. Reason: typo, additional comments
When a DMZ configureation does not work, it usually is the routing. The server in the DMZ needs to have the default route set to the DMZ NIC of the firewall. Of course the NAT needs to handle both the external IP <--> DMZ and internal LAN <--> DMZ traffic.
What is the output of
# netstat -rn -f inet?
If a client on the LAN tries to connect to the DMZ server, does tcpdump on the server show these incoming requests? Do you see the server sending reply packets?
BTW in these cases a network diagram is always helpful
You don't need to be a genius to debug a pf.conf firewall ruleset, you just need the guts to run tcpdump
The upgrade was a swap with new hardware. Old serverA running 5.0. New server running 5.3. The pages pull up fine from the public outside world, but is not accessible from the inside LAN. The routing is confirmed set to the NIC of the FW. The FW HAS to be configured correctly because all of the IP routing works when the old server is in place. I believe it had something to do with PF but it is now disabled. I will try and post tcpdump soon.
Thank you for the additional information, juslaxnern.
I'm still not clear about a few things. Perhaps you can clarify when you post here again.
If two or more NICs are used, you might still have a network configuration problem as above, but you may also have misconfigured one of the NICs.
An ASCII "picture" of your network topology, or a link to a graphic would be helpful. Also helpful would be capturing the output from the ifconfig and route commands that we've both suggested.
You may find the script(1) tool useful for capturing console output for later editing/copying/pasting.
In general, the more information you provide to us, the better we can be at helping you. See this guidance for perfect problem reporting.
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I am AA 3L at a Tier one (top 35). I rank in the top 10% of my class and have a federal judicial clerkship lined up. With your credentials and soft factors, assuming you don't blow your personal statement and have a respectable resume, you are a lock for top-14. Actually, as a URM with those numbers, you stand a chance of getting accepted to Yale, Harvard, Stanford, or Columbia.
But I don't think it is advisable to go to one of these schools. In terms of raw intelligence, you will place in the bottom 25% of the student body. Although law school is a little different than taking a test, I can assure that you will find it daunting to land a spot in the top quarter of your class, let alone the top 10%. As a rule of thumb, I think you should go to a school where you will be above the median LSAT/GPA (espeically LSAT) cutoff. Provided that you work super hard, you will find it much easier to make top 5 or 10%. What you have to appreciate is that top 5 to 10% at a top-35 Tier 1 is more conducive to getting a good job than attending a top-5 and ranking in the top 50%.
Are you willing to travel? There are some Midwestern lawschools that you should look into. Post back if you want more info.


text: Sijun Forums :: View topic - [img] Woman portrait. Finished! Log in to check your private messages Sijun Forums Forum Index >> Gallery/Finished Work View previous topic :: View next topic Author Topic : "[img] Woman portrait. Finished!" AlloymemberMember #Joined: 28 Dec 2000Posts: 71Location: Dallas, TX, USA Posted: Fri Jan 05, 2001 1:45 pm I do enjoy . I think it's overall, a good pic. First, I'll point out the positives. Very good skin tones and excellent job on the hair. The shirt was very well done as well. Each part of the pic by itself...looks very well done, however...we now move on to the crit...for future reference . The profiles of the left side of her face, and the right side of her face do not match...I tried to circle possible problem areas - although, I could be totally wrong and wouldn't be surprised if I am. According to the profile you built on the right side of her face(her right), her left eye looks a little too low and maybe too far away from the nose. Her lips look like they don't quite fit on the face...rough arrows to show how they might fit better. Areas: A:should maybe be brought out a little bit more... B:looks "smooshed in" kinda...too flat or something C:looks almost like her face is melting down...maybe a little flatter in this area, and a more defined cheek bone? D:No collar bones... E: this is where the profile really starts to look kinda messed. perhaps at the wrong tilt or something...and too far back. Imagine painting sunglasses on this girls face...would the leg from her left eye to her ear be incredibly long?... Also, just noticed the area right around her lips is too flat...doesn't define the chin too well. Like I said, this is all for future reference, and I wouldn't rely completely on my word. ------------------ Alloy(Jim Rose) Back to top LightmemberMember #Joined: 01 Dec 2000Posts: 528Location: NC, USA Posted: Fri Jan 05, 2001 3:26 pm Good effort. The lips look pasted on because they are too dark and outlined. Try to paint the lips as if they were one with the face and head. Also, try to imagine them as surfaces and not as "lips". Just simple surfaces that catch and reflect light and cast shadows. This is good technique but you need to study the bones of the head some more. Pay close attention to the zygomatic bones and the mandible. Looking forward to seeing more of your work. Hey, and heres another suggestion that might help. Mirror your work constatly as you work. It's easy to do on the computer but harder on paper. Try to learn to mirror it in your mind. Back to top DanmemberMember #Joined: 24 Sep 2000Posts: 224Location: Kingston, Ontario, Canada Posted: Fri Jan 05, 2001 8:16 pm Looks like you couldn't decide between 3/4 view and frontal and did a little of both. Back to top LajunmemberMember #Joined: 15 Nov 1999Posts: 67Location: UMEÅ, Sweden Posted: Sat Jan 06, 2001 12:36 am Well I posted this one when I was working on it. It had some faults, guess it still does but i've made some changes. Rounder eyes , fixed her lips and so on.. Enjoy // Lajun // www.le-gfx.com Back to top LajunmemberMember #Joined: 15 Nov 1999Posts: 67Location: UMEÅ, Sweden Posted: Sat Jan 06, 2001 11:34 am Thanks for the critics.. The thing is when working with kinda large images , you get to mush in to that detail thing and forget about the outlook of the entire image. Anyway Alloy.. about thoose things you say.. which really does have a point.. that I see now. I'm trying to remake her some to get that propotion thing better. I haven't finished it yet , but have made some changes. take alook. ps. should have had this one in that work in progress category..thinking it was finished. HA!.. closeup at her eyes. Closeup at the lips. which I had some real probs with. back to work.. se ya guys // Lajun // www.le-gfx.com Edit: [This message has been edited by Lajun (edited January 06, 2001).] [This message has been edited by Lajun (edited January 07, 2001).] Back to top IN5/NE-D/VEGuestMember # Posted: Sat Jan 06, 2001 3:22 pm Alloy is right, it does look alittle "Picaso(ish), Each side of the face is in a different perspective But overall the picture is bloody good, i think the balck version is alot better [Edit] Just sat and had another look at the 2 pictures togeter (black/colour) and without reading the other posts (DOH!!) realised you've almost sorted out the perspectives. Good job [This message has been edited by IN5/\NE-D/\VE (edited January 06, 2001).] Back to top LajunmemberMember #Joined: 15 Nov 1999Posts: 67Location: UMEÅ, Sweden Posted: Sun Jan 07, 2001 4:55 am Yes I agree with you IN5/\NE-D/\VE. But what can't be done to an image.. ha.. take alook at this , she kinda didn't turn up like I wanted-- so here's some adds. still aint satisfied. And ignore that piece of jewellery .. just wanted to add something, but I'll probably take that away. Replaced that old B/W pic above. // Lajun // www-le.gfx.com Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Sijun Forums Forum Index -> Gallery/Finished Work All times are GMT - 8 Hours Page 1 of 1 Jump to: Select a forum Digital Art----------------Digital Art DiscussionWork in ProgressGallery/Finished Work Miscellaneous----------------Random MusingsArchive : Sep99 - Dec00 You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum Powered by phpBB © 2005 phpBB Group


text:
Teuvo Teravainen believes he's ready to play in the NHL.
The Blackhawks' brass apparently don't agree.
The team's prized prospect was sent to Rockford of the AHL on Saturday during a flurry of moves as the Hawks solidify their roster for the opening of the season.
After missing time early in training camp with an injury, Teravainen displayed his dynamic offensive skills during practices and exhibition games — including a silky smooth shootout move during the Hawks' 3-2 loss to the Rangers on Friday.
"I'll go (to Rockford) and try to play my best," Teravainen, 21, said. "(If I have) a strong season maybe I'll get my chances at some point. We'll...


text:
MSW Program Mission
The mission of the joint MU-SU MSW Program is to provide accessible social work graduate education in the South Central region of Pennsylvania. We prepare students to be effective advanced generalist practitioners, committed to the purpose and values of the social work profession.
Definition of Advanced Generalist Perspective
The advanced generalist approach to direct and indirect practice is characterized by the practitioner's ability to address complex situations within multiple roles and levels. This strengths-based orientation is grounded in a liberal arts foundation and guided by a systems approach incorporating core social work values and ethics and respect for diversity. Using research-informed practice, the advanced generalist social worker promotes positive change in the social, political, and economic arenas to alleviate suffering and advance human rights.
Program Goals
The MU-SU MSW Program seeks to:
- Prepare students for competent advanced generalist practice through the acquisition and demonstration of social work practice behaviors consistent with CSWE educational standards and policies.
- Prepare students with the specialized knowledge and skills for social work practice with client systems to resolve problems and facilitate change within the boundaries of ethical practice and with attention to the profession's commitment to social justice and human rights.
- Encourage students' commitment to continued professional development and lifelong learning by providing opportunities for community engagement and real life learning experiences.
MSW Curriculum Competencies and Practice Behaviors
PBF = Practice Behavior Foundation
PBC = Practice Behavior Concentration
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly
PBF 1.1 Advocate for client access to the services of social work
PBF 1.2 Practice personal reflection and self-correction to assure continual professional development
PBF 1.3 Attend to professional roles and boundaries
PBF 1.4 Demonstrate professional demeanor in behavior, appearance, and communication
PBF 1.5 Engage in career-long learning
PBF 1.6 Use supervision and consultation
PBC 1.1 Advocate for client access to the services by identifying unmet needs and by designing programs to address them
PBC 1.2 Engage in ongoing self-reflective practice including an awareness of and strategies for addressing professional strengths and challenges as areas for professional growth and development
PBC 1.3 Practice professional roles and demonstrate professional demeanor including taking responsibility for the development of professional competence and boundaries in field settings
Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice
PBF 2.1 Recognize and manage personal values in a way that allows professional values to guide practice
PBF 2.2 Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work Statement of Principles
PBF 2.3 Tolerate ambiguity in resolving ethical conflicts
PBF 2.4 Apply strategies of ethical reasoning to arrive at principled decisions
PBC 2.1 Make ethical decisions and resolve ethical dilemmas in consultation with decision making frameworks, laws, and regulatory guidelines consistent with the standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles
PBC 2.2 Accept ambiguity in resolving ethical conflicts/dilemmas and employ ethical decision making frameworks to make professional judgments
Educational Policy 2.1.3-—Apply critical thinking to inform and communicate professional judgments
PBF 3.1 Distinguish, appraise and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom
PBF 3.2 Analyze models of assessment, prevention, intervention, and evaluation
PBF 3.3 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues
PBC 3.1 Analyze, synthesize, and evaluate models of assessment, prevention, intervention, and evaluation, and identify best practices
PBC 3.2 Apply effective oral and written communication skills in complex situations when working with individuals, families, groups, organizations, communities, and colleagues
Educational Policy 2.1.4 -—Engage diversity and difference in practice
PBF 4.1 Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or create or enhance privilege and power
PBF 4.2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups
PBF 4.3 Recognize and communicate their understanding of the importance of difference in shaping life experiences
PBF 4.4 View themselves as learners and engage those with whom they work as informants
PBC 4.1 Engage in ongoing self-reflective practice in an effort to address professional strengths and challenges related to working with diverse groups
PBC 4.2 Apply an understanding of how societal structures and values may oppress, marginalize, alienate, create or enhance privilege and power and their impact on shaping life experiences
PBC 4.3 Engage in relationships with clients that are collaborative, empowering, and strengths based
Educational Policy 2.1.5 -— Advance human rights and social and economic justice
PBF 5.1 Understand the forms and mechanisms of oppression and discrimination
PBF 5.2 Advocate for human rights and social and economic justice
PBF 5.3 Engage in practices that advance social and economic justice
PBC 5.1 Advocate for and promote human rights and nondiscrimination of marginalized social groups at appropriate levels of intervention
PBC 5.2 Analyze, assess and address the impact of human rights violations on disadvantaged populations
Educational Policy 2.1.6 -— Engage in research-informed practice and practice-informed research.
PBF 6.1 Use practice experience to inform scientific inquiry
PBF 6.2 Use research evidence to inform practice
PBC 6.1 Apply evidence based processes in social work practice and evaluation
PBC 6.2 Use research to analyze and evaluate practice effectiveness
Educational Policy 2.1.7 -— Apply knowledge of human behavior and the social environment.
PBF 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation
PBF 7.2 Critique and apply knowledge to understand person and environment
PBC 7.1 Critique and apply bio-psychosocial conceptual frameworks to the process of assessment, intervention, and evaluation in client systems
Educational Policy 2.1.8 -— Engage in policy practice to advance social and economic well-being and to deliver effective social work services
PBF 8.1 Analyze formulate and advocate for policies that advance social well-being
PBF 8.2 Collaborate with colleagues and clients for effective policy action
PBC 8.1 Develop strategies for influencing policy to affect positive changes in the social environment
PBC 8.2 Collaborate with other systems to affect policy change
Educational Policy 2.1.9 -— Respond to contexts that shape practice
PBF 9.1 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services
PBF 9.2 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services
PBC 9.1 Develop intervention plans based on the changing locales, populations, scientific and technological developments, and emerging societal trends to improve and/or create new services
PBC 9.2 Work collaboratively with others and provide leadership to affect sustainable systemic changes
Educational Policy 2.1.10 (a) -— Engage with individuals, families, groups, organizations and communities
PBF 10 (a).1 Substantively and effectively prepare for action with individuals, families, groups, organizations, and communities
PBF 10 (a).2 Use empathy and other interpersonal skills
PBF 10 (a).3 Develop a mutually agreed on focus of work and desired outcomes
PBC 10 (a).1 Effectively prepare students for advanced generalist practice with individuals, families, groups, organizations, and communities utilizing a strengths-based approach that draws on a range of intervention theories as appropriate
PBC 10 (a).2 Implement a process that encourages client systems to be equal participants in the establishment of treatment goals and expected outcomes
Educational Policy 2.1.10 (b) -— Assess individuals, families, groups, organizations and communities
PBF 10 (b).1 Collect, organize, and interpret client data
PBF 10 (b).2 Assess client strengths and limitations
PBF 10 (b).3 Develop mutually agreed-on intervention goals and objectives
PBF 10 (b).4 Select appropriate intervention strategies
PBC 10 (b).1 Use empirical knowledge, practice wisdom, personal experience, and client characteristics to assess client strengths and limitations
PBC 10 (b).2 Critique and select appropriate intervention strategies using empirical knowledge, practice wisdom, personal experience, and client characteristics
Educational Policy 2.1.10 (c) -— Intervene with individuals, families, groups, organizations and communities
PBF 10 (c).1 Initiate actions to achieve organizational goals
PBF 10 (c).2 Implement prevention interventions that enhance client capacities
PBF 10 (c).3 Help clients resolve problems
PBF 10 (c).4 ` Negotiate, mediate, and advocate for clients
PBF 10 (c).5 Facilitate transitions and endings
PBC 10 (c).1 Develop clear, timely, and appropriate organizational plans with measurable outcome objectives
PBC 10 (c).2 Develop intervention and service plans in conjunction with clients beyond crises towards self-actualizing behaviors and practices
Educational Policy 2.1.10 (d) -— Evaluate interventions with individuals, families, groups, organizations and communities
PBF 10 (d).1 Critically analyze, monitor and evaluate interventions
PBC 10 (d).1 Acquire proficiency in analyzing, monitoring and evaluating interventions


text:
CHAPEL HILL, N.C. (MarketWatch) — Not all stock market sectors exhibit the "sell in May and go away" seasonal pattern that is kicking in tomorrow.
The ones whose average historical returns have been just as good between May Day and Halloween, as in the other six months of the calendar , are food and agriculture, leisure, multimedia, retailing and utilities.
Those of you who don't know the "sell in May and go away" strategy may recognize it by its other name: The Halloween Indicator. Regardless, the pattern refers to the tendency for the stock market to post its best returns between Halloween and May Day (the "winter" months) and to record mediocre performance, at best, between May Day and Halloween (the "summer" months.)
Unlike most other seasonal patterns that capture Wall Street's attention, this one has a very strong statistical foundation. It's been discovered in the stock markets of 36 of 37 countries that were studied, and as far back as 1694 in the case of the United Kingdom.
The results were based on the performance of the entire stock market, however, and some sectors historically have not adhered to the same seasonal pattern. That's according to an academic study titled "The Halloween Effect in U.S. Sectors," written by Ben Jacobsen, a finance professor at Massey University in New Zealand, and Nuttawat Visaltanachoti, a senior lecturer in finance at that institution.
The industry groupings that stood out the most in their study were the five mentioned above.
One option would be to invest in ETFs benchmarked to those five. But another would be to focus on stocks within the sectors that are particularly compelling.
With that in mind, I turned to the Hulbert Financial Digest database of investment advisers' performance. The list below contains stocks recommended by at least three advisers who have beaten the stock market over the past 15 years (a period long enough to largely eliminate the role of luck).
Note that there are no leisure stocks in the list.
Food & Agriculture
—Coca Cola KO, +1.17%
—Pepsi PEP, +0.78%
—Tyson Foods TSN, +2.64%
—Comcast CMCSA, +0.84%
—DirecTV DTV, -0.11%
—Disney DIS, +0.03%
—The Gap GPS, +1.64%
—Home Depot HD, +2.69%
—Kroger KR, +1.73%
—Target TGT, +1.89%
—Wal-Mart WMT, +1.02%
—Aqua America WTR, -0.26%
—Atmos Energy ATO, +0.46%
—Avista AVA, -0.02%
—Entergy ETR, +0.30%
—Southern Co. SO, +0.32%
—Xcel Energy XEL, +0.02%
More from MarketWatch:
To learn why Facebook's stock is falling, look at sales
Why teens are rebelling against Facebook
Still use Internet Explorer? Don't


text:
Here is a video of Alfred Hitchcock defining what happiness means to him. I reckon he sums it up pretty well...
Words of wisdom from Alfred Hitchcock on happiness.
Monday, 19 March 2012
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