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Good Principals Aren t Born They re Mentored:
- Samantha Paulina Jordan
- 3 years ago
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1 Good Principals Aren t Born They re Mentored: LEARNING- CENTERED LEADERSHIP PROGRAM Are We Investing Enough to Get the School Leaders We Need? Southern Regional Education Board th St. N.W. Atlanta, GA (404)
2 This report was prepared by a team of SREB staff, including Cheryl Gray, coordinator, Leadership Curriculum Development and Training; Betty Fry, director, Leadership Research and Publications; Gene Bottoms, senior vice president; and Kathy O Neill, director, SREB Learning-centered Leadership Program. The research and the publication are supported by the Wallace Foundation, which seeks to support and share effective ideas and practices that expand learning and enrichment opportunities for all people. The foundation s three current objectives are to 1) strengthen education leadership to improve student achievement; 2) improve out-of-school learning opportunities; and 3) expand participation in arts and culture. In pursuit of these goals, Wallace supports the development of knowledge and analysis from multiple sources and differing perspectives. The findings and recommendations of individual reports are solely those of the authors. For more information and research on these and other related topics, please visit Wallace s Knowledge Center at
3 Good Principals Aren t Born They re Mentored: Are We Investing Enough to Get the School Leaders We Need? Learning-centered Leadership Program Southern Regional Education Board
5 3 Table of Contents Foreword Why Does Mentoring Matter? What We Should Be Doing What Do We Know About the Condition of Mentoring in the SREB States? Related Findings from Other SREB Studies What Do Interns Say About Their Mentoring? What Are the Components of an Effective Mentoring Process? Question: Who Is Responsible for Ensuring an Effective Mentoring Process? About the SREB Survey of Mentoring in Principal Internships What the Survey Revealed Are interns mentored by principals confident of their own abilities to demonstrate effective practices for improving teaching and learning? Do current mentor selection, training and evaluation practices ensure that aspiring principals receive high-quality mentoring? Are mentors providing interns the experiences to master the leadership competencies essential for improving schools and raising student achievement? Are mentors provided with the support necessary to be effective? Do mentors have significant influence in decisions about interns successful completion of a preparation program and issuance of the school administrator license? Mentoring as a Measure of Investment in Educational Leadership Preparation Appendix I SREB s Learning-centered Leadership Program Appendix II State Policies for Effective Mentoring Appendix III Competency-based Learning Plan Appendix IV Responsibilities for Mentors, University Supervisors and District Internship Program Coordinators Appendix V Mentoring in Principal Internships Survey References
7 5 Foreword Successful schools are complex, collaborative institutions requiring a high level of performance from every professional. School success critically begins with the school principal who day in and day out has prime responsibility for ensuring that all students meet challenging grade-level and college- and career-readiness standards. More often than not, the principal s leadership skills determine whether a school becomes a dynamic learning organization or a failed enterprise. These highly skilled school leaders are not born nor are they fully forged in the instructional setting of the school classroom. Neither do they emerge fully prepared to lead from traditional graduate programs in school administration. Most likely, effective new principals have been rigorously prepared and deliberately mentored in well-designed programs that immerse them in real-world leadership experiences where they are challenged to excel. Mentoring is an integral component of principal preparation programs designed to improve school and student performance. Good Principals Aren t Born They re Mentored draws on survey data from a sample of seasoned principal mentors who have guided interns in university-based principal preparation programs in the SREB region. This report describes the present condition of mentoring for aspiring school leaders. As the report makes clear, the present condition is far from satisfactory. The paucity of quality mentoring programs is retarding states efforts to ensure that every student attends a school where strong leadership results in high academic performance. This report lays out a course of action for policy-makers and the leaders of universities and school districts who share the responsibility to ensure that every beginning principal comes to the job fully prepared to make a difference in teaching and learning. This report also describes the necessary (and often non-monetary) investments required to create internships that can help aspiring school principals become transformational school leaders.
8 6 On the pages that follow, you will be challenged to design a mentoring structure that provides the in-depth experiences needed by aspiring principals to become effective school leaders. Consider these questions: Why is mentoring aspiring school leaders important? Why should I be concerned about mentoring? What does an effective mentoring process look like? What is the current state of mentoring in our region? Where are the gaps between effective mentoring and what now exists in my state? What joint actions can states, universities and school districts take to close these gaps and produce leaders who can improve learning for all groups of students? Improving mentoring requires joint ownership and shared accountability from two systems K 12 and higher education that for too long have worked in isolation to train new principals. Each system has a vested interest in the efficacy of today s public school leaders who must prepare students for success in the middle grades, in high school, and in postsecondary studies and careers. The research and findings presented here leave no doubt that the quality of the K 12-higher education partnership can determine the success of any effort to improve the mentoring process for aspiring school principals. SREB s Learning-centered Leadership Program supports states progress toward an ambitious Challenge to Lead Goal for Education: Every school has leadership that results in improved student performance and leadership begins with an effective school principal. With the right policy guidance and investments, district-university partnerships can create high-quality mentoring programs that will move states much closer to realizing this goal.
9 7 This publication joins other SREB research reports and training materials designed to assist states as they redesign their systems for preparing school leaders. 1 Our communities and our children need school leaders who can accelerate achievement and college- and career-readiness. David S. Spence President Southern Regional Education Board 1 See Appendix I for a list of curriculum modules and publications available from the Learning-centered Leadership Program.
11 9 Why Does Mentoring Matter? One of the major credit card companies has a popular feature called Sign and Travel. That s a fair description of aspiring-principal internship programs in too many preparation programs today. These programs go through the motions of mentoring, requiring that a practicing principal grant a professional seal of approval before a new principal is certified. In reality, this professional approval process amounts to little more than the practitioner s willingness to affix his or her signature to the requisite forms of internship completion. Just sign and travel. It s no trouble for anyone unless you consider the thousands of underperforming schools in our region that desperately need highly capable new principals. Why should education leaders and policy-makers be concerned about this sign and travel approach to mentoring aspiring principals? In any profession dedicated to serving others, it is crucial to put candidates to the test prior to initial credentialing by having them demonstrate mastery of essential competencies under the watchful eyes of practitioner mentors. What s more, the public has a right to expect high-quality school leadership from the very first day the new principal is on the job. The sad state of many aspiring-principal mentoring programs is indefensible in an era when schools constantly need strong leaders adept at strategies that motivate people and elevate achievement for all groups of students. Today s new principals need to hit the halls running, ready to lead their staff to accelerate the improvement of teaching and learning. But too many new leaders are left to learn on the job. (Imagine training a surgeon that way.) Their first opportunity to plan and implement school improvement actions will be as head of a school typically without much guidance from successful peers. In an environment of increasing accountability from the statehouse to the schoolhouse, this sink-or-swim, stumble through it approach to principal leadership development not only is counterproductive but helps explain why school reform efforts so often sputter and die out.
12 10 The research evidence is overwhelming: Quality principals result in quality schools that produce higher student performance. And the opposite is also true: Poorly prepared principals lead schools nowhere and once certified, they remain in the system for many years, obstructing school improvement. Aspiring school administrators, potentially responsible for the quality of learning achieved by countless numbers of students, must be tested against rigorous performance requirements during a challenging internship supervised by experts in the field. In too many instances, it is just not happening.
13 11 What We Should Be Doing Getting new principals trained and ready to perform at high levels is the essential function of university educational leadership programs, working in partnership with local school districts. By improving the quality of mentoring and internship experiences, universities and districts can increase the ability of new school leaders to address real school problems before they leave the starting gate for their first principalship. What we don t want (and have too much of): field-based experiences that amount to little more than pointing an aspiring principal to a vacant desk and loading him or her up with busywork and bus duty. What we do want (and don t have enough of): high-quality school-based experiences for aspiring principals, organized around student achievement problems, that can jump-start their mastery of the skills needed to lead change in teaching and learning. How do we get what we want? Good mentors are the key. Internships must be managed by professional practitioners who have the knowledge, time and commitment to determine whether aspiring principals are engaged in a rich set of experiences that enable them to develop their leadership competencies. Good mentors provide the day-to-day feedback and coaching that will help interns transition from the role of classroom teacher (or other roles) to that of school leader. They know how to structure opportunities for interns to solve a range of school problems, first through observing and participating and then by actually leading teams in identifying, implementing and evaluating improvement interventions. Skillful mentoring helps interns shape beliefs about whole-school change, students capacities to learn, relationships with staff and community members, and ethical leadership practices. In contrast, poor mentoring can put future principals (and school improvement efforts) at risk by limiting opportunities for broadening their perspectives of principal leadership and school effectiveness.
14 12 It is a common expectation for practitioners with experience and expertise to fulfill the professional obligation of guiding new practitioners into their first administrative positions. But mentors are shortchanged when this important responsibility is added to the agenda of school management, leadership and improvement, without support or accountability from the school district or the intern s university. Until we provide the resources and structures to ensure that every mentor has the ability and support to manage challenging experiences for interns in real-school situations, the value of the mentoring process to enhance leadership preparation and ultimately to raise student achievement is severely limited. SREB s research on mentoring for principals-in-training suggests that unless universities and local school districts make substantial changes, new school leaders will continue to reap limited benefits from their internship experiences. These changes include: rethinking and restructuring the way mentors are selected and trained, the responsibilities they assume, and the roles they play in evaluating and documenting the competency of aspiring principals; and greater investments of resources time, money and people on the part of states, universities and districts if schools are to have the benefit of higher-quality leadership that results in improved teaching and learning.
15 13 What Do We Know About the Condition of Mentoring in the SREB States? SREB conducted research to analyze the characteristics of mentoring provided in university-based principal preparation programs in the 16-state SREB region. The study focused on the perspectives of seasoned principals who mentor aspiring principals during a formal internship experience. The feedback from mentors on their own effectiveness, training and support provides a rich inside look at the current state of mentoring and the quality of the internship experience. Here is what we found: Choosing the right mentor and internship site is in the wrong hands. States, universities and districts have abrogated their responsibilities to ensure the quality of field-based experiences by allowing interns themselves to select their mentors and internship sites. Sixty-two percent of survey respondents indicated that a criterion for matching mentors and interns was simply the intern s choice. A mentor s record of leadership associated with improved student achievement is an oftenignored criterion, with less than 25 percent of respondents citing it as a consideration for selection. While the literature on mentoring places great importance on matching the intern s needs with a mentor s strengths, this is a relatively minor consideration, influencing far fewer decisions than the convenience of a close site or a familiar principal. More than 50 percent of respondents indicated that interns were matched with the school administrators for whom they already worked, while another 16 percent reported that interns were matched with other administrators in the school district. As a consequence, most principal interns experience a narrow range of school environments and ways to solve pressing school problems.
16 14 When it comes to mentoring, we get what we pay for and that is not much. States, universities and school districts do not invest adequate finances, staff and time in quality mentoring. States have vague policies and guidelines that fail to ensure that the efforts of universities and districts result in high-quality experiences with consistent outcomes. Universities assume programmatic responsibility for internships but fail to work closely with school districts to design a program framework, define learning expectations, or provide training and support for mentors and interns. Districts take a hands-off approach to internships and mentoring rather than use them as a means to create a pool of highly qualified aspiring principals. Experienced principals agree to mentor out of a sense of personal obligation to help a teacher in the school complete a leadership degree or a certification program. They lack the district resources, training, support or incentives to play a key role in developing quality leaders for the school district or the profession. The prevailing assumption is that it takes no special talents, training, tools or resources to provide effective mentoring. Just 38 percent of survey respondents received any training, and less than half indicated that their training helped them acquire the skills for developing competencies in aspiring school leaders. Training most frequently involved a meeting of the university program director or supervisor with the mentor and intern. These meetings were focused on roles and responsibilities and internship logistics rather than on how to provide effective experiences for learning and demonstrating leadership standards. Slightly over half reported that their training addressed how to assess and evaluate the intern s performance (57 percent) and how to plan effective experiences to help interns learn and demonstrate leadership standards (53 percent). Less than half (40 percent) of the mentors received training on aligning field experiences with university course work taken by the interns, even though assisting interns to translate theory into practice was the responsibility most frequently identified as being within their role (63 percent of respondents).
17 15 Apparently, the quality of the mentor s performance is of little concern to anyone. Seventy-nine percent of the respondents either were not evaluated or did not know who evaluated their performance, and very small percentages indicated they were evaluated by the university (14 percent), the intern (13 percent) or the district (less than 3 percent). As for supervision and support of mentors, one or two meetings with the university supervisor during the internship is the most frequent practice (55 percent of respondents); approximately 20 percent indicated that they received no support and that requests for assistance from the university supervisor did not elicit timely and effective responses. Only 9 percent of mentors reported that the university supervisor met with them and the intern at the school monthly. Twice-monthly meetings rarely occurred (1 percent of respondents). Compensation that would motivate and reward mentors for their services is scarce and may not be very meaningful for principals who already have a specialist or doctoral degree. A few received stipends or university vouchers, but 73 percent indicated that they received no payment from the school district or the university. Without incentives, support or accountability, the commitment of the mentor to provide effective learning experiences for aspiring principals is likely diminished. Good will has its limitations, even among the most dedicated mentors, and quality is compromised when mentoring goes unrewarded and is perceived as an add-on duty. Mentoring focuses on the wrong things. The concern for programmatic issues such as clock time, task checklists and reporting is greater than the concern for specific learning experiences that develop mastery of the competencies for leading school improvement. More mentors (61 percent) indicated that their responsibility was to help interns complete a list of tasks determined by the university rather than to help them implement a project focusing on school improvement (53 percent) or develop and implement a professional growth plan for mastering leadership competencies (33 percent).
18 16 Mentoring is about observing not practicing leadership. The learning strategies that mentors reported using leave little doubt that many interns have minimal opportunities to learn how to lead school improvement in diverse school settings and to practice the skills necessary to lead teams of teachers. Since most interns are assigned to the schools where they already work, they have the advantage of knowing their mentors and internship sites, yet they remain in passive positions of observation and participation. It is more difficult for interns to establish leadership credibility among their peers, with whom they have a teacherto-teacher relationship. Less than half of the mentors reported creating opportunities for interns to lead activities that would demonstrate essential knowledge and skills such as understanding the change process (25 percent), developing high expectations for learning (36 percent) or providing quality professional development (42 percent). About half of the respondents (56 percent) indicated that they assigned interns to observe in classrooms to determine instructional quality. The most frequently assigned learning activity was observing faculty meetings (79 percent of respondents). While it is common to depend on mentors to model the competencies the university preparation program is designed to help aspiring principals master, only 39 percent reported modeling the competencies specified by the university. At the same time, mentors self-assessments indicated that up to 21 percent lacked confidence in their ability to demonstrate all of the competencies needed to improve teaching and learning. School districts have not claimed ownership of the mentor selection process and are not capitalizing on mentoring as a means of securing a reliable supply of well-prepared new principals. Investing in high-quality mentoring is an effective way for districts to secure a ready supply of capable school leaders who know from the start how to implement school reform strategies. But school districts appear to be unconcerned about the quality of mentoring or its potential impact on the next generation of school leaders. Only 20 percent of mentors indicated that school districts were involved in their selection, and even less (13 percent) indicated that they discussed interns strengths
19 17 and weaknesses with central office personnel. Rarely are central office staffs involved in the training of mentors (11 percent), monitoring and evaluating mentors (3 percent) or evaluating interns (13 percent) to ensure a quality mentoring program that could inform subsequent hiring decisions. Districts are in a prime position to certify that aspiring principals are qualified for the job, but their lack of involvement in mentoring and internships gives them little latitude for exercising a strong voice in licensure decisions. Experienced practitioners judgments about aspiring principals competencies carry little weight. Mentors are in a perfect position to evaluate the potential of candidates to assume leadership in schools, yet few actually have the opportunity to provide substantive feedback. While a majority of the mentors (64 percent) provided feedback directly to their interns, considerably less (55 percent) completed a formal evaluation for the university or the district. Mentors evaluations of their interns performance are most frequently based on completion of a list of tasks (56 percent) and a portfolio documenting performance of standards (49 percent). Evaluating interns on important leadership competencies such as creating and implementing a school improvement project or carrying out action research on improving curriculum, instruction and student learning was reported by only one-third of the mentors. When it comes to assessing interns successful completion of the preparation program, mentors judgments have some influence. However, only a small percentage (4 percent) of mentors thought their evaluations were the most influential factor in interns completion of the preparation program, with 32 percent reporting significant influence and 29 percent moderate influence. While mentors are expected to help prepare aspiring principals and are well-positioned to make judgments about their potential for leadership, they are widely ignored by states educational leadership licensure procedures. Seventy-six percent of the mentors responded that they were not asked to make a recommendation regarding their interns qualifications for licensure.
20 18 Related Findings from Other SREB Studies In The Principal Internship: How Can We Get It Right? (SREB, 2004), these findings were reported from a survey of educational leadership department heads perceptions of their internship programs: More than two-thirds of the department heads indicated that their universities had not established strong working relationships with local school districts that would support joint ownership of principal preparation and well-structured, well-supervised internships. Only one-third of surveyed programs placed interns in situations where they could gain a comprehensive understanding of how to lead changes in school and classroom practices that make higher student achievement possible. Overall, less than half of surveyed programs provide interns a developmental continuum of practice that begins with observing, then participating and then taking the lead in the essential elements of school improvement. Many aspiring principals are under-supported during their internships. The number of interns assigned to a faculty supervisor ranged from three to 35 among programs surveyed. More than half of the department heads rated their evaluations of interns performance as having either an average or a small degree of rigor, as opposed to a great degree. In Schools Can t Wait: Accelerating the Redesign of University Principal Preparation Programs (SREB, 2006), these findings were reported from a study of the progress made by 22 pacesetter universities in redesigning their programs to emphasize instructional leadership and student achievement: About one-third (seven of 22) of the universities had made substantial progress in developing a strong working relationship with local school districts. Half (11 of 22) of the universities had made some progress in redesigning principal preparation to emphasize knowledge and skills for improving schools and raising student achievement. Only four of 22 universities had made substantial progress in developing programs with well-planned and well-supported internships; 14 had made some progress and four had made no progress. Only one university had made some progress in incorporating rigorous evaluations of participants mastery of essential competencies; 21 of 22 had made no progress. (See the SREB Web site at for complete reports on the two studies cited here.)
21 19 What Do Interns Say About Their Mentoring? In an effort to test our findings from the survey of mentors against interns perceptions of the mentoring they received during their internships, we searched the literature for studies that surveyed interns on similar issues. This is what we found: Despite a widespread belief in the need for mentoring in principal internships and numerous definitions of the benefits, roles and functions, and ideal features of mentoring, there is scant empirical evidence of what interns actually experience or how mentoring affects their learning of essential school leadership competencies. For example, Villani (2006) provides one of the most comprehensive treatments of what is considered to be best practices in new principal mentoring and induction programs and systematically lays out the features of a variety of such programs. However, interns perceptions of the mentoring they received and its benefits to their learning are not addressed in her treatment of the topic. 2 A few studies did shed some light on interns perceptions of mentoring and the potential impact of mentoring on their learning: Barry and Kaneko (2002); Cordeiro and Smith-Sloan (1995); Crocker and Harris (2002); Harris, Crocker and Hopson (2002); and White and Crow (1993). After interviewing several aspiring principals in SREB states, Kathy O Neill, director of the SREB Learning-centered Leadership Program, summed up the current state of mentoring: The candidates reported few opportunities for meaningful field experiences and little contact with their mentors. All candidates were required to recruit their own principals as mentors, without benefit 2 Villani, S. (2006). Mentoring and induction programs that support new principals. Thousand Oaks, CA: Corwin Press.
22 20 of selection criteria or requirements for their training. There does not appear to be any structure for how mentors and interns are to interact. In addition, there is little oversight from the university faculty. One practicing assistant principal reported that his internship was a joke. He recruited his own principal as his mentor and his experiences consisted of monitoring the ninth-grade hall, attending athletic events and troubleshooting technology problems. All information about the skills, practices and behaviors for providing instructional leadership for a school was acquired through his own initiative to take advantage of other professional development opportunities.
23 21 What Are the Components of an Effective Mentoring Process? Effective mentoring results from a deliberate process designed by the university and the school district to provide real-world leadership experiences for aspiring principals. These experiences challenge interns to translate professional standards into everyday practice and to meet rigorous expectations and program requirements by experiencing the actual responsibilities of a school leader. An effective mentoring process ensures that each intern is provided a range of experiences and coaching to develop the critical competencies needed to work with faculty and the community to create a highperformance learning environment. Without standards, commitment and shared responsibility for results, mentoring becomes a random act of benevolence resulting in unreliable quality, inconsistent experiences and haphazard mastery of essential competencies to improve teaching and learning. The following components of effective mentoring were gleaned from SREB s research and a review of the literature. They represent a synthesis of the findings and recommendations of a number of scholars and practitioners who have studied and written about mentoring of aspiring and beginning principals. (See the References section at the end of this report for information on literature that contributed to the identification of the components.) High Standards and Expectations for Performance Professional standards for educational administrators set the bar for what principals must know and be able to do to improve teaching and learning. Standards built around research-based competencies that are known to improve student learning can produce leaders who know how to support teachers, manage curriculum and instruction to promote student achievement, and transform schools into more effective organizations that foster powerful teaching and learning for all students. 3 3 Davis S., Darling-Hammond, L., Meyerson, D. and LaPointe, M. (2005). School leadership study: Developing successful principals (Review of Research). Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
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text: Now that EA have sorted out the majority of the issues plaguing Sim City, players are finally able to get in an enjoy the game for what it is, a ton of fun. As always Gamers Heroes have your back with our latest guide article. This Sim City 2013: Tips & Tricks Guide will provide all the information you need to get a booming city in next to no time.

subset: commoncrawl


text:
Women's Fitness Center
Shannon operates a fitness center available for public membership. Shannon Women's Fitness Center offers highly trained, educated staff that can provide and fitness and exercise plans to suit your lifestyle while meeting your needs for optimal health.
Click here to view a class schedule.
Click here for Silver Sneakers and Silver&Fit member information.
The fitness center offers convenient features designed especially for our members. In addition, we provide leisure magazines and televisions. The facility is designed just for women and offers full nail services.
Membership fees
Single member monthly dues: $30
Family membership month dues: $45
Regular membership activation fee: $50
Activation fee waived with bank draft or credit card draft or six months' payment in advance.
Shannon Associate fees
Single member monthly dues: $25
Family membership monthly dues: $40
Activation fee: $25
Activation fee waived with bank draft or credit card draft or six months' payment in advance.
Monday to Thursday, 5 a.m. to Noon & 2 p.m. to 7 p.m.
Friday, 5 am to Noon
Contact us
Shannon Women's Fitness Center
4208 College Hills Blvd.
San Angelo, TX 76903
Map | Driving directions


text:
The Top Green Power Ideas To Win $200 Million In GE Development Funding
Here are some of the most advanced and/or outlandish concepts for clean green electrical power generation, and a wide ranging discussion on what will work, what won't, and whether any of these are candidates for the GE Ecomagination Challenge! We can share the credit!
The OMG!!! 6 Mile High Conduit Generates More Electricity Than The USA!!! Hub got me seriously thinking about completely "out of left field" ideas for generating clean green power. It has never ceased to amaze me how Nikola Tesla at a time when science believed that electricity was carried by the ether which could be "condensed" into capacitors was able to accomplish what he did, let alone invent the myriad of literally miraculous electrical devices that unfortunately did not survive his addled later years cooped up in hotel rooms filled with pigeons, and we only know of today by inference.
Therefore, here is a discussion of some clean green power generating concepts that by all rights should work, but likely won't. As I am far from an electronics engineer, comments are more than welcomed although please don't reply simply with "It won't work" or "It violates the Nth law of thermodynamics." Let's discuss why it won't work and maybe, just maybe, we can come up with a killer concept that we can propose as a group to the GE Ecomagination Challenge for our share of the $200 million development fund!
Magnetic Rotor
I've been fascinated by this for many years, and I've never truly understood why the heck it wouldn't work. Let's postulate a rotor with three arms. The hub drives a generator. At the end of each arm is a powerful positive magnet. The ends of each arm align with a bipolar magnet which itself is on a rotating hub. Gearing keys in the alignment so that once the main rotor starts turning, the three bipolar magnets start rotating as well. As the arm approaches the bipolar it is turned so that the negative magnet is turned towards the positive magnet on the end of the arm, but as it passes top dead center, it rotates to have its positive magnet side turned towards the arm, repelling it. I'm more than willing to entertain that the rotor would have to be spun up to speed by an external power source and even the three magnet rotors can be powered by mains electricity or even the Energizer Bunny. I'm just trying to see if there is any way to get the system over unity, or to generate more electricity than it takes in, and thus become what is generally acknowledged as impossible: a perpetual motion machine.
Ionospheric Ionization
Balloons have been floated in the mesosphere at over 50 km of altitude. If we can figure out a way to get a balloon just 30 km higher we can now take advantage of the massive amount of ionization in the ionosphere. A wire connected from the balloon to the ground should turn that electrical potential into a massive and perpetual current.
Ionospheric Temperature Gradient
While we're at the balloon in the ionosphere why not use the connecting wires as heat conductors with an albeit very long power cable connecting them to a motor or battery to take advantage of that perpetual current as well?
Electrostatic Self-oscillating Capacitive System
This one is tough to explain and I'm not even fully sure what it all means, but there seems to be some details in Tesla's writings about an oscillating device which turns stored energy into heat thus powering the ongoing oscillations. Again, I ask the more electrically cognizant to help figure this one out.
All Of The Rest Of Tesla's Experiments
We can easily go through the entire Tesla catalogue to determine anything that can be understood (that one's the tough part) and applied: Double wound flat coils, phantom loops, coil excitement from radiant and atmospheric energy... and what the heck was that huge tower at Wardencliffe doing?
It seems that half of the learned observers believe that Tesla may have been the greatest genius of the millennium while the other half write him off as a crackpot who got lucky with AC electricity and produced nothing but gobbledigook afterwards. Whatever your opinion of Tesla, why not see if we can come up with something, anything, that we can pitch at the GE Ecomagination Challenge and share the credit?
Comments are open now!
No comments yet.


text:
Jessica Hagy is a different kind of thinker.
She has an astonishing talent for visualizing relationships, capturing in pictures what is difficult for most of us to express in words.
She draws charts, graphs, and Venn diagrams drawn on index cards that reveal in a simple and intuitive way the large and small truths of modern life
The kids


text:
Escape the Room is a crossroads for production in interior decoration, site-specific art installation and multimedia gaming organized by artist Michelle Weinberg for the Farside Gallery, a Miami alternative space. A typical house located in a nondescript residential neighborhood in Miami, the Far Side is a setting for interacting with contemporary art beyond traditional museum and gallery spaces. It is located in a "bedroom community" rather than in a prominent cultural center. Four artists (Bailey Bob Bailey, MA, Karen Combs, IN/NY, Mike Genovese and Michelle Weinberg, Miami) will transform rooms of Far Side's interior using wallpaper, furnishings and other domestic objects. Visitors will feel that they are intruding on inhabited rooms whose occupants are away. Arrangements in each room will dare guests to open a closet door, pull back curtains, look behind the easy chair, to discover everyday objects that provoke curiosity.
The rooms will emulate popular online and video games in which clickable icons move a player through the spaces - or levels. Using imagery from each artist's room, a game designer will create an online play-able version of Escape the Room, extending the exhibition into an interactive multimedia format. Artist Bailey Bob Bailey configures found flotsam into sculptures and mock-modernist furniture. Karen Combs is a painter/designer who produces hand-printed sheets of hyper-animated wallpaper. Mike Genovese translates texts from street signs and the plethora of fine print that engulfs us into elegant litanies. Weinberg applies pattern and typography to architectural surfaces to de-stabilize. All four will penetrate the banal veneer of domesticity to discover the surprising, subversive, and esoteric possibilities within home decor.
Miami has been associated with rapid art world growth recently, however, the context for art continues to favor a static dealer/artist/collector model of commerce. Escape the Room will reward viewer/participants with a new model for consuming art - where they live and play.


text:
Graze at your Desk/
Number one son is with us for a few days, which is nice. Today he is working from home. In this case our home. In these situations he has his lunch sent in, so today he had it delivered to our house. The lunch itself comes from http://www.graze.com/ who will post you a balanced box of nuts and fruits that is designed to keep you going through the day.
I must admit it looked rather nice, and it is supposed to provide 3 of your five portions of fruit too. Number one son looks quite well on it, and reckons that their delivery is very efficient and the system works well.
Me, I had an enormous cheese sandwich…


text:
Autumn bookahead our critics' pick of the season
From a brand new Jez 'Jerusalem' Butterworth play to the latest James Bond, our critics pick the hot tickets for the season. Ready, steady, book!
Theatre by Libby Purves
Hedda Gabler
Sheridan Smith won an Olivier for her remarkable performance in Flare Path, and before that starred in Legally Blonde The Musical. A rapidly emerging talent, but she has always been in likeable parts and is an immensely engaging presence.
How will she give us heartless, troubled Hedda?
Sept 12-Nov 10. Old Vic, SE1 (0844 871 7628)
Berenice Jean
Racine's Roman tragedy, in a new version by Alan Hollinghurst, stars Anne-Marie Duff and Stephen Campbell Moore under Josie Rourke's direction. Promises a powerful, highly charged evening.
Sept 27-Nov 24. Donmar, WC2 (0844 871 7624)
The River
Intriguingly, after the international success of Jerusalem, Jez Butterworth's new play opens modestly in the small upstairs studio at the Royal Court, with no…


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Regulate (song)
|Single by Warren G featuring Nate Dogg
|from the album Regulate...G Funk Era and Above the Rim (soundtrack)
|April 28, 1994
|Warren G
|Warren G singles chronology
|Nate Dogg singles chronology
"Regulate" is a song performed by Warren G and Nate Dogg. Released in the summer of 1994, the track appears on the soundtrack to the film Above the Rim and later Warren G.'s album Regulate...G Funk Era. The song reached #2 on the Billboard Hot 100[1] and #8 on the R&B/Hip-Hop chart.[2] It is considered the breakout single for both artists.[citation needed]
The track makes heavy use of a four-bar sample of the rhythm of Michael McDonald's song "I Keep Forgettin' (Every Time You're Near)".[3] It also samples "Sign of the Times" by Bob James and "Let Me Ride" by Dr. Dre. One mix of the song is referred to as "I Keep Forgettin' to Regulate".
The song also starts with a quote sampled from the film Young Guns.[4][5] The music video featured scenes from Above the Rim, including an appearance by Tupac Shakur.
It was number 98 on VH1's 100 Greatest Songs of Hip Hop[6] and number 108 on Pitchfork Media's Top 200 Tracks of the 90s.[7]
In an interview with NME, Warren G explained the thought process behind the song. "That record was things that I went through, and friends of ours went through. We'd witnessed that and we'd been a part of it. We just told the story, and then on the hook we just let everybody's imagination flow. After hearing that you're going: 'Wow, he went through this' and then: [sings] 'I laid all them busters down, I let my gat explode' and you roll right back into it. It's on again!"[8]
Warren G is driving alone through Eastside, Long Beach, California at night, looking for women. He finds a group of men playing dice and tries to join them, but they pull out their guns and rob him instead. Thinking he's about to die, Warren G sings out, "if I had wings I would fly"; one critic describes this moment as "the hook" of the song.[9][10]
Meanwhile, Nate Dogg is looking for Warren G. He passes a car full of women, who are so fixated on him that they crash their car. He finds Warren G and shoots at the robbers, dispersing them. The two friends then return to the women and ride away with them.[10]
In the third verse, Warren and Nate explain their G-funk musical style; the song "constructs itself as inaugurating a new era".[11]
Track listing
Regulate was released as a maxi single by Interscope, catalog number 6544-95917-0 (12-inch vinyl)[12] and 6544-95917-2 (CD),[13] along with three other tracks.
- "Regulate" - Warren G (feat. Nate Dogg)
- "Pain" - 2Pac (feat. Stretch)
- "Mi Monie Rite" - Lord G
- "Loyal to the Game" - 2Pac (feat. Treach, Riddler)
Impact and analysis
"Regulate" became Def Jam's biggest single.[14]
During much of the summer of 1994, the video stayed number one on the MTV charts.[15] In the video as played on MTV, the lyrics are censored with the word "cold" being blanked from the line "Nate Dogg is about to make some bodies turn cold"; an action that Spin equated with racism because more explicit songs by white artists like Johnny Cash were not being censored.[16] The video contained "everyday footage" from the film Above the Rim, as well as new footage,[15] although guest vocalist Nate Dogg did not appear due to conflict between Suge Knight and Def Jam.[17]
The lyrics have been described as "a surreal pastiche of half-sung lyrics about fighting and fucking".[18] Craig Marks recommended "Regulate" for its "lite rock synth lines and rippling bass" but thought that Warren G's rapping abilities were "average".[16]
The mockumentary series Yacht Rock featured Regulate in its episode #7,[19] where Michael McDonald and Kenny Loggins make a bet about the popularity of the song, "I Keep Forgettin' (Every Time You're Near)". Ten years later, the Long Beach-based rappers accidentally hit McDonald with their car and kidnap him back to their house, where they sample McDonald's smooth keyboard groove.
Awards and nominations
- Best Movie Song — "Regulate" by Warren G. and Nate Dogg (nominated)
- Best Rap Performance by a Duo or Group - "Regulate" by Warren G. and Nate Dogg (nominated)
Charts and certifications
Peak positions
End of year charts
Remixes and covers
- Jadakiss used the beat and teamed up with Nate Dogg in his song "Kiss Is Spittin'" from his album Kiss tha Game Goodbye.
- The song was covered live by Umphrey's McGee as early as 2007.[39]
- This song was featured in the video game DJ Hero 2 remixed with Nelly's "Hot in Herre".
- ^ "Hot 100". Billboard. 1994-07-02. Retrieved 2010-08-02.
- ^ "R&B/Hip-Hop". Billboard. 1994-06-25. Retrieved 2010-08-02.
- ^ Miller, Michael (October 1994). "G Whiz". Spin.
- ^ "Regulate by Warren G. & Nate Dogg Songfacts". www.songfacts.com.
- ^ "Young Guns (1988)".
- ^ "100 Greatest Hip Hop Songs". The Greatest. Episode 186. 2008-09-28. MTV Networks. VH1.
- ^ "The Top 200 Tracks of the 1990s: 150-101".
- ^ Kevin EG Perry (9 July 2018). "Warren G on 'Regulate', G-Funk, Dr Dre and meeting Annie Lennox". NME. Retrieved 23 October 2018.
- ^ Weisbard, Eric (September 1994), "Platter du Jour: WARREN G. / Refulate...G Funk Era / Violator/RAL", Spin, retrieved 9 April 2012
- ^ a b "Regulate Lyrics - Warren G". Lyricsfreak.com. Retrieved 2010-08-19.
- ^ Quinn, Eithne (2004) [1999], "Chapter 7, "It's a Doggy-Dogg World": Black Cultural Politics, Gangsta Rap and the "Post-Soul Man"", in Peter John Ling, Sharon Monteith, Gangsta Rap and Cultural Politics (1st paperback ed.), p. 205, ISBN 978-0-8135-3438-1
- ^ "Warren G.* & Nate Dogg - Regulate". Discogs.
- ^ "Warren G.* & Nate Dogg - Regulate". Discogs.
- ^ Life and Def: sex, drugs, money, and God by Russell Simmons, Nelson George
- ^ a b Experiencing music video: aesthetics and cultural context by Carol Vernallis
- ^ a b "Platter du jour" SPIN Sep 1994
- ^ The Big Payback: The History of the Business of Hip-Hop by Dan Charnas
- ^ "Tony! Tony! Tony!". SPIN. December 1994.
- ^ Yacht Rock - I Keep Forgettin, episode #7
- ^ "Australian-charts.com – Warren G & Nate Dogg – Regulate". ARIA Top 50 Singles.
- ^ "Austriancharts.at – Warren G & Nate Dogg – Regulate" (in German). Ö3 Austria Top 40.
- ^ "Ultratop.be – Warren G & Nate Dogg – Regulate" (in Dutch). Ultratop 50.
- ^ Pennanen, Timo (2006). Sisältää hitin - levyt ja esittäjät Suomen musiikkilistoilla vuodesta 1972 (in Finnish) (1st ed.). Helsinki: Tammi. ISBN 978-951-1-21053-5.
- ^ "Lescharts.com – Warren G & Nate Dogg – Regulate" (in French). Les classement single.
- ^ "Musicline.de – Warren G & Nate Dogg Single-Chartverfolgung" (in German). Media Control Charts. PhonoNet GmbH.
- ^ "Nederlandse Top 40 – Warren G & Nate Dogg" (in Dutch). Dutch Top 40.
- ^ "Charts.nz – Warren G & Nate Dogg – Regulate". Top 40 Singles.
- ^ "Norwegiancharts.com – Warren G & Nate Dogg – Regulate". VG-lista.
- ^ "Swedishcharts.com – Warren G & Nate Dogg – Regulate". Singles Top 100.
- ^ "Swisscharts.com – Warren G & Nate Dogg – Regulate". Swiss Singles Chart.
- ^ a b "Official Charts > Warren G". The Official UK Charts Company. Retrieved 2016-09-01.
- ^ a b "The ARIA Australian Top 100 Singles 1994". Imgur.com (original document published by ARIA). Retrieved 2016-09-01.
- ^ "End of Year Charts 1994". Recorded Music NZ. Retrieved December 3, 2017.
- ^ "Billboard Top 100 - 1994". Retrieved 2010-08-27.
- ^ "Gold-/Platin-Datenbank (Warren G. & Nate Dogg; 'Regulate')" (in German). Bundesverband Musikindustrie.
- ^ "British single certifications – Warren G & Nate Dogg – Regulate". British Phonographic Industry. Select singles in the Format field. Select Gold in the Certification field. Type Regulate in the "Search BPI Awards" field and then press Enter.
- ^ "American single certifications – Warren G and Nate Dogg – Regulate". Recording Industry Association of America. If necessary, click Advanced, then click Format, then select Single, then click SEARCH.
- ^ "Best-Selling Records of 1994". Billboard. BPI Communications. 107 (3): 57. January 21, 1995. ISSN 0006-2510. Retrieved May 5, 2015.
- ^ "Georgia Theatre Athens, GA 2/28/2007". Umphrey's McGee. 2007-02-28. Retrieved 2010-08-02.


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Great Expectations
Relationship quotes relating to this thematic statement: "Relationships can shape how a person reacts to one another regardless of the situation." Need pg number to support answer
You need to be more specific. I'd pick Pip and Joe. Later, Pip tells Joe the truth, and also confesses that he is embarrassed about being a "commoner" because of his attraction to Estella.
Joe reassures him that he is not common, he is uncommon small and an uncommon scholar. Referring to Pip's lies, he adds, "If you can't get to be uncommon through going straight, you'll never get to do it through going crooked."THis tells us that Joe understands Pip. He knows what Pip wants to be and he is able to keep Pip grounded despite his eagerness to become a "gentleman".


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Welcome to the world's leading forum on Multiple Sclerosis research, support, and knowledge. For over 10 years, This is MS has provided an unbiased community dedicated to Multiple Sclerosis patients, caregivers, and affected loved ones.
NZer1 wrote:Different angle; Too Much Vitamin D?
Carolyn Dean MD ND | Sunday, March 10, 2013
A client emailed that he heard a doctor on a talk show recommending 5,000 IU of Vitamin D instead of the RDA.
Do your research before taking high dose Vitamin D.
I think we are looking at a bit player in the picture of health by singling out Vit D levels. Nigel
i have been taking extra mag since nearly killing myself yesterday..
Wow Nigel, Interesting perspective but I can't agree with you. I'm one of those people who can't afford CCSVI and I'm hanging my hopes on the fact that small studies have shown that there are fewer new lesions and dramatically fewer relapses in people who take high dose vitamin D. That's nothing like a "bit player" to me. And there's no comparison with respect to the side affects profile of vitamin D versus the side affects profile of the injectible and oral prescription drugs.I think we are looking at a bit player in the picture of health by singling out Vit D levels. Nigel
Moragh wrote:Hi MarkW: Trying to read through your thread. Interesting.
I have been taking 20,000 IU VD daily for the past 6+ years. I don't have my levels in front of me but they are usually over 300. After I get through your thread I would like to tackle Jimmylegs files as I need to understand my other levels better.
PointsNorth wrote:Just FYI,
I've supplemented 6000 iu / day for the last 1-1/2 years and just found out I was low. Just increased to 10,000/ day.
NZer1 wrote:..................... Vit D is a bit part player in the big picture and to follow the thought that supplementing just Vit D3 is going to make a small or big difference in CCSVI treatments or MS needs to be balanced by looking at all aspects of Vit D interplays and involvement in many body systems. The 'mono therapy' model of medicine that you are proposing doesn't stack up when we 'all' look at the big picture of interplays with Vit D3........
Have a read of some work in this field such as Dr Jernigans book on Lyme Disease it crosses into the conditions we are talking about and available on line in an e-book form; "Beating Lyme Disease, 2nd Edition" (http://hansacenter.com/store/)
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Guttman is proud to welcome 12 new faculty members for the 2017-2018 academic year:
Shaisadat Ghaderi, Assistant Professor of Mathematics, earned her Ph.D. in mathematics from West Virginia University (WVU), and her M.Sc. in mathematics from Sharif University of Technology, Tehran, Iran. Her research interests include combinatorics, graph theory, matroid theory, and their applications. Her Ph.D. dissertation is on infinite matroid theory and solving open problems in that domain. She has developed and taught various courses in mathematics at undergraduate level at WVU. She had the opportunity to teach in the Emerging Scholars Program (ESP), i.e. the honors-level calculus program with a very strong student support component, which mostly serves underrepresented minority students. She received fellowships to implement active learning methods in instruction to foster in students critical thinking and to improve their effective communications with peers as well as their technical speaking and writing skills. She also pursued a Certificate in Applied Statistics at WVU. At Guttman, she teaches statistics.
Meaghan Gilbert-Hickey is an Assistant Professor of English. Her recent and forthcoming essay-length publications focus on intersectionality in contemporary young adult dystopias. Along with a colleague, she is editing a collection of essays — Raced Bodies, Erased Lives — solicited by the University Press of Mississippi via the Children's Literature Association Publication Advisory Board, that interrogates the impulse to prioritize conversations about gender and class, while deflecting attention away from rich work on race geared toward a young adult readership. She is also at work on a single-author manuscript, tentatively titled The Hetero-Nuclear Imperative, that examines intersectional maternity in YA dystopian fiction.
Dalvin Hill, Program Coordinator and Assistant Professor of information technology, holds a Ph.D. and an M.S. in computer science from the University of Tulsa. He holds an M.S. in internet business systems from Mercy College, and a B.B.A in computer information systems from Monroe College. During his collegiate experience, he conducted various research projects, several of which have been recognized as top-tier by his colleagues. His current research areas include health information exchanges, electronic health record, and mobile payment systems. Dr. Hill has had the opportunity of teaching at various institutions in the United States and also in Kabul, Afghanistan where he served as a Department Chair and Assistant Professor of information technology and computer science. His overseas teaching experience has severely broadened his horizon, and he is delighted to have contributed to a war-torn country. He is an avid traveler and is delighted to share his experience as a global trotter.
Jihyun Kim, Assistant Professor of Science, received a Ph.D. in organometallic chemistry (under the direction of Dr. Robert Kulawiec) from Georgetown University, Washington, DC. Dr. Kim was a Susan Komen Breast Cancer Foundation Fellowship recipient and completed a postdoctoral fellowship (under the direction of Robert Clarke) at Lombardi Cancer Center, Georgetown University Medical Center. Dr. Kim taught all areas of chemistry at Rockland Community College-SUNY and served as a substitute assistant professor at Medgar Evers College-CUNY.
Vivian Lim, Assistant Professor of Mathematics, holds a Ph.D. from the University of Pennsylvania in teaching, learning, and teacher education; an M.A. from CUNY Brooklyn College in secondary mathematics education; and a B.A. from Columbia University in psychology and mathematics. Before Guttman, she taught courses for mathematics teacher preparation programs at both the University of Pennsylvania and Brooklyn College. Vivian was formerly a mathematics teacher in a Brooklyn public high school. The focus of Vivian's dissertation work was on the role of mathematics education, specifically mathematics for social justice, in fostering the development of youth as citizens. At Guttman, Vivian will be teaching mathematics and statistics courses, including the quantitative reasoning component of City Seminar.
Rodrigo Lobo, Assistant Professor of Business Administration, was born and raised in Brazil, is married, and has two daughters. His academic background includes a Ph.D. in business administration from Positivo University, Brazil, Ph.D. research work as Visiting Scholar in innovation management at University of California, Berkeley, and a Master's degree in international business from Baldwin Wallace University, Ohio. He has 30 years of corporate experience. He's held executive positions at Accenture, BPO division, and served as managing director for Brazil and Latin America at Coastal Training Technologies, which was acquired by Dupont, Sustainable Solutions division. He has entrepreneurial experience with his own publishing business in Brazil. His teaching experience began nearly 20 years ago as management lecturer. He has traveled extensively in South America, North America, Europe and Asia and is fluent in Portuguese, Spanish and English.
James Mellis, Assistant Professor of English, holds a Ph.D. in literature from Tulane University, and a M.Phil in Anglo-Irish literature from Trinity College, Dublin. Before coming to Guttman, he taught at William Paterson University in New Jersey and Temple University in Philadelphia. At both schools, he taught a number of writing and literature courses, including an immersive civic-engagement class that brought students from William Paterson to New Orleans to perform volunteer work in neighborhoods still recovering from Hurricane Katrina and visited with scholars, activists, musicians, filmmakers and others to learn about the recovery. He is currently editing a volume of essays about Voodoo, Hoodoo and Conjure in African-American Literature and is looking forward to joining the Guttman community.
Grace Pai, Assistant Professor of Mathematics, was a former high school math teacher through the NYC Teaching Fellows program. Prior to joining Guttman, she worked as Senior Research Associate at the New York City Department of Education using quantitative analysis and mixed methods for program and impact evaluation, and also has experience doing international development work in South Asia and sub-Saharan Africa (Bangladesh, South Africa and Sierra Leone). She holds a Ph.D. in international education with a concentration in applied statistics from New York University, an M.Ed. in secondary school mathematics from Brooklyn College, an Ed. M. in prevention science and practice from the Harvard Graduate School of Education, and a B.S. in management and international business from the Stern School of Business at New York University. Her research interests include education policy, college access, social stratification and international development. At Guttman, she teaches math and statistics.
Dara Pir, Assistant Professor of Information Technology, holds a Ph.D. and a Master of Philosophy in computer science from The Graduate Center, City University of New York. Dara's professional background includes design and development of software in small, mid-size, and large companies. He has taught information technology courses at Guttman since 2014. Dara's current research interests include signal processing applications in computer science.
James Rodriguez, Assistant Professor of History, is a lifelong New Yorker and CUNY alumnus who graduated from Brooklyn College with B.A. in English and psychology. James began his formal research in public housing and gentrification at New York University's Ph.D. program in American studies. Alongside academic research, James has worked as a land use/public housing organizer on the Lower East Side.
Anya Y. Spector, Assistant Professor of Human Services, earned a Ph.D. in social work from the Columbia University School of Social Work, an MSW from Fordham Graduate School of Social Service, and a B.A. in psychology from Barnard College at Columbia University. Dr. Spector also completed a post-doctoral fellowship at the HIV Center for Clinical and Behavioral Studies at Columbia University. Dr. Spector's career has included direct clinical practice in outpatient substance use treatment, as well as public health research and program evaluation at the New York City Department of Health and Mental Hygiene. Her mixed methods research has been focused on understanding human services providers' professional practices vis-à-vis HIV prevention and substance use treatment, attitudes toward behavioral research, evidence-based practice, and interdisciplinary collaboration. Dr. Spector will teach in the human services field of practice.
Laura Wallace, Assistant Professor of English, holds a Ph.D. from the Graduate Center, CUNY. Laura taught at City College for eight years before joining the Guttman community as an adjunct instructor in 2016, where she has taught composition and literature courses as well as a Capstone Seminar in children's literature. As Assistant Professor of English, Laura is teaching Reading and Writing in the First-Year Experience. Her research interests include nineteenth-century poetry, drama and, most recently, Victorian photography.


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Swann v. Charlotte-Mecklenburg County Board of Education
Swann v. Charlotte-Mecklenburg County Board of Education, case decided in 1971 by the U.S. Supreme Court . The Court held that the constitutional mandate (see Brown v. Board of Education of Topeka, Kans. ) to desegregate public schools did not require all schools in a district to reflect the district's racial composition, but that the existence of all-white or all-black schools must be shown not to result from segregation policies. The Court added that because bus transportation had traditionally been employed by school systems, busing could be used in efforts to correct racial imbalances.
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Good morning! I hope you are all having a magnificent weekend. Bobby and I have been relaxing and doing a little catching up from being out of town, but we haven't gone anywhere and it has been fabulous! I am STILL doing laundry from the trip, and my e-mail inbox is still overflowing. But, I can't complain. Anyway, this past week of workouts was a bit off for me. After running a PR in the Princess half (recap up TOMORROW!) I was wiped. Then we walked around the Disney parks all day Sunday and Monday, plus an 8.5 hour car ride home. I have also been trying to eat really well because let's face it, I ate whatever I wanted in Disney.
Post-race park hopping in my matching KT Tape which did wonders for me during the race!
I also came home with a nasty headache that won't go away, and some sinus congestion. I'm not sure if it's allergies or a sinus infection, but I have been taking emergen-c, mucinex, and Claritin just to be sure. All of that combined did not create the recipe for an awesome workout week, but that's ok, I know this coming week will be epic!
Sunday: runDisney Princess half marathon: 13.28 miles
Monday: walked 7 miles around the parks (thanks to my fitbit for the distance info, I love this thing! *coupon for $5 off your fitbit here*)
Tuesday: travel day/rest
Wednesday: weights, 20 minutes stationary bike
Thursday: rest
Friday: 2 mile sprint workout
Saturday: 15 minutes elliptical, weights workout
It's supposed to be a chilly couple of days here with the high today being 50…super cold for March on the gulf coast! I have a couple shorter distance races coming up so stay tuned on Sunday's for my training recaps!
QOTD: How was your week of workouts? Anything you are super proud of?
*Disclosure: I was provided with a device and phone service from Verizon Wireless


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Employment income: household expenses: example
This example shows what payments can be made to reimburse additional household expenses incurred when an employee works at home under homeworking arrangements.
An employer based in central London finds it difficult to recruit office staff. New employees are employed on the basis that they will work at home and the employer will provide all of the equipment they need to carry out their duties. There is no benefit charge on the provided equipment, see EIM21611. The employer also agrees to meet the additional household costs the employees incur while working at home.
Employees are contracted to work for 40 hours per week over 5 days. They each have a dedicated work area that is not used for any other purpose during their working hours. The employees have to meet the cost of heating and lighting the work area while they are working. On average the employees' electricity and gas bills increase by £15 per quarter (less in summer but more in winter) after they begin to work at home. There is a liability for business rates and the net increase over the amount that would have been paid in council tax averages £100 per year. The employees also make more business telephone calls. So the employer makes the following annual payment.
|Annual payment
|Electricity and gas (£15 × 4 quarters)
|Business rates
|Telephone calls (12 per day at 2p each for 240 working days)
This is rounded up to £218. The payment of £218 can be paid free of tax.


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Developer conferences, typically, are serious business. Apple
All true, Steve. Plenty of Facebookers are hooked on Scrabulous, or sharing music via iLike, or are chatting up the latest flicks via dozens of movie groups. For me, Facebook whets my appetite for Dilbert cartoons and quotes from syndicated TV series The West Wing. But I also use the site as a business tool.
I'm not alone: Facebook says f8 is sold out. Planned topics include building a business via Facebook, a pitch not unlike what we've heard from eBay
Dive in, the water's green
Pool? Make that a puddle. Giant Interactive
Add it all up and there's at least $100 million flowing into the Web's Chatty Cathys, which is both encouraging and troubling. The good news? Networks are as varied as the people that inhabit them. Thus, there should be plenty of room for specialized groups.
The bad? Excess money usually creates a bubble and it's very likely that's what we have here. I've already witnessed Facebook users express social fatigue via their status bars. One semi-serious and darkly humorous blog speaks of social networking rehab, as if Twitter is heroin's digital twin.
But does that mean that Facebook, as a business, is worthless, more toy than tool? Hardly. Even if businesses have yet to figure out exactly how to use social networking, the technology is already providing value. Here's how.
Social networking is a proving ground for cloud computing. Facebook is a lightweight cloud-computing platform not entirely unlike salesforce.com
(NYSE:CRM). Consider Facebook Chat. Log into your page and the system tells you who's online and available to talk. Why should you care? Users like Web software: Apple's iPhone App Store facilitated 10 million downloads during its opening weekend.
Social networks can lead to high levels of customer engagement. When Iron Man director Jon Favreau sought to engage his customers -- moviegoers and comics fans -- he opted for MySpace over traditional media. Fans loved it; Marvel Entertainment
(NYSE:MVL), not so much. And yet the director is now signed on for IM2.
- Social networks foster network effects. Common wisdom says that the size of your network increases your opportunity to win business or land a better gig. A billion-dollar valuation for LinkedIn lends truth to this maxim. Think of what happens when personal and business networks intersect. More business gets done, right? That's what happened recently when odmonk, a participant in our Foolish social network, Motley Fool CAPS, landed a job based on skills he learned while tooling around the service.
Still, odmonk's story is rare. And Facebook, purported to be worth more than $15 billion, expects just $350 million in 2008 revenue. Thus Hamm's assertion: Social networking isn't the realm of the business elite.
And yet, in more than 15 years of following tech, I've come to realize that Steve Ballmer is right: developers rule. They're the brains behind the code that enables business to get done. Nowadays, they're writing for the Web and the so-called "toys" that reside there. Toys like, you know, Facebook.
Fool contributor Tim Beyers had positions in Marvel shares and LEAP options at the time of publication. He's also a member of the Rule Breakers team.
Amazon, Apple, and eBay are Stock Advisor selections. Try this market-beating service risk-free for 30 days. The Motley Fool has a disclosure policy.