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Housing in Seville for students
Leaving your family and friends to start one or various Spanish courses in Spain implies a big challenge. You may not have a point of reference upon arriving in a new city to study, but be assured that Seville is one of the most interesting destinations in Andalusia. Giralda Center helps those students who choose…Details


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Sasquatch Brewery is a family-owned brewpub that supporst local and sustainable farmers, exclusively using local, fresh, grass-fed beef, cage-free eggs and hormone-free dairy products in its diverse pub fare. Sasquatch beers are brewed on-site from a seven-barrel system. In addition to pouring Sasquatch brews, the pub also features guest taps, hard cider and wine.
Location - 6440 S.W. Capitol Hwy., Portland, OR 97239
Neighborhood - SW Portland
Categories - Bars/Pubs/Taverns, Brewpubs/Breweries, Breweries/Distilleries, Brewpubs
Features - Farm to Table, Locally Owned
Appears in
Brave new beers in Portland
Along with the ubiquitous IPAs, locals love newly popular beer styles like saison, session, Cascadian Dark Ale, fruit and sour.Read More »

subset: commoncrawl


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CFP for Praxis Fall 2017: Special Issue on Two-Year College Writing Research and Assessment/
Today, Praxis: A Writing Center Journal would like to officially unveil the call for papers for its Fall 2017 issue on writing research and assessment in two-year community colleges and other institutions that have been under-represented (both in the larger academic culture and in writing center studies). Heading this issue will be Genie Giaimo, Assistant Professor of English and Director of the Writing Centers at Bristol Community College in Fall River, MA. You might remember Dr. Giaimo from an interview that our former managing editor, Thomas Spitzer-Hanks, conducted with her in July of last year, and we at Praxis are delighted to partner with her to publish this special issue. Below, find attached a copy of the CFP, and if you are interested in submitting an abstract for consideration, please direct all inquiries to Dr. Giaimo at firstname.lastname@example.com.
For its Fall 2017 special issue, Praxis: A Writing Center Journal solicits writing center research with practical and theoretical applications about community colleges and historically under- represented institutions, such as two-year Tribal Colleges and two-year Historically Black Colleges. Nearly half of all students enrolled in higher education in the United States are enrolled in two-year colleges. Nationally, 58% of two-year college students receive aid, while 72% apply. Demographically, two-year college students are widely diverse in age, race, ethnicity, and income-status. Community colleges are largely non-residential and, while the majority (roughly 60%) of students are enrolled full-time and in for-credit programs, approximately 40% of students are enrolled part-time and in non-credit-bearing programs (American Association of Community Colleges). Because of all these reasons, among many others, two-year colleges serve some of the most at-risk students and suffer from some of the lowest retention rates within higher education. Yet community colleges can be, and are, sites of incredible academic achievement and are, once again, becoming an important element in Federal workforce and education policy (American Graduation Initiative, The Health Care and Education Reconciliation Act).What often gets dropped out of the conversation surrounding community colleges, however, is that they are also sites of innovative research, conducted by faculty and students.
Writing Centers are an important part of the community college open-access mission, yet, overwhelmingly, there is a dearth of centralized research on two-year writing centers that is produced by community college writing center administrators and faculty. While researchers and practitioners at the two-year college level have been responding to the call for further articulation of "best practices" locally with assessment and home-grown studies, there is a need for more shared resources and conversation, nationally. Thus, we invite submissions that interrogate issues related to research, assessment, and pedagogy within community college writing centers. We also welcome updated research that reflects upon the March 2006 focus issue of Teaching of English in the Two-Year College, which featured historical and current research on writing centers at the two-year college level.
Submissions could focus on (but are not limited to) scholarship on:
-- RAD-based (replicable, aggregable, and data-supported) studies within community college writing centers.
-- Assessment-focused studies of community college writing centers.
-- The movement of writing centers into learning commons or "one-stop" models.
-- The political and financial realities of community college writing centers.
-- The state of the profession at two-year college writing centers.
-- Moving writing centers into student support or other non-academic departments.
-- Staffing and professional development for different types of writing center tutors: professional, peer, adjunct and full-time faculty.
-- Peer tutors in community college writing centers.
-- Transfer-of-writing-knowledge between two-year college writing centers and courses and/or four-year-colleges and their writing centers.
-- The relationship between reading and writing in writing center sessions.
-- Required attendance at community college writing centers.
-- Directive and non-directive tutoring methods for students at two-year colleges.
-- Working with students with disabilities in a two-year college writing center.
-- Graduate training for community college writing center administrators.
-- Servicing commuter-based student populations in community college writing centers.
-- Student support services and points-of-access for at-risk students.
-- Working with ESL/NNS populations at community college writing centers.
-- Developmental program support within community college writing centers.
-- Writing Center collaborations across the disciplines at community colleges.
-- Conducting writing center research within two-year colleges and/or with peer tutor participation.
-- Two-year Tribal Colleges or Historically Black Colleges.
-- Utilizing assistive technologies and other technological inclusion.
-- Community College writing center spaces and design.
-- Poverty and community college writing centers.
-- Racial, ethnic, and other diversity-inclusion in community college writing centers.
-- Community writing center work.
-- Workforce development initiatives carried out by two-year college writing centers.
-- Writing fellows and embedded writing center tutor programs.
Submissions by writing center administrators working in two-year colleges are strongly encouraged.
Because this is an open-access online journal, we would like to publish a range of genres (e.g. short videos, training documents, research tools, interviews etc.) We will prioritize, however, empirical and RAD-based research and methods-focused studies, while still seeking pedagogical and programmatically-focused studies. We also encourage creative depictions of the lived experience of working within a community college writing center and welcome column submissions on personal experience or reflections from community college tutors—past and present—though these will be far shorter in length (500-800 words). Submission length is tied to the context or genre, but will generally follow the guidelines for Praxis, which can be reviewed here, with a word count for scholarly articles around 3,000 to 4,000 words. Please inquire with the special issue editor about multimodal submission formats.
All submissions should be formatted in MLA style and adhering to the standards of Praxis.
Submission Timeline:
Proposal deadline (500 words and preliminary data/artifacts) Sept. 15, 2016
Acceptance of Proposals Set Oct. 1, 2016
Full Manuscripts Due Jan. 15, 2017
Manuscripts out to Review Board Jan. 15, 2017
Acceptances and Comments Sent Out April 15, 2017
Final Drafts Due July 1, 2017
Page Proofs Over Summer
Publication Fall 2017
Submissions should be formatted as Word documents and sent to the special issue editor Genie Giaimo (email@example.com).


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If you spend over $1,000 with us, we will reimburse you the cost of your samples.
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Manischewitz in a Styrofoam Cup/
I wrote this story about twelve years ago. I am posting it here today in honor of my childhood friends Marci and Diane. This is their Birthday weekend. This is My Birthday gift to you. With Love, from your forever silly childhood pal, K.
I was 14 when I took my first taxi ride. I wasn't in a big city and the ride was not to any place glamorous. In fact, it was quite the opposite however, I never knew that part..
Diane walked the two blocks from her front door to Mildred's corner store. "Mildred's" was a little white cracker style building with wood floors and glass jars on the counter that held pickled sausages, pickled eggs and giant dill pickles. Penny candies and small brown bags were my temptation for spending my milk money there when I was in elementary school. There was a phone booth that stood in the white sugar sand parking area. Diane's family didn't have a telephone, so this was her link to Marci and I.
It was grocery day at the Lynch household. Diane made the call to rally her cohorts. I answered from the black rotary dial phone that hung in my Mam-Maws tiny kitchen, accepting the invitation to accompany Diane on the bi-weekly food gathering extravaganza. I moved on the phone chain to call my bosom buddy since first grade, Marci.
Marci was fair with blonde hair just past her shoulders. She was thin, with little freckles across the bridge of her nose. We were quite a contrast together. My brown hair streaked red by the sun, usually cut in a pixie, (there was that time Diane cut my hair, but that's another story..) Marci was quiet and easy going. We joined forces when we were seven. I was the leader in our duo, loud and silly, always coming up with schemes that landed us in a heap of trouble. Like the time I tried to revive our dead goldfish and he got stuck to the inside of Marci's Moms freezer, but that's another story...
We met Diane and we became a trio when we entered "Golfview Junior High School". She was a northerner, but we didn't hold that against her. She was new to the area and we decided she needed us, to teach her the ways of Southern girls. Diane was a beauty, with the darkest brown hair, it was nearly black, and beautiful brown eyes. She was a first born daughter like me. Don't ask me why, but somehow this all worked out. Often, when it's three girls in a friendship things don't go well, but the deal was sealed and we were locked in for the majority of our teenage years.
Back to the Grocery Store trip!
After conferring with Marci on the phone about what we should wear, our usual summer getup was decided upon. Levi's cut off to the pockets and made into VERY short shorts, which were worn down on our hips as far as we could get them. A Halter Top made of Calico fabric, with Indian beads or leather strung through the neckline and fastened. We sported flip-flops or the latest leather sandals from India. Marci always carried her favorite rat-tail comb. My back pocket held our stash of Virginia Slims Menthols. I snuck out the back porch door before Mam-Maw saw me and tried to haul me back in for a make-over.
Off we went in the hot Florida sun for the trek down West Gate Avenue to Diane's. We all walked together to the "Westward Shopping Center" the local Plaza that was our go-to for everything you needed. It was the home of "J.M.FIELDS cheapies" (as my Mother called it) sort of the Walmart of our day. Pantry Pride was the Grocery Store located in the Plaza. (or was it Food Fair then? ) We had this trip down to a routine. Diane had the list her Mother had provided and began the grocery shopping. Marci and I would go over to the drug store lunch counter and ask for a cup of ice. We would then join our friend back at the grocery store. A particular isle held the nectar of the gods, MANISCHEWITZ Blackberry Wine, which we would open and sneak a little bit into our cup of ice. Next stop the cookie isle, to purchase a box of LITTLE DEBBIE SWISS CAKE ROLLS (my mouth waters as I type). Perhaps Diane's Mom would not notice if we swiped a couple ? After all, I was the professional gift un-wrapper-re-wrapper at Christmas time right?
As we cruised the isles of the grocery store picking up the essentials for Diane's family's pantry, we snacked, drank and got a little buzz from the wine and the thrill of being intoxicated in a grocery store and not getting caught.
We would get all silly and I recall reaching over and untying the leather strap at the neck of Marci's halter top. This sent her shrieking into the ladies room, cursing me under her breath and promising to kick my butt. This was a scary thing to me, even slightly drunk because I knew she could do it, and I had the bruises on my arm to prove it ! (She always seemed so much taller than me!) I would follow her into the bathroom which was through a door in the produce department and at the top of a flight of stairs. Sometimes I would shut the light off when she was in the stall. Or, stand on the toilet seat in the next stall, looking down on her over the top of the stall and scare her to death ! Then, we'd run like heck back to the safety of Diane and the shopping cart, resuming our domestic duties. Yes, we needed Diane.
At the check out counter it was always fun to watch the face of the cashier as we pulled up that grocery cart packed to the gills and Diane whipped out the cash to pay for it. Marci and I would wait with the groceries while Diane went to the pay phone and called for a Cab. Shortly, a nice boxy bright "Yellow Cab" would arrive curbside and the driver would place all the brown paper bags of groceries on the floor of the back seat. We'd climb in with them for the quarter of a mile ride back to Diane's house. Her Mother would greet us, inspecting the bags as we unpacked them, ticking off the list she'd given Diane. At this point we would generally eat our favorite sandwich, which was currently bacon on toast with Miracle Whip. Diane's Dad Matt would breeze in for lunch and say, "Now what kind of trouble are you girls going to get into today?" Of course this would set my mind running in a million different directions…the possibilities were endless!
During the weekend of our 25th class reunion, Marci and I were out shopping and I saw a small replica of a yellow cab in a collectors box. I purchased it and gave it to Diane. "Thanks for my first cab ride" I told her. I will never forget our adventures, and now it's on paper just incase I do.
I never thought anything about my friends family not having a car or a phone. It seemed perfectly normal to me. She had a stay home Mom and a real Dad. Marci's Dad wasn't her "real" Dad, he was her step-dad. Her parents both worked full time, but she had a bigger house. My family on the other hand had no Dad, a working Mom and a stay home grandmother (or Mam-Maw). We had a beautifully manicured lawn, filled with crepe myrtle, hibiscus and rose bushes and the cutest little pink cracker style cottage you've ever seen. (HOW we all fit in there, I still can't figure out !)
What's "normal" to one family isn't normal to the next one, that is for sure. Knowing all of this and growing up the way we did, why is it that I still strove to make things "normal" for my kids? The thought occurs to me that I often have tried to make up for what I didn't have in my childhood. In all I have to say, that I wouldn't change much. The tiny little house on the white shell rock road in West Gate. Where my own Mother tried to make my life as "normal" as possible for her divorced children. That's where the greatest girls in the world lived. Wether we were running through the woods behind Mama-Maws house or laying on Diane's bed that she shared with her little sister, on hot summer afternoons, or playing "D.O.A." much too loud on Marci's Mom's stereo when her folks were at work. We were WEST GATE GIRLS and somewhere inside us, we always will be. Here, in our "normal" lives.


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DC Public Schools (DCPS) has partnered with Usher's New Look (UNL), a nonprofit organization founded by Grammy award-winning artist Usher Raymond dedicated to helping youth find a path to leadership and make career choices that match their passion. The organization will conduct "Powered by Service," a one-day, peer-to-peer leadership training for students in grades 8-11.
The training kicked off this week at four DCPS high schools, including Ballou High School, Banneker Academic High School, Eastern Senior High School, and Cardozo Education Campus. Each training focuses on the organization's four pillars -- talent, education, career and service -- and will motivate students to be leaders in their schools and communities, using their talents to make a positive impact on the entire city.
"We are excited to partner with Usher and UNL to bring this dynamic experience to our students," said DCPS Chancellor Kaya Henderson. "This program draws upon our students' strengths and provides them with powerful tools to succeed in school and life. I look forward to seeing the impact that our young people will make in their communities and beyond."
The "Powered by Service" training comes to D.C. as part of the Empowering Males of Color (EMOC) initiative launched earlier this year by Mayor Muriel Bowser and DCPS Chancellor Kaya Henderson. EMOC is a comprehensive plan of action to enhance the student experience, increase achievement, and prepare males of color for success in college, careers and life beyond DCPS.
UNL staff from Detroit, Milwaukee and Atlanta will facilitate the trainings, which include networking and branding, Leadership 101, and workshops in financial literacy. Students will participate in town hall-style presentations and a series of small group discussions.
"The New Look model is unique," said New Look President and CEO Yvette Cook. "By week's end, over 500 youth will receive leadership certification backed by Emory University's Goizueta Business School with a charge to begin serving within their local communities."
Founded in 1999, Usher's New Look is a 501(c)(3) and has served more than 24,000 youth in multiple cities.


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The Tijuca Forest and Corcovado Tour in Rio de Janeiro , is a two in one package. It starts with a visit to the Christ the Redeemer Statue, one of the new seven wonders of the planet . The Corcovado ("Hunchback") mountain, was named for its shape, due to its narrow summit . Building the statue back in 1926 was a big challenge for the engineers. It is the most popular attraction of Corcovado mountain and brings over 300,000 visitors every year. From the peak's platform, the panoramic view includes downtown Rio, as well as the south area.
After visiting the statue, tour continues to Tijuca Forest . It is a natural boundary that splits the city in two. The park has over 3000 species of plants, and hundreds of bird types. Without the park, the city temperature would probably increase around 2 degrees celsius. This Tour includes a visit to corcovado mountain , the Statue of Christ, the Tijuca Forest, the Chinese View, the Taunay`s Waterfalls and the Visitor Center.
Pick ups at 08:00 am from hotels and airbnb apartments in Rio de Janeiro city. During summer, pick ups at 07:00 am. Please check the covered areas in our terms and conditions.
Wear sunblock , a cap or a hat for sunny days. Also wear light clothes and comfortable shoes.
Please click on the PROCEED BOOKING button and fill out the booking form, with all the required info. After you check out you will be directed to Paypal to pay the required deposit of R$ 79.00 per person. If you do not have a Paypal account, simply open a free account, as it only take a few minutes. After booking the tour and paying the required deposit, you will receive a THANK YOU NOTE and a VOUCHER via e-mail. If not, please check your spambox. Voucher does not need to be printed , just keep it in your smartphone.
Pick up at 08:00 am from customer´s hotel or airbnb apartments in Rio city. ( In summer, pick up at 07:00 am)
We head out towards Corcovado, arriving there around 08:30 am.
We visit the statue for 01 hour then head out towards the Forest.
We visit the forest for about 2.5 hours then head back to hotel, arriving between 01:00 pm and 02:00 pm.


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Skip to Main Navigation. Each navigation link will open a list of sub navigation links.
UW Counseling Center
Monday - Friday
8:00 am - 5:00 pm
341 Knight Hall
1000 E. University Ave
Department 3708
Laramie, WY 82071
Phone: 307-766-2187
TeleType: 307-766-2187
Fax: 307-766-3412
Your college student is considered a member of the Millennial Generation. Like all generations, Millennial's substantially differ from the generations before, they have grown up with access to the internet and seen technology take various turns. Compared to previous generations, Millennial's are more numerous, better educated, and more ethnically diverse. This generation shows great promise as major contributors to society. For example, they show many positive social habits, such as a focus on teamwork, achievement, modesty, and prosocial conduct. Other characteristics of this generation include high levels of parental involvement, being somewhat sheltered, being optimistic, and being technologically adept. They also seem to desire structured activities and feel pressured to make the "right" choices. Follow this link for additional information regarding this generation http://net.educause.edu/ir/library/pdf/ERM0342.pdf.
Helping your college student transition
Communication is one of the keys to helping your child adjust to college. This is a time of major life changes and increased responsibilities. Although, you may no longer be in the next room to offer support, open communication is an important way to offer support during the transition to college.
Listen to a which discusses the influence of parents in teenage drinking.
What can you do?
As your child embarks on the role as a college student, your role as a parent changes, not diminishes. You are still an important confidant and source of support for your student. Here are some suggestions for supporting your college student.
1. Discuss facts and risk factors of alcohol and drug use with your college student.
2. Discuss clear and realistic expectations concerning academics, finances, and drug and alcohol use.
3. Discuss their perception of the UW social scene.
4. Discuss the balance of academics and being social.
5. Be a good role model.
6. Engage your college student in a continuous dialog regarding alcohol and drug use. Make sure that you listen to them.
Stress and Coping
Being in older adolescence is a time of stress, the adolescent is attempting to meet and exceed milestones and discover what it takes to be a successful adult. In order to effectively cope with these stressors, having a toolbox full of coping strategies is very important and beneficial. If the older adolescent does not have these coping strategies, their risk of alcohol and drug problems, academic and social difficulties, and risk of psychological problems increases. However, there are four lifestyle strategies that can help decrease stress, while increasing coping.
1. Eat healthy foods, exercise, and get plenty of rest.
2. Avoid alcohol and other drugs.
3. Expression through a journal, art, music, or another form that helps evaluate emotions.
4. Deep breathing increases the oxygen supply and reduces stress.
Making a successful transition
Older adolescents are closer to adults than they are being children, this is both an exciting and scary time for parents. The adolescent is maturing, able to tolerate ambiguity, becoming more independent, and can form intimate relationships. However, this is also a time of increased responsibility, such as driving, beginning college, living away from their parents, and making personal choices regarding the use of drugs and alcohol. Before entering college and moving away from home, it is important to reassess your house rules to allow the older adolescent to make important decisions with the help of their caregivers. Parents are encouraged to discuss decisions with the older adolescent, support healthy choices, and recognize that they will continue to mature as the enter college, in addition so will your relationship with them.
College Today
The perception exists that college and alcohol are synonymous with one another, this perception is perpetuated from peers, the entertainment industry (i.e., movies like Animal House and Van Wilder), and sometimes even parents. Today the most frequently used substances are alcohol, marijuana, and prescription drugs (Adderall, Oxycontin, Ritalin, and Xanax).However, not all college students drink on a regular basis, at UW 18% of the students report abstaining from alcohol use.
Often parents may think that since they drank in college and everything turned out OK for them, that no harm can come to their child from experimenting with alcohol. However, when students drink (especially to excess) they are at risk for a variety of negative consequences for themselves of those around them. For example, 25% of college students report negative academic consequences due to drinking, such as missing class, doing poorly on exams or papers, falling behind, and receiving lower overall grades. Also, more than 70,000 students between the ages of 18 and 24 are victims of alcohol-related sexual assault or date rape. In addition, approximately 1,700 college students between the ages of 18 and 24 die each year from alcohol-related unintentional injuries. Moreover, 600,000 students between the ages of 18 and 24 are assaulted by students who were drinking and 500,000 suffer unintentional injuries due to the influence of alcohol. Finally, 2.8 million students between the ages of 18 and 24 reported driving while under the influence of alcohol.
Although marijuana is thought to be less harmful than other drugs of abuse, more than 100,000 Americans a year seek treatment for marijuana dependence. If your college student attempts to reassure you that they are only smoking marijuana, you should assess how much they are smoking and how often. If there appears to be a problem or risk of a problem, they should be referred to a health care provider, for an assessment and possible treatment.
Prescription Drugs
Abuse and misuse of prescription drugs has increased over the years. If your college student does have a prescription make sure they are knowledgeable about the medication. For instance, interactions with alcohol or other drugs; dosage information; and missed doses. College students also need to be wary of friends who will want to buy, trade, or steal these medications, especially medications for AD/HD, pain, anxiety, and depression.
As a parent ensure that the college student knows that their medication status is private, help them generate creative excuses and polite ways to decline sharing medication, and make sure the campus health service is aware of the medication and the condition it is treating.
Enabling occurs when people prevent natural (often negative) consequences to occur to an individual who is engaging in high risk behavior, which actually allows the behavior to continue. People often do not intentionally enable. Parents of college students may be at particular risk to unknowingly enable their child.
Examples of enabling:
1. Denial of a problem (It's college, lots of kids drink to these levels).
2. Bailing the college student out of trouble.
3. Covering up for the college student
4. Make up excuses for the college student
5. Offsetting the consequences
6. Taking over responsibility
7. Encouraging high risk use
Conversation Strategies
A reason frequently stated for lack of conversation with the college student, is not knowing how to begin a conversation about alcohol or drugs. Here are some conversation starters:
1. Have you decided whether or not to drink, smoke, or experiment with drugs at UW?
2. How can I help you with your decision?
3. Let's discuss the pros, cons, and risks associated with your decision.
If your college student states they intend not to drink, it is still important to continue the dialogue.
1. What will you do if you're at a party and there is only alcohol to drink?
2. What will you say if someone asks why you are not drinking?
3. What if someone offers you drugs?
4. What if your friend is very drunk? How will you know when to take them to the hospital?
Once your college student is at UW it is important to continue to engage them in conversation. The best way to do so is to ASK!
1. Ask about classes.
2. Ask about involvement on campus.
3. Ask how they meet new people.
4. Ask what they do for fun.
5. Ask if college is different than they expected.
6. Ask what challenges they've faced and how they've coped.
Party Hosting
Although when your student is home, it may be tempting to allow them to have a party with alcohol at your home, in order to keep them safe in the privacy of your own home, rather than drinking at a bar, it is illegal for you to do this. You are at risk for criminal liability by the state which can lead to fines or imprisonment, as well as civil liability, where a private party can seek monetary damages resulting from injuries due to permitting underage drinking on the premises.
The information on this page is from multiple sources.
Phoenix House's Center on Addiction and the Family, and Prevention Strategies, LLC (2006)
David Cozzens 2008 parent orientation lecture
The University Health Center: A division of the University of Georgia's webpage: http://www.uhs.uga.edu/parents/aod.html
UW Counseling Center
Monday - Friday
8:00 am - 5:00 pm
341 Knight Hall
1000 E. University Ave
Department 3708
Laramie, WY 82071
Phone: 307-766-2187
TeleType: 307-766-2187
Fax: 307-766-3412


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Patti Jorgensen was forced to give up dancing due to knee pain. Following surgery, she's back at it.
Upon meeting Patti Jorgensen, you sense energy. Though she sat patiently for her interview, by the end you knew full well she'd have preferred it to be done while moving, ideally on the way to the next thing on her list.
It's difficult to imagine that not too long ago a short walk could challenge such a dynamo. From the car to her office at the beginning of the day. From her office to the car at the end. And all treks in between. Excruciating.
Jorgensen ran in high school, college, and beyond. Checked a full marathon off her list. In her twenties she first encountered knee pain and faced it with the matter-of-fact mindset of an athlete: just keep running and they will stop hurting.
As life went on, they continued to hurt more. Eventually the running stopped.
A decade ago, Jorgensen wanted to run again. She went to see a doctor to ask if running would make her knees worse. His response was no, running would not make a difference, since her knees were already shot.
So the headstrong Jorgensen ran some more, for a while. But going from Point A to Point B was getting more and more difficult.
"It got to the point where I dreaded taking the dogs for a walk," Jorgensen said. "It was that painful."
Enduring increasing levels of pain with no end in sight, Jorgensen finally had her "I don't think I have to live like this" moment.
Click here to watch Patti's video.
On the advice of a relative, Jorgensen went to see Dr. David Eggert of the Orthopedic & Sports Institute (OSI) in Appleton.
Jorgensen wanted a surgeon she could have a dialogue with about the pre-operative stage, the surgery, recovery, the whole plan. She had some demands too. Both knees replaced at the same and a shorter timeline to get back to work topped the list.
"Dr. Eggert talked to me, he listened to me, and he asked me what I wanted," Jorgensen said. "It was awesome, the give and take, and the clear dialogue. That's exactly what I was looking for."
Jorgensen was also interested in OSI's robotic surgical option for joint replacement surgery, called Mako. OSI is the exclusive provider of the Mako joint replacement technology in Northeast Wisconsin.
Using the Mako system, the orthopedic surgeon creates a 3D plan using CT scanning technology that is specific for each individual patient to guide the surgery and reconstruction. During surgery the robotic arm – guided by the surgeon – stays within the pre-defined area identified in the plan.
"I came in wanting the robot," said Jorgensen. "The tool is there; why not use it?"
Jorgensen had done her research on robotic knee replacement. She also prepped for the procedure by working out for two months prior to her surgery.
"Do all your homework, physically and intellectually," Jorgensen advises.
Following her bilateral knee replacement procedure with Eggert, Jorgensen returned to work in three weeks.
"I pushed it; I won't lie," she said.
Jorgensen is returning to the things she loves and says she can do anything she wants to do.
Walking the dogs is pure joy. Dancing too.
Asked about the distance from her parking spot to the office, Jorgensen smiles.
"I don't even think about it now. There are lots of little things like that," she said. "Before, I thought about every single step."


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Stupidest State Showdown/
By Miles Leicher
It wouldn't be March without a little Madness – and what better way to showcase our nation's nutjobs than with another Stupidest State Showdown?!
It's been quite a year for regional ridiculousness, with pea-brained powerhouses Arizona and Mississippi returning to take on nincompoop newcomers like Virginia and California. Tonight, and for the next two weeks, Bill Maher will use a segment of the show to highlight the asinine actions that landed each state in our "elite eight."
Who will prevail in this tournament of twits? That's up to you. Watch Real Time and then cast your vote to decide who ultimately wins the 2012 title of "Stupidest State" in America!


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Cheryl dos Remedios
Marketing and Communications
senior associate
Cheryl dos Remedios has an interdisciplinary background in art, project management, public works, and landscape preservation. Known for her success in connecting communities to the designed landscape and to the environment, Cheryl enhances GGN's connections to the public and to our clients by leading GGN's public communications and marketing endeavors.
Active in the local art and design community, Cheryl has served on several boards and committees, including the Arboretum Foundation Board, the 4Culture Public Art Advisory Committee, and the Rainier Beach Neighborhood Advisory Committee. Prior to GGN, Cheryl worked as a public art administrator, with a primary focus on the stewardship of the Herbert Bayer Earthwork.


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Yesterday, I drove Kate up to Oroville so she could attend camp at Okizu, which is located north of the dam in Berry Creek.
A quick word about Okizu, for you new readers or folks who don't know us well. Okizu is a camp for children with cancer and their immediate families. We started attending family camp after Adam was diagnosed with Acute Lymphoblastic Leukemia at age 2, in 2003. When the kids turned eight, they each started spending a week up there in the summer time, Adam at 'Oncology' camp and Kate at 'Sibs' camp. We also still attend a family weekend camp every year.
All of this is completely free for us; it is a wonderful service that allows Adam to connect with other kids who have been through what he has been through, and Kate to spend some time reflecting on what it's like to be the sibling of a child with a life-threatening disease. As a family, each year we get a long weekend to remember that time when he was young (Adam had chemo for three and a half years), and offer support to parents who are new to the diagnosis. We also have the chance to honor those who have lost their lives and mourn with their families.
Okizu is located in a beautiful valley, under Bald Rock, in Berry Creek. Berry Creek hosts a Grange Hall and a church, but not much else, and the camp property is vast and encompasses a ropes course, a zip line, two lakes (one for swimming and boating, and one for fishing), an archery course, an arts and crafts pavilion, a dining lodge with a games basement, a huge hill and meadow for frisbee golf, a doctors cottage (there is always a doctor and nurse on premises, many of the children who come are still undergoing treatment), and four large sections of cabins and bathrooms for the campers. It's a wonderful place, and our kids often talk about Okizu being like their second home. They look forward to their time there every summer, and expect to serve as counselors when they age out of the camper program.
Anyway, there is a bus that takes kids there, but instead I drive the kids up, as I enjoy the trip. I like connecting with the counselors and directors, taking in the gorgeous scenery near camp, soaking in the farmland north of Marysville, and perhaps most of all, measuring Lake Oroville with a critical eye each year. The fullness of the dam reflects the health of our water supply here in Northern CA. Many, many people get their drinking water from Lake Oroville, which is a man-made basin and dam. It flows out to the Feather River, which is the principal tributary of the Sacramento River, which flows all the way down into our delta which meets our San Francisco Bay up near the city of Antioch. It's a huge and immensely important watershed.
As you probably know, we had so much rain last winter, such epic amounts, that the dam's spillway was engaged, which had not been tested since the dam was built 50 years ago. The spillway eventually crumbled and failed, which caused the experts to activate an emergency spillway, which also turned out to be inadequate. Many thousands of people living in Oroville were evacuated, under threat of a breach. It was a very tense time for that community, and for all of us in Northern CA watching helplessly. The rain, which we so desperately needed, after having been in severe drought for five years, was now so abundant that it was causing a different kind of crisis.
Eventually, the rain ceased, folks were able to go back home, and repairs ensued immediately on the dam, as everyone involved was concerned about the eventual snowmelt in the Sierra (which is underway now, though there were still skiers at Squaw Valley on July 4; Tioga Pass in Yosemite was just recently opened for thru-traffic; we got a LOT of snow). Oroville, a town perhaps more economically downtrodden than many in CA, breathed a sigh of relief. The city relies on vacation visitors to the lake for much of its income.
So it was with sadness that we heard the news that the Wall Fire was burning across vast acreage near Oroville. More folks had been evacuated. Our hearts went out to the people of Oroville - hadn't they had enough to deal with this year already? The night before Kate was to go to camp, we were told that it would likely be cancelled: The camp itself was not in any danger, but the road leading up the mountain had been closed to allow the fire fighters and trucks clear access to the fire.
We got a call later that night that camp was on! The director had convinced the CHP to let campers through and up to camp. Kate was relieved, I was relieved. We left Monday morning early and had a non-eventful drive up. The sky above Yuba City was quite hazy with smoke, and we could smell it, but we could not see the fire. Oroville looked like business as usual. But we were stopped on the road leading up to the dam and told to turn back. I explained where we were headed, and that we were told we could go through, but the officer made us turn around. After a few calls to the camp office, we tried again, where the same officer apologized and let us go through.
So Kate's and several hundred other kids' week at camp was saved. I stopped and ate my sandwich on the way back by the lake, where I took these pictures. The lake does look fuller than it has in many years, but it was all the way up to the underside of this bridge, in February:
It's hard to imagine it.
So I got to thinking a lot about our winter, and how everyone expected (or at least us laypeople) that our wildfire situation would be much less this summer. But the truth is, we have more fires burning earlier in the season than we have ever had. How can this be, when the earth had so much saturation just a few months ago?
I found this tidbit in the LA Times: "Didn't our recent heavy winter rains make trees and brush less flammable? Yes, up to a point. Regardless of rainfall, however, the fire hazard in a specific region is defined by its fire history and the effect it has had on the landscape. That's because fires preferentially burn old chaparral and conifers. Hence, the oldest stands of trees are always the next in line to burn."
Interesting! I'm no expert, but here's what I think another important culprit is: All that rain allowed a LOT of vegetation to grow. We hadn't had that much growth in years. And while it remained green as long as the rains continued, as soon as they stopped, they dried up like they always do. That left HUGE stands of brown vegetation everywhere. This is just simply tinder.
So I think we're in for a very bad fire season indeed.
It doesn't help much that folks have been told that 'the drought is over.' Just the other night, Tom and I were taking a walk up a nearby street, when we noticed sprinklers in a yard leaking so badly that it was causing a river of runoff, just wasted water running down the street. As we were discussing that we should let the homeowners know they had a leak, or a problem, we heard them on their front porch saying hello. When we pointed out that something was amiss, the owner said, "oh, we know. It always does that. I can't control it."
Tom and I just walked away, and that interchange kept us thinking hard for another mile or so. Folks can't possibly still be ignorant of the importance of saving water in our desert climate. Yes, we're told all the time that the drought is over, does that make people feel safe enough to waste wantonly? Did this gentleman have a well, like many folks in our neighborhood, and therefore since he wasn't paying for the waste, it wasn't a concern? All the houses on our street with wells had them dry up last summer, which had never happened before. The lack of ground water affects all of us. Owning a well does not give anyone a 'pass' from conserving.
Whether or not this water came from a well, we could only come to one conclusion, and that is that the homeowner was willfully wasting water and what's more, couldn't be concerned to correct it. And this, we find incredible and frankly reprehensible.
Just to add insult to injury, the yard in question had nothing in the way of an ecosystem. There was no food garden, no wildlife garden, not even a useless green lawn. This yard had a few stunted bushes and swathes of bare dirt. What was there to nurture with these leaky overhead sprinklers???
The lack of water is not a problem that will ever go away here. It is something that we all have to be aware of, and we have to work together to prevent its loss. How much of our water supply is going to be used this year for fighting wildfires and protecting homes? How much of our water supply needs to go to growing the nation's food? What are we going to spend our water on? Just because we had a great winter does not mean we can be wasteful now. Or ever. Oroville is evidence of that.


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Journal articles:
Sattin-Bajaj, Carolyn, Jennifer L. Jennings, Sean P. Corcoran, Elizabeth Christine Baker-Smith, and Chantal Hailey. 2018. "Surviving at the Street Level: How Counselor's Implementation of School Choice Policy Shapes Students' High School Destinations." Sociology of Education, 91(1): 46-71.
Corcoran, Sean P. and Christy Baker-Smith(†). 2018. "Pathways to an Elite Education: Application, Admission, and Matriculation to New York City's Specialized High Schools." Education Finance and Policy 13(2): 256-279.
Corcoran, Sean P., and Jennifer L. Jennings. 2018. "The Gender Gap in Charter School Enrollment." Educational Policy 32(5): 635-663.
September 2014 version available as National Center for the Study of Privatization in Education Occasional Paper #223.
Corcoran, Sean P., Thomas Romer, and Howard Rosenthal. 2017. "The Twilight of the Setter? Local School Finance in a Time of Institutional Change," Economics and Politics 29(1): 1-21.
Elbel, Brian, Sean P. Corcoran, and Amy Ellen Schwartz. 2016. "Neighborhoods, Schools, and Obesity: The Potential Role for Place-Based Approaches to Reduce Childhood Obesity." PLoS ONE 11(6): e0157479. doi:10.1371/journal.pone.0157479
Corcoran, Sean P., Brian Elbel, and Amy Ellen Schwartz. 2016. "The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City." Journal of Policy Analysis and Management 35(3): 509-532.
Corcoran, Sean P., Thomas Romer, and Howard Rosenthal. 2015. "Some Simple Tests of Rational Voting and Agenda Setting," Political Science Research and Methods 3(2): 155-168.
Corcoran, Sean P. and Dan Goldhaber. 2013. "Value-Added and its Uses: Where You Stand Depends on Where You Sit." Education Finance and Policy 8(3): 418-434.
Leos-Urbel, Jacob(†), Amy Ellen Schwartz, Meryle Weinstein, and Sean Corcoran. 2013. "Not Just for Poor Kids: The Impact of Universal Free School Breakfast on Meal Participation and Student Outcomes," Economics of Education Review 36: 88-107.
Sept 2011 version available as an SSRN working paper, #1923972, September 7, 2011.
Corcoran, Sean P., Amy Ellen Schwartz, and Meryle Weinstein. 2012. "Training Your Own: The Impact of New York City's Aspiring Principals Program on Achievement." Educational Evaluation and Policy Analysis 34(2): 232-253.
Fairchild, Susan(†), Robert Tobias, Sean Corcoran, Christine Kovner, Maya Djukic(†), and Pedro Noguera. 2012. "White and Black Teachers' Job Satisfaction: Does Relational Demography Matter?" Urban Education 47(1): 170-197.
Kovner, Christine Tassone, Sean P. Corcoran, and Carol Brewer. 2011. "The Relative Geographic Immobility of New Registered Nurses: Calls for New Strategies to Augment That Workforce." Health Affairs 30(12): 2293-2300.
Rosenberg, Marie-Claire, Sean P. Corcoran, Christine Kovner, and Carol Brewer. 2011. "Commuting to Work: RN Travel Time to Employment in Rural and Urban Areas," Policy, Politics, and Nursing Practice 12(1): 46-54.
Corcoran, Sean P. and Christiana Stoddard. 2011. "Local Demand for School Choice: Evidence from the Washington Charter School Referenda," Education Finance and Policy, 6(3): 323-353. Working paper version here.
February 2009 version available as National Center for the Study of Privatization in Education Occasional Paper #175.
Corcoran, Sean P. 2007. "Long-run Trends in the Quality of Teachers: Evidence and Implications for Policy," Education Finance and Policy 2(4): 395-407.
Stoddard, Christiana and Sean P. Corcoran. 2007. "The Political Economy of School Choice: Support for Charter Schools across States and School Districts," Journal of Urban Economics 62(1): 27-54.
February 2006 version available as National Center for the Study of Privatization in Education Occasional Paper #113.
Corcoran, Sean P., William N. Evans, and Robert M. Schwab. 2004. "Women, the Labor Market, and the Declining Relative Quality of Teachers," Journal of Policy Analysis and Management 23(3): 449-470.
Featured in The New York Times, March 25, 2004 ("Economic Scene," p. C2)
September 2002 version available as National Bureau of Economic Research Working Paper #9180.
Corcoran, Sean P., William N. Evans, and Robert M. Schwab. 2004. "Changing Labor Market Opportunities for Women and the Quality of Teachers, 1957-2000," American Economic Review, Papers and Proceedings of the American Economic Association 94(2): 230-235.
(†) = graduate student
Book sections:
Corcoran, Sean P. And Jennifer L. Jennings. 2019. "Information and School Choice." In Handbook of Research on School Choice, 2nd edition, edited by Mark Berends, Ann Primus, and Matthew G. Springer. Routledge.
Corcoran, Sean P. and Sarah A. Cordes(†). 2017. "The Economics of School Choice." In Handbook of School Choice, edited by Robert Fox and Nina Buchanan. New York: Wiley-Blackwell.
Corcoran, Sean P. 2016. "Section I Discussion: How do Educators Use Student Growth Measures in Practice?'" in Student Growth Measures in Policy and Practice: Intended and Unintended Consequences of High-Stakes Teacher Evaluations, Kimberly Kappler Hewitt and Audrey Amrein-Beardsley, Eds. Palgrave Macmillan.
Corcoran, Sean P. 2015. "Potential Pitfalls in the Use of Teacher Value-Added Data" in Making the Most of Multiple Measures: The Impacts and Challenges of Implementing Rigorous Teacher Evaluation Systems, Jason A. Grissom and Peter Youngs, Eds., Teachers College Press.
Corcoran, Sean P. and William N. Evans. 2015. "Equity, Adequacy, and the Evolving State Role in Education Finance," Chapter 21 in Handbook of Research in Education Finance and Policy, 2nd edition, ed. Helen F. Ladd and Margaret E. Goertz, Routledge.
Corcoran, Sean P., Sarah Cordes(†), and Amy Ellen Schwartz. 2014. "State Education Expenditures," in Sustaining the States: The Fiscal Viability of American State Governments, Katherine G. Willoughby and Marilyn Ruby, Eds., Taylor and Francis.
Corcoran, Sean P. and Emilyn Ruble Whitesell(†). 2014. "Teacher Experience" and "Teacher Supply" in Encyclopedia of Education Economics and Finance, Dominic Brewer and Lawrence Picus, Eds., SAGE Publications.
Corcoran, Sean P. 2014. "Tiebout Sorting" in Encyclopedia of Education Economics and Finance, Dominic Brewer and Lawrence Picus, Eds., SAGE Publications.
Corcoran, Sean P. and Henry M. Levin. 2011. "School Choice and Competition in the New York City Schools," in Education Reform in New York City: Ambitious Change in the Nation's Most Complex School System, eds. Jennifer O'Day, Catherine Bitter, and Louis M. Gomez, Cambridge, MA: Harvard Education Press. Invited chapter for the American Institute for Research.
Jennings, Jennifer L. and Sean P. Corcoran. 2011. "Beyond High Stakes: Teacher Effects on Multiple Educational Outcomes," in Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement, ed. S. Kelly, New York: Teachers College Press.
Corcoran, Sean P. and Jennifer L. Jennings. 2010. "Evaluation of Teachers Trained Through Different Routes to Certification," in Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public, ed. K.G. Welner, P. Hinchey, A. Molnar, and D. Weitzman, Greenwich, CT: Information Age Publishing.
Originally published by the Education and the Public Interest Center, March 10, 2009.
Corcoran, Sean P. and Lawrence Mishel. 2010. "How Much are Public School Teachers Paid?" in Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public, ed. K.G. Welner, P. Hinchey, A. Molnar, and D. Weitzman, Greenwich, CT: Information Age Publishing.
Originally published by the Education and the Public Interest Center, February 19, 2007.
Corcoran, Sean P. 2009. "Human Capital Policy and the Quality of the Teacher Workforce," in Creating a New Teaching Profession, ed. Jane Hannaway and Dan Goldhaber, Urban Institute Press.
Corcoran, Sean P. and William N. Evans. 2008. "The Role of Inequality in Teacher Quality," in Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap, ed. Katherine Magnuson and Jane Waldfogel, Russell Sage Foundation.
Corcoran, Sean P., Howard Rosenthal, and Thomas Romer. 2008. "The Troubled Quest for Equality in School Finance," in What do we Owe Each Other? Rights and Obligations in Contemporary American Society, ed. Howard Rosenthal and David J. Rothman, Piscataway, NJ: Transaction.
Corcoran, Sean P. and William N. Evans. 2008. "Equity, Adequacy, and the Evolving State Role in Education Finance," in Handbook of Research in Education Finance and Policy, ed. Helen F. Ladd and Edward B. Fiske, Routledge.
Corcoran, Sean P., William Evans, Jennifer Godwin, Sheila Murray, and Robert Schwab. 2004. "The Changing Distribution of Education Finance, 1972-1997," in Social Inequality, ed. Kathryn M. Neckerman, Russell Sage Foundation.
Policy reports and commentary:
Gill, Brian P., Charles Tilley, Emilyn Whitesell, Mariel Finucane, Liz Potamites, and Sean P. Corcoran. 2019. A Life Lesson in Civics: How Democracy Prep Charter Schools Boost Student Voting. Education Next, 19(3).
Corcoran, Sean P. 2018. School Choice and Commuting: How Far New York City Students Travel to School. Washington, DC: Urban Institute.
Gill, Brian, Charles Tilley, Emilyn Whitesell, Mariel Finucane, Liz Potamites, and Sean Corcoran. 2018. "The Impact of Democracy Prep Public Schools on Civic Participation." Princeton, NJ: Mathematica Policy Research.
Blagg, Kristin, Matthew Chingos, Sean P. Corcoran, Sarah A. Cordes, Joshua Cowen, Patrick Denice, Betheny Gross, Jane Arnold Lincove, Carolyn Sattin-Bajaj, Amy Ellen Schwartz, and Jon Valant. 2018. "The Road to School: How Far Students Travel to School in the Choice-Rich Cities of Denver, Detroit, New Orleans, New York City, and Washington, DC." Washington, D.C.: Urban Institute.
Corcoran, Sean P. 2016. Review of The School Choice Journey: School Vouchers and the Empowerment of Urban Families by Patrick J. Wolf and Thomas Stewart. Political Science Quarterly, 131(1): 205-206.
Corcoran, Sean P. and Christine Baker-Smith(†). 2015. "Pathways to an Elite Education: Exploring Strategies to Diversify NYC's Specialized High Schools," IESP and Research Alliance for New York City Schools.
Corcoran, Sean P. 2014. Review of The Economic Benefits of New York City's Public School Reforms, 2002-2013. Boulder, CO: National Education Policy Center.
Nathanson, Lori, Sean P. Corcoran, and Christine Baker-Smith(†). 2013. "High School Choice in New York City: A Report on the School Choices and Placements of Low-Achieving Students," Research Alliance for New York City Schools.
Corcoran, Sean P. and Grace Pai(†). 2013. "Unlocking New York City's High School Progress Report," New Visions for Public Schools.
Baker, Bruce D. and Sean P. Corcoran. 2012. "The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending," Center for American Progress.
Institute for Education Sciences. 2012. "Learning from Recent Advances in Measuring Teacher Effectiveness," contributing author.
New Jersey Department of Education. 2012. Education Funding Report: February 23, 2012. Submitted by Christopher D. Cerf, Acting Commissioner. Co-author and consultant.
Allegretto, Sylvia, Sean Corcoran, and Lawrence Mishel. 2011. The Teaching Penalty: An Update Through 2010, Issue Brief #298. Washington D.C.: Economic Policy Institute.
Corcoran, Sean P. 2010. "Can Teachers be Evaluated by Their Students' Test Scores? Should They Be?," Report for the Annenberg Institute for School Reform, Education Policy for Action Series, September 2010.
Jennings, Jennifer L. and Sean P. Corcoran. 2009. "Beware of Geeks Bearing Formulas: Reflections on Growth Models for Accountability," Phi Delta Kappan 90(9), 635-639.
Stoddard, Christiana and Sean P. Corcoran. 2008. "Charter Politics," Education Next 8(2), 72-78.
Allegretto, Sylvia, Sean P. Corcoran, and Lawrence Mishel. 2008. The Teaching Penalty: Teacher Pay Losing Ground, Washington, D.C.: Economic Policy Institute. PDF
Allegretto, Sylvia, Sean P. Corcoran, and Lawrence Mishel. 2008. "Down and Out: Economists Assess the Teacher Pay Disadvantage," California Public Employee Relations, 188: 13-21.
Corcoran, Sean P. and Jennifer Booher-Jennings. 2007. "Commentary: When Race Matters," Teachers College Record, August 22, 2007. PDF
Allegretto, Sylvia, Sean P. Corcoran, and Lawrence Mishel. 2004. How Does Teacher Pay Compare? Methodological Challenges and Answers, Washington, D.C.: Economic Policy Institute.
(†) = graduate student
Working Papers:
Corcoran, Sean P., Jennifer Jennings, Sarah R. Cohodes, and Carolyn Sattin-Bajaj. (2018). "Leveling the Playing Field for High School Choice: Results from a Field Experiment of Informational Interventions." NBER Working Paper #24471.
Gill, Brian, Emilyn Whitesell, Charles Tilley, Mariel Finucane, Liz Potamites, and Sean Corcoran. (2018). "The Impact of Democracy Prep Public Schools on Civic Participation."
Bitler, Marianne, Sean P. Corcoran, Thurston Domina, and Emily Penner. (2017). "Teacher Effects on Student Achievement and Height: A Cautionary Tale."
Corcoran, Sean P. "The Manhattan/Hunter Science High School: Impact of an Early College Science Program."
Corcoran, Sean P. and Sarah Cordes(†). "The Continuing Impact of Democracy Prep Public Schools."
Corcoran, Sean P. and Jennifer L. Jennings (2012), "Teacher Effectiveness on High- and Low-Stakes Tests".
Corcoran, Sean P. and William N. Evans, "Income Inequality, the Median Voter, and the Support for Public Education." (2010). NBER Working Paper #16097
Last updated: May 13, 2019


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30 April 2013
What does it mean to be filled with the Holy Spirit?
On the day of Pentecost, the disciples were filled with the Holy Spirit but what does that even mean? We asked a few experts to give us their take.
Rev Paul Bradbury, pioneer minister for Poole Town Centre & Hamworthy and community leader of Poole Missional Communities
I am glad that we are perhaps moving away from doctrinal and interpretative differences on this phrase and exploring more and more the praxis of being spirit-filled. The 'Toronto Blessing' and all that focus on experience has now left us with the question: 'OK, but what difference does it make? How does it build the kingdom? 'Ultimately the Spirit is the agent of mission. Jesus breathed the Spirit on his disciples after the resurrection and they became agents of mission (John 20:23). Our own mission is about joining in with the directing and empowering ministry of God's missionary Spirit. We are therefore dependent on the Spirit. Times spent resting in, listening to and being filled again and again by the Spirit become indispensable to the task of mission.Without such times we risk turning mission into an enterprise of our own making. poolemc.org.uk
Lucy Peppiatt , dean of Westminster Theological College
I think that being filled with the Spirit begins when we yield to God's presence and power in our lives, and when we accept the gifts He wants to give us. Then it continues every time we do this. It requires trust and faith to allow God to shape us and mould us into the likeness of Jesus by the power of the Spirit. We'll change because we'll understand more about the Father's extraordinary love for us, who we are to Him, and how He sees other people.It will both break our hearts and deeply heal them as we learn to see God, ourselves, and the world through Jesus'seyes and heart. The Spirit begins the process of giving us the mind of Christ, and the courage and power to makehis love, his forgiveness and his healing known. wtctheology.org.uk
Pastor George Oppong, an elder at Ruach City Church
I'm reminded in Acts 1:7 of Jesus speaking to his disciples and saying they would be his witnesses when theSpirit came on them. Being filled causes us to be ambassadors of the living God. The Bible also talks about whenJesus after he had waited in consecration for 40 days came out and was filled with the Spirit and the Spirit beganto work through him mightily. Being Spirit-filled is a pre-requisite of our Christian walk – it's ultimately aboutspreading the love of Christ. I think being filled is more than just speaking in tongues. It's more than acting in away we charismatics sometimes do. I believe there's more to it. It's about showing the power and love of God toour dying world. The passion of the Holy Spirit causes us to move in ways that we wouldn't normally. The Holy isan enabler. He enables us to work in love, to minister to the people that are dying and hurting, to love those thatsociety says are unlovable. We need more of the Spirit. ruachcitychurch.org
Ian Buchanan, executive director , Langham Partnership
At a personal level being filled with the Holy Spirit is about the imparting of gifts that empower us for ministry.But this local event is part of a far more interesting global project. God wants to reverse the damage done bysin. To do this He pulls out and recreates a people. He reshapes them into the message they proclaim – theybecome like Jesus. So being filled with the Holy Spirit has a glorious practical purpose behind it. Through hisempowering we have an opportunity to bring authenticity to the gospel – people see it alive in us. 9aday.org.uk
You might also be interested in
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Publisher Information:
The Historical Society of Southern California,
357pp, illus. 2nd edition, 2 volume set, near fine hardcovers in slipcase, limited ed., 1 of 100 signed. History of southern California and Los Angeles. The first volume, An End and a Beginning, deals with the years 1850-1887. The second volume, Those Powerful Years from 1887-1917.
Book Id: 3955
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And the local superintendent of schools wants to convert two of his direct-run schools to charters.
Charter School Board
New Orleans College Preparatory Academies
State recommends closure of three charter schools in New Orleans
So far, no charter boards have returned their operations to Orleans school board
Getting in is just the beginning; College Prep looks for ways to make alumni successful
State releases elementary and middle-school standardized test scores
College Prep Academies' growth plan angles for takeover of two more schools by 2018
Live blog Thursday: Hammond's holds forum on school bus safety
College Prep defers vote on doubling bonus; new performance goals set
Refusal to return charter schools to OPSB sign of distrust of locally elected boards
Board offers $10,000 finder's fee in search for new Sylvanie Williams principal
NOCP's vote to stay under RSD skirted Open Meetings Law
NOCP schools report drop in suspensions
Cost of busing students in New Orleans rises as parents exercise school choice
It will cost $30 million to bring students to and from public schools this year, compared to $18 million the year before Katrina. The increase appears to be a consequence of citywide enrollment and the shift from a centrally-run school system. A few schools are working together to negotiate busing contracts.
Board member said he opposes Cohen-Washington merger
Check here for Orleans public schools' opening days
New Orleans College Prep CEO predicts schools will have D grades despite some gain
Future Is Now board discusses handover of Cohen High over to Recovery School District
Crocker's board pays tribute to past as charter school closes its doors for good
Teacher hiring ramps up across the NOCP network; slate of board officers named
As takeover nears, Crocker leaders tackle summer school and closing costs
New Orleans College Prep seeks federal grant for after-school programs
Six Crocker teachers invited to stay as New Orleans College Prep takes over school
Middle grades showing academic gains at NOCP
Crocker teachers steadfast during difficult transition, leaders say
The business of transition is underway at Crocker Arts and Technology as the school prepares to hand over leadership to New Orleans College Prep on June 30.
Board president Grisela Jackson told the school's board that she had received a month-by-month to do list from the Recovery School District, and is in regular contact with Brandie Burris, manager of school performance, who will be assisting with the transition.
NOCP leaders prepare to assume control of Crocker
ENCORE Academy decides to remain on Marengo Street 2013-14
ENCORE Academy will remain in its building for another year, giving the board more time to discuss adding priority zip codes to its charter and allowing the school to easily manage its own enrollment process for the additional year. "We've been invited to stay in this building another year," school leader Terri Smith told the school's board Tuesday at its regular meeting.
New Orleans College Prep to take over Crocker in June
New Orleans College Prep leaders on Saturday laid out their plans to take over Crocker Arts and Technology this summer. News of the management transfer came last week after the state Board of Elementary and Secondary Education voted not to renew Crocker's charter due to its students' poor standardized test scores.
Big jump in school scores lifts NOCPA into top third; special-ed students discussed
New tutors make "noticeable" impact
School to monitor mid-year transfer numbers; board passes 2012-13 budget
New basis for school rankings detailed; enrollment slide prompts staff cuts
Poor performance on tests could zap charter renewal process, board fears
Music and arts-based start-up ready to open the curtain under OPSB direction
Encore Academy, one of the first charter schools approved by the Orleans Parish School Board since the board chartered the bulk of its schools following Hurricane Katrina, is ready for the 2012-2013 school year, board members announced Tuesday at their monthly meeting. The type-one charter school, which shares an Uptown campus with the new state-of-the-art Crocker Arts and Technology School, opens for classes on August 13.
[Corrected:] Budgeted expenses continue to exceed revenues for the coming year
As presented by the board of directors at a public hearing on July 30, the draft 2012-13 budget for New Orleans College Preparatory Academies shows an $11.2 million increase over last year last year's in total expenditures, a 14 percent increase based on a projected enrollment of 960 students. Correction: The original story misstated the budget increase and has been corrected.
Charter board strategizes privately despite open-meetings law
The board of New Orleans College Preparatory Academies held an unusual three-and-a-half hour closed session Saturday, in part to discuss matters that public bodies aren't allowed to talk about privately. Further, members emerged from the closed-door session and approved two measures, neither of which were on the agenda and without providing a reason for doing so, as the law requires.
Board meeting agenda released
Prospective 2012-13 budget
Charter board meets in private, disregards open-meetings law to discuss strategy for new school
The board of New Orleans College Preparatory Academies held an unusual three-and-a-half hour closed session Saturday, emerging to announce that it was going to apply take action regarding its recent application to the state to run another charter school – a measure that wasn't on the board's agenda. Correction: School officials said Monday that the action was a technical change, not the initial interest in pursing a charter, which they submitted last month.
Board meeting agenda released
Board meeting agenda released
Crocker Arts and Tech School board meeting focuses on teacher salaries, charter renewal
Revised board meeting agenda released
Crocker Arts and Technology School sees 15 percent budget increase
Crocker Arts and Technology School's preliminary operating budget of $2.2 million for the 2012-2013 school year is a 15 percent increase from the previous year's. In addition to an increase in student population, the school will be moving into a new building. The school anticipates a $240,000 increase in operational costs as a result of the move said Brendel Deemer, president of Deemer CPA & Consulting, the company the school uses for financial services. The increases include rising costs in utilities, maintenance, and inspections.
[Corrected:] New Orleans College Prep Academies face budget woes alongside improving test scores
Correction: the original story stated that the NOCP board violated Local Budget Act requirements. Those claims were incorrect and have been changed.
The June meeting of the board of New Orleans College Preparatory Academies held mixed messages for its members. Though the school's LEAP scores came in significantly better than expected, the board learned that the school is still far from being out of the woods concerning its budget problems.
Executive Director Ben Kleban demonstrated the school's improved academic performance with his trademark PowerPoint presentations.
Board meeting agenda released
[Corrected:] School faces $1.4 million deficit; leaders will trim resources, increase enrollment
2012-13 budget available for review
Cost jump with move, but budget is in balance; summer school begins June 4
Board works to address anticipated budget crunch
While anticipating next month's release of testing scores that will show whether schools are meeting academic performance targets, the board of New Orleans College Preparatory Academies was presented with a new challenge at its monthly meeting, May 8: the network faces a budget deficit which, at current rates, will leave it in the red in the 2013-14 school year. Executive Director Ben Kleban presented the board with two budget breakdowns.
Board agrees to share new building with Encore elementary; week of intense testing ends
Board meeting agenda released
Impending move means late start next August; board urges lobbying to secure funds for gifted
Board meeting agenda released
Reprinted below is the agenda for the board governing Crocker Arts and Technology School:
Board Meeting
Saturday, March 24, 2012
Lawrence D. Crocker Arts and Technology School
1111 Milan Street
New Orleans, LA 70115
1. Moment of Meditation
Board briefed on new RSD application process; musical instruments arriving by the truckload
Board meeting agenda released
The agenda for the February meeting of ADVOCACY FOR THE ARTS AND TECHNOLOGY IN NEW ORLEANS, LOUISIANA, INC. is reprinted below:
1. Moment of Meditation
2. Roll Call
3. Pledge to the Flag
4. Approval of Agenda
5. Adoption of Minutes from the January 28, 2012 Meeting
6. Principal's Report
7. Financial Report
8. Other Business
9. Public Comment Period
10. Next Board Meeting: Saturday, March 24, 2012
11. Adjournment
Strong showing in English and social studies countered by failing scores in science and math
Update: The story has been updated to reflect the fact that officials at New Orleans College Preparatory Academy forwarded us the documents we requested regarding the CEO's evaluation process.
The February meeting of the Board at New Orleans College Preparatory Academies began with a lengthy discussion of academic goals. Director and chief executive officer Ben Kleban referred to detailed graphs and Excel documents with which he keeps the board apprised of school progress on a monthly basis. Board member Ruth Kullman asked if the board could take a closer look at the fourth- and eighth-grade scores, noting that these grades are double-weighted when factored into School Performance Scores. Students in these grades also need to pass the LEAP exam to advance to the next grade.
Board meeting agenda released
Below is a reprint of the agenda items from New Orleans College Prep's board meeting agenda:
New Orleans College Preparatory Academies
Board of Directors Meeting
Tuesday, February 7th, 2012
5:30 pm – 6:45 pm
3520 Dryades St., 3rd Floor
New Orleans, LA 70115
Agenda Item
I. Call to Order & Agenda
II. Minutes Approval
RSD rep says acceptable SPS is within reach; urges stalling plan to add sixth grade
Board wins charter to take over troubled Cohen High; NOCP performance score back on track
N.O. College Prep board reschedules meeting to January 11
N.O. College Prep releases board meeting agenda
Improving school performance hinges on parental involvement; campus move in the offing
Board meeting cancelled
Kleban floats idea of managing Cohen High, as alternative to merger with Booker T
The board of directors of New Orleans College Preparatory Academies met Monday to discuss newly released Recovery School District building assignments. The Board has opposed the RSD's proposed merger of Walter L. Cohen and Booker T. Washington high schools. Members present at the meeting included President Hal Brown, Chairman Kenneth Polite, Vice Chairman Murray Pitts, Secretary Rick Conway, Treasurer Ruth Kullman, and members Jim Raby, Monica Edwards, and Peter Harding. Also in attendance was Ben Kleban, College Prep's founder and executive director.
Grants to help finance new music program
Board agenda released
Copy of the agenda for the November Board meeting is reprinted below:
New Orleans College Preparatory Academies
Board of Directors Meeting
Monday, November 14, 2011
5:30 pm – 7:00 pm
3rd Floor Conference Room
Walter L. Cohen High School
New Orleans, LA 70115
—– Agenda —–
Agenda Item — Materials/Lead — Time
I. Call to Order & Agenda– Brown– 2 min
VOTE II. Minutes Approval– All– 2 min
Red Ribbon week against drugs marked with unusual get-ups; Saints to visit next week
Crocker Board meeting agenda
Testing reveals strengths and weaknesses; board opposes 'mega' high school merger
Board meeting agenda released
Kitchen almost up to code; vols needed if buses are to be monitored; enrollment drive ahead
Agenda for Board meeting released
Please note, this is a copy of the information from the revised agenda:
Board Meeting
Saturday, September 24, 2011
Lawrence D. Crocker Arts and Technology School
1111 Milan Street
New Orleans, LA 70115
1. Moment of Meditation
2. Roll Call
3. Pledge to the Flag
4. Approval of Agenda
5. Adoption of Minutes from the August 27, 2011 Meeting
6. Principal's Report
7. Financial Report; Budget Review
8. Student Recruitment
9. Old Business: Evaluations
10. Other Business
11. Next Board Meeting: Saturday, October 22, 2011
12. Adjournment


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Compiled by: Melissa Jane Cook. Source: Travel and Meetings.


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Color: Dark ruby
Nose: Blackberry, black cherries, vanilla, tobacco, and hint of juniper
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Product of Chile's Colchagua Valley.
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Grief is a Hard Sell
Let's face it. Grief is a hard sell. What I mean is that the majority of people in our culture are not going to be interested in or motivated to hear or learn anything about death, dying, grief and loss until they have to. Grief is just too morbid for those who are not experiencing loss. Like my son says, "Everybody knows that death is there. But they all believe that death is something that always happens to other people and not to them." A sad fact is that most mourners even in the depths of their grief feel no need or motivation to receive formal help or knowledge about death, dying, grief and loss. Grief is way too painful, unpleasant and uncomfortable to hear about. Talking about grief will just make them feel sad and it won't help is what they tell me. I have always said no matter how much marketing you do for a grief support group, a grief seminar or grief counseling that you are offering, you will not get an overwhelming response. Let's face it. Grief is a hard sell.
Grief should be a topic that is of interest to everybody. Often I am asked by those inviting me to speak about grief and loss, "Larry, we need to know who your target audience is so that we can market your speech. So, who is going to be the target audience?"
"Everybody," I say as I smiled back to my host. Suddenly they have a dumbfounded look on their face.
They reply patiently as if I misunderstood their question, "No, Larry. Who is your presentation going to be targeted to? Mourners or their caregivers?"
"Yes!" I say with patience and a smile back to them knowing they don't understand my answer. "You see, death, dying, grief and loss are topics for everyone – grieving people and their caregivers. All of us are going to die, and all of us will say goodbye to people in our lives who die. Therefore, everybody is my target audience."
Yes, grief is a hard sell. As long as people and the culture keep their collective heads in the sand denying the fact that death and grief happen every day and that one day death and grief will happen to them. But why should we be surprised? As Sigmund Freud stated mankind will always run from pain and run towards pleasure. Grief is painful. Therefore, we run from it making grief a hard sell.
Is there an answer to this marketing problem surrounding grief and loss? Will mankind one day suddenly realize that knowing something about death, dying, and bereavement would be beneficial to helping people live successful and healthy lives? I don't know. As things are now, probably not. But I don't think I will ever give up the hope that more folks will receive the information and help that they need to help them get through future periods of grief and sorrow in their lives.
In the meantime we who know about grief must continue to tell others who will listen important information about the workings of dying, grief and loss in order to help them through the rough times. We who are mourners and have a history of loss are in a unique position to help the world of people and inevitable mourners at a time when they need us most. Be ready to help the person God puts in your pathway who is struggling with grief and that you can help. Grief will never be easy, but with support from others, encouragement, and a little knowledge, grief can become easier.
Written by Larry M. Barber, LPC-S, CT author of the grief survival guide "Love Never Dies: Embracing Grief with Hope and Promise" available online at Amazon, Barnes & Noble or Christianbook.com.
The grief survival guide is also available in Spanish as "El Amor Nunica Muere: Aceptando el Dolor con Esperanza y Promesa" on Amazon.com.
Larry is the director of GriefWorks, a free grief support program for children and their families in Dallas TX http://grief-works.org.
FOR INFORMATION ON SCHEDULING COUNSELING SERVICES WITH LARRY BARBER https://taylorcounselinggroup.com/larry-barber .


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