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tests & coverage

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  1. 2
      .Rbuildignore
  2. 3
      .travis.yml
  3. 1
      DESCRIPTION
  4. 1
      NAMESPACE
  5. 8
      R/dsl.R
  6. 2
      R/tlsh-hash.R
  7. 1
      R/tlsh-package.R
  8. 3
      README.Rmd
  9. 7
      README.md
  10. 45
      appveyor.yml
  11. 1
      codecov.yml
  12. 33
      inst/extdat/baseline/021106_yossivassa.txt
  13. 86
      inst/extdat/baseline/0Alice.txt
  14. 126
      inst/extdat/baseline/11-17-06_Academy.txt
  15. 25
      inst/extdat/baseline/1english-only.txt
  16. 266
      inst/extdat/baseline/2005NISSE.txt
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  18. 164
      inst/extdat/baseline/2006_2007PhysicalEducationConceptMap.txt
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      inst/extdat/baseline/AfghanistanLiteracyDiscussionPaper.txt
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      inst/extdat/baseline/Landau-Pickford-Press-Rel.txt
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      inst/extdat/baseline/Lotuspike-VBTD-Jenkins.txt
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2
.Rbuildignore

@ -11,3 +11,5 @@
^tmp$
^CONDUCT\.md$
^LICENSE\.txt$
^appveyor\.yml$
^codecov\.yml$

3
.travis.yml

@ -1,6 +1,5 @@
language: R
sudo: false
cache: packages
after_success:
- Rscript -e 'covr::codecov()'
- Rscript -e 'covr::codecov()'

1
DESCRIPTION

@ -27,6 +27,7 @@ Depends:
R (>= 3.2.0),
Rcpp (>= 0.12.8)
Imports:
methods,
magrittr
RoxygenNote: 6.0.1.9000
LinkingTo: Rcpp

1
NAMESPACE

@ -14,4 +14,5 @@ export(tlsh_stats)
export(tlsh_update)
importFrom(Rcpp,sourceCpp)
importFrom(magrittr,"%>%")
importFrom(methods,new)
useDynLib(tlsh)

8
R/dsl.R

@ -200,8 +200,12 @@ tlsh_hash <- function(x) {
#' @return distance value
#' @export
#' @examples
#' doc1 <- as.character(xml2::read_html(system.file("extdat", "index.html", package="tlsh")))
#' doc2 <- charToRaw(as.character(xml2::read_html(system.file("extdat", "index1.html", package="tlsh"))))
#' doc1 <- as.character(
#' xml2::read_html(system.file(
#' "extdat", "index.html", package="tlsh")))
#' doc2 <- charToRaw(
#' as.character(xml2::read_html(
#' system.file("extdat", "index1.html", package="tlsh"))))
#'
#' x <- tlsh(doc1) %>% tlsh_finalize()
#' y <- tlsh(doc2) %>% tlsh_finalize()

2
R/tlsh-hash.R

@ -20,7 +20,9 @@ tlsh_simple_hash <- function(x) {
#'
#' @md
#' @param x,y two hash fingerprints to compare
#' @return `NA` will be returned if `x` or `y` are not valid hashes
#' @export
tlsh_simple_diff <- function(x, y) {
if ((nchar(x) < 70) | (nchar(y) < 70)) return(NA_integer_)
tlsh_diff_fingerprints(x, y)
}

1
R/tlsh-package.R

@ -10,6 +10,7 @@
#' @author Bob Rudis (bob@@rud.is)
#' @useDynLib tlsh
#' @importFrom Rcpp sourceCpp
#' @importFrom methods new
#' @references
#' - Jonathan Oliver, Chun Cheng and Yanggui Chen,
#' "[TLSH - A Locality Sensitive Hash](https://github.com/trendmicro/tlsh/blob/master/TLSH_CTC_final.pdf)"

3
README.Rmd

@ -3,6 +3,9 @@ output: rmarkdown::github_document
editor_options:
chunk_output_type: console
---
[![Travis-CI Build Status](https://travis-ci.org/hrbrmstr/tlsh.svg?branch=master)](https://travis-ci.org/hrbrmstr/tlsh)
[![AppVeyor Build Status](https://ci.appveyor.com/api/projects/status/github/hrbrmstr/tlsh?branch=master&svg=true)](https://ci.appveyor.com/project/hrbrmstr/tlsh)
[![Coverage Status](https://img.shields.io/codecov/c/github/hrbrmstr/tlsh/master.svg)](https://codecov.io/github/hrbrmstr/tlsh?branch=master)
# tlsh

7
README.md

@ -1,4 +1,11 @@
[![Travis-CI Build
Status](https://travis-ci.org/hrbrmstr/tlsh.svg?branch=master)](https://travis-ci.org/hrbrmstr/tlsh)
[![AppVeyor Build
Status](https://ci.appveyor.com/api/projects/status/github/hrbrmstr/tlsh?branch=master&svg=true)](https://ci.appveyor.com/project/hrbrmstr/tlsh)
[![Coverage
Status](https://img.shields.io/codecov/c/github/hrbrmstr/tlsh/master.svg)](https://codecov.io/github/hrbrmstr/tlsh?branch=master)
# tlsh
Local Sensitivity Hashing Using the ‘Trend Micro’ ‘TLSH’ Implementation

45
appveyor.yml

@ -0,0 +1,45 @@
# DO NOT CHANGE the "init" and "install" sections below
# Download script file from GitHub
init:
ps: |
$ErrorActionPreference = "Stop"
Invoke-WebRequest http://raw.github.com/krlmlr/r-appveyor/master/scripts/appveyor-tool.ps1 -OutFile "..\appveyor-tool.ps1"
Import-Module '..\appveyor-tool.ps1'
install:
ps: Bootstrap
cache:
- C:\RLibrary
# Adapt as necessary starting from here
build_script:
- travis-tool.sh install_deps
test_script:
- travis-tool.sh run_tests
on_failure:
- 7z a failure.zip *.Rcheck\*
- appveyor PushArtifact failure.zip
artifacts:
- path: '*.Rcheck\**\*.log'
name: Logs
- path: '*.Rcheck\**\*.out'
name: Logs
- path: '*.Rcheck\**\*.fail'
name: Logs
- path: '*.Rcheck\**\*.Rout'
name: Logs
- path: '\*_*.tar.gz'
name: Bits
- path: '\*_*.zip'
name: Bits

1
codecov.yml

@ -0,0 +1 @@
comment: false

33
inst/extdat/baseline/021106_yossivassa.txt

@ -0,0 +1,33 @@
“IT SOUNDS BETTER IN AMHARIC!”
Israeli Ethiopian Actor Brings His Acclaimed One-Man Show to the Bay Area
Saturday and Sunday, February 11 & 12
Museum of the African Diaspora Salon
358 Mission Street,
San Francisco, CA
Saturday, February, 11, 2006, 1:00 p.m., 4:00 p.m.
Sunday, February, 12, 2006, 1:00 p.m., 2:00 p.m.
FREE with museum admission
415. 358-7200 www.moadsf.org
(San Francisco, CA) – In celebration of Black history month and the Jewish Ethiopian community, Israeli Ethiopian Actor Yossi Vassa brings his one man show “It Sounds Better In Amharic” to the Bay Area for several performances, February 11 through February 20, 2006. After each performance, Vassa will be talking to the audience and answering questions. Sponsored by the Israel Center of the Jewish Community Federation of San Francisco, the Peninsula, Marin and Sonoma Counties, “It Sounds Better In Amharic” is not only entertaining and moving, but it also educates audiences on the enriching cultural impact Jewish Ethiopians have had on Israeli culture.
"It Sounds Better in Amharic" is a moving, personal account of a 700-kilometer journey on foot from Ethiopia to a refugee camp in Sudan, followed by an airplane flight to a new home in Israel. Vassa mixes nostalgic memories of life in Ethiopia with hilarious perspectives on adjusting to life in modern-day Israel. Included are the tensions surrounding the issue of which land is “home” and which is the Diaspora (the latter being a major physical and psychological issue for the Jewish and African people as a result of leaving one homeland for another). This highly acclaimed production has been presented over 400 times in Hebrew. In English, it has toured throughout the United States, Canada and Europe.
In a review of the performance, The Jerusalem Post stated, ‘Determined to tell the story of his people, “It Sounds Better in Amharic” is a cathartic experience.’
“Yossi Vassa's presentation could have come to the Museum of the African Diaspora (MoAD) at any time of the year, but it is especially honored to have it at this time. His story reflects in our Mission, and his journey touches each of our themes: Origins, where we come from; Movement, where we have been moved to; Adaptation, how we have adjusted; and Transformation, how we have changed and re-created the world around us. “ said Geol Weirs, Director of Member Services and Community Development  
Vassa, co-writer and actor, was born in Ethiopia and made aliya (Hebrew for immigrated) to Israel in 1985 at age 10. After graduating from Haifa University's Theatre Arts department, Vassa completed his compulsory military service, where he was an actor in the IDF Theatre Company. With Shmuel Beru, Vassa has produced two Amharic television programs about life in Israel. These shows are very popular with the Ethiopian community, and thousands of tapes have been sold in Israel and abroad. Vassa also has acted in numerous Israeli films, including "Danny Wolman's Foreign Sister" and "Go, Be and Die" directed by Radok.
Shai Ben Atar, co-writer and director of “It Sounds Better In Amharic,” was born in Israel. His play "Separation" was well received at the festival for short plays in Tel Aviv., and his play "Where is the IDF?" was produced by the Nephesh Theatre and currently is appearing in schools throughout Israel. Ben Atar has served as leading scriptwriter for Israel TV1's children and youth department. His current play, co-written with leading Israeli actress and entertainer Hanna Laslow, was produced for the Kameri Theatre and has been nominated for Best Entertainment of the Year.
For more information, articles, reviews and video go to:
http://www.nepheshtheatre.co.il/amharit_index_en.html
For additional information, contact The Israel Center, 415.512.6203, israelcenter@sfjcf.org.
The Israel Center provides a cultural bridge that connects Bay Area Jews with their counterparts in Israel. The Jewish Community Federation is the central organization for fundraising, planning, outreach and leadership development for Jewish communities in San Francisco, the Peninsula, Marin and Sonoma Counties. In FY 2004-05, the Federation’s annual campaign allocated $16.9 billion to some 60 agencies providing social services, educational and cultural programs in the Bay Area, in the U.S., Israel and elsewhere in the world. In fiscal year 2005, the Federation’s Endowment Fund, with assets exceeding $1.05 billion, provided more than $215 million for a variety of grants, seed projects and emergency needs in fiscal year 2004/2005. For information, call 415.777.0411 or visit www.sfjcf.org.

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London Children’s Film Festival 2006: Teachers’ Resource
Alice in Wonderland (Alice au pays des merveilles) (7+)
Introduction
Alice in Wonderland has been adapted many times for the big screen, and this version, made in the late 1940s is little known, largely as a result of having been eclipsed on its release by the now far better-known Disney version. While the colour may now have faded, this imaginative combination of real actors, 3D puppet animation and some avant-garde set design in Wonderland is still as strange and charming as ever.
Closer to Carroll’s words and Tenniel’s original illustrations than any other version, characters in this adaptation also sing in several scenes. Also, like The Wizard of Oz, reality and dream overlap as some of the people in Alice’s world reappear as inhabitants of Wonderland.
Synopsis
In the gardens of an Oxford College in Victorian England, Alice and her two older sisters are playing fancy dress with one of the young tutors, Mr Dodgson. Soon afterwards, the college prepares for an important visitor, Queen Victoria. When she arrives she is very haughty but also very interested in Mr Dodgson, who she knows to write under the name ‘Lewis Carroll’.
To get away from the grown ups, Mr Dodgson takes the girls on a boat trip down the river, and as he rows he starts to make up a story about a little girl called Alice. The story tells of how one day, bored as she sits while her older sister reads, she notices a rabbit, fully dressed, dashing past and worrying about being late. Curious, she follows him down a rabbit hole and finds herself in… Wonderland!
Audiences
Alice in Wonderland is suitable for KS2 pupils and contains links to Literacy, Art & Design and History.
Curriculum Links and Suggested Classroom Activities
Literacy
Before the screening
* Discuss in groups what is known of the original text, mapping the main events and discussing the main characters. What might be difficult about adapting the book for the screen? Think in particular about what is ‘real’ and what is ‘imaginary’, a central theme of the book.
* Read a chapter of the original text. Investigate it for word play, riddles, rhymes and ‘nonsense’. In Wonderland, where language is turned upside down, anything is possible. Look at the text of the Mad Hatter’s Tea Party in Chapter 7. Write a ‘normal’ dialogue between two characters and turn it into nonsense, thinking carefully about how meaning changes with structure, vocabulary and intent.
After the screening
* Compare the film adaptation to the original text, in story, characters and themes. Compare it to other film adaptations.
* Take no more than two pages from the original text and adapt it into a screenplay to be acted out. In screenplays, the characters’ names are in capitals, the text is centred on the page, there are no speech marks and minimal direction for the actors.
* Compose a nonsense poem or simple rhyme as a shape poem to fit an outline of one of the characters, either about them or from their point of view.
* Did children spot any of the actors ‘reappearing’ as voices of the puppet characters in Wonderland? What did these fantasy characters have in common with their real life counterparts? Identify the common characteristics of animals and each child design an animal character to resemble themselves and write a description of them (clothing, habits, interests, favourite food).
Art & Design
Model animation
* The inhabitants of Wonderland are all puppets in this film, filmed with stop-motion animation like the Wallace and Gromit films. The figures are photographed one frame at a time, with tiny movements made in between. When the film is played, the figures seem to move of their own accord. Compare Tenniels’ illustrations in the original publication with the puppets and actors in the film. What has been changed? Do children prefer one or the other, and why? Children can design their own 3D models of the characters.
The special effects
* In Wonderland, by combining the actress who played Alice with oversize props, as with the ‘Drink Me’ bottle, the filmmakers created the illusion is that she had actually shrunk to a few centimetres tall. Then, putting her among tiny props, as in The White Rabbit’s house, she appears to grow to giant size. Pupils could design and create different size props (tiny chair, huge chair) and explore in-camera special effects, making a short animated film using stop-frame animation with a digital camera in which characters appear to grow and shrink like Alice.
History
* Discuss the Victorian setting of the film. How do the costumes, horse-drawn carriages, behaviour of characters and other elements in the film compare with what is known of life in Victorian England? Find images of these examples and compare them with images from the film from the website listed in ‘Weblinks’, below.
* The film was made in the late 1940s. Which parts of the set design seem ‘modern’, and which seem more traditionally Victorian? Why do you think the filmmakers decided to include such diverse looking sets – how do they help us to understand the story? Think about the room full of doors, the Duchess’s kitchen, the formal gardens, the tea party – how do they compare to what we know from images of Victorian England?
Weblinks
Alice in Wonderland: Film and TV productions over the years
A detailed overview of this film adaptation, including colour stills and information on the production.
http://www.alice-in-wonderland.fsnet.co.uk/film_tv_marsh.htm
The Lewis Carroll Society
An academic site, useful for dates and details about the life of the author and his work.
www.lewiscarrollsociety.org.uk
Film Street website with more information about animation
http://www.filmstreet.co.uk
We suggest that teachers and parents check the suitability of recommended books, films and other media for the children in their care before use. London Children’s Film Festival cannot be responsible for the content of any recommended media, including websites.
Film Details
Country UK / France 1951
Director Dallas Bower
Running time 83 min
Language English
 
 
© Barbican Education 2006

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@ -0,0 +1,126 @@
ASPEN FILM ANNOUNCES SELECTIONS FOR THE 16TH ANNUAL ACADEMY SCREENINGS
November 17, 2006 (Aspen, Colo.) – When snowflakes start to fall that means one thing for sure: the Oscar™ race is heating up! Make way for the grand two-week film extravaganza that is the 16th annual Aspen Film Academy Screenings. Running December 18 – January 1 at Harris Concert Hall, this “festival of a film series” offers a sneak peek at features, documentaries and top talent that will have everyone talking this Academy Awards© season.
Many of the twenty-three films in this year’s Aspen Film Academy Screenings series have already garnered critical attention, as well as significant Oscar™ buzz. Highlights include a mix of eagerly anticipated releases like The Pursuit of Happyness with Will Smith and Thandie Newton, Steven Soderbergh’s The Good German starring Cate Blanchett and George Clooney, The Painted Veil (based on W. Somerset Maugham’s novel) with Edward Norton and Naomi Watts, Miss Potter – the story of beloved author Beatrix Potter – with Renee Zellweger and Ewan McGregor, and Breaking and Entering with Jude Law and Juliette Binoche. Families will enjoy the latest live action and 3D-animated Arthur and the Invisibles, starring Freddie Highmore featuring voices by Madonna, Snoop Dogg and David Bowie. Bringing contemporary war issues to the fore is Home of the Brave with Samuel L. Jackson and Jessica Biel.
In addition, many of the films that made indelible impressions on the festival circuit will also be screened: Emilio Estevez’s Bobby, with an extraordinary ensemble cast (Harry Belafonte, Anthony Hopkins, Sharon Stone, William H. Macy, Demi Moore, Martin Sheen, just to name a few), the visually splendid Marie Antoinette with Kirsten Dunst, Golden Door (winner of Venice Film Festival’s Silver Lion), Pedro Almodóvar’s Volver with Penélope Cruz and Days of Glory (both leading ensemble casts won top acting awards at the Cannes Film Festival).
Performances from big-time talent also turning heads for award consideration this season include Judi Dench and Cate Blanchett (Notes on a Scandal), Peter O’Toole (Venus), Brad Pitt (Babel), Forest Whitaker (The Last King of Scotland), Kate Winslet (Little Children), Paul Giamatti (The Illusionist), and Helen Mirren (The Queen).
Taking place during Aspen’s high-profile holiday season, the program boasts a handful of highly absorbing official foreign language submissions for Academy Award© consideration, including Curse of the Golden Flower (China), Pan’s Labyrinth (Mexico), Days of Glory (Algeria), Volver (Spain) and Golden Door (Italy). Two terrific documentaries will also liven-up the screen: Academy Award-winning director Barbara Kopple and Cecilia Peck’s Shut Up and Sing with the Dixie Chicks (2006 Aspen Filmfest Audience Favorite Documentary Award winner), and the awe inspiring God Grew Tired of Us by Christopher Quinn.
For more information and a complete Aspen Film Academy Screenings program, visit www.aspenfilm.org starting December 1st. Tickets go on sale December 8th through the Wheeler Box Office 970.920.5770 or at the door at Harris Concert Hall. Members of the Academy of Motion Picture Arts & Sciences and associated guilds should RSVP to Aspen Film at 970.925.6882 x101.
2006 Aspen Film Academy Screenings Program At-a-Glance
Mon Dec 18 | 5:30 PM
The Pursuit of Happyness
Gabriele Muccino directs. Will Smith, Thandie Newton star. (Columbia Pictures)
Tue Dec 19 | 5:30 PM
Babel
Alejandro González Iñárritu directs. Brad Pitt, Cate Blanchett star. (Paramount Vantage)
Wed Dec 20 | 5:30 PM
The Queen
Stephen Frears directs. Helen Mirren, Michael Sheen star. (Miramax Films)
Thu Dec 21 | 5:30 PM
Marie Antoinette
Sofia Coppola directs. Kirsten Dunst, Jason Schwartzman star. (Columbia Pictures)
Thu Dec 21 | 8:15 PM
Home of the Brave
Irwin Winkler directs. Samuel L. Jackson, Jessica Biel star. (MGM)
Fri Dec 22 | 5:30 PM
The Illusionist
Neil Burger directs. Edward Norton, Paul Giamatti star. (Yari Film Group Releasing)
Fri Dec 22 | 8:15 PM
Days of Glory
Rachid Bouchareb directs. Jamel Debbouze, Samy Naceri star. (MGM & The Weinstein Company)
Sat Dec 23 | 5:30 PM
Shut Up and Sing
Barbara Kopple & Cecilia Peck direct. With the Dixie Chicks. (The Weinstein Company)
Tue Dec 26 | 5:30 PM
Bobby
Emilio Estevez directs. Anthony Hopkins, William H. Macy, Sharon Stone star. (MGM & The Weinstein Company)
Tue Dec 26 | 8:15 PM
Volver
Pedro Almodóvar directs. Penélope Cruz, Carmen Maura star. (Sony Pictures Classics)
Wed Dec 27 | 5:30 PM
The Good German
Steven Soderbergh directs. Cate Blanchett, George Clooney star. (Warner Bros. Pictures)
Wed Dec 27 | 8:15 PM
Curse of the Golden Flower
Zhang Yimou directs. Chow Yun Fat, Gong Li star. (Sony Pictures Classics)
Thu Dec 28 | 5:30 PM
The Last King of Scotland
Kevin Macdonald directs. Forest Whitaker, James McAvoy star. (Fox Searchlight Pictures)
Thu Dec 28 | 8:15 PM
Little Children
Todd Field directs. Kate Winslet, Patrick Wilson star. (New Line Cinema)
Fri Dec 29 | 5:30 PM
The Painted Veil
John Curran directs. Edward Norton, Naomi Watts star. (Warner Independent Pictures)
Fri Dec 29 | 8:15 PM
Pan’s Labyrinth
Guillermo del Toro directs. Sergi López, Maribel Verdú star. (Picturehouse)
Sat Dec 30 | 5:30 PM
Breaking and Entering
Anthony Minghella directs. Jude Law, Juliette Binoche star. (MGM & The Weinstein Company)
Sat Dec 30 | 8:15 PM
Notes on a Scandal
Richard Eyre directs. Judi Dench, Cate Blanchett star. (Fox Searchlight Pictures)
Sun Dec 31 | 3:30 PM
Arthur and the Invisibles
Luc Besson directs. Freddie Highmore, Mia Farrow star. Voices by David Bowie, Snoop Dogg, Madonna. (MGM & The Weinstein Company)
Sun Dec 31 | 6:00 PM
Venus
Roger Michell directs. Peter O’Toole, Vanessa Redgrave star. (Miramax Films)
Mon Jan 1 | 3:15 PM
God Grew Tired of Us
Christopher Quinn directs. (Newmarket Films)
Mon Jan 1 | 5:30 PM
Miss Potter
Chris Noonan directs. Renee Zellweger, Ewan McGregor star. (MGM & The Weinstein Company)
Mon Jan 1 | 8:00 PM
Golden Door
Emanuele Crialese directs. Charlotte Gainsbourg stars. (Miramax Films)
One of Colorado's most active film arts organizations, Aspen Film presents festivals, film series and youth education programs year-round. Aspen Film Academy Screenings is made possible in part by the generosity of The Danny Kaye and Sylvia Fine Kaye Foundation, The City of Aspen, Town of Snowmass Village, The Aspen Times, The Little Nell, Men's Journal, Sentient Jet Membership, Aspen Sojourner, and Reel People: The Friends of Aspen Film. For more information on Aspen Film and its programs, please contact 970.925.6882 or visit www.aspenfilm.org.
--
Jennifer Slaughter
Communications Manager
p: 970.925.6882 x 103
Aspen Film
110 E. Hallam Street, #102
Aspen, CO 81611
www.aspenfilm.org
enlighten | enrich | educate | entertain

25
inst/extdat/baseline/1english-only.txt

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Dear ______________
I am writing you to express my concern about the “English-only” rule in our workplace. This rule adversely affects minority employees who, like myself, speak a primary language other than English. I am asking that you seriously consider withdrawing the policy.
Because English-only rules burden only certain racial and ethnic groups, they are likely to violate Title VII of the Civil Rights Act of 1964, the California Fair Employment and Housing Act (FEHA), and other civil rights statutes. In addition, the FEHA was recently amended to prohibit employers from requiring their employees to speak only in English without a valid business necessity, and without giving them adequate notice. “Business necessity” means “an overriding legitimate business purpose” such that:
1. the English-only rule is necessary to the safe and efficient operation of the business;
2. the rule effectively fulfills the business purpose it is supposed to serve; and
3. there is no alternative to the rule that would accomplish the same purpose equally well with a less discriminatory impact.
English-only rules are divisive and alienating for non-native English speakers. Situations where workers feel constantly monitored, nervous, and afraid to speak in languages other than English often lead to the type of “hostile work environment” that violates the law. The law requires employers to take effective steps to eliminate such harassment based on language and national origin.
Although third parties who overhear a conversation in a language they do not understand might assume that they are being talked about, this is usually not the case, and it is not the case in our workplace. But even if there is a genuine concern about employees speaking badly about each other, employers can impose an even-handed policy that would prohibit derogatory speech about co-workers in any language, and which could be enforced in a non-discriminatory way that would not affect all speakers of any given language regardless of their actual behavior. For instance, offending employees could be separated and individually disciplined.
Because of the kind of the work that I, and others like myself, perform at our workplace, I do not believe that an English-only rule is needed here. In fact, prohibiting employees from speaking to each other in languages in which they can communicate more quickly and accurately can actually make our work less efficient.
To ensure a discrimination-free environment in our workplace, I respectfully ask that you promptly issue a written policy stating that employees here are free to speak to each other in any language.
I look forward to hearing from you at your earliest opportunity. Thank you very much for your consideration of my concerns.
Sincerely,
WORKPLACE ENGLISH-ONLY RULES IN CALIFORNIA

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Perceived Benefits of Participation in Intramural and Recreational Sports
University of Louisville
Objective
The project was designed to provide feedback regarding what benefits students at the University of Louisville believed they acquired through participation in the intramural and recreational sports program.
Methodology
Students were given 17 statements and questions on a written scan tron survey and were asked to mark the response which best fit their belief. Responses ranged from Extremely Beneficial, Very Beneficial, Somewhat Beneficial, Beneficial to Not Beneficial. For results of this document only the Very Beneficial and Extremely Beneficial responses were totaled indicating that participants possessed a significant level of opinion/belief in their responses.
Responses
A total of 376 tools were completed properly and qualified for computation by the University of Louisville Testing Services Office. A chart below shows the demographic makeup of those responses. Of particular note is the high response rate by African-American participants which gives this tool a higher % of African-American responses than is represented in the overall University of Louisville population.
Ethnic Origin Total Responses % of Overall Responses Male 188 58 Female 134 42 Caucasian 214 67 African-American 67 21 Asian 21 6.5 Other 18 5.6 Did not indicate 56 NA
Participants were asked to respond to the following statement. “In your opinion, participation in recreation/fitness activities, intramural sports and club sports in college;”
Statement One:
Improves my overall emotional well-being
Observations:
Professionals in the recreation and physical education field have always believed that emotional well-being had a direct link to physical activity and participation in recreational activities. But emotional well-being is not something that is easily tied to the benefits of recreational/physical activity by the majority of the population. Because of this, responses to this question were very encouraging. One very interesting area of response was the higher level of importance reported by female respondents, which was 6% higher than the overall response. Female participation has increased especially in the informal area of the program where facilities and equipment are made available for individual use rather than through structured leagues, tournaments or special events.
Conclusion:
A strong response indicates that students are becoming more aware of the impact participation in recreational and physical activities has on their emotional health.
Statement Two:
Improves my overall happiness
Observations:
While this may seem similar to statement one, it was our belief when designing this tool that the two are different to our participants. When questioned, participants indicated that emotional well being, to them, represented more permanent qualities such as stability and mental health while happiness was more indicative of an “in the moment” feeling of pleasure or accomplishment. One respondent put it best when they said “happiness is the joy I had while I was doing something, emotional well-being is the feeling of lying in bed at night having had a good day.” It is the belief of the Department of Intramural and Recreational Sports that emotional well-being and happiness both are significant indicators of retention as they provide an indication of a person’s overall level of satisfaction.
To see such high levels of perceived benefit to this question is very confirming to people in our profession as it shows a level of understanding of the intended benefits of participation in related programs.
Conclusion:
Participants in our program are very adamant about their increased level of overall happiness, which has to have positive effects on their retention at the UofL.
Statement Three:
Helps me feel like I’m part of the UofL community
Observations:
There has been a tremendous effort on our campus to increase the feeling and awareness of being part of a “community.” These efforts have revolved around the positive qualities of communities such as respect, diversity, understanding, acceptance and inclusion. To see such a strong, positive response to this statement has to be considered strong evidence that students are starting to recognize the more altruistic qualities of involvement with recreational sports. It is significant to note that females and African-American students have a slightly higher level of recognition of community development than the group as a whole. Recreation professionals have long promoted the ideals of community through participation. It is very gratifying to see participants recognize the qualities other than fitness, competition and participation that are developed through involvement in recreational sports.
Conclusion:
Participation in recreational sports plays a significant role in developing the positive qualities of a community. Participation in recreational sports helps develop such personal qualities as respect and acceptance for and of others.
Statement Four:
Improves my leadership abilities
Observations:
Responses to this statement are a little miss-leading. We know participation in recreational sports provides opportunities for leadership development. Most of those revolve around the administration and organization of teams, clubs or organizations. This tool was completed by many people who were participants in the informal recreation program and not through a team or organization. Because of that, responses to this particular statement are lower than they would be had the tool been more specifically distributed. A more accurate tool would have been distributed to people at managers meetings and club sports. Still, to have more than half the total respondents indicate that their leadership abilities were improved through participation in recreational sports is very significant. Female responses were a little lower than the overall which is indicative of a higher level of informal participation rather than team/organization participation. Lower team/organization participation and increased individual involvement for females is a national trend.
Conclusion:
Even though the overall responses were lower than other statements, they still reflect a significant area of personal skill improvement through participation in recreational sports.
Statement Five:
Improves my ability to get along with diverse groups
Observations:
The results of this statement are both surprising and difficult to explain. All of our recreational sports program areas have much higher participation by minorities than their corresponding percentage of the UofL community. It is impossible to participate in any area of the overall recreational sports program without being in a very diverse setting. To have less than 50% of respondents indicate that participation improves their ability to get along with diverse groups opens the door to a couple of questions. One question being a very tough one to respond to. “Given that all activities are diverse in nature, how can you participate in them and not have your ability to get along with diverse groups improved?” The other would be are we just not doing a very good job of promoting this particular quality so people fail to recognize their development in it. Improved skills in dealing with diverse groups is a quality of sports in general that has been well documented for many years. Coupled with an extensive effort to promote that particular quality by our department over the past two years, it is hard to put much credibility in the second question.
Conclusion:
Responses to this particular question are so unexpected and un-explainable that it would be prudent to include something dealing with the same area in other assessment tools to compare results.
Statement Six:
Is an important part of my learning experience at college
Observations:
Results of this statement are mixed. On one hand, yes it would have been great to have seen a much higher response. It is one of our contentions that along with having a positive impact on retention, that participation in recreational sports also improves learning skills both through physical development and personal skills that translate into improved academic success. This contention is supported by earlier assessment projects of our department that showed a direct correlation between the number of times per week a student participated in recreational sports and their overall grade point average. The grade point average increased when the levels of participations per week increased. This supports an observation that the awareness and feeling of importance of some things increases over time and after a separation from that item. For example, many people do not recognize the benefits they received from an instructor that was unpopular at the time, until they have graduated and look back on the experience. Many qualities have that “reflective” nature to them and there are many factors that would lead someone to think that this is one of those.
Conclusion:
Given the esoteric nature of this quality, the overall responses actually are encouraging and may be a little higher than realistically expected.
Statement Seven:
Is an important part of my social life at college
Observations:
Responses to this statement are lower than expected. Improved socialization is one of the main principles that our profession is founded on. It has been one of the more important benefits our profession has promoted for many years. Long before assessment and marketing became important components of recreational sports, improved socialization was a common thread, talked about and promoted among departments all over the nation. Possible explanations for the results on this tool are twofold. One is that maybe our high number of commuter students makes this a difficult question to answer because many of our students social life takes place somewhere other than our campus or through our events. Second, perhaps the term “important” in the statement made it difficult for some people to answer. Maybe the statement would have gotten a more expected response if it read something like “is an important supplement to my social life at college” or “improves my social life at college.”
Conclusion:
Even though the response is lower than expected, almost 60% of all respondents had strong opinions on this statement. It is important to remember that only the top two possible responses to the statements are included in the totals on this report so those that are included in it are significant.
Statement Eight:
Helps build character
Observations:
Character and sports. Very few tandems of two words are used together more than those. All our lives we grow up hearing “sports builds character.” Most people, if able to go back to their first organized sports experience, can remember hearing a coach talk about “character” or “doing things the right way” or “being part of a team teaches you important things.” When budget constraints first started impacting high schools across the nation you heard all sorts of coaches and administrators talking about the value of sports, trying to justify their existence, and the term “character” was always included in those conversations. Given that history of the relationship between sports and character in the United States, it is surprising to see a response of less than 60% across the board on this statement. Again, given that there were almost 400 respondents to this survey and a majority of them answered with one of the top two possible answers, the overall response to this statement is still fairly strong. Still, it would have been very easy to expect them to have been significantly higher. One explanation for the response may be the age of everyone who completed the tool. Many of them may have felt that character is something that is shaped by parents, coaches, role models, teachers etc. from a very young age and that it is a quality that is probably completed by the time you are in college. By that age, your personal values and morals that tend to be thought of in the same frame of thought as character have been established. If this is true, it would have been difficult to answer the question with a strong response to many people.
Conclusion:
Sports and character go hand in hand with each other in the development of a participant’s character. Because it develops at a young age for many people, and many people may feel like their character doesn’t need further developing, it probably gets lower responses than warranted.
Statement Nine:
Teaches me important team building skills
Observations:
Team building, in this context, refers more to qualities of personal relations, improved cooperation, and collaboration on an individual or small group basis and is closely aligned to terms like community and campus. It does not refer to the process of organizing teams for leagues or tournaments, although doing so definitely aids in the overall team building process. Honestly, the overall response rate of over 70% is a little higher than would have been predicted for this statement and represents an encouraging trend of recognition of these qualities by a large number of participants. This particular quality is one that we hope is fostered by participation in our various program areas, but one that is often not understood or realized until later by many participants. Team building skills are important skills that are transferable to any chosen career or professional avocation. Many corporations now include personality screenings and tests as part of their interview process. Developing team building skills through recreational sports is an enhancement of the overall academic preparation of our students for their respective professions. We have long held to the belief that participation in recreational sports nationwide promoted this benefit. It is both surprising and encouraging to see such a high level of recognition of that by current participants.
Conclusion:
Team building is an important personal skill. Regardless of career choice, a high level of this skill is a contributor to success.
Statement ten:
Reduces my stress and helps me handle my workload.
Observations:
The response level for this statement is surprisingly low given the abundance of medical research that has shown that physical activity is one of the most beneficial things a person can do to combat the effects of stress. That fact is also a fairly commonly known entity in the general population of the United States. Why it has such a low recognition level here is somewhat of a mystery. Perhaps, stress is something college age students equate more to something that happens later in their life with the addition of a career, family, mortgage etc. and not something that even requires attention at this point in time. If that were true, response to the statement would be low as it would not be something viewed as important at this stage of life. Even this though, contradicts assessment results at other universities. At universities that are more residential student based, participation in recreational facilities increases during times commonly associated with stress such as final exams. This increase has always been viewed as a result of stress relief at those universities and the profession.
Conclusion:
Although it is a medically supported fact that exercise reduces levels of stress, for some reason, students do not recognize it as a significant benefit at this point of their lives.
Statement eleven:
Helps me manage my time
Observations:
The response levels to this statement were somewhat surprising as well, only to the positive side. To have over 80% say that participation in recreational sports helps them improve their time management skills is very significant. It is also worth noting that female and African-American responses were higher than overall responses. Time management skills transfer directly to academic success and are a vital enhancement to that success. This high response rate can be traced to several areas of the overall program. People who participate in the informal part of the program tend to be seen in the facilities at the same time every day. They have obviously planned to have a workout at a specified time each day and have included that in their time management for their schedule. Participants in the structured intramural phase of the program have to organize groups for practice times and game times, requiring them to allot time for other activities throughout the day/week. Members of our various sport clubs have the same practice organization to complete but also have other things such as travel plans and developing a competitive schedule for their group to accomplish. Participants in the fitness and wellness phase of the program have specific class times to schedule around and some that are in self-directed programs such as the Mile Club, are participants also in the informal program.
Conclusion:
Time management is an important tool that relates directly to academic success. Participation in any area of the overall recreational sports program involves practicing time management skills.
Statement twelve:
Improves my self confidence
Observations:
Self confidence is a quality that has obvious transfer skills to all areas of life. Certainly academic success is included in those. Overall, a little over 60% of respondents to this tool indicated that they derived significant improvements to their self confidence through participation in recreational sports. This is good enough of a result for professionals in our field to be encouraged about the response but when you consider the general attitude of many college students it becomes even more so. Traditionally aged college students are at a point in their life where confidence is not a big factor. They are engaged in learning and preparation for a career and generally are at a very exciting time of their lives. They tend to be optimistic and eager for the future. Confidence is not an issue to many of them so their response on a statement like this needs to be tempered into the results of the tool. There is medical research that supports improved self confidence being related to improved physical condition and no doubt that has some impact into the positive responses to this statement.
Conclusion:
It is our opinion that many traditionally aged college students do not perceive a need for improving their self confidence and that is reflected in the results of this tool.
Statement thirteen:
Improves my respect for others
Observations:
There has been an intensive focus on developing qualities such as respect, especially those that contribute to the building and improvement of community, within Campus Life. To see such a strong, positive response to this statement is very encouraging to our department. It is also interesting to note that African-American respondents had a higher level of response than the overall group. Our overall program encourages respect through a number of ways. For the past three years we have made a significant, intentional outcome effort to improve the level of sportsmanship in our structured program. This has been done by covering topics such as respect at all meetings, by having officials read a sportsmanship/respect statement to all team members prior to every ball game of any kind and by enforcing sportsmanship rules during play. This has improved the overall atmosphere at the structured games and thus has improved the level of respect among competitors at them. The informal program encourages respect and courtesy through many situations that come up on a daily basis. Whenever two people are waiting for the same piece of exercise equipment to open up, they work out who is next between themselves and most often “work in” together. People generate a respect for each other in our instructional classes, most notably in the wellness area, through sharing a common experience. Our club program promotes respect through the dependency it places on its members to plan, promote, organize, fund and participate in their own activity. This often involves travel and competition against other clubs, which only further promotes the values of respect.
Conclusion:
The sharing of common experiences is a powerful tool in the development of respect and is present in virtually every area of our overall program.
Statement fourteen:
Provides a sense of adventure or the ability to try new activities
Observations:
“Try something new.” That is one of the staples that we try to promote within every area of overall program. The acquisition of “lifetime sport skill” is an important objective to recreational sports departments nationwide. Lifetime sport skills are sports that can be played to an old age that continue to promote health and activity. In our program these are reflected in activities such as racquetball and cardiovascular training, martial art club programs, wellness activities and more. Very few people have ever played racquetball when they arrive on campus yet we average thousands of hours of use on our courts every year. Leagues and tournaments are divided into skill levels so everyone can find a place that they can comfortably participate. Most people have not lifted weights or done cardiovascular training before doing so in one of our centers. Our all campus points system in the structured phase of the program is devised to force participants to try new things by including events such as horseshoes, canoe racing, badminton and many more into its’ annual schedule. Given the extensive effort at promoting participants to try new activities, it is a little surprising to review the relatively low rates of responses to this statement. There are two primary reasons that may explain the response rates. First, many of the respondents may be from the informal part of the program where they come to one of our facilities to engage in the same activity over and over. The perfect example of this is the many weight lifters we have as regular patrons. They come to lift weights and that is it. There must be some of this present in every program area. Second, maybe the wording of the statement had something to do with the low response rate. The word “adventure” carries a connotation of outdoor activities such as white water rafting, rock climbing, rappelling etc. to many people. It is possible that many respondents to the tool took the word “adventure” to this meaning and thus answered with a lower response than they normally would have.
Conclusion:
The intentional effort to have people try new activities is a positive and should be continued. The acquisition of new “lifetime sport skills” is an important part of the collegiate experience.
Statement fifteen:
Improves my sense of physical well being
Observations:
Of all the statements, this one generated the most surprising responses. It is hard to rationalize the mid 60s across the board results. Even though our main goals are in areas such as recruitment, retention, building community, establishing respect, all of our program areas include physical activities and the thought that improved physical wellness would be a benefit is an easy one to process. We have hundreds of thousands of hours logged in our weight rooms every year on top of hundreds of thousands of hours of participation in activities like basketball, flag football, aerobics, martial arts and many many more.
Conclusion:
The responses to this statement are surprising low and provide no immediately seen reason for them.
Statement sixteen:
Availability of recreational sports was important in my decision to attend the UofL
Observations:
The low levels of responses generated by this statement were completely expected. Very few high schools have any semblance of an intramural program, much less a comprehensive recreational sports program. Most incoming students have no knowledge or level of expectation regarding a program like ours. Given that knowledge of recreational sports programs on college campuses is so sparse at the high school level, a low response rate on this particular statement was not only expected, a higher one would have been very surprising.
Conclusion:
A lack of recreational sports on high school campuses lowers the level of knowledge and expectations about collegiate programs.
Statement seventeen:
Availability of recreational sports has become important to me in my decision to remain at the UofL
Observations:
This statement was an intentional follow up to the previous one and was designed to find out what type of impact recreational sports programs may have on retention of currently enrolled students. The across the board responses were very strong. The lowest response rate came from female respondents who were still very high at over 88%. African-Americans had the highest response rate at almost 93%. There has been much research and discussion on the value of being involved in something outside the academic class and the impact that has not only on retention but on academic success. The responses to this statement show that recreational sports are one of the most popular and powerful opportunities for students to achieve that important “connection” and “feeling of ownership” that is strived for by all areas of student development. Again, these numbers are even more impressive when you remember that only the top two responses to the statements were totaled into the result tables. Administrators are seeing the value of these programs as is reflected by the commitment to building state of the art recreational sports centers on respective campuses. In Kentucky, every state school, with the exception of Morehead State, has either completed a new student activity center or is in the planning/construction process of doing so. At the University of Louisville last academic year over 17,000 different people used recreational sports facilities. This shows the broad range of appeal recreational sports facilities have and what a significant percentage of a university community they can impact in a positive manner.
Conclusion:
Recreational sports play a dynamic role in the retention of current students.
Question eighteen:
How important will participation in recreational sports continue to be after graduation?
Observations:
The low level of responses to this question seems to be rooted in the wording of the question. Many students start to equate the term “recreational sports” to the programs specifically at the university. The question would have probably received a much higher response if it had been phrased something like “how important will participation in sports and physical activities continue to be after graduation?” The goal of the question was to investigate and corroborate a belief that people will continue to participate in activities that they have learned through participation in recreational sports programs while in college, showing the value of acquired lifetime sport skills. It appears that the term “recreational” made many respondents think we were referring to participation through alumni status since it indirectly referred to collegiate participation. This is further evidenced if you compare responses with other statements that would align closely with the values of this one such as team building skills, ability to try new activities and improving leadership abilities.
Conclusion:
The wording of this question artificially lowered the response level.
Final Observations:
Participation in recreational sports programming is a vital contributor to personal qualities such as emotional well being, happiness, organization, self confidence and respect. Those qualities are critical in the process of developing other contributors to a successful collegiate experience such as community building, leadership and team building skills.
Recreational sports has a very significant and positive impact on the retention of current students at the University of Louisville and nationwide. Students here are very cognizant of that as evidenced by the extremely high response rate on the question pertaining to retention and the importance of recreational sports.
Recreational sports plays an important role in improving the level of community, ownership, retention and overall feeling of happiness/belonging of female and African-American students as their response rates were generally higher than the overall average response to most statements/questions on the tool.

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inst/extdat/baseline/2006-07_Resource_Brochure.txt

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This Literacy Resource Brochure has been prepared as an aid for you in preparing your literacy goals for 2006-2007. Examples of possible literacy projects follow.
SCHOOLS
Supplies
Mentors/tutors
Parent groups
?Adopt-A-School?
Dictionaries
Computers
Interact projects
Sponsor an author visit
LIBRARIES
Author visits
Read-with-a-Rotarian
Create a mobile library
School libraries
Displays
CHILDREN AT RISK
Orphanages
Blind/partially sighted
Disabled
Hearing deficiencies
Street children
VULNERABLE ADULTS
?Own-A-Book?
Mentors
HOSPITALS/REFUGES
Establish libraries
Books/magazines
Mentors/Tutors
Children/adult/seniors/families
Rotary International
Literacy Resource Group
2006-2007
WORLD LITERACY IN ACTION
PRISONS
Libraries
Computers/programs
CLE
Education
Mentors
Reading role models
DICTIONARY PROJECTS
Distribute dictionaries
Book publishers
GIRLS/WOMENS? EDUCATION
Priority areas
Books
Mentors
CLE
CONCENTRATED LANGUAGE ENCOUNTER (CLE)
Develop Grants
Train trainers
Provide supplies
GRANTS FOR LITERACY
District Simplified
Matching
Health, Hunger & Humanity (3H)
Teachers
Cultural
Individual
RESOURCES
Free books
Publishers
UNESCO
School-In-A-Box/UNICEF
Save The Children
RI Staff
Successes of others which can be duplicated

164
inst/extdat/baseline/2006_2007PhysicalEducationConceptMap.txt

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Green Elementary Physical Education Concept Map 2006-2007
Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade
1st six weeks
Policies and procedures
Cooperative and team building games
Movement and self-space Policies and procedures
Cooperative and team building games
Movement and self-space
Locomotor movements
Stretches
Policies and procedures
Cooperative and team building games
Locomotor movements
Stretches
Intro muscle Policies and procedures
Cooperative and team building games
Stretches
Football basic skills PPK
Body weight resistance exercises
Policies and procedures
Cooperative and team building games
Stretches
Football skills PPK
Body weight resistance exercises Policies and procedures
Cooperative and team building games
Stretches
Football skills PPK
Body weight resistance exercises
Policies and procedures
Cooperative and team building games
Stretches
Football skills PPK
Body weight resistance exercises 2nd six weeks Pathways and directions
Spatial awareness Nutrition mypyramid
Bones-gross anatomy Soccer
Pathways and directions
Spatial awareness
Nutrition mypyramid
Bones-gross anatomy Fitness Benchmark
Soccer
Spatial awareness
Nutrition mypyramid
Bones-gross anatomy Fitness Benchmark
Soccer
Spatial awareness
Promoting a healthy lifestyle
Nutrition mypyramid
Bones-gross anatomy Fitness Benchmark
Soccer
Promoting a healthy lifestyle
Nutrition mypyramid
Bones-gross anatomy Fitness Benchmark
Soccer
Relationship between fitness & health
Promoting a healthy lifestyle
Nutrition mypyramid
Bones-gross anatomy Fitness Benchmark
Soccer
Relationship between fitness & health
Nutrition my pyramid
Bones-gross anatomy 3rd six weeks Tag games
Rhythm and dance
Fitness Benchmark
Volleyball skills
Constitution
Muscles Rhythm and dance
Tag games
Fitness Benchmark
Volleyball skills
Constitution
Muscles Fitness Benchmark
Rhythm and dance
Upper body strength building
Volleyball skills
Constitution
Muscles Fitness Benchmark
Volleyball skills
Constitution
Muscles Fitness Benchmark
Volleyball
Constitution
Muscles
Fitness Benchmark
Volleyball
Muscles
Constitution
Fitness Benchmark
Volleyball
Muscles
Lifetime Sports
Constitution 4th six weeks Throwing and catching
Multicultural Games
Heart Health
Jump rope skills
Jump Rope skills
Throwing and catching
Multicultural Games
Heart Health Fitness Benchmark
Jump Rope
Multicultural Games
Heart Health Fitness Benchmark
Jump Rope
Multicultural Games
Heart Health
Pre-TAKS cognitive
reinforcers Fitness Benchmark
Stars Center Field Trip
Multicultural Games
Heart Health
Pre-TAKS cognitive reinforcers Fitness Benchmark
Basketball Unit
Multicultural Games
Heart Health
Pre-TAKS cognitive reinforcers Fitness Benchmark
Basketball Unit
Multicultural Games
Heart Health
Pre-TAKS cognitive reinforcers 5th six weeks Kicking
Incorporation of skills
Evals of throwing and kicking Kicking
Relationship between fitness & health
Evals of throwing and kicking Fitness Benchmark
Obstacle Courses
Relationship between fitness & health Fitness Benchmark
Obstacle Courses
Relationship between fitness & health Fitness Benchmark
Obstacle Courses
Relationship between fitness & health Fitness Benchmark
Risk Watch
Basketball Unit
Fitness Benchmark
Basketball Unit
Lifetime Sports 6th six weeks Dodging skills
Field Day
Incorporation of skills
Relationship between fitness & health Dodging skills
Field Day
Incorporation of skills
Fitness Benchmark
Kickball
Field Day
Incorporation of skills Fitness Benchmark
Kickball
Field Day
Incorporation of skills Fitness Benchmark
Kickball
Field Day
Incorporation of skills Fitness Benchmark
Risk Watch
Basketball Unit
Kickball
Field Day
Incorporation of skills Fitness Benchmark
Basketball Unit
Kickball
Field Day
6th Grade Field Day
Middle School athletics/PE prep.
* depending on scheduling, we plan to have Tae Kwon Do, Yoga, Golf, and Gymnastics demonstrations
* subject to change due to variations in student progress

191
inst/extdat/baseline/2007ShowcaseFilm_Package.txt

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Women in Film and Television International (WIFTI)
SHORT FILM SHOWCASE
Celebrating International Women's Day 2007
9 films, 84 minutes total
(In alphabetical order)
ARPOADOR / 4 minutes
Director: Fernanda Ramos / Rio de Janeiro, Brazil
Synopsis: A day at Arpoador (Brazil), told with still photographs.
Director Bio: Since graduating in Cinema Studies from São Paulo University, Fernanda has been working in the audiovisual market for eight years. She has directed projects featuring photographic animation, video installations, theatrical performances, opening titles for feature films, video-clips and video-screenplays, alongside her work as a freelance photographer on graphic projects.
She is a sought-after speaker who has participated in numerous panels, courses and workshops. She has been interviewed about her work for print, electronic and television media.
Selected for Special Screening: Flickerfest, Sydney, Australia 2007
Official Selection: 14 Gramado CineVideo, Special Jury Award Winner 2006
Official Selection: Canadian Film Centre's WorldWide Short Film Festival 2006
Official Selection: Mexico_ Expresion En Corto 2006
Official Selection: Rio de Janeiro International Short Film Festival 2005
A WARM, COMFORTING HOME / 3 minutes
Director: Annette Apitz / New York, USA
Film Synopsis: Using '60s home movies of the filmmaker as well as quotes and events from her life, the director examines her complicated relationship with her mother.
Director Bio: Annette received her B.A. at McGill University in Montreal and her M.F.A from Columbia University's Film School. Screenings for her short films include the Hamptons Film Festival, the Palm Springs Short Film Festival, the KarlovyVary Film Festival, the Florida Film Festival, PBS, HBO Latin America, the Baltimore Museum of Art, and MOMA. For her thesis film, A River in India, Annette received the New Line Cinema Award at Columbia and won awards at the Austin Film Festival, the Crested Butte Reel Fest and Film Fest New Haven. Annette is currently developing her first feature film, Fighting Fish, and is completing her script Phoenix, a thriller.
NYWIFT/ Hamptons International Film Festival: TO THE POINT 2006
BIG GIRL / 14 minutes
Director: Renuka Jeyapalan / Toronto, Canada
Synopsis: Nine-year-old Josephine is unabashedly resentful of her mother’s newfound love life. When her mother hesitantly introduces her new boyfriend to Josephine, she gives him the cold shoulder. A bittersweet battle of wills erupts that is at once heartbreaking and hilarious. Enemies transform into sweethearts in this poignant tale of modern family politics.
Director Bio: Renuka attended the Canadian Film Centre’s Director’s Lab and graduated from the University of Toronto with degrees in Biochemistry, French and Cinema Studies. She has made several award-winning short films including Sunday Afternoon, Baggage and Sing For Your Supper.
  Winner: Bravo!Fact Short Cuts Canada Award:
Toronto International Film Festival, 2005
 Winner: Best Short Film: Whitehead Int’l Film Festival, USA 2006
 Special Mention of the Children Jury:
  Oberhausen International Short Film Festival, Germany 2006
  Winner: 1st Prize, Children’s Competition Interfilm Berlin, Germany 2006,
EXPLODING BUDS / 20 minutes
Director: Petra Schröder / Munich, Germany
Synopsis: Two young girls, Kate and Echo live in their own land of make- believe. When one of them stumbles across into the real world, their friendship faces a serious challenge.
Director Bio: Petra Schröder was born in 1974 in Trostberg, Bavaria. After studies at the Academy of Art in Hamburg she worked as storyboarder, modelmaker and puppeter. She completed post-graduate studies in screenwriting at the Film Academy Ludwigsburg with Christoph Fromm, Keith Cunningham and Michael Gutmann. She has been working as a Producer for Bavaria Film GmbH in Munich since 2006.
First Prize: Interfilm International Short Film Festival, Berlin 2006 NYWIFT/ Hamptons International Film Festival: TO THE POINT 2006
Best Art Direction: La Pedrera Short Film Festival 2006 Hanse-Short Jury Prize: Hamburger Short Film Festival 2006
FISH OUT OF WATER / 8 minutes
Director: Lala Rolls / Wellington, New Zealand
Synopsis: A young man rows to work to escape the rush hour mayhem, but where can he go when it follows him onto the water?
Director Bio: Fijian born, Lala moved to New Zealand in 1981 to study at Otago University. Since then she has made her mark on the Kiwi film industry as an Editor and Director of both film and television. As an Editor, Lala is known for her work on the award-winning television series An Insider’s Guide to Happiness (2004) and An Insider’s Guide to Love (2005). Lala has also directed three short films, Olives (1993), Tall Stories (1996) and Fish Out of Water (2005), a number of music videos and a children's TV series QTV. Lala is particularly interested in stories of the Pacific, and in 2005 she made the documentary Children of the Migration, which followed the stories of Pacific Island children whose parents migrated to New Zealand from the 1950s to the 1980s.
Best Short Film Award: Wet West Film Festival, New Zealand 2006
NYWIFT/ Hamptons International Film Festival: To the Point 2006
Newport Beach Film Festival 2006
Homegrown Film Festival, New Zealand 2005
Uppsala International Film Festival, Sweden 2005
THE BROKEN HEARTED /11 minutes
Director: Antoinette Karuna / Montreal, Canada
Film Synopsis: In this elegant contemporary fable, a young woman journeys deep into a forest in search of a tiny community that repairs broken hearts. Visually lush, poetically rendered and at times unsettling, this film explores the necessary and ritualistic mending of a broken heart.
Director Bio: Antoinette was born in England to a Sri Lankan father and a French Canadian mother. She moved to Canada at the age of nine and later studied film and creative writing at Concordia University in Montreal and at the University of London in England.
A year after graduating, she won First Prize at the 2004 edition of the Cours écrire ton court! screenwriting competition funded by SODEC and hosted during Montreal’s Festival du Nouveau Cinéma, for her script The Broken Hearted which she went on to direct in 2005.
Antoinette resides in Montreal where she is writing her first feature film, The Lonely Hunters.
Official Competition: Toronto International Film Festival 2006
Official Competition: Vancouver International Film Festival 2006
Best Original Screenplay: Malibu International Film Festival, 2006
Jury Award: San Diego Women Film Festival, 2006
Women in Film and Television Ireland’s French Women’s Film Festival 2006
THE SAINT OF AVENUE B / 14 minutes
Director: Rene Alberta / New York City, USA
Synopsis: What do you give the woman who has everything? A spiritual awakening. One woman’s journey from having it all in the material world, to becoming a modern-day saint.
Director Bio: Rene hails from the Lower East Side of NYC. In 2000, she founded A MENTAL PICTURE, LLC, a production company specializing in the creation of motion pictures for independent cinema and media-based educational initiatives for non-profit organizations.
The short film above & beneath marked her directorial debut and premiered at the 2003 Sundance Film Festival, screened at the 2004 Toronto International Film Festival; broadcast premiered on PBS – REEL NEW YORK and was bought by the Independent Film Channel (IFC).
Her second short, The Saint of Avenue B premiered at the 2006 Hampton’s International Film Festival and won an audience award at the African American Women in Cinema.
Rene’s third short, Rosco Effect, is currently in pre-production.
Rene holds a BFA from Sarah Lawrence College
URSA DREAM / 6 minutes
Director: Kate Brown / New Mexico, USA
Synopsis: A young girl from an unnamed tribe is drawn into a ceremony where she begins a frenzied dance that will change her life forever.  Hand drawn and painted animation.
Director Bio: Kate Brown discovered animation after 40 years of work as a potter. In 2001, she enrolled as an undergraduate at Evergreen State College in Olympia, WA and discovered her passion to study animation. URSA DREAM is her first film, with each frame drawn or painted using techniques developed in her work with clay. She plans to continue to work in both clay and animation.  She ponders whether the eventual outcome will be her own form of claymation.
First Place: Animation / Second Place: Best of the Festival: Port Townsend Film Festival, WA 2005 Official Selection: NYWIFT/ Hamptons International Film Festival: To the Point 2006
Spiritual Film Festival: Goa, Thailand and India 2006 Santa Fe Film Festival 2005 Organ Mountain Film Festival, Las Cruces NM 2005
YELLOW BIKE / 2 minutes
Director: Rachel Max / New York, USA
Film Synopsis: A short animated tribute, to a stolen but never forgotten bike.
Director Bio: Rachel Max has been animating professionally for nine years and has been screening her work in festivals since 1999. Her awards to date include the Best of the Berkeley Film and Video Festival 2006 and several Cine, ITVA and Telly Awards. She is currently a freelance animator and broadcast designer in New York City.
NYWIFT/ Hamptons International Film Festival: To the Point 2006
Brooklyn International Film Festival 2005
Slamdance NYC special screening 2005
Sarajevo Film Festival 2005
Bang Film Festival, London 2005
9 films, 84 minutes total
END
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Newsletter Issue 3
Summer 2006
FOREWORD
I am delighted to welcome you to the third edition of “Entitled to Succeed” and my first since taking up post as Minister with responsibility for Education.
We are at an early stage in an exciting series of developments in education; developments that will widen choice and opportunities for all pupils. The reforms being taken forward under the “Entitled to Succeed” banner will put the needs of the pupil right at the heart of education. Equally it is an exciting time for teachers. The Entitlement Framework, the revised curriculum and the new post-primary arrangements seek to give teachers their rightful place as education professionals.
Even after a relatively short time here, I recognise that there is a great deal to be proud of in our education system. However, the world is a fast-changing place, and no system, however good in places, can assume that what worked previously will work for the current, or future, generations. If we are to prepare our young people for life and work in the 21st Century, our education system must respond to this change. We need to focus on how we can work together to meet the current and future needs of all of our young people.
Since becoming Minister, I have engaged in a range of meetings with key stakeholders to listen to their views and I have been impressed by the dedication and professionalism they have demonstrated. I have also considered and taken into account the responses to the consultation on the draft Education Order and I am pleased to say that the draft Order, which will give effect to many of the key reforms that we are seeking to put in place, was laid before Parliament on 12 June 2006.
The reforms we are introducing, together with the vital contribution that you as teachers make, will raise standards and prepare children for their own, and for Northern Ireland’s, future. I look forward to working with you to make this a reality.
MARIA EAGLE MP
Draft Education (NI) Order 2006
* On 12 June 2006, the draft Education (NI) Order 2006, which provides the framework for the new post-primary arrangements, was laid before Parliament. This will now be debated in both the House of Commons and the House of Lords. Following approval by both Houses, the first provisions of the Order will come into effect on 1 August 2006.
* The draft Order will give legislative effect to the revised curriculum, the Entitlement Framework, the ending of academic selection (subject to the conditions outlined below) and new admissions arrangements. The Order also provides for a common scheme for the suspension and expulsion of pupils and a number of other minor amendments to current education law.
* A proposal for the draft Order was published for consultation on 6 December 2005, until 7 March 2006. The Minister’s statement and a summary of the responses to the consultation are available at: www.deni.gov.uk/index/22-postprimaryarrangements-new-arrangements_pg.htm
* Following the consultation, a number of key amendments have been made:
> Academic selection will end, to take effect after the last Transfer Test in 2008. However, if the Assembly is restored by 24 November 2006, a vote by the Assembly will be necessary to end academic selection. If it is not restored, the provision will become law on 25 November.
> New admissions guidance will be drawn up by the Department to which all schools must have regard. In addition, the Department can require a school to reconsider its admissions criteria if it appears that the school is proposing to use the criteria in a way that would cause concern. The Department’s aim is to work with schools for the benefit of pupils, rather than to seek to impose particular criteria.
> Parents, if they so wish, can let prospective post-primary schools see their child’s Pupil Profile, as part of the parents’ information gathering, prior to expressing preferences on their child’s transfer form.
> The concept of a single expelling authority for schools has been removed. The current arrangements where pupils in controlled schools may be expelled by Education and Library Boards on application from Boards of Governors, and in all other schools by the Boards of Governors, will continue. However, in order to secure greater consistency of approach between schools, the arrangements will be in accordance with a common scheme prepared by the Department.
> Schools other than Irish-speaking schools will be able to offer Irish to fulfil their minimum modern language requirement at Key Stage 4.
* The full text of the draft Order and the Explanatory Memorandum are available at:
www.deni.gov.uk/index/22-postprimaryarrangements-new-arrangements_pg.htm
New Admissions Arrangements
* On 6 December 2005, Angela Smith published a report summarising the responses to the consultation on new admissions arrangements. In addition, the Minister also set out key decisions on new admissions arrangements in the context of the Government’s vision for new post-primary arrangements.
* The new admissions arrangements will apply to pupils transferring to post-primary schools from 2010. There will be a menu of criteria for schools to choose from. The main elements of the menu will be:
> siblings currently at the school and eldest child;
> a range of community/geographical criteria, including feeder primary schools, parish, child-centred catchment and school-centred catchment; and
> tie-breakers - to be used only where other criteria are not capable of allocating places to remaining applicants. Random selection or measured distance from the school will both be included in the menu.
* The menu of criteria will provide schools with the flexibility to select criteria that best meet their particular circumstances but within a framework that will ensure a greater degree of consistency, fairness and transparency.
* The Department will consult on regulations in 2007, setting out the detail of the new admissions criteria. New admissions guidance will also be produced which all schools must have regard to and which will guide schools in their approach to drawing up their admissions criteria.
* The full text of the 6 December 2005 statement and the summary report are available at:
www.deni.gov.uk/index/22-postprimaryarrangements-new-arrangements_pg.htm.
Entitlement Framework
* The Entitlement Framework is a key element of the new post-primary arrangements, and will address the current inequalities of access for pupils in relation to the numbers and range of courses available to them, and the lack of emphasis on the vocational knowledge and skills that the economy needs.
* In order to provide access to the Entitlement Framework, most schools will have to develop arrangements to co-operate and collaborate with other schools and/or with the Further Education sector. These arrangements will be developed locally to respond to local needs and circumstances and will be flexible to respond to changing needs.
* A conference on ‘Delivering the Entitlement Framework’ was held on 31 January 2006 in the Hilton Hotel, Templepatrick. This was sponsored by the Department in association with the Regional Training Unit and was attended by over 350 principals and senior teachers from almost all post-primary schools, as well as representatives from other education interests, the Further Education sector and teachers’ unions.
* The conference provided a forum for discussion on the opportunities and challenges for pupils and schools and featured a mix of speeches, presentations and discussion groups, with contributions from schools and colleges already involved in collaboration and innovative practice. Details about the Conference, as well as all of the presentations and notes from the discussion groups, can be found on the RTU website www.rtuni.org/framework.cfm
* Following on from the conference, further guidance on a range of practical issues associated with implementing the Entitlement Framework will issue soon.
* The Education and Library Boards and CCMS are also working at local level, along with NICIE and CnaG, to facilitate and develop co-operation and collaboration among schools.
Vocational Enhancement Programme
* The Vocational Enhancement Programme (VEP) aims to test models of effective collaboration between schools and FE colleges and to develop and disseminate good practice. Guidance was issued to schools and FE colleges in January 2006 setting out the funding arrangements for 2006/07.
* The Department of Education and the Department for Employment and Learning have jointly assessed the applications for next year’s VEP and letters setting out provisional allocations were issued in April 2006. It is likely that almost 200 post-primary schools and all FE colleges will be involved in some collaborative working in 2006/07.
Specialist Schools
* Angela Smith, the previous Education Minister, announced Northern Ireland’s first specialist schools on 14 March 2006. All post-primary schools were invited to express an interest in taking part in a small pilot to explore the concept of specialist schools, tailored to suit the needs of the Northern Ireland education system. Following a two-stage selection process, and based on the advice of an independent panel, twelve schools, representing all school management types, were selected to operate as specialist schools from September 2006.
* Each specialist school will have an emphasis or expertise in a particular curricular area, as well as providing access to the full range of the curriculum. They will set themselves challenging targets to raise standards not just in the specialist area but also across the whole curriculum.
* They will also set themselves challenging targets to work with other schools, community groups and the business sector. Through collaboration and sharing best practice, they will benefit schools and pupils in the local area.
* The schools included in the pilot and their chosen specialisms are:
Ashfield Girls’ High School, Belfast (ICT) Limavady High School (Performing Arts) Belfast Model School for Girls (ICT) St John's High School, Dromore (Business and Enterprise) Glengormley High School (ICT)
St Mary's College, Derry (Science) Ballyclare High School (ICT)
Lumen Christi College, Derry (Science) St Cecilia's College, Derry (Performing Arts)
St Malachy's College, Belfast (Music) St Louise's College, Belfast (Performing Arts) Shimna Integrated College, (Languages)
* The Education and Training Inspectorate will monitor and evaluate the progress of the pilot schools.
* Details of the process for the next round of applications for the specialist schools programme will be announced in the near future. Further information on this, and other aspects of the specialist schools programme are available from:
www.deni.gov.uk/index/22-postprimaryarrangements-new-arrangements_pg/22-ppa-key_areas_pg/22-ppa-ka-ss_pg.htm.
Pupil Profile
* The Pupil Profile, which is being developed by CCEA at present, will be an annual report for parents. It will report each child’s achievements and aptitudes, and will be built up over time to provide a holistic picture of their development throughout their education.
* This information will support teaching and learning in the classroom and support parents and pupils at key decisions points throughout a child’s education. The Pupil Profile will not be used for the purposes of selecting pupils for admission to schools nor will it place pupils in rank order.
* CCEA has refined the format and content of the KS1 & 2 Pupil Profiles and these are being trialled until June 2006, including the use of computer based tests, to ensure that they are useful for parents and manageable for teachers. The findings from the evaluation of this will inform the full-scale pilot which is planned for Year 5 teachers in 2006/07. This will allow the Pupil Profile to be implemented from 2007/08 for all Year 5 pupils.
* At KS3 and KS4, CCEA is taking account of the views of teachers as development of the Pupil Profiles for these Key Stages continues, with trialling due to take place in 2006/07.
* More information is available from:
www.rewardinglearning.com/development/foundation/pupilprofile.html
Revised Curriculum
* CCEA’s work on preparing guidance and support materials is well advanced. All schools will be provided with a full pack of support materials as early as possible in the 06/07 academic year.
* The Department is providing an additional £4.5m this year and next year to support the implementation of the revised curriculum. The bulk of this money will go towards teacher training, which will begin from September 2006.
* In April 2006, CCEA distributed a ‘Planning for Implementation – The Revised Curriculum’ DVD to all schools and teachers, to help facilitate teacher training.
* From September 2006, 15 post-primary schools will bring in the revised Key Stage 3 curriculum for Year 8 pupils and feedback from these case studies will be available to all schools via the Partnership Management Board (PMB) website. PMB includes representatives of DE, CCEA, Heads of CASS and the Regional Training Unit and has been set up to manage the implementation of the new curriculum and assessment arrangements.
* PMB has launched a website www.pmbni.org.uk/curriculum and newsletter, Linked, to keep school managers and teachers up to date with latest developments in curriculum and assessment implementation. The second edition of Linked was emailed to all teachers in May 2006.
Hard copies of this newsletter (and of the two previous editions) are available from the Department of Education at the postal address below, or they can be downloaded from: www.deni.gov.uk/index/22-postprimaryarrangements-new-arrangements_pg/22-ppa-e2s_pg.htm:
Post-Primary Support Team
Rathgael House
Balloo Road
Bangor BT19 7PR
The Post-Primary Support Team would also like to thank all of those who responded to the feedback request in the previous edition. Your responses were very positive and your suggestions have helped to improve the newsletter.

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Concert Series
409 Jesse Hall News
Columbia, MO 65211
573.882.3781
Date: February 10, 2006 Contact: Susan Cameron
For Immediate Release!
42nd STREET
THE SONG AND DANCE FABLE OF BROADWAY
TO APPEAR ON JESSE STAGE!
Friday, February 24, 2006 7 p.m.
Jesse Auditorium
Tickets on sale NOW!!!
Columbia, MO - Based on the classic 1933 movie musical of the same name, 42nd Street tells the timeless, inspiring tale of the young naïve Peggy, who rises from the chorus to become a Broadway star. This razzle-dazzle musical contains such famous numbers as “We’re In the Money,” “You’re Getting To Be A Habit With Me,” and “Shuffle Off To Buffalo.” Don’t miss this great big, sparkling, toe-tapping, back-flipping production!
This Tony Award winning revival is sure to be a crowd pleaser!!
More information is available through the University Concert Series’ website at www.concertseries.org
Ticket Information: Tickets still available!! Tickets are $20, $24, $34 and are available at the University Concert Series Box Office or online at www.concertseries.org.
All dates, acts, and ticket prices are subject to change without notice. Ticket price does not include applicable facility fee.

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JANE GOODALL’S WILD CHIMPANZEES
The Making of Jane Goodall’s Wild Chimpanzees
In a forest clearing, crew members assemble their equipment for the day’s shoot. From ahead, they hear a bellowing “hoot, hoot, hoot.” They’ve heard Frodo, the dominant male chimpanzee of the local group. A hectic day of shooting begins.
The production of the new giant screen film, Jane Goodall’s Wild Chimpanzees, was a long series of fast-action shooting followed by long stretches of waiting. “It’s a challenge when many of the stars—the chimpanzees—don’t take direction well,” laughs executive producer Mike Day. But a chance to work with legendary researcher Dr. Jane Goodall and “her” chimpanzees in the Tanzanian forest sanctuary of Gombe Stream National Park made all the challenges more than worthwhile.
A production of the Science Museum of Minnesota, Science North, and Discovery Place, Inc., Jane Goodall’s Wild Chimpanzees tells the story of Jane Goodall, her work with wild chimpanzees, and her life-long mission of raising awareness for environmental responsibility. At age 26, Goodall was sent by Dr. Louis Leaky to study wild chimpanzees at Gombe. Over the next forty years, she made revolutionary discoveries about chimpanzees – discoveries that permanently changed our thinking about our own human behavior.
“I think these [giant screen] films work really well when you can focus the story around a very strong, dynamic personality,” says producer/director David Lickley. “And when you’re looking at the field of science there are very few people who have the prestige and reputation of Dr. Goodall. So if her location is remote and challenging, we’ll figure that part out.”
Gombe is definitely remote and challenging. It’s 20 square miles of forest surrounded by human habitation. The western border of the park is Lake Tanganyika; the eastern border is the Great Rift Valley escarpment. Local Tanzanians farm along the other borders. No roads lead into the park. Extreme humidity caused moisture-related problems with the cameras. Shadows and dark subject matter created lighting challenges. And with the film’s unpredictable stars, “the biggest challenge was to be in the right place at the right time,” notes director of photography Reed Smoot.
It took five years to produce the film, beginning with a proposal to the National Science Foundation suggesting the project in 1996 and culminating with the final cut, which premiers in 2002. After an initial scouting trip in May 1998, a skeleton crew went out for the first month of filming in May of 1999. The
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THE MAKING OF JANE GOODALL’S WILD CHIMPANZEES
PAGE 2 OF 4
crew flew to Kigoma, Tanzania, where they boarded a boat headed for Gombe. With no roads or airstrips nearby, the waterways were the only option for reaching the spectacular forests and beaches of the national
park. The Gombe Stream Research Center became home for the next month as the crew adjusted to life away from civilization.
“In Gombe, even though there have been a lot of people who’ve filmed these wild chimpanzees, it’s not a safari location,” says Day. “You have to handle the logistics and bring your own infrastructure. You have to bring your water, you have to bring your kitchen, your cooks…you have to hire people to do your laundry, and you have to bring your satellite phone to make sure you have communication. It’s just this little outpost with some researchers.”
Dr. Anne Pusey, director of the Jane Goodall Institute’s Center for Primate Studies at the University of Minnesota, knew a great deal about what to expect at Gombe. She has spent considerable time there as a researcher and was the driving force behind bringing Goodall’s research notes to the University of Minnesota for archiving. She attended the scouting trip and gave the production crew a good idea of what they were looking for in the chimpanzee’s behaviors.
“A lot of things chimpanzees do foreshadow our own behavior,” says Pusey. “Inter-group competition, primitive warfare, hunting and meat sharing, and tool using are some really interesting samples of behavior we never suspected when Jane set out to study them over 40 years ago.”
Daily activities started at 5 a.m., when line producer Kathryn Liptrott awoke to get the cooks started on breakfast. Three charcoal braziers cooked bacon, eggs, and creative dinner recipes. After the crew ate, they hiked with their equipment to a suitable location for filming. Foot baths and surgical masks were necessary parts of the morning ritual to guard against bringing human illnesses to the chimpanzees. Park guides helped show the crew where to find the chimpanzees. The crew then set up to wait for the chimpanzees to wander into the selected “stage.”
“The thing that awed me every time was the devotion of the parks people,” says Liptrott. “These are guys who trudge through mud and rain or sweltering temperatures every single day to go out and track chimpanzees and take care of their natural resources. They’re truly amazing.”
After two weeks, the first batch of film was transported through a driving rainstorm on an open-sided boat, where porters were bailing water to keep from capsizing. Once the film made it back to Kigoma, it was dropped off at the FedEx office for delivery back to the United States. This series of events became routine, as film was sent back to the United States every ten to fourteen days.
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THE MAKING OF JANE GOODALL’S WILD CHIMPANZEES
PAGE 3 OF 4
The third trip to Gombe was scheduled to coincide with one of Goodall’s major discoveries – the “termite-fishing” season when the chimpanzees can be seen making and using tools to obtain food. With such a major event taking place, the crew had to know exactly where the chimpanzees were going to be every day in order to obtain needed shots.
“An adult chimpanzee will build a new nest to sleep in every night,” remembers Day. “So you watch them nest and then you can go back to camp and wash up and have dinner and go to bed. Then you’ve got to come back to the nesting sight before daylight to be there when the chimp de-nests. Basically, you get a shorter night sleep than a chimpanzee does.”
A veteran chimp-tracker with three Gombe seasons under her belt, researcher Elizabeth Lonsdorf was able to offer the production crew helpful tips for finding chimpanzees and avoiding snakes and pestering baboons.
“The baboons will run into your room and steal something right from your hand,” says Lonsdorf. “One of the baboons had to be transported to another part of the park after breaking into one of the crew members’ rooms by pulling a window out of its cement casing.”
Beyond baboons, the crew contended with snakes, bees, malaria-carrying mosquitoes, and the chimpanzees themselves. Nearly every time, he encountered the film crew, Frodo attempted to assert his dominance by tossing a crew member into the bushes or knocking someone down.
“You’re always working on a fairly high level of caution, because there is a lot of stuff out there that can hurt you,” says Smoot. “With the realization that we were a long way from any kind of medical help, we were always extremely cautious and watching out for one another as well.”
The fourth trip to Gombe was scheduled to take place at a chimpanzee sanctuary in the Republic of Congo, but a dangerous political situation arose before filming and the crew was redirected to Ingamba Island in Uganda’s Lake Victoria.
“The first trip was with a small crew on the ground only, to get a baseline of chimpanzees. That allowed us to flesh out our story,” continues Day. “The second main shoot developed that story line further and the third shoot, in essence, became an opportunity to pick up additional shots to provide more emphasis to parts
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THE MAKING OF JANE GOODALL’S WILD CHIMPANZEES
PAGE 4 OF 4
of the story that our test audiences said they wanted to see more of. Jane Goodall’s Wild Chimpanzees will be a much better film because it’s been shot over a three year period.”
With the filming completed, the production team flew out of Tanzania with a new perspective on life.
“You’re going to meet those chimpanzees and experience this incredible environment, so the film is wonderful education and great science. But it’s also something more, and it’s something more because of Jane,” says Day. “Jane is an inspiration for all of us to aspire to loftier goals. Those dreams can be realized and we can make a difference. I think audiences are going to take that from the film. It’s absolutely uplifting.”
###

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BOOK REVIEW*
CONSUMER BEHAVIOR
Consumer behavior is related to the buying and consuming of a product, an issue that is becoming increasingly relevant factor in the Croatian economy. Many companies are well on the way to recognizing that it is impossible to conduct business without satisfied consumers. This means that it is necessary to research, know and anticipate consumer behavior, and plan future business strategy on the basis of this information. Therefore, this work by Tanja Kesi?, PhD in economic sciences and professor at the Faculty of Economics and Business Zagreb, finds its place in the scientific field at the proper time.
The book contains 420 pages of text, accompanied by many pertinet and interesting figures and tables. It is divided into six core thematic parts and, in this way, covers all the fields in the process of reaching the buying decision, supported by the contemporary theory of consumer behavior.
The first part discusses social factors which are important for consumer behavior. These are: culture, socialization, social classes, referent groups, family and situational factors. In the second part, psychological factors are analyzed: motives and motivation, perception, attitudes, personality, lifestyle and knowledge. The third part includes information processing, then the process of learning, attitude changes and influences on behavior. The fourth part deals with the decision process, starting from problem recognition, searching for and evaluating information, the buying decision and post-purchase consumer behavior. The fifth part deals with organizational buying behavior and the sixth accounts for other aspects of consumer behavior: communication, diffusion of innovation and consumerism.
The book is aimed at students of economics and students at similar faculties studying in the Croatian language, and, to a great extent, at business people as a fast way to learn about all aspects of consumer beahvior as a starting point for all good market decisions.
* Mira Maruši?, PhD, University of Zagreb, Faculty of Economics, Department of Marketing, Trg J.F.Kennedya 6, 10000 Zagreb, Croatia
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Management, Vol. 5, 2000, 1, 105-106
Book review – Tanja Kesi?, PhD: Consumer Behavior (Ponašanje potroša?a)
Management, Vol. 5, 2000, 1, xx - yy
Book review – Tanja Kesi?, PhD: “Consumer Behavior” (“Ponašanje potroša?a”)
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FREE TRAINING AT A NATIONAL SPORTS CENTRE
1. What facilities are on offer?
Each of the national sports centres has a range of facilities available which are specialist or general fitness based. All of these facilities are potentially available for BOA Passport Holders on an individual basis. Attached is a list of the facilities available at five of the sites with details on their availability. Details of who to contact at each centre is given below together with a guidance on how to make use of the facilities. There will obviously be occasions when a facility is not available eg when being used by a national squad.
2. List of national centres
National centres Address Contact Person Telephone No Bisham Abbey Nr Marlow
Buckinghamshire
SL7 1RT
Bookings Manager 01628 476911
Crystal Palace Ledrington Road
Norwood
London
SE19 2BB
Bookings Manager 020 8778 0131 National Water Sports Centre Adbolton Lane
Holme Pierrepont
Nottingham
NG12 1LU
Bookings Manager 0115 982 1212 Lilleshall Nr Newport
Shropshire
TF10 9AT
Bookings Manager 01952 603003 Plas Y Brenin Capel Curig
Gwynedd
North Wales
LL24 0ET
Duty Officer 01690 720214 Welsh Institute of Sport Sophia Gardens
Cardiff
South Glamorgan
CF1 9SW
Duty Officer 02920 300500 National Cycling Centre Stuart Street
Manchester
M11 4DQ Duty Manager 0161 223 2244
Fax: 0161 231 0592
3. Regulations
Where possible, athletes are requested to book in advance on the numbers highlighted above, in order to ensure that the facility required is available. On arrival at the centre, athletes are required to sign in at the Main Sports Reception and show their BOA Passport card. All athletes will be subject to the rules and regulations laid down by the management of each site who also have the right to withdraw any passport. In such circumstance, the BOA and governing body would be informed and appropriate action taken.
NATIONAL SPORTS CENTRES
USE OF FACILITIES BY BOA PASSPORT HOLDERS
Bisham Abbey
Free to all Passport Holders for General Sports Training Free for individual sports specific training only At cost to individual (please check rates with centre) Weightlifting Training Hall Weightlifting Training Hall Outdoor Floodlit Hard Tennis Courts Harpers Fitness Suite Harpers Fitness Suite Outdoor Floodlit Clay Tennis Courts Group Training Studio Group Training Studio Outdoor Grass Tennis Court Weights/Dumbells Floodlit Artificial Turf Pitch
(Individual Hockey Practice) Indoor Hard Tennis Courts Racquets of any description Floodlit Artificial Turf Pitch Hockey Sticks Football Pitches Tennis/Squash Balls Rugby Pitch Martial Arts Equipment Squash Courts Weights/Dumbells Nine Hole Golf Course Footballs/Rugby Balls Conference/Banqueting Rooms Audio Visual Equipment Dining and Accommodation are also available at a discounted rate, please check with centre CRYSTAL PALACE
Free to All Passport Holders for General Sports Training Free for individual sports specific training only At cost to individual (please check rates with centre) Athletics Track/Field Facilities Athletics Track/Field Facilities Outdoor Floodlit Hard Tennis Court Indoor Track Indoor Track Floodlit Artificial Turf Pitches Racing Swimming Pool Racing Swimming Pool Grass Pitch Teaching Swimming Pool Teaching Swimming Pool Diving Pool Weightlifting Training Rooms Weightlifting Training Rooms Badminton Courts Group Training Studio Group Training Studio Squash Courts Weights/Dumbells Diving Pool Indoor Arena Floodlit Artificial Turf Pitches
(Individual hockey practice) Harpers Fitness Suite
(10% discount on individual fee) Badminton Courts Climbing Wall Indoor Arena Footballs Racquets of any description Basketball Goals Hockey Sticks Electronic Timing Equipment including touch pads Weights/Dumbells Conference/Banqueting Rooms Tennis/Squash Balls Audio Visual Equipment Martial Arts/Boxing Equipment Basketball Goals Dining and Accommodation are also available at a discounted rate, please check with centre
National Water Sports Centre
Free to All Passport Holders for General Sports Training Free for individual sports specific training only At cost to individual (please check rates with centre) Multi-gym facility Multi-gym facility Regatta Lake Weights/Dumbells Regatta Lake Canoe Slalom Course Canoe Slalom Course Water-ski Lagoon/Cable Tow Water-ski Lagoon/Cable Tow Multi-purpose Sports Hall Multi-purpose Sports Hall (individual table tennis practice) Water Skis Canoes Table Tennis Equipment Boats of any non-powered, sports specific description Conference/Banqueting Rooms Wetsuits/Buoyancy Aids Audio Visual Equipment Paddles/Oars Weights/Dumbells Dining and Accommodation are also available at a discounted rate, please check with centre
Lilleshall
Free to All Passport Holders for General Sports Training Free for individual sports specific training only At cost to individual (please check rates with centre) Multi-gym facility Multi-gym facility Outdoor Floodlit Hard Tennis Courts Weights/Dumbells Gymnastics Training Hall Outdoor Grass Tennis Courts Specialist pitted Gymnastic Training Hall Gymnastic Training Hall Floodlit Artificial Turf Pitch
(individual hockey practice) Specialist pitted Gymnastic Training Hall Grass Pitches (individual archery practice) Floodlit Artificial Turf Pitch Multi-purpose Sports Hall (individual basketball practice) Grass Pitches General-purpose Sports Hall (individual table tennis practice) Multi-purpose Sports Hall Racquets of any description General-purpose Sports Hall Hockey Sticks Squash Courts Weights/Dumbells Bowls Lawn Tennis/Squash balls Snooker room Gymnastic Equipment Footballs Cricket Equipment Conference/Banqueting Rooms Archery Equipment Audio Visual Equipment Basketball nets Table Tennis tables Dining and Accommodation are also available at a discounted rate, please check with centre
WELSH INSTITUTE OF SPORT
Free to All Passport Holders for General Sports Training Free for individual sports specific training only At cost to individual (please check rates with centre) Out Floodlit Hard Tennis Courts* Out Floodlit Tennis Courts* Floodlit Artificial Turf Pitch Indoor Hard Tennis Courts Indoor Hard Tennis Courts Rugby Pitch Weightlifting Training Hall Weightlifting Training Hall Racquets of any description Squash Courts* Squash Courts* Hockey Sticks Fitness Suite Fitness Suite Footballs/Rugby Balls Badminton Courts * Badminton Courts* Conference/Banqueting Rooms Table Tennis* Table Tennis* Audio visual Equipment Swimming Swimming Weights/Dumbells Weights/Dumbells Tennis/Squash Balls Tennis/Squash Balls Floodlit Artificial Turf Pitch
(Individual hockey practice) Dining and Accommodation are also available, please check rates with centre * Facility can be booked up to two days in advance
Notes:
* All facilities are for use on an individual basis and not for groups or squads
* Use of all facilities is subject to availability
* All facilities that are at cost to individual are the responsibility of the passport holder and cannot be re-claimed from the British Olympic Association
* Sport specific refers to the sport on your passport card, if in any doubt as to the facilities you can use please contact the BOA or the centre concerned.

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Adults – Sports & Fitness
Surfing
Our instructor has been surfing and teaching lessons for over 40 years. Learn
about the history of surfing, board selection, and best of all, how to surf!
Class will include pool time where you will learn the basics of balance and
paddling. Surf boards will be supplied but you must know how to swim if you
want to participate in the pool time. Students will receive an autographed surf card
from a professional surfer.
Age: 13 & over
Session Day Date(s) Time
20932 Sat Sept 17 - 24 10:00 am - 1:00 pm
Location: Catlin Center, 106 NW 8th Ave. in Kelso
Fee: $30 in-city, $35 out-of-city
Instructor: Sonny Owens
Moonlight Golf Tournament
This scramble tournament is a sure hit for men and women - experienced or
not. Fee includes green fees, 1 moonlight glowball, and prizes. Any proceeds
will benefit the Therapeutic program. Don’t miss this once a year chance to golf in
the dark. It’s an exciting, easy and memorable experience!
Age: 18 & over
Session Day Date(s) Time
20811 Sat Sept 17 7:15 - 11:00 pm
Location: Mint Valley Golf Course, 4003 Pennsylvania
Fee: $28 in-city, $33 out-of-city
Check-in time is 7:15 pm
Dodgeball League
Teamwork and strategy are more valuable factors in dodgeball than athletic
skill and individual competitiveness. Anyone can play! Experience is countered
by enthusiasm. Dodgeball promotes maximum social enjoyment. Teams of
6-10 players will play other teams in this round robin formatted league. We will be
following modified rules from the National Amateur Dodgeball Association and using
their official low density rubber coated foam balls. Awards will be given.
Age: 18 & over
Session Day Date(s) Time
21544 Fri Oct 7 - Nov 4 6:30 - 8:30 pm
Location: Local schools
Fee: $100 per team
Golf Lessons
This is a great class for beginning golfers or for those who need lessons on
proper golf swing techniques. All equipment and balls provided. Instructor is a
P.G.A. Professional.
Age: 14 & over
Session Day Date(s) Time
20816 Tues & Thur Sept 13 - 22 5:45 - 6:45 pm
Location: Mint Valley Golf Course, 4003 Pennsylvania
Fee: $50 in-city, $55 out-of-city
Instructor: Joe McLaughlin
Women’s Self Officiated Basketball League
This is a self-officiated league in which players call their own fouls. Single round robin format will be played with a running clock. This is a great league to join to get into shape and to get ready for the winter league. Awards will be given.
Age: 18 & over
Session Day Date(s) Time
21349 Thur Oct 13 - Nov 17 7:00 - 9:00 pm
Location: Mt. Solo Middle School
Fee: $110 per team
Men’s Self Officiated Basketball League
This is a self-officiated league in which players call their own fouls. Single round
robin format will be played with a running clock. This is a great league to join to
get into shape and to get ready for the winter league. Awards will be given.
Age: 18 & over
Session Day Date(s) Time
20817 Mon, Thur Oct 10 - Nov 17 7:00 - 9:00 pm
Location: Mt. Solo Middle School
Fee: $110 per team
Co-ed Self Officiated Basketball League
This is a self-officiated league in which players call their own fouls. Single round
robin format will be played with a running clock. Teams must have at least 2
females on the floor during the entire game. Awards will be given.
Age: 18 & over
Session Day Date(s) Time
20817 Mon, Thur Oct 10 - Nov 17 7:00 - 9:00 pm
Location: Mt. Solo Middle School
Fee: $110 per team

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LITERACY INITIATIVE
Submitted by : THE ISLAMIC REPUBLIC OF AFGHANISTAN
In order to meet the goal agreed upon in the G8 Plan of Support for Reform to impart literacy skills to an additional 20 million people in the region by 2015, a concrete plan of action is required that is coordinated with donor and recipient countries. Multilateral institutions, nongovernmental organizations and the private sector can be involved in this effort so that we can benefit from their collective experience in this area of development.
Due to the high illiteracy rates in Afghanistan that were caused by years of conflict and destruction of the educational system and institutions, literacy is a top priority issue for the country. The lessons learned and challenges faced in Afghanistan can hopefully assist other countries in the region in identifying and developing programs that reduce illiteracy.
Afghanistan welcomes the opportunity to further promote dialogue among donors and beneficiary countries. Along with its partner in this initiative, Algeria, Afghanistan recommends working towards the creation of a Literacy Initiative Plan of Action (“Literacy Plan”) which is agreed upon by participating countries and which addresses both common goals and country-specific needs. The Literacy Plan would set forth the actions that will be taken to reach our common goals in this area, country-specific measures that are being taken, organizations involved in the effort, funding, and other critical issues.
Without a specific plan, our vision for imparting literacy skills to an additional 20 million people in our region and reducing illiteracy rates by half over the next decade will be difficult to realize.
I. ILLITERACY IN AFGHANISTAN: LESSONS LEARNED TO BENEFIT A REGIONAL INITIATIVE
A. Background
Like many other countries in the region at one time, Afghanistan has been largely a rural nation, with most of its population living in relatively small villages, isolated from each other by rugged terrain. Consequently, in large part, Afghanistan evolved as a non-literate society, except in the major urban areas.1
Afghanistan then experienced more than two decades of conflict, involving foreign military occupation, severe repression by the Taliban, and crippling civil war. These events decimated the educational system and its physical infrastructure such as schools, roads and transportation. Many women find themselves head of households as they have lost fathers, husbands and brothers in the conflict.
At the same time, the “software” of education, the trained teachers and the relevant curriculum that are the norm in most countries, were fully destroyed. The small number of libraries in universities, communities and in schools was dismantled and “information literacy” was placed in chaos.
In addition, six years of fundamentalist rule, in which the Taliban denied women and the girls the right to an education, further increased the illiteracy rate. As a result, today an estimated 79% of women and girls in Afghanistan, and an astonishing 90% in rural areas, cannot read.
Given these enormous challenges, the Transitional Islamic State of Afghanistan, with the assistance of the international community, has focused on literacy as one of its top priorities. Literacy is integrated into the country’s National Development Framework and the challenge now is implementing programs to meet needs. One program that has been instituted is The Afghan Literacy Initiative, an accelerated literacy, numeracy, and life skills program targeting remote areas where formal schooling for girls cannot yet be provided. The program will reach 10,000 students, 65% of whom are girls and young women aged from 7 to 25, linking literacy with skills for rural development. This program could possibly be used as a model for other countries in the region in reaching out to their nation’s rural populations.
B. Challenges to Reducing Illiteracy
The major components to reducing illiteracy in Afghanistan include:
1. Infrastructure
This includes schools, classrooms and related facilities to provide access to a quality and secure learning environment.
2. “Software”
This includes teachers and instructors, professional development tools, a modern curriculum with modern teaching methods, standards, good quality textbooks, and other learning materials that will ensure that learning is taking place.
3. “Information Technology”
This includes methods of information exchange. Instruction in Afghanistan is still primarily through manuscripts, typescripts, handwritten notes and hardcopies. Afghanistan needs to move to a world of softcopies, the computer or floppy disk, and information on the Internet.
Although the situation in other nations of the Broader Middle East is not as severe in Afghanistan, the region can learn from Afghanistan’s experiences to address common problems. Themes such as infrastructure, software and information technology can be used as guidelines in instituting programs for the region.
II. LESSONS LEARNED FROM LITERACY PROGRAMS WORLDWIDE
Experiences with literacy programs worldwide provide a source of best practices and models for the Literacy Plan. The G8 Plan of Support for Reform includes an initiative to set up and maintain a regional network for sharing of experiences and best practices. To the extent possible, existing resources should be utilized for this purpose, so that funding can be focused on actual implementation in the region.
A. Formal Versus Non-Formal Approaches
After World War II, educational development efforts worldwide focused on expanding formal schooling. It was assumed that higher school attendance would help to end illiteracy. However, research and experience have shown that schooling does not necessarily produce literacy or the kinds of literacy that students need. Therefore formal schooling programs might not be the best way of investing scarce literacy resources. There may be more effective means of teaching literacy skills in some areas that are more tailored to the needs of the community.
In the formal education sector, several nations have demonstrated great success by designing and supporting programs that respond to the root causes of illiteracy, both economic and cultural. These programs invariably have enhanced the quality of education, access to education, and retention in the formal education sector.
In the non-formal setting, successful programs have taken an approach to education that integrates literacy and numeracy skills development with life skills (particularly in the health arena) and with income generation. In this way, programs providing literacy and numeracy give the learner an identifiable incentive to become literate. A program to address literacy of girls who were not able to attend a formal education institution can also be implemented.2
B. Urban versus Rural Literacy Approaches
In Afghanistan and many other countries in the region, assistance is still needed for schools, teaching standards, textbooks and curricula, even in urban areas. Educational infrastructure in the region must be built or improved to provide the facilities needed to run literacy and training programs.
More qualified teachers in the region are also needed. Teachers in Afghanistan still use memorization as the primary method of education. This method has also been used in other countries in the region and new methods of teaching should be incorporated into literacy programs. New methods of teaching are also needed through teacher-training programs that are child-centered, group-oriented and focus on critical thinking and problem solving.
Special measures must be taken for rural education, especially for girls. Finding qualified female, long-term teachers for rural areas is extremely difficult. Incentives for female teachers are needed for women to teach in these areas.
In rural areas, schools must be built closer to the communities, as families cannot send their children very far away. Satellite schools are one avenue to address this need. Food programs should also be included in literacy or educational programs to address the needs of children in these areas.
C. Literacy and Vocational Training
Most successful adult literacy programs are taught in conjunction with acquisition of other skills. Literacy programs for adults should tie-in with job training programs as much as possible so that the skills learned can lead to sustainable income.
There is an incentive for the private sector to employ productive individuals. Thus, public-private partnerships should be created wherein the private sector incorporates literacy and literacy enhancement training on the job. This creates linkages between the Literacy Initiative and the economic and private sector development programs within the G8 Plan of Support for Reform.
D. Lessons Learned from Women and Girl’s Literacy Programs
In order to provide for the fair and equitable delivery of educational opportunities, it is essential that literacy programs have a special focus on girls and women, particularly in our countries’ rural areas. Literacy will help women to become educated about their religion, to tackle discrimination, abuse, health problems, and provide them with self-reliance.
Thus, a key part of the Literacy Plan should focus on removing the barriers of entry for women and girls. Obstacles to the enrollment of women and girls should first be identified and solutions sought. It is important to keep the cultural context in mind when preparing the curricula for such programs. For example, more female teachers are needed, as many families will not send their daughters to male teachers.
It has been recognized more widely that women will only enroll in programs, complete them and retain their literacy skills, if such programs meet specific learning needs, such as in the areas of family planning, saving and credit, maternity and health. When programs are not geared to the women’s wants or needs, there is a high drop out rate.3
A regional program should include such an approach.
Greater literacy among women in the region will enhance the role and status of women in the workplace, at home, and in other areas of society. Literacy and numeracy skills will bring about an improvement in all of these important arenas. In addition, programs addressing literacy among women and girls will benefit the region’s social and economic development, as women are important parts of our respective nations’ social fabric.
E. Addressing Illiteracy Among Men
When men are more educated, they are more likely to support education for women. Thus, it complements the goals to reduce illiteracy among the female population. Since men are the majority of income producers in the region, reducing illiteracy among men will have positive impacts on the family.
Within the context of countries like Afghanistan where the overall literacy rate is low, there must be a concentrated effort to bring the male population’s literacy up as well. It is important to identify programs that address male illiteracy and not to target programs and resources in an unbalanced manner. Otherwise, local populations may misperceive this as foreign cultural interference and not be receptive to programs.
III. DEVELOPING A PLAN OF ACTION TO REDUCE ILLITERACY IN THE REGION
A. Current Plan
The G8 Plan of Support for Reform developed at Sea Island included the following initiatives for Literacy:
* Training teachers in techniques, including on-line learning, that enhance the acquisition of literacy skills among school-aged children, especially girls, and of functional literacy skills among adults;
* Working to train, including through appropriate multilateral institutions, 100,000 teachers by 2009, with a particular focus on high-quality literacy skills;
* Providing teacher training through existing institutions and employing guidelines established in the “Education for All” program administered by UNESCO;
* Setting up and maintaining a regional network for sharing experiences and best practices;
* Expanding and improving education opportunities for girls and women, including by providing assistance to help local communities have access to learning centers and schools;
* Supporting community-based, demand-led adult literacy programs and programs outside the formal education system that couple literacy courses with lessons on health, nutrition, and entrepreneurial skills.
* Involving civil society and communities to participate in the development and administration of literacy and numeracy programs. This improves access, quality, and retention. Community support increases the participation of women and girls in literacy programs, as well as in formal education settings.
B. Additional Recommendations
The majority of the initial recommendations in the G8 Plan of Support for Reform include ways to address literacy in the formal sector. Although this is important, Afghanistan proposes that additional measures be taken, especially to reduce illiteracy in the region’s rural areas, where the formal education system may not yet reach. This would benefit those in most need of literacy programs.
Another important area of consideration is identifying linkages that can be created between the Literacy Plan and other programs considered for the G8 Plan of Support for Reform. For example, Section 1.7 contemplates the establishment of a regional “Network of Funds” that would bring together representatives from development institutions in the region and from international financial institutions for the purposes of coordinating better existing programs and resources, supporting through technical assistance regional efforts to build institutional capacity and improve the investment climate and exploring the voluntary pooling of new and existing resources to target financing to SMEs and larger cross-border projects. Given the large scale of the literacy initiative, Afghanistan recommends that the regional “Network of Funds” also include a special fund for literacy programs and that literacy be considered when assessing the coordination of existing programs and resources.
In addition, the G8 Plan of Support for Reform includes initiatives that address advancing education and technological systems in Section 3.1, 3.2 and 3.3. These components address the themes of infrastructure, software and information technology discussed above. It is crucial that these components be closely linked with the Literacy Plan. This will allow for better programming, use of existing resources and evaluation.
In considering all of the mechanism and structures for planning and programming, it is important that each country be included in the existing structures and programs that are used as guidelines or continuation of programs. For example, it is not clear whether all countries in the Broader Middle East Initiative are part of the “Education for All” program or UNESCO programs discussed in the initial G8 Plan of Support for Reform. If not, including them in these programs is important to ensure equity in distribution of resources.
Afghanistan thus proposes the following as points of discussion to begin the process of adding to the current G8 Plan of Reform Initiatives and working towards a Literacy Plan (this is not a comprehensive airing of issues and intended to begin dialogue with the hope that a comprehensive Literacy Plan will be formulated):
Process
* Creating a special fund or focus within “Network of Funds” proposed in G8 Plan of Support for Reform in order to provide resources for implementation of the Literacy Plan and to better coordinate existing resources.
* Determining how funding will be generated to implement the Literacy Plan and related educational initiatives, what benchmarks should be used to assess achievement of goals and how progress will be monitored.4 Incentives for beneficiary countries who reach benchmarks should be considered.
* Deciding how funding will be allocated (Could it be allocated to beneficiary countries to implement national programs? Who will be responsible for planning and budgeting for regional programs? How will nongovernmental organizations, the private sector and national governments be included?)
* Choosing a mechanism whereby best practices can be shared. Are there existing mechanisms to share best practices for other components such as private sector development or democracy initiatives that could be used?
* Discussing what institution should be the focal point for design and implementation of the Literacy Plan. Without one coordinating body or institution, there will likely be duplication of efforts and waste of resources.5
* Identifying programs that advance educational infrastructure, software and information technology in addition to those identified in Sections 3.1, 3.3 and 3.3.
* Collecting data on rates of illiteracy in beneficiary countries, using a common definition of illiteracy. Countries could be grouped into “clusters” based on the data to better target programs to meet development needs and the “Education for All” goals.6
* Creating a process whereby each country can identify its goals that are applicable to its unique context and can share those goals with the institution that will assist in formulating and coordinating the Literacy Plan. Feedback from each country can then be used to formulate a clear, articulate strategy to implement common goals and country-specific goals.
* Identifying multilateral institutions, nongovernmental organizations and/or private sector companies to implement the teacher-training component.
* What should be the timeline for step-by-step achievement of the above goals?
Substance
* Integrating literacy programs that apply to non-formal settings and that integrate life skills, especially in rural areas of the region, to the Literacy Plan.
* Including building of new schools and learning centers outside of urban areas in the region.
* Creating incentives for teachers and instructors to teach in rural areas if existing human resources do not exist in those areas.
* Include new methods of teaching in programs to promote creativity and problem solving, rather than just memorization.
* Coupling literacy with numeracy. Basic math and computational skills are crucial to developing productive members of a society.
* Enhancing language skills that apply in technical, scientific and business arenas. This can tie-in with other components of the G8 Plan of Support for Reform focused on economic development and job creation.
* Formation and support of appropriate national centers of excellence, such as a National Center for Literacy. These national centers would provide master teachers and curricula and would be linked to regional facilities that provide teacher training, development, and support.7
* Combining vocational and leadership training programs with literacy programs for women.
* Including components to literacy programs for women such as access to credit, materials, and childcare to reduce barriers of entry for women.
* Creating programs for girls and women who live in areas where formal education is available, but who could not take advantage of those programs. These can be integrated with life skills and vocational training to provide incentives for individuals in this group to attend.
* Supporting preschool and other programs that teach and enhance reading skills at a young age.
* Discussing other aspects of reducing illiteracy and increasing education infrastructure, software and technology.
Conclusion
We come together at a time of great opportunity. There have been notable successes throughout the region. In Morocco, well-designed educational programs have reduced illiteracy by more than one-half. In Jordan today, literacy rates are approaching 90%.
The common vision of our education programs should be to provide good quality education for all, regardless of gender, ethnicity, language, religious preference, age or geographical location. Only in this way can we build the human capital that we need to meet our region’s development, economic and political objectives.
1 Even in the years preceding the devastating Soviet invasion, there were considerably fewer than one million children enrolled in formal schooling of any kind in the entire country; indeed, before 1970 there were fewer than half a million enrolled.
2 In Afghanistan, the Out of School Girls Project (OSGP) run by CARE is providing access to basic education in an accelerated program to 2,541 students in Kabul and Charikar. Countries with a population of girls who dropped out of school for a variety of reasons could also benefit from such models.
3 Afghanistan’s enrollment rate for girls in the urban areas has been very promising since 2001. The rural rates are not as promising. The improvement in enrollment has not been matched with improvement in the quality of education. The dropout rate is also quite high for students beyond grade 3. These lessons learned can be helpful in designing new and innovative approaches for the region to prevent dropouts.
4
5 The focal point would not be the implementing body, as nongovernmental organizations, the private sector and national governments will be incorporated into implementation. It will provide the coordination and planning needed to ensure that a Literacy Plan is formulated, integrated with the other components of the G8 Plan of Support for Reform, properly implemented and that monitoring and evaluation are carried out.
6 It is unclear whether all countries in the Broader Middle East Initiative are included in the “Education for All” campaign. If not, this discrepancy must first be addressed to ensure that all countries receive programming assistance in this area.
7 In Algeria, the establishment of the Iqraa’ Institute to combat illiteracy among the population, especially among women, has been successful. Centers have been established throughout the country to attract both women and men from rural areas.
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For Immediate Release
July 11, 2004
AFTER 10 YEARS OF TOURING AND PLAYING OVER 1,400 CONCERTS
(150 CONCERTS IN JUST THIS YEAR ALONE),
BIG BAD VOODOO DADDY
FINALLY RELEASE A
LIVE CONCERT CD and BONUS DVD
BIG BAD VOODOO DADDY LIVE
(Big Bad Records/Vanguard Records)
IN STORES AUGUST 3rd
Los Angeles, CA -- After more than 10 years of nearly non-stop touring, Big Bad Voodoo Daddy finally heed the cry from their fans who have always wanted something to take home with them to relive their concert long after it ended. On August 3rd, the coolest swing band on the road today will release a live album and bonus DVD, capturing their high-spirited, always fun, and electrifying stage show. Recorded last May at the historic Ventura Theatre in their hometown just outside of Los Angeles, Big Bad Voodoo Daddy Live is the first live album (and DVD) from the band that have become legendary for their retro-cool sellout concerts.
Big Bad Voodoo Daddy Live (Big Bad Records/Vanguard Records) features songs from the band’s previous three albums and spans the past 10 years of their career. The DVD is an added bonus for fans that purchase the CD, and offers 5.1 surround sound for an optimum listening experience. Prior to this release, the only footage of the band available was in the cult classic film Swingers which featured the band performing at local Los Angeles hot spot, The Derby.
The fact that BBVD have never issued a live album or DVD before is rather surprising for a band that has built its career around its incredible live performances. “It’s always been a live thing,” says lead singer Scotty Morris. “We have been selling out shows for 10 years and we feel the time is perfect for something like this. It’s what our fans have been begging us to put out for years. The energy of our live show was captured perfectly.”
As committed to their music as the swing era lifestyle, Big Bad Voodoo Daddy are not only renown for their impeccable performances, but for their classic suit and fedora styling and gentlemanly demeanor. Their fans span generations, filling concert halls around the country for shows that transport them back to a more wholesome, optimistic period. In fact, young adult fans regularly show up dressed in ‘40s-era outfits and dance sophisticated swing routines.
- more -
After first gaining mainstream popularity with their breakthrough performance in Swingers, Big Bad Voodoo Daddy have gone on to become one of the most popular touring bands on the road today. BBVD now carries on the tradition of the legendary big bands and orchestras by touring non-stop, performing over 100 concerts each year around the world. Like the Glen Miller Orchestra, Benny Goodman, and the Count Basie Big Band, BBVD sell out shows to audiences of all ages in cities as far flung as Honolulu, HI, St. Petersburg, FL, even making an appearance at last summer’s Pori Festival in Finland. And as a twist, the band has recently begun collaborating with symphonies in select cities, including the Air Symphony Orchestra in Washington, DC, the Hartford Symphony in Hartford, CT, Columbus Symphony in Ohio, and the Dayton Philharmonic in Dayton, OH. Their last album, the New Orleans-influenced Save My Soul was released to critical acclaim in July 2003.
In late August, the band will appear on The Carson Daly Show as the guest “house band” for the entire week of 8/23.
###
For further information, please contact:
Sura Simpson Lellie Capwell
The Brookes Company or Vanguard Records
(323) 913-7000 x205 (310) 829-9355 x137
sura@brookescompany.com Lellie@vanguardrecords.com

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FOR IMMEDIATE RELEASE
BIG BAD VOODOO DADDY TO RELEASE
NEW ORLEANS-INSPIRED
Save My Soul (Big Bad/Vanguard Records)
ON JULY 8
BAND CONTINUES 100-CITY TOUR,
INCLUDING SPECIAL PERFORMANCES WITH SYMPHONIES IN
WASHINGTON, DC, HOUSTON, HARTFORD, COLUMBUS AND DAYTON
SANTA MONICA, CA -- Big Bad Voodoo Daddy announce the release of Save My Soul, a love letter to the music of New Orleans, in stores July 8 and exclusively distributed by Big Bad/Vanguard Records. “I've always loved the music that came from there,” bandleader Scotty Morris says, “from Louis Armstrong’s early brass band stuff with King Oliver all the way through Fats Domino and up to the Dirty Dozen Marching Band. On our earlier albums I've hinted at how important this music is to me, but this is the first one where I've gone completely full-blast with it.”
It was a trip to New Orleans that gave the band the inspiration for Save My Soul. “We were booked to play a private event there in 2002,” Morris remembers. “Coincidentally, it happened at the same time as Jazz Fest. I went out, saw all these artists play, and suddenly the idea for Save My Soul came to me in a rush. I started writing like crazy. First thing, I went to the piano and came up with this Professor Longhair/Fats Domino groove. When I played it for the band, they loved it. Then I started writing this Louis Armstrong kind of thing, and they dug that too. Suddenly I caught fire, and within a couple of weeks I had pretty much finished everything.”
“When I was a kid, I was really into that crazy, anything-can-happen vibe of New Orleans,” Morris continues. “And when I discovered punk at twelve or thirteen, it felt like exactly the same thing to me. I never really thought that early jazz and punk were that different. This made me really impatient with the ‘blueprint’ in any kind of music; rather than get hung up on seeing how many substitutions I can make for this or that chord, I'm always about creating the vibe that every single song needs.”
Big Bad Voodoo Daddy now carries on the tradition of the legendary big bands and orchestras by touring non-stop, performing over 100 concerts each year around the world. Like the Glen Miller Orchestra, Benny Goodman, and the Count Basie Big Band, BBVD sell out shows to audiences of all ages in cities as far flung as Honolulu, HI, St. Petersburg, FL, even making an appearance at this summer’s Pori Festival in Finland. And as a twist, the band will collaborate with symphonies in select cities this year, including the Air Symphony Orchestra in Washington, DC, the Hartford Symphony in Hartford, CT, Columbus Symphony in Ohio, and the Dayton Philharmonic in Dayton, OH.
# # #
For further information, please contact Lellie Capwell at Vanguard Records
Lellie@vanguardrecords.com/(310) 829-9355 or Jolyn Matsumuro at The Brookes Company
jolyn@brookescompany.com/(323) 913-7000

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BENEFITS OF EXERCISE
Older adults (seniors) who exercise on a regular basis report an overall sense of well being. They often comment about how much easier it is to go about their daily tasks since they have begun exercising. They also express an increase in their flexibility and an increase in their heart and lung capacity. They find that their movements are less inhibited by lack of oxygen to their lungs. Seniors also feel that they have achieved a personal sense of progression in their lives.
Exercise programs should be part of the regular scheduled recreation programs at your facility or community center. By placing regular scheduled programs into each day of programming you will see that there will be great benefits to your participants and they will feel a sense of satisfaction. The recreation staff must remember that exercise can take on many forms and should not be limited to traditional exercise programs. Activities such as bowling or carpet bowling, badminton, volleyball or (balloon volleyball), badminton, gardening, walking and many other activities provide a great amount of exercise and should be considered as part of your participants exercise program. Even within the traditional exercise program you can add various pieces of equipment to your programs to help motivate your participants and keep them active. (Chapter 4 Equipment)
The term “exercise” is often a “turn-off” to participants who reside in lodges, personal care homes or long term care facilities, even seniors in the community who have stayed away from exercise programs feel intimidated by this word. Renaming the programs will often make the activity attractive to more individuals. Titles such as i.e. “Stoop & Stretch,” “Men’s Sweat,” “Flexercise” or “Aerobics” (although it is almost impossible to achieve aerobic actions with this population. Again depending on which seniors population you are working with) have been used.
As with any recreational activity some participants will easily join in and others will want to sit along the sidelines watching. It is important to encourage the participants to ‘come and watch’ if the participant does not wish to actively participate. Older adults are often leery about trying new activities, a suggestion might be to offer a demo class before starting the program and allowing all to come out and see what it’s all about. By doing this might encourage those you have been trying to get involved to try the class out and see that their peers are having fun staying active.
Remember: When putting together various activities for your participants you wish you could consider everyone’s needs, unfortunately that doesn’t always happen. You want to stress to those who are leery that staying active is fun and benefits one’s body. Your programs will meet the majority of your participants, and lure the curious out and maybe one day will partake in one of your classes.

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SUSTAINABLE CONSUMPTION AND SOCIETY
An International Working Conference for Social Scientists
Michael Bell, University of Wisconsin-Madison, USA
Maurie Cohen, New Jersey Institute of Technology, USA
Michele Micheletti, Karlstads Universitet, Sweden
Eva Heiskanen, National Consumer Research Center, Finland
Gert Spaargaren, Wageningen University, The Netherlands
Conference organizing committee
Overview
Every age has its contested aspirations, central to economic, political, and even moral debates over how we should organize our lives. Sustainable consumption is surely one such aspiration. Some economists call it a contradiction in terms. Some postmodernists call it the latest middle class moralism. Some Neo-Marxists call it a bourgeois green herring that diverts attention from where the real conflict lies: in production. Yet many others view sustainable consumption as essential for solving the dilemma of balancing economic prosperity with ecologic vitality and social justice. Sustainable consumption initiatives—recycling programs, energy efficient living, local food systems, fair trade, and more—increasingly gather adherents, pass laws, establish “beyond compliance” regulatory schemes, and reconfigure environmental relations, the economy, and democracy in countries rich and poor. Thus, whether or not one grants any validity to sustainable consumption as a central aspiration, it is already changing the organization of daily life.
Assessing these efforts in terms of what they represent, what they may lead to, where they came from, and whether they are or can be successful is the subject of “Sustainable Consumption and Society,” a small working conference sponsored by Research Committee 24 on Environment and Society (RC-24) of the International Sociological Association. RC-24 is organizing this conference in testament to the growing interest in sustainable consumption among social scientists. Perhaps paralleling the growth in sustainable consumption initiatives, a number of important scholarly volumes have recently appeared on the topic: Cohen and Murphy’s Exploring Sustainable Consumption (Elsevier, 2001); Princen, Maniates, and Conca’s Confronting Consumption (MIT Press, 2002); Shove’s Comfort, Cleanliness, and Convenience (Berg, 2003); Micheletti’s Political Virtue and Shopping (Palgrave, 2003), and the Nordic Council’s Political Consumerism (Nordisk Ministerråd, 2005). We aim to contribute to this literature through the intimacy and interactiveness of a small working conference, so as to better promote engagement, innovativeness, and scholarly development.
The conference will be held June 2-3, 2006, on the campus of the University of Wisconsin-Madison, in the United States. All members of RC-24 are invited to participate, as well as any other interested social scientists. The conference is also specifically timed to provide an alternative RC-24 event in 2006 for RC-24 members who will not be attending the 2006 meeting in Durban, South Africa; Durban attendees are most certainly also welcome.
The Four Conference Themes
The conference organizing committee invites papers in four themes: domestic consumption, democracy, policy, and theory.
Domestic consumption: This theme will trace two perspectives on domestic consumption. First, it will consider how domestic consumption involves the reproduction of infrastructures for energy, water, and waste handling. These infrastructures are under pressures of fragmentation due to privatization and globalization, and new configurations of supply and demand are emerging. These new configurations can be studied from a number of perspectives, such as the sociology of environmental flows. Second, it will consider how domestic consumption is conceived of by many experts and policy-makers as a technical, infrastructural affair best left to the providers to organize. But if sustainable infrastructures are to emerge, there need to be clear links to the consumption practices citizen-consumers employ in their daily lives, such as cooking, cleaning, bathing, gardening, and commuting. The committee welcomes papers that speak to either perspective, but especially welcomes ones that connect infrastructural change with the dynamics of change in domestic consumption.
Democracy and Sustainable Consumption: For this theme, we seek papers that focus on the democratic considerations of sustainable development. Suitable topics include how this dimension can be harmonized with the economic growth and ecological dimensions of sustainable development; the role of the political consumerist movement in sustainable development; and the impact of production and consumption on human rights, workers’ rights, and other local and global social justice issues. Of interest are also papers that address the dilemmas or tensions between sustainable development’s ecological and democratic dimensions, that evaluate “beyond compliance” regulatory schemes designed to change consumption patterns, and that examine consumer- and group-initiated attempts to reframe how we view our personal responsibility in sustainable development processes.
Sustainable consumption and policy: A growing number of countries have begun to develop “national sustainable consumption plans” and new forms of political activism have coalesced around consumption and consumerism. This stream solicits papers on how social scientific knowledge informs policy programs and activist campaigns to foster sustainable consumption (especially in terms of food provisioning and mobility practices). We are also interested in contributions that shed light on the formation of new discursive communities involving public officials and policy entrepreneurs, as well as efforts to reframe more familiar social and ecological issues as “consumption problems.” There is evidence of increasing dissatisfaction with incremental strategies for moving toward less energy- and materials-intensive modes of consumption and this stream will also consider the efficacy of more ambitious transitional approaches.
The theory of sustainable consumption: For this theme, we encourage a potpourri of approaches and perspectives that engage theoretical debates on what sustainable consumption is, could be, and should not be—or even whether it should be at all. We invite papers that find their point of entry in actor network theory, critical realism, ecological dialogue, ecological modernization, inconspicuous consumption, risk society, social constructionism, the sociology of flows, the treadmill of production, and yet other perspectives heard from or not yet heard from—and perhaps especially the latter. We are especially interested in papers that offer means for moving debates past current conceptual impasses.
A Working Conference
Although the conference extends an open invitation to all social scientists, this will be a small event, aimed at providing concrete feedback and, we hope, publishing opportunities to the attendees. It will be a working conference, rather than the usual stand up, give a 15 minute paper, and sit back down kind of event. To that end, it is limited to 25 participants. An extended abstract in the range of 1000 words must be submitted by February 15th, via email to michaelbell@wisc.edu. Each accepted participant will submit a finished paper two weeks before the conference begins. Conference papers will be posted on the web, and participants agree to reading them all before the conference. As well, participants will agree to provide a written review, via email to michaelbell@wisc.edu, of two of the conference papers 48 hours before the conference begins. These reviews will be made available at the conference in booklet form, with the reviewer’s name removed. Rather than the usual presentation model, there will be a half hour discussion of each paper and the two reviews it received. Paper authors will be strictly limited to a 5-minute opening statement where they present their reactions to the reviews. No PowerPoint.
The Conference Venue and Activities
Madison, Wisconsin is a delightful American city, noted for its four large urban lakes, many parks, pedestrianized downtown, glorious state capital building, and the lovely lakeside campus of the University of Wisconsin-Madison. Madison is also a progressive city (at least by US standards) with regard to sustainable consumption. It is known for its car-sharing and free bike programs, extensive bike paths, five farmers markets (two of which are year-round), restaurants that source ingredients locally, fair trade organizations, and its wide variety of green businesses. The conference will include opportunities for participants to interact with those involved in several of these local initiatives.
For interested participants, the day before the conference (June 1st), there will be a “sustainability bike tour” of Madison’s sustainable consumption initiatives, using Madison’s free “red bikes.” The conference dinner will be held on Friday night, and will make extensive use of locally-sourced and fair traded ingredients; we are also planning to invite some of the growers and traders to the dinner. On Saturday, the conference lunch will be held outdoors at the Dane County Farmer’s Market in Madison, reputedly the largest farmers market in the US.
Costs
Registration: $150
Lodging: $77/night for a single; $43.50/night for a double; no tax
Covered Meals: Lodging and registration includes breakfast each day and Friday lunch and dinner
Deadlines
February 15st: abstracts due
February 28th: notification of acceptances emailed to participants
April 15th: registration fee due
May 15th: completed papers due
May 30th: reviews of two conference papers due
For Further Information: www.michaelmbell.net/suscon.htm or michaelbell@wisc.edu .
1

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CLAREMONT TRIO
In the 2006-07 season, the Claremont Trio, hailed as “deft, exhilarating, and imaginative” by Strings Magazine, embarks on a concert tour throughout every region of the U.S. First recipients of the Kalichstein-Laredo-Robinson International Trio Award, the Claremonts (Emily Bruskin, violin; Julia Bruskin, cello; Donna Kwong, piano) generate enthusiastic acclaim wherever they perform. The Naples Daily News calls them “the freshest breath of air in the world of chamber music today”.
The season begins with the final installment of the Claremont Trio’s cycle of Beethoven’s complete works for piano trio at the Isabella Stewart Gardner Museum in Boston. The Trio also will perform at the La Jolla Music Society, the Philharmonic Society of Orange County, the Los Alamos Concert Association, the Des Moines Art Center, Worcester’s Mechanics Hall, and many other venues nationwide throughout the year. They will tour with guest violist, Ida Kavafian, and play the Beethoven Triple Concerto with the Norwalk Symphony Orchestra. Claremont programs offer a refreshing blend of standard repertoire and new music, highlighting the works not only of Mozart, Beethoven, and Dvo?ák but of such composers as Ellen Taaffe Zwilich, Leon Kirchner, Paul Schoenfield, and Mason Bates. The Claremonts, whose reading of the Shostakovich Trio No. 2 was described by the Los Angeles Times as "an inspiring, forceful performance", celebrate the 100th anniversary of this composer’s birth with the release of a recording of both his piano trios coupled with Arensky’s Trio in D minor, Op.32.
The group’s 2005-06 season featured performances at Carnegie Hall’s Weill Recital Hall, the Isabella Stewart Gardner Museum, the Philharmonic Center for the Arts in Naples, FL, the Irving S. Gilmore International Keyboard Competition in Kalamazoo, MI, the University of Maryland, the University of Washington, University of Wisconsin-Madison, and with the chamber music societies of Detroit, Utica, Kansas City, Louisville and Sedona. Other season highlights included a 19-city tour of the Midwest and West and performances of a special double trio program presented with the Kalichstein-Laredo-Robinson Trio. The Claremont Trio’s season finale performance for the New York Prism Concerts at Central Synagogue was received enthusiastically by the New York Times. In addition, the trio conducted educational residencies in Detroit, Seattle, and Sedona.
The Claremont Trio’s 2004-2005 touring schedule included concerts at New York’s Weill Recital Hall and Merkin Concert Hall, the Detroit Chamber Music Society, the Cincinnati Chamber Music Society, the Kravis Center for the Performing Arts in West Palm Beach, FL, the Performing Arts Center at SUNY Purchase, and the Cerritos Center for the Performing Arts in Cerritos, CA. The Trio debuted at Wolf Trap and received the Wolf Trap Foundation’s Debut Artist Award. The Guggenheim Museum featured the Trio in its Works and Process series in a performance of Mason Bates’ String Band, written for the Trio in 2002.
Highlights of previous seasons include performances in the concert series at the American Academy in Rome; concerts in Avery Fisher Hall and Alice Tully Hall at New York’s Lincoln Center; and a collaboration with Peter Martins, director of the New York City Ballet, on a ballet based on Café Music by Paul Schoenfield. The Trio also has appeared at the UCLA Center for the Performing Arts, Columbia University’s Miller Theater, the Harvard Musical Association in Boston, the Dame Myra Hess Memorial Concert Series in Chicago, and in the British and U.S. Virgin Islands. In 2002, the Claremont Trio traveled to Serbia, Bosnia, and Slovenia as part of a cultural exchange co-sponsored by the U.S. State Department and Carnegie Hall. 
During recent summers the Claremont Trio has appeared at the Mostly Mozart, Caramoor, Ravinia, Bard, Norfolk, Moab, Deer Valley, Cape Cod Chamber Music, and Great Lakes Festivals. The Trio frequently performs the Beethoven Triple Concerto with orchestras such as the Utah Symphony, the Virginia Symphony, and the Pacific Symphony. It has also performed with many distinguished guest artists including Toby Appel, Joseph Kalichstein, Martha Katz, Jaime Laredo, Ida Kavafian, Nokuthula Ngwenyama, Sharon Robinson, and Richard Young. The group’s mentors have included Isaac Stern and Robert McDonald.
The Claremont Trio’s debut CD of Mendelssohn trios was released on the Arabesque label in 2004 to enthusiastic critical acclaim. Gramophone magazine praised the disc for giving "large-scale performances with a sweeping, romantic sense of space and strong dramatic contrasts," while Strings celebrated the Trio’s ability to "find a cool equilibrium between industry and frivolity where an elegant, totally Mendelssohnian sexiness resides." The Claremont Trio has been featured on both Japanese and American television, and also is heard frequently in interviews on radio stations throughout the U.S. and abroad, including Australia’s ABC, New York’s WQXR, Boston’s WGBH, Chicago’s WFMT, Salt Lake City’s KBYU, and Columbia University’s WKCR.
Deeply committed to expanding the piano trio repertoire, the group has commissioned and premiered compositions by Daniel Kellogg, Mason Bates, and Hillary Zipper. The Trio is also extensively involved in music education and has been recognized for its engaging and interactive programs for students of all ages. 
Twin sisters Emily Bruskin and Julia Bruskin formed the Trio with Donna Kwong in 1999 at The Juilliard School. After winning the 2001 Young Concert Artists International Auditions, the Claremont Trio launched their touring career with an acclaimed New York debut at the 92nd Street Y.  The Claremonts are based in New York City near their namesake: Claremont Avenue.
For more information about the Claremont Trio, visit www.claremonttrio.com, www.kathrynkingmedia.com , and call 212-219-2270.

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Table Of Contents
Page
Deputy Chief of Staff for Personnel (DCSPER) Message i
COMMANDER'S GUIDE 1
* Answers to Your Questions 2
* Health Promotion Endorsements 3
* Background and Rationale for the Civilian Health Promotion Program 4
* Sample Commander's Letter 5
* Program Briefing Slides 6-17
PROGRAM COORDINATOR'S GUIDE 19
* Answers to Your Questions 20
* Program Coordinator's Check List 21
* Setting Up and Starting the Program 21
* Actions During the Program 22
* Post-Program Actions 22
* USACHPPM's Guidelines for Participants and Supervisors 23-24
* Participant's Paperwork (description) 25-26
* Fitness Assessment Procedures 27-30
* Post-Survey for Participants 31
* Questionnaire for Supervisors 32
* Individual Activity Evaluation Form 33
* Sample Database 34
* PAR-Q 35
* Registration Letter 36
* Incentives 37
* Resources 38
USACHPPM's TARGETING FITNESS PARTICIPATION PACKET 39
* Welcome Letter 40
* DCSPER Message 41
* USACHPPM's Guidelines for Participants and Supervisors 42-43
* Course Agenda 44
* Fitness Assessment Agenda 45
* Targeting Health Required Forms 46-60
* Table of Contents for Required Forms 46
* Assessment Charts 61-78
* Introductory Session Agenda 79
* Health and Fitness Profile 80
* Healthstyle Self-Test 81-83
* Interpretation of the Fitness Assessment 84-89
* FITT chart/Fitness Activity Pyramid 90
* Your Exercise Prescription 91-93
* Dietary Recommendations 94-97
* Goal Sheet 98
* Daily Training Log 99
* Activity Roster 100
* Recommendation For Physician Referral (post fitness assessment) 101
Point of contact (POC) for this program is the Fitness and Nutrition Service, U.S. Army Center for Health Promotion and Preventive Medicine, (410) 436-4656 or DSN 584-4656.
ROUTINE ZYUW RUEADWD2806 0882135
R 261625Z MAR 96
FM HQDA WASHINGTON DC//DAPE-HR-PR
TO AIG 7405 AIG 7406
AIG 7446
UNCLAS
SUBJ: CIVILIAN HEALTH PROMOTION PROGRAMS.
A. MESSAGE R111800Z MAR 96 SUBJ: CIVILIAN HEALTH PROMOTION.
B. AR 600-63, ARMY HEALTH PROMOTION
1. REFERENCE A IS RESCINDED.
2. CIVILIANS EMPLOYED BY THE ARMY ARE ENCOURAGED TO ENGAGE IN A REGULAR PROGRAM OF EXERCISE AND OTHER POSITIVE HEALTH HABITS.
3. COMMANDERS MAY APPROVE UP TO 3 HOURS EXCUSED ABSENCE PER WEEK TO ALLOW EMPLOYEES TO PARTICIPATE IN COMMAND SPONSORED FORMAL PHYSICAL EXERCISE TRAINING. THIS TRAINING WILL INCLUDE PARTICIPANT EVALUATION BOTH PRE- AND POST- PROGRAM, CONTINUOUS MONITORING DURING THE PROGRAM, AND EXERCISE AND NUTRITIONAL EDUCATION. THESE ACTIVITIES MUST BE AN INTEGRAL PART OF A TOTAL FITNESS PROGRAM AND ARE TIME-LIMITED, THAT IS, UP TO SIX MONTHS IN DURATION.
4. WHILE FORMAL PHYSICAL FITNESS PROGRAMS MAY BE REPEATED FROM TIME-TO-TIME, EMPLOYEES WILL NOT NORMALLY BE GRANTED EXCUSED ABSENCE FOR PHYSICAL EXERCISE TRAINING ONCE THEY HAVE ALREADY RECEIVED SUCH TRAINING. THIS GRANT IS INTENDED TO BE LIMITED TO ONE TIME ONLY. IT DOES NOT APPLY TO OTHER TRAINING OR PROFESSIONAL DEVELOPMENT.
5. BEYOND THESE SITUATIONS, WORK SCHEDULES SHOULD BE ADJUSTED TO PERMIT TRAINING AND EXERCISE WHERE POSSIBLE AND WHERE CONSISTENT WITH WORKLOAD AND MISSION.
6. INSTALLATIONS INTERESTED IN PARTICIPATING IN FITNESS PROGRAMS SHOULD CONTACT THE INSTALLATION FIT-TO-WIN COORDINATOR, COMMUNITY RECREATION OR THE COMMUNITY HEALTH NURSING SECTIONS OF THE MEDDAC OR MEDCEN. FURTHER GUIDANCE FOR STARTING PROGRAMS MAY ALSO BE OBTAINED BY CALLING THE CENTER FOR HEALTH PROMOTION AND PREVENTIVE MEDICINE AT ABERDEEN PROVING GROUNDS, MD AT (410)671-4656 OR DSN 584-4656. AGENCIES MAY ALSO CONSIDER CONTRACTING SERVICES FROM THE U.S. PUBLIC HEALTH SERVICE, DIVISION OF FEDERAL OCCUPATIONAL HEALTH.
7. HQDA HEALTH PROMOTION POC IS LTC NEWCOMB, (703)697-2448 OR DSN 227-2448. BT
COMMANDER'S GUIDE
ANSWERS TO YOUR QUESTIONS
1. What is the Civilian Health Promotion Program? It is a Department of the Army (DA) program intended to encourage civilian employees to improve their health and fitness through exercise and other positive health habits. It is authorized as an interim change to AR 600-63, Army Health Promotion (see DA message of authorization, page i).
2. What are the basic elements and requirements of the program?
* Civilians are authorized up to three hours per week excused absence to participate in a command sponsored formal physical exercise training program.
* Duration of program is up to six months.
* Pre- and Post-program participant evaluation required.
* Participants are monitored continuously during the program.
* Program must include exercise and nutritional education.
* Program offered one time only per person.
3. Why should I conduct it in my command? Your civilian employees deserve concern for their health and welfare just as your soldiers do. The Army recognizes and supports this by authorizing the Civilian Health Promotion Program. As a commander, you should consider this a valuable tool that will add a new dimension to improving the health of your command. (See page 3 for endorsements for the necessity of health promotion programs.)
4. How will it benefit my command? Based on the experiences of commanders, who have conducted a Civilian Health Promotion Program, you can expect participants to achieve a heightened level of health that will be noticeable to them, their families, and their coworkers. Some who do not initially volunteer to participate will change their minds when they begin seeing the positive effects on those around them who are participating. You can also expect to see a boost in the morale of your civilian employees. This will be based partly on their increased sense of well-being and personal pride as they see and feel themselves becoming healthier, and partly on their knowledge that their chain of command is concerned about their health enough to devote duty time for personal fitness. Post-program surveys will show you that the participants themselves recognize their own higher energy levels, new enthusiasm and ability to cope with stress, and a brighter outlook on their jobs and personal lives. (See page 4, Background and Rationale for the Civilian Health Promotion Program for more information.)
5. How formal does the program have to be? It has to be "formal" in the sense of being a coordinated, documented, monitored program that meets the requirements outlined in Paragraph 2, above. At the same time your program must be flexible enough to accommodate a very basic fact: Not everyone entering the program will be at the same level of fitness. Some will be fit from the start, while others will have difficulty climbing a single flight of stairs. This may appear to be a dilemma in light of the requirement for "formal physical exercise training," but it is not. Nothing in the definition of "formal" states or even implies a requirement for a single standard of exercise with group application. To be "formal," every individual specifies his or her program in a contract with his or her supervisor. The contract documents what will be done, when it will be done, and what the goals are for improvement. Employees will be evaluated before beginning the program to determine where on the fitness scale they fall. The evaluation and education provided will help the employees determine realistic goals for improvement and the best way to use their time to achieve these goals so they will have a valid program. The slides on pages 6-17 describe the layout and outcomes of United States Army Center for Health Promotion and Preventive Medicine's (USACHPPM) program, providing an example from which to start your own.
6. How do I get started? First, review the remainder of this Guide to get an overview of the program. Next, appoint a Program Coordinator to be your spokesperson and POC for your command. Depending on the number of civilians in your command, this should be a primary duty, at least initially. A volunteer (hopefully someone who is reasonably fit and has a healthy lifestyle) will do a better job than a more arbitrary designee. Another option is hiring contractors to fill this position. Have your Coordinator read this Guide and seek assistance and advice as necessary from offices listed in Program Coordinator's Guide, page 19. Give your Coordinator time to "sort things out" and develop a program proposal for your approval. Once you have approved the program, announce it (see sample letter, page 5), schedule it, actively and visibly support it, and then, just do it!!
HEALTH PROMOTION ENDORSEMENTS
* United States Surgeon General
The first Surgeon General’s report to address physical activity and health was released July 11, 1996. “This report is a passport to good health”, said Vice President Al Gore. The main message of the report is that Americans can substantially improve their health and quality of life by including moderate amounts of physical activity in their daily lives. According to the Acting Surgeon General, Audrey F. Manley, M.D., “This report is nothing less than a national call to action. Physical inactivity is a serious nationwide public health problem, but active and healthful lifestyles are well within the grasp of everyone.”
* American Medical Association (AMA)
The nation’s health goals for the year 2000 were set forth with the 1990 release of the AMA’s Healthy People 2000, which reviewed the principle health challenges for Americans and identified in measurable terms the opportunities for health gains during the 1990s. The program presents three broad goals for the health of the nation:
- Increase the span of healthy life for Americans
- Achieve access to preventive services for all Americans
- Reduce health disparities among Americans
* Department of Defense
The AMA’s Healthy People 2000 identified 300 measurable objectives to be accomplished by the year 2000 in 22 areas of priority for health promotion, health protection, and clinical preventive services. The Department of Defense chose five out of these 300 measurable objectives to focus on, one being exercise: Objective: “To increase to at least 30 percent the proportion of people aged 6 and older who engage regularly, preferably daily, in light to moderate physical activity for at least 30 minutes per day.” This includes civilian employees.
* Centers for Disease Control and Prevention (CDC)
In 1995, the CDC and the American College of Sports Medicine recommended: “Every US adult should accumulate 30 minutes or more of moderate intensity physical activity on most, preferably all days of the week.”
BACKGROUND AND RATIONALE FOR THE CIVILIAN HEALTH PROMOTION PROGRAM
In the late 1980s the Army authorized a similar program of maximum eight weeks duration, under the premise that civilian employees, like soldiers, are more productive when they are healthy and physically fit. However, there was little Army guidance or emphasis on health promotion at the time, and relatively few commanders conducted the programs.
Since then volumes of research and statistical evidence, mostly from the civilian sector, have confirmed some basic facts regarding the differences between people who have healthy lifestyles (including regular exercise) and those that do not.
* People who devote energy to becoming and remaining healthy and physically fit are more productive in their jobs--blue collar and white collar--than their peers who do not.
* They have fewer work-related accidents and injuries.
* They get sick less often, and have better work attendance records. When they do get sick, they recuperate faster and incur lower medical costs.
* They are more enthusiastic and feel better about themselves.
As a result of this mounting evidence of the value of practicing healthy lifestyles, the corporate world in the United States and other industrialized nations began evaluating the cost versus benefit of offering health and wellness programs to their employees. The conclusion was that companies that made an investment in health promotion and wellness programs for their employees not only recouped their expenditures, but also benefited from increased production, increased employee time on-the-job, and reduced costs for medical care and compensation benefits. After a few large companies tried it and irrefutably demonstrated that it worked, the rest of the corporate world was quick to follow. Now, health promotion and wellness programs are becoming the norm, not the exception, in successful corporations.
Partially in response to this success, and for the same reasons, the Army expanded its eight-week Civilian Health Promotion Program to six months. The intent was to give civilian employees a chance to improve their fitness and health on duty time, and more importantly, to create new health habits and lifestyles that would continue after the program ended.
The expanded Civilian Health Promotion Program is a part of the Army's current focus on health promotion and wellness. The focus encompasses the entire Army Community--the soldiers, their family members, and the supporting civilian workforce. From a military readiness standpoint, the direct benefits of physical fitness programs to soldiers and their commanders are self-evident: the "facts" listed as bullets above directly relate to mission accomplishment in combat. A fit and healthy soldier is more capable than one who is not.
Command concern for personal health and welfare also extends to military family members. Spouses and children need to practice healthy habits and lifestyles as much as the soldiers and civilian employees do. The Army medical community and the joint services TRICARE program are dedicating great efforts in the areas of health promotion, wellness, and preventive medicine for family members. The resources saved by reducing clinical patient visits through these preventive measures are applied elsewhere in the medical system to ensure that continued optimum medical care and treatment will always be there for outpatients and inpatients who need them.
In summary, the Civilian Health Promotion Program is a part of the Army's focus to improve the health, fitness, longevity, and quality of life of one part of the US Armed Forces "family": The supporting civilian workforce.
Example of Command Letter to Initiate
Civilian Health Promotion Program
ATZB-CPM (690) 10 Jul 19XX
MEMORANDUM FOR SEE DISTRIBUTION
SUBJECT: Civilian Employee Participation in Physical Fitness Activities During Duty Hours
1. The ?Follow Me to Fitness 2001" program will kick off on August 19, 1996 to encourage civilian participation in regular physical fitness activities. This program will initiate the new Army guidance which allows up to three hours per week for six months in a structured fitness program. Subsequent programs will begin quarterly.
2. Physically fit employees are more energetic, experience less stress, and enjoy a better quality of life. Regular participation in physical fitness activities also lowers sick leave usage, and increases morale and productivity. I expect all commanders, directors, and supervisors to fully support this program which will be implemented in accordance with the enclosed guidelines.
3. For additional information concerning this policy, contact the Management - Employee Relations and Training Division, Directorate of Civilian Personnel, 545-5656 / 5589.
Encl 1 XXXXXXXXXXX
Major General, USA
Commanding
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Executive Summary
Plan Required. The Department of Corrections (DOC) and the Department of Health and Human Services (DHHS) are required by Maine Public Law 2004, Chapter 711, Section A-23, to submit this joint plan of action to the Joint Standing Committee on Criminal Justice and Public Safety of the 122nd Maine Legislature. The plan addresses the needs of people with mental illness who are involved in the criminal justice system. The two departments worked closely with the many stakeholders—including the Maine Sheriff’s Association, the Maine Association of Jail Administrators, and six ad hoc work groups—as they gathered ideas and developed recommendations for the plan.
Underpinnings. A look at relevant facts and studies nationally and from Maine reveals that addressing the needs of people with mental illness involved in the criminal justice system is challenging not only here in Maine, but also throughout the entire county. National and Maine perspectives and evidence-based approaches constitute the underpinnings of the plan.
Goals and Strategies. The plan’s overarching goal is to prevent people with mental illness from repeatedly cycling in and out of the criminal justice system. Working toward the following principal goals will move the State of Maine closer to stopping this revolving door for people with mental illness:
Goal 1. Divert people with mental illness, when appropriate, from the criminal justice system in the first place.
Goal 2. Improve mental health services for people with mental illness who are involved in the criminal justice system.
Goal 3. Improve transition re-entry planning from prison or jail.
Goal 4. Foster mutual responsibility for meeting the needs of people with mental illness who are involved in the criminal justice system, while at the same time ensuring public and community safety.
Goal 5. Ensure that there are consistent, effective mental health services for the mutual clients of Riverview Psychiatric Center and DOC.
In carrying out these goals, DOC and DHHS will use the following strategies. Whenever possible, the departments will:
* Use evidence-based approaches and programs.
* Base decisions on today’s fiscal realities, recognizing the need to consolidate and achieve efficiencies while improving services.
* Actively collaborate and work across jurisdictions, systems, and disciplines.
* Encourage family members, friends, and community-based organizations that are not providers to help address the needs of people with mental illness who are involved in the criminal justice system.
* Involve consumers and advocates in carrying out these goals.
Action Steps. The joint plan of action includes 11 multi-part action steps, summarized as follows:
Goal 1: Diversion
Action Step 1: Diversion. DOC and DHHS will support and encourage the counties to build on diversion mechanisms that currently are being used, as well as to develop additional mechanisms. The departments support both pre-booking and post-booking diversion mechanisms.
Goal 2. Mental Health Services
Action Step 2: Basic Services. DOC and DHHS will work with county jails to ensure that people with mental illness or co-occurring mental health and substance abuse disorders receive appropriate, basic behavioral health services.
Action Step 3: Addressing More Complex Needs. DHHS and DOC will establish a Forensic Treatment Team to plan for and find appropriate services for the relatively small group of high-risk, high profile people with mental illness who have particularly complex needs. The Team will have the capacity to mobilize very quickly to resolve crisis situations that occur either in the community or in jail. The departments also will work with a few of the county jails to create specialized jail space and staffing tailored to address the specific complex needs of this group of people.
Action Step 4: Purchasing Medications and Services. DHHS and DOC will work with the jails to encourage collective purchases of medications, psychiatric services, and medical services.
Action Step 5: Community Hospitals. DHHS and DOC will work with community hospitals to address their concerns relating to emergency services, inpatient psychiatric care, and general medical care for people with mental illness who are involved in the criminal justice system.
Goal 3: Transition Re-Entry Planning
Action Step 6. Re-Entry Planning. DOC and DHHS will encourage and support DOC correctional facilities and county jails to begin re-entry planning as soon as possible after a person is booked. The departments will continue to support existing local collaborative planning efforts that focus on county jail inmates with mental illness or co-occurring disorders, and will recommend similar efforts in counties where this is not yet happening.
Goal 4: Mutual Responsibility
Action Step 7: Memorandum of Understanding. DOC and DHHS will enter into a memorandum of understanding spelling out how they will collaborate on the implementation of the action steps in the joint plan of action.
Action Step 8: Joint Standards and Protocols. DHHS and DOC will develop and implement joint standards and protocols to guide planning for and treatment of people with mental illness who are involved in the criminal justice system. In implementing this action step, the departments will make sure that state level standards and protocols are flexible enough to allow for local strategies that are responsive to local issues.
Action Step 9: Training. DOC and DHHS will collaborate with the Maine Criminal Justice Academy and NAMI-Maine to develop and deliver a curriculum to help professionals better meet the needs of people with mental illness in the criminal justice system. Whenever possible and practicable, the departments will share training resources and will use videoconferencing for training and consultation activities.
Action Step 10: Measuring Effectiveness. DOC and DHHS will design and implement an evaluation process to measure the effectiveness of interventions specified in these action steps.
Goal 5: Mutual Clients of Riverview Psychiatric Center (RPC) and DOC
Action Step 11: RPC and DOC. RPC and DOC will enter into a memorandum of agreement describing a number of steps that will ensure that there are consistent, effective mental health services for their mutual clients.
Next Steps. The next steps by DOC and DHHS will be to develop an implementation timeline, analyze the cost of implementing the action steps, present a resource reallocation plan for implementing the action steps, and finalize a memorandum of understanding to guide the implementation of the action steps.
This draft (dated 12/7/04) is for discussion purposes only.
It does not necessarily reflect the position of the Baldacci Administration.
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inst/extdat/baseline/DanceFestOMAIPressReleaseFeb15_07.txt

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FOR IMMEDIATE RELEASE
2/15/07
CONTACT: Willie Ney, (608) 890-1055, (608) 516-8609 (cell), wney@facstaff.wisc.edu
SPECIAL 'DANE DANCES!' TO BENEFIT STUDENT SCHOLARSHIPS
MADISON - Dane Dances!, the city's popular summer rooftop dance party, moves inside at 8 p.m. on Saturday, March 3, for a special benefit event in Great Hall in the Memorial Union at the University of Wisconsin-Madison. Milwaukee's In Black N' White will heat it up with soul, rock and reggae, and SambaDa, from California, will keep it lively with infectious Afro-Brazilian samba funk dance grooves.
The event, DanceFest, is a benefit for scholarships for First Wave students, an urban arts and spoken word residential learning community opening this fall at UW-Madison. Tickets are $10 for students with ID, $20 for adults; both are available at the Union Theater Box Office, (608) 262-2201.
DanceFest is organized by the university's Office of Multicultural Arts Initiatives (OMAI). Dane Dances! is partnering with OMAI to present DanceFest because of the shared goals of both organizations: creating an environment where diversity and understanding are nurtured and celebrated. More information on DanceFest is available at http://www.danedances.org/DanceFest.
Now in its eighth season, Dane Dances! are held Friday nights in August on the Monona Terrace rooftop, bringing together people from many racial, ethnic and social backgrounds to create appreciation and respect for the diverse Dane County community. Each year, thousands attend the family friendly events for dancing and shared community.
DanceFest is just one highlight of Line Breaks, a free lecture and performance series of spoken word and hip-hop that runs through Monday, April 16. The series features spoken-word artist Marc Bamuthi Joseph and friends.
Bamuthi, an internationally acclaimed spoken-word artist, will be at UW-Madison this spring through the Arts Institute Interdisciplinary Arts Residency Program. He was invited to participate in the residency through OMAI, with co-sponsorship from the Department of Afro-American Studies and numerous other campus units. In addition to performing, he will teach a course on writing and performing spoken word and hip-hop theater.
He will be joined for Line Breaks by some of the hottest artists working in spoken literary arts in a showcase of the country's freshest voices on Monday nights. Performance dates and artists include:
- Feb. 26: Rennie Harris, an award-winning choreographer, and Jeff Chang, an American Book Award winner and author of "Can't Stop Won't Stop: A History of the Hip-Hop Generation"
- March 5: Alix Olson, an artist-activist specializing in the queer spoken word genre
- March 12: Kamilah Forbes, executive producer of Russell Simmons' HBO "Def Poetry"
- March 19: Danny Hoch, who received an Obie Award and is co-founder of the Hip-Hop Theater Festival
- March 26: Dennis Kim, lead MC of Chicago's Typical Cats, and Mayda del Valle, star of the Tony Award-winning "Russell Simmons' Def Poetry on Broadway"
- April 9: Lauren Whitehead, an acclaimed spoken-word artist
- April 16: Rafael Casal and Dahlak Brathwaite, Youth Speaks spoken-word stars.
All these Monday lectures and performances take place at 7 p.m. at the Wisconsin Historical Society, 816 State St., and all are free.
A second benefit for First Wave scholarships will close out the Line Breaks series with a performance by Omar Sosa and his Afreecanos Quartet in Music Hall at 8 p.m. on Thursday, April 26. Sosa is a composer, arranger, producer, pianist, percussionist and bandleader. He fuses jazz, world and electronic music with his native Afro-Cuban roots to create a fresh and original urban sound - all with a Latin jazz heart. General admission tickets are $25, $10 for students, available at the Union Theater Box Office.
UW-Madison is becoming known as a leader in the national youth spoken word movement because OMAI, which resides in the School of Education and is the only office of its kind at any institution of higher education, established Youth Speaks Wisconsin, a local unit of the national Youth Speaks organization. Youth Speaks uses the literary arts to enhance education and encourage civic engagement and challenges youth to become critical thinkers. OMAI's success in recruiting and nurturing teens with academic and spoken-word artistic talent through Youth Speaks Wisconsin has produced this fall's inaugural class of the First Wave learning community.
For more information on Youth Speaks Wisconsin and list of the co-sponsors of the Line Breaks series, visit http://www.youthspeakswisconsin.org. More information on the Arts Institute Interdisciplinary Arts Residency Program is available at http://www.arts.wisc.edu/artsinstitute.
###
- Gwen Evans, (608) 262-0065, gevans@wisc.edu

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What’s Your Workout?
Do You Have a Fitness & Exercise Routine? If not, now is the time to get moving. Small steps can really make a difference. Getting started is easy. Just review the information below for why you should exercise, what workout is right for you and how to get started.
Why Exercise?
1. Benefits include lower blood pressure and cholesterol, healthy muscles/joints and less body fat.
2. Exercise is good for mental health. You’ll feel better and have a more positive outlook on life.
3. If you want to lose weight, you have to exercise – diet alone won’t do it.
General Tips:
1. Consult your doctor before starting a workout routine.
2. Drink eight to 12 glasses of water a day. It’s also important to drink enough water while exercising.
3. Wear loose, comfortable clothing while exercising.
4. Prep your body by stretching and/or with a quick warm-up (like a five-minute walk) before working out.
Stretching:
1. Stretching relaxes the body, reduces the risk of strains and strengthens your muscles.
2. Always stretch before you work out.
3. Stretch several times during the day, especially if you have a sedentary desk job or perform repetitive physical tasks.
Diet & Fitness:
1. Minimize your fat intake, particularly saturated and trans fats, and eat more fruits and vegetables.
2. Eat a healthy amount of protein (meat, eggs, dairy), especially if you lift weights regularly.
3. Pasta, rice and whole grains are great sources of energy.
Choosing a Gym:
1. Identify your goals and look for a gym that offers the classes and equipment that suit your needs.
2. Visit several gyms and evaluate them on atmosphere, music, number of machines, hours of operation, etc.
3. Choose a gym close to home or work.
4. Take advantage of on-site nutritionists or trainers.
Pick the Right Exercise:
1. Identify your goals (weight loss, muscle building, etc.) and tailor your workouts appropriately.
2. High-impact exercises (running, cardio kick-boxing) are hard on your joints, so look into low-impact options, too.
3. If you are a social person, consider joining a racquetball or basketball league.
Get Motivated:
1. Keep a list of good reasons to work out with you at all times as a reminder.
2. A workout partner is great for encouragement.
3. Bring a music player and let music motivate you.
4. Keep a fitness log where you can record your workouts and your accomplishments.
Home Workouts:
1. Free weights, nautilus machines and stair steppers are great for regular home workouts.
2. Use your TV to get healthy with aerobic videos.
3. Fit a few sit-ups, push-ups or stairs into your day.
4. Stretch every morning to loosen your muscles and prepare for the day’s activities.
Cardio Training:
1. Cardio exercise speeds up the metabolism, burns fat, reduces the risk of heart disease and reduces stress.
2. Activities include swimming, cycling, running, walking and kick-boxing.
3. Exercise at least three times a week for 30 minutes.
4. If you’re short on time, raise the intensity of your workout.
Strength Training:
1. For general fitness, lift less weight but do more reps; for strength training, do fewer reps with more weight.
2. Maintain proper posture while lifting to reduce the risk of injury.
3. Do not try to lift too much too soon in your program. Increase the amount you lift gradually.
Alternative Workouts:
1. Yoga builds strength and stamina, while breathing exercises relax the mind and body.
2. Pilates uses resistance to strengthen the back and abdomen and, like yoga, is easy to do at home.
3. If you like an intense workout, try a martial art like Karate, Aikido or Jujitsu.
For Seniors:
1. Check with your doctor before starting an exercise program, especially if you have a chronic condition.
2. Swimming, walking, jogging and gardening are good senior cardio exercises.
3. Balance exercises are important as you get older. Try standing on one leg for 30 seconds, then longer each time.
For Kids:
1. Kids should exercise at least two or three times a week, 20-30 minutes each time.
2. Baseball, soccer, rollerblading, running, swimming and dancing are great kid-friendly activities.
3. Make sure kids have plenty of water and adult supervision when they exercise.
Injuries:
1. Always stretch before exercising.
2. Use helmets, pads, wrist braces and other protective gear as needed.
3. If you feel any pain at all, stop what you are doing.
4. Avoid “overuse” or repetitive motion injuries by using quality equipment and taking a day off between workouts.
Target Heart Rate
Your heart rate is the number of times your heart beats in a minute. When exercising, your goal should be to elevate your heart rate for 30 minutes at least three times a week if you want to maximize your cardiovascular workouts.
To calculate your Target Heart Rate for your workout, subtract your age from 220. That’s your maximum heart rate (number of beats per minute). But, the actual rate you want to achieve will depend on your age and your workout level (beginner, intermediate, advanced).
Age Beginner
60-70% Intermediate
70-80% Advanced
80-90% Beats/min. Beats/10 sec. Beats/min. Beats/10 sec. Beats/min. Beats/10 sec. To 19 120-140 20-24 138-155 23-25 150-174 25-29 20-25 120-140 20-24 138-155 23-25 144-174 24-29 26-29 115-137 18-22 135-152 22-25 144-166 24-29 30-34 110-133 18-22 131-147 21-24 138-162 23-27 35-39 110-130 18-21 128-142 21-23 136-160 22-26 40-44 96-126 16-21 124-139 20-23 128-151 21-25 45-49 96-123 16-20 121-135 20-22 126-146 21-25 50-54 90-119 15-19 117-132 19-22 120-142 20-23 55-59 90-116 15-19 114-130 19-21 110-139 18-23 60+ 90-112 15-18 110-127 18-21 100-134 16-22
To measure your heart rate while exercising, place your middle and index fingers to your throat, to the right of center, up towards your jaw. Count the number of beats for six seconds, then multiply by 10. If you’re not reaching your Target Heart Rate, you may want to adjust your workout intensity.

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HARRISON FORD, STEPHEN FREAR’S LATEST FEATURE & NEW DIXIE CHICKS DOCUMENTARY BY BARBARA KOPPLE COMING TO 28TH ANNUAL ASPEN FILMFEST
Plus award winners from Cannes, Berlin, Sundance, and Tribeca Festivals…
September 7, 2006 (Aspen, Colo.) — The 28th annual Aspen Filmfest runs September 26 through October 1, 2006, in Aspen, Carbondale and Glenwood Springs. For six days this resort valley’s favorite fall party will host advance previews of new films and award-winning documentaries from six of seven continents, as well as a tribute to Harrison Ford. With the chance to be among the first in the States to see some films, as well as enjoy highlights from the festival circuit, Aspen audiences will have the opportunity to vote for their favorite feature and documentary. Tickets go on sale to the general public on September 19 and the full schedule (with film descriptions) is available at www.aspenfilm.org. For more information, call 970.925.6882.
Executive director of Aspen Filmfest, Laura Thielen, observes: "Every year we strive to capture and distill the vast movie landscape into a succinct program that will entertain and enthrall. With features and documentaries from the U.S., Europe, Asia, Africa, Latin America, and Australia, our lineup is an exciting mix of new work that has been blazing the international circuit. Whether it's a live conversation with Harrison Ford or the first-ever Aboriginal feature, this edition of Aspen Filmfest puts the emphasis on discovering the original in filmmaking."
Harrison Ford
Among this year’s highlights, Harrison Ford will be honored with Aspen Filmfest’s Independent by Nature Award in recognition of his tremendous contribution to modern cinema. The tribute will take place Saturday, September 30 at the Wheeler Opera House in Aspen and will be followed by a benefit dinner at The Little Nell. An Oscar and Golden Globe nominee, Ford has proven over decades of work (including 39 feature films) that he is the action hero, the tentative romantic, the deeply committed cop and so much more. Some of his standout performances include Blade Runner, Working Girl, Witness, The Mosquito Coast, Sabrina, The Fugitive, Patriot Games, and of course, the Star Wars and Indiana Jones trilogies. In addition, Ford has worked with some of the greatest contemporary directors, including Steven Spielberg, George Lucas, Peter Weir, Mike Nichols and Ridley Scott. Past recipients of the Independent by Nature Award include Anjelica Huston, Sydney Pollack, William H. Macy, Bob Rafelson, Michael Douglas and Rob Reiner.
New Documentaries
Musicians, social activists, and humanitarian adventurers dominate the documentaries showing at Aspen Filmfest. Fresh from the Toronto Film Festival, two-time Oscar winner Barbara Kopple and Cecilia Peck's Shut Up and Sing about the Dixie Chicks will make one of its first U.S. bows at the festival. David Leaf and John Scheinfeld delve into the Lennon-Ono archives for their fascinating documentary, The U.S. vs. John Lennon. Making its world premier is Mark Harvey’s new timely documentary, A Land out of Time, chronicling oil and gas drilling in the West including Colorado’s Roan Plateau. (Both screenings of this film will be followed by a discussion with some of the film’s principals.) Already on the short track for Oscar consideration is God Grew Tired of Us. Winner of the Sundance Film Festival’s Grand Jury and Audience Awards, Christopher Quinn and Tommy Walker’s film follows the inspiring true story of three Sudanese refugees who come to America. Tribeca Film Festival winner Jesus Camp (Heidi Ewing and Rachel Grady) delves into the heart – and souls – of America’s Evangelical movement. Rounding out the documentary selection are two modern adventure stories imbued with a deep humanitarian spirit and set in geopolitical hotspots: Beyond the Call (Adrian Belic, Ghengis Blues) and the internationally acclaimed Smiling in a War Zone (Simone Aaberg Kaern, Denmark.)
New Features Including Festival Closer, Stephen Frears’s THE QUEEN
Another film to have one of its first U.S. screenings at Filmfest is The Queen, the latest from Stephen Frears (Dirty Pretty Things, High Fidelity, Mrs. Henderson Presents). Helen Mirren stars as HM Elizabeth II in this intimate, often acidly funny behind-the-scenes look at the British royal family and the newly elected Tony Blair during the days immediately following the death of Princess Diana.
Other new features include: Starter for Ten (Tom Vaughan, USA/UK), a frequently funny drama about a working class boy’s first year at Bristol University starring James McAvoy and executive produced by Tom Hanks. Winner of the Los Angeles Film Festival Audience Award, Ira and Abby (directed by Robert Cary, written by and starring Jessica Westfeldt, Kissing Jessica Stein) offers a sweetly hilarious take on family, fidelity and marriage. (Actors Chris Messina and Judith Light expected.) Days of Glory (Rachid Bouchereb, France) is a gripping WWII tale with a powerful message whose ensemble cast received the Best Actor Award at Cannes Film Festival in May. From France and Israel comes Radu Mihaileanu’s moving epic Live and Become, which has been garnering audience awards on the international festival circuit. A hit in its native Denmark, After the Wedding (Susanne Biers) is a sober family drama with surprising twists from the creative team of last year’s acclaimed Brothers. Maria Maggenti’s Puccini for Beginners offers a lighthearted, quick-witted New York tale about love, commitment and a surprising triangle. A delight at the Cannes Film Festival, Ten Canoes marks a masterful and thoroughly original collaboration between Australian director Rolf de Heer and an Aboriginal community. Screenwriter-turned-director Jeremy Brock’s Driving Lessons stars Rupert Grint (of the Harry Potter series), Laura Linney and Julie Walters in a coming-of-age drama about an unlikely friendship. From Argentina comes Daniel Burman’s charming Family Law about a grown son who’s not quite sure how to follow in his father’s impressive footsteps. Erich Khoo’s Be with Me is a tender ode to love, destiny and hope from Singapore. Following a time-honored Filmfest tradition, there will be the annual Surprise Film, also making one of its first North American debuts.
The 28th annual Aspen Filmfest is grateful for its grantors and sponsors, without which our festival would not be possible. Our generous supporters include Angel Extraordinaire, The Danny Kaye and Sylvia Fine Kaye Foundation; Grantors, The City of Aspen and Town of Snowmass Village; Presenting Sponsor, The Little Nell; Supporting Sponsor, The Aspen Times; Contributing Sponsor, Aspen Magazine; Hospitality Sponsors, Aspen Alps, Aspen Square, The Boomerang Lodge, The Gant, Hotel Jerome, Little Red Ski Haus, Molly Gibson Lodge, Mountain Chalet, North of Nell and Snowmass Lodging Company; Media Sponsors Aspen Public Radio, KDNK, KSNO, KSPN, Plum TV, and The New York Times. Special thanks also to our Business Contributors BIOTA, Boogies, Colorado Audio Visual, HD Cinema, Isberian Rug Company, Paris Underground, The Travel Agents and words pictures colours graphic design.
Screening in Aspen, Carbondale and Glenwood Springs, tickets for Aspen Filmfest go on sale to the general public on September 19 and the full schedule (with film descriptions) is available at www.aspenfilm.org. For more information, call 970.925.6882.
A non-profit organization presenting festivals, film series, and youth education programs year-round, Aspen Filmfest is made possible in part by the generosity of Reel People: The Friends of Aspen Filmfest. For more information on Aspen Filmfest and its programs, please contact 970.925.6882 or visit www.aspenfilm.org.
FOR IMMEDIATE RELEASE For more information, contact:
Jennifer Slaughter, Aspen Filmfest
publicity@aspenfilm.org
970.925.6882 x 103

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Fitness Myths
Dana Brown
With the abundance of available information sources, it is easy to pick up erroneous fitness advice. Unfortunately, many people are misinformed and misled by the many promises of the weight loss and fitness industry. Below are some common misconceptions among people with regard to exercise and nutrition. Most of them arise from a lack of knowledge about how exercise affects the body. Understanding the myths and truths of fitness will help you to train efficiently, set reasonable goals and, most importantly, prevent you from overtraining and injuring yourself.
Myth- Specific exercises will cause spot reduction
Truth – It is impossible to spot reduce. Study after study has shown that regardless of how many “butt” exercises you perform, you cannot control/affect fat loss in specific areas. The rate and location of fat loss is determined by a number of factors, including age, sex, genetics, training program, and more. The best way to lose body fat is to incorporate full-body strength training exercises, cardio training, and a healthy diet. Crash diets DO NOT reduce body fat, and often result in a reduction of metabolic rate (the speed at which you burn calories).
Myth- If I eat a lot of protein, I can build big muscles
Truth – Carbohydrate, as opposed to protein, is more important in terms of building muscle. The reason; carbohydrate is a “protein sparing macronutrient,” meaning that the ability of the body to use carb for fuel allows the body to use protein for building and repairing muscles.
There is no scientific evidence supporting the popular belief that developing muscle mass requires massive amounts of protein. In fact, most of the excess protein that is taken in to your body is often flushed out. Too much protein has been implicated in chronic diseases such as osteoporosis, kidney stones and kidney disease, some cancers, heart disease and obesity. Protein is recommended at a range from 0.8 grams per kilogram of bodyweight (1 lb = 2.2 kilograms) for sedentary individuals up to a max of about 1.5-1.8 g/kg.
To gain muscle, follow a well-designed weight training program and eat a healthy diet. Develop a method to deal with stress, reduce alcohol consumption, and get a full night of sleep. Too much protein has been implicated in chronic diseases such as osteoporosis, kidney stones and kidney disease, some cancers, heart disease and obesity.
Myth - Carbohydrates are bad
Truth - High-protein, low-carbohydrate diets cannot support optimal health for long. First of all the quality of the diet suffers when carbohydrates are restricted. Without fruits, vegetables, and whole grains there is a lack of fiber, vitamins, minerals and phytochemicals – all dietary factors protective against disease. Low carbohydrate diets include extreme amounts of saturated fat that usually accompany high-protein foods. Excluding carbohydrates can lead to nausea, fatigue, constipation, low blood pressure, and fetal harm or stillbirth babies in a pregnant woman.
Myth - You must stretch before a workout to prevent injuries
Truth - The typical warm up of stretching does not prepare muscles for the active contraction-relaxation process that occurs during most sports and activities. It also decreases the tension in the muscles which decreases force production. Dynamic warm-ups better prepare the body by increasing core temperature, heart rate and blood flow and they activate the nervous system. This type of warm-up takes about 10-15 minutes and incorporates alternating running forwards, backwards and sideways, jumps, sprints and some stretching.
Myth - Women who strength training will bulk up Truth - The average woman who strength trains two to three times a week will gain around 2 pounds of lean muscle and lose 3.5 pounds of fat. Women typically don't gain size from strength training because they have 1/10th the amount of testosterone levels that males have. They also do not typically perform hypertrophy training programs.
Myth – Low intensity exercise burns more fat (The Fat Burning Zone)
Truth – While you do burn a higher percentage of fat as a fuel source when working at lower intensities, the most important factor to losing weight is the number of calories that you burn. Exercising at higher intensities allows you to burn more calories during each given session and thus a higher caloric expenditure at the end of the day. Higher intensity exercise also increases your metabolism for a longer period after the cessation a workout.
Myth - Running is the best way to lose fat
Truth – While cardiovascular training is important to overall health and weight loss, the most productive way to lose body fat is through strength training. Strength training increases lean muscle, which increases overall metabolism. Do not forget about nutrition – it is just as important as exercising.
Myth - There’s a magic bullet out there
Truth - Some dieters peg their hopes on pills and capsules that promise to "burn," "block," "flush," or otherwise eliminate fat from the system. But science has yet to come up with a low-risk "magic bullet" for weight loss. Some pills may help control the appetite, but they can have serious side effects. Many of them are highly addictive and can have an adverse impact on the heart and central nervous system.
Myth - No pain, no gain
Truth – While it takes serious effort and determination to increase muscle strength and size, it should not be crippling. The best programs are progressive in nature and allow for periods of increased intensity followed by recovery weeks. Lifters who perform the same routine and exercises are likely to suffer from overuse injuries and a lack of gains, even though they are working hard.
.
Myth - Bodybuilding will make me stronger than anyone else
Truth - Bodybuilding programs, characterized by a high number of repetitions (6-12) and a short rest period. The adaptation to this type of training is increased muscle size. This type of program contributes little to maximum strength. In an actual strength training program, low repetitions with a long rest in between, the body adapts by increasing the ability of the nervous system to coordinate muscle fibers.
For more information regarding the above myths contact the personal training office through http://www.recsports.ufl.edu/personaltraining.aspx

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BEFORE THE BOARD OF COUNTY COMMISSIONERS
FOR MULTNOMAH COUNTY, OREGON
RESOLUTION NO. 01-052
Approving Adoption of a Joint City of Portland and Multnomah County Local Action Plan on Global Warming to Promote a Sustainable Future by Reducing Total Multnomah County Emissions of Greenhouse Gases by Ten Percent from 1990 Levels by 2010
The Multnomah County Board of Commissioners Finds:
a. The ten warmest years in the 20th century were recorded between 1985 and 1999 with the winter of 1999-2000 the warmest on record in the United States.
b. There is broad agreement in the scientific community that average global surface temperature is likely to rise between two and ten degrees Fahrenheit by 2100, leading to an increase in average global precipitation, more frequent intense storms, and a probable rise in sea level of two feet along most of the U.S. coast.
c. Global temperature increases potentially pose the greatest economic, environmental, and social challenge of the 21st century.
d. The scientific community has convincingly established that the rise in global temperature is largely due to emissions of carbon dioxide, methane, and other greenhouse gases from human activities.
e. Carbon dioxide is the primary greenhouse gas that is produced when fossil fuels are burned to generate electricity and power our transportation systems.
f. Greenhouse gas emissions, including carbon dioxide, can be reduced in county government facilities through education, changes in building practices, land use, transportation, and material usage setting a positive example for businesses, residents, and other communities.
g. Resolution No. 01-007 resolved “the Department of Sustainable Community Development (DSCD) shall provide leadership to the entire Multnomah County organization regarding implementing strategies for achieving sustainability,” and DSCD shall pursue policies that value “using resources with an emphasis on sustainability and environmental protection, guided by a vision of being wise stewards of our land, air and water for future generations.”
h. The mission of DSCD is to enhance the vitality, livability and sustainability of the community through regional leadership in conserving and protecting our natural resources, wise community development linking housing, transportation, land use, economic development, and provision of excellent government service.
i. This plan would support Resolution No. 01-007 and DSCD’s mission - setting the direction for sustainable actions within Multnomah County government in the near term as well as in the future.
j. The City of Portland and Multnomah County have assumed leadership roles in working together to identify aggressive, prudent actions to reduce greenhouse gas emissions.
The Multnomah County Board of Commissioners Resolves:
1. To partner with the City of Portland in adopting a Local Action Plan on Global Warming to promote a sustainable future by reducing total Multnomah County emissions of greenhouse gases by ten percent from 1990 levels by 2010.
ADOPTED this 26th day of April 2001.
BOARD OF COUNTY COMMISSIONERS
FOR MULTNOMAH COUNTY, OREGON
____________________________________
Bill Farver, Interim Chair
REVIEWED:
THOMAS SPONSLER, COUNTY ATTORNEY
FOR MULTNOMAH COUNTY, OREGON
By______________________________________
Matthew O. Ryan, Assistant County Attorney
1
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Strategic Multiples Committee of the Governor’s Education Finance Task Force
Title III and ESOL Education Subcommittee Report
March 22, 2006
Table of Contents
PART 1: ESOL PROGRAM EXECUTIVE SUMMARY 3
PART 2: ESOL PROGRAM 4
PART 3: METHODOLOGY FOR CONDUCTING ESOL COORDINATOR SURVEY 6
PART 4: RECOMMENDATIONS 9
REFERENCES 10
APPENDIX A: INTERVIEWS 11
ESOL Program
Executive Summary
Over the past 12 years, the number of English language learners (ELLs) enrolled in Georgia’s public schools has grown exponentially. These students can be found in nearly every Local Educational Agency (LEA), ranging from a handful in rural areas to several thousand in metro Atlanta. Given their linguistic and cultural diversity, ELLs are an unprecedented challenge for schools that have been traditionally homogeneous and monolingual. Under the No Child Left Behind Act of 2001, all schools are held accountable for ELL academic achievement as they are for any other student group. In this connection, the Georgia Board of Education has made a formal commitment to ensure that all ELLs are identified, served and assessed annually, by signing a partnership agreement with the Office for Civil Rights. It follows then that the logical question focus on how best to instruct ELLs so that they meet the same high academic standards set for all students.
Research-based practices for ELL instruction converge on the need for simultaneous development of language and academic content. This is a marked departure from traditional approaches which place emphasis on developing language for communication prior to teaching academic content. When polled on current practice, ESOL coordinators reported that schools implement a variety of delivery models. These ranged from small, pull-out group instruction in English language acquisition during the academic block to instruction in the content areas delivered to classes composed solely of ELL students. The degree to which LEAs provide instruction blending both language and content appears to be a function of enrollments, funding and teacher preparation.
Recommendations for implementing effective practices designed to increase the academic achievement of ELLs are:
1. Revise the funding formula to provide each LEA the ability to serve their ELLs in the state-funded program, regardless of the number enrolled.
2. Provide LEAs with the funding flexibility to implement collaborative delivery models for teaching language and content.
3. Permit an increase in ESOL class size from 11 and 13 in middle and high school to 16 and 18, respectively to encourage the delivery of sheltered instruction by mainstream teachers holding the ESOL endorsement. Cost Savings: In kind cost savings will ensue since more students will be served at the same time reducing the need for additional classroom space. Further cost savings will ensue in state-funded ESOL teacher allotments due to increase in class size.
4. Require mainstream teachers in all schools with 10% or greater ELL enrollment to obtain the ESOL endorsement or an advanced degree with an emphasis on ELLs. Cost could be absorbed through HOPE Scholarship funds by making ESOL a Critical Field.
ESOL Program
Never in the history of public education has the confluence of demographic change, linguistic diversity, and federal accountability dictated the need to teach all students, especially English Language Learners (ELLs). Georgia has demonstrated a 378% increase in its K-12 ELL population from 1993-1994 to 2003-2004 (NCELA, 2004). Of the 75,000 ELLs currently enrolled, at least 70% speak Spanish. The remaining 30% represents over 100 different languages.
The No Child Left Behind Act of 2001 legislates that all students be held to the same level of high academic standards of achievement. Consistent with this mandate, the Georgia State Board of Education recently signed a partnership agreement with the Office of Civil Rights formalizing the State’s commitment to identify, serve and annually assess all English language learners in grades K through 12 (Turner, 2004). This agreement has far-reaching implications on accessibility to quality instruction.
State funding for English language assistance is concentrated in districts with high density ELL populations. Funding is scant to non-existent in districts with low ELL enrollments. Significantly, three out of every four school districts in Georgia report ELLs on their rolls, ranging from a high of 17,000 in metro Atlanta to a low of 5 in rural South Georgia (Student Records, 2005). Based on current state formulas, only one in every three districts in Georgia is eligible for funding. To qualify for state funds, a district must have at least 42 students to earn one teacher allotment. So defined, the funding formula does not equitably address needs statewide, nor does it take into consideration the financial hardships of small, rural districts with low ELL enrollments.
Instruction in academic English language development embraces language proficiency skills (listening comprehension, speaking, reading and writing). This instruction is most successful when English language development standards are aligned with content standards (Ramirez, 1992). Without a foundation in academic English, students are often at risk of failing in school. Against this background, research on effective instructional practices points to academic English language development in the mainstream classroom as a successful intervention for ELLs, as well as for low-income students or those from homes and communities using dialectal English. In other words, some students who come from English-speaking backgrounds need instruction in academic English as much as ELLs.
As a member of the World Class Instructional Development Assessment (WIDA) consortium, Georgia has adopted English language proficiency standards that have been aligned with the WIDA proficiency assessment and the Georgia Performance Standards for mathematics, social studies, science and language arts. The timing is perfect for implementing effective instructional practices. A review of the literature for ELL instruction identifies the following as effective practices:
* Intensive survival English for non English speakers
* Co-teaching for advanced beginners and low intermediate students
* Sheltered content (academic instruction given to a class composed of ELLs only)
* Inclusion (academic instruction given by mainstream teacher with training in second language acquisition strategies; the class is composed of mainstream students and ELLs).
* Two-way immersion (Students develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.)
The foregoing practices focus on teaching language both for social communication and core content learning. They have been identified as effective in the research literature (Collier et al. 1993 and 2004) and by respected practitioners who are exceptionally knowledgeable about ELL instruction and teacher training, in Georgia and nationally (Zendejas, 2003; Gottlieb, 2006; Holzman, 2006, McCloskey, 2006).
Methodology for Conducting ESOL Coordinator Survey
Georgia is an enormous state with 180 diverse school districts. This diversity among school districts comes in various sizes of geography and population, differences in ethnicity, socio-economics and culture. In recognizing the disparity among Georgia’s school systems, a fair and equitable plan was devised to determine which systems to invite for participation in this survey.
Accordingly, a random sample was taken from each geographical area of the state. This sample contained LEAs with large ELL populations as well as small LEAs with a fraction of the ELLs that larger systems have. The LEAs were divided into four areas, depending on their location in the state. Twenty-three LEAs were selected to participate. Seventeen LEAs responded to the survey, yielding a 74 % response rate. The large metro LEAs contain the greatest number of ELLs; however there are some smaller LEAs with a substantial number of ELLs located in the Northern part of the state. The largest systems were listed under Mega Systems because their population exceeds 1000 ELLs. Large Systems LEAs were next with a population that exceeds 700 ELLs. The Medium Systems LEAs were very limited in their ELL population and only exceed 400 ELLs; these are few in numbers. The last category is the Small Systems LEAs; their ELL population is fewer than 400 ELLs.
The systems with the smallest number of ELLs are all located in the Southern part of the state, though many of their cities are comparable in size and population to some Metro LEAs and far from being rural. The systems with the largest number of ELLs are located in the Metro and Northern Rural sections of the state. This is may be attributable to the vast poultry processing, construction/building and manufacturing industries in the Northern section where the labor skills of immigrants are in high demand. It should be noted that these ELLs are not counted in the Migrant Education population since they usually establish homes near their work. The uniqueness of the local economy and influx of skilled immigrant workers and their families are key determinants in placing Hall County and Gainesville City Schools in the Mega and Large Systems category.
Each LEA was asked to name the instructional delivery model used most in their system; which instructional model was most effective and why; what would they do differently in their delivery and how would a change in funding formula, positive or negative, affect their current delivery methods.
Many of the LEAs are using all of the models, some more than others. However, based on the responses from the LEAs, the Pull-Out model seems to be the most used model overwhelmingly with 100 % of the respondents making that claim. The Push-In model was a clear second at 82 % with the Sheltered model following at 77 % (see figure 1). LEAs are limited in the delivery model they can implement because the funding formula was developed in the mid 1980s when the Pull-Out model was the model of choice to provide services to a limited number of ELLs. At that time, most ELLs came from educated backgrounds, were exposed to formal education, and needed ESOL services for a very limited period of time.
Figure 1
When asked what they would do differently to deliver instruction, the ESOL coordinators answered accordingly:
1. Offer more sheltered classes, especially the middle schools
2. Expand team teaching model
3. Offer a language transition program
4. Provide more segregated time, one on one, especially in K-3
5. Eliminate transporting of students to ESOL locations
6. Require regular teachers to become ESOL certified, and/or provide more professional learning for regular classroom teachers
7. Provide Dual Immersion Programs
8. Provide native language avenue for graduation/GED to ELLs who arrive at the 9th and 10th grade level without English skills
9. Provide more Co-teaching
10. Improve academic content in intensive language programs
11. Increase sheltered classes for Middle School
12. Provide an ESOL teacher for each school
13. Provide more teaming/collaboration to insure all content is covered
14. * Would like more flexibility in designing programs for Non English Proficient (NEP) students
15. Assign an ESOL endorsed teacher to every K-5 home room and place ESOL students in regular classrooms to enhance collaboration.
16. Assign literacy coaches to high school programs with large ESOL population
17. Develop a self-contained ESOL lab for students in grades K-6 who are living in “low-schooling”, migratory or refugee status.
When queried on how a change in the current funding formula would, positively or negatively, affect current delivery, the ESOL coordinators answered with suggestions for funding considerations:
a. Increase funding for ESOL in smaller LEAs with small ELL numbers
b. Increase flexibility in how funds are used
c. Include local ESOL Coordinators in funding discussions
d. Adjust funding in smaller schools and counties so they can afford co-teaching
e. Increase funding to address ESOL class size.
f. Increase funding to support sheltered model in Middle School
g. Provide the flexibility to count segments for sheltered and literacy through FTE ESOL count so that system gets credit for those segments.
h. Increase funding to enhance the number of ESOL endorsed teachers
i. **Eliminate the need of high school ESOL teachers to be English 6-12 certified
j. Set aside funding specifically for segregated one on one time
In summarizing the above comments, ESOL funding flexibility stands out as a major issue. Currently, the formula penalizes small LEAs for not being able to afford local teacher allocations. Similarly, the formula penalizes large LEAs because they are unable to provide co-teaching or sheltered models due to class size limits. This must be addressed, as the Pull-Out model is not well suited to teaching language and content simultaneously, as required by NCLB. We must develop other effective models that support language acquisition and the learning of content.
* A desire expressed by respondents for students totally void of English speaking and comprehension skills.
**This is a requirement under NCLB for Highly Qualified Teachers and larger LEAs are experiencing difficulty in achieving the goal of 100% Highly Qualified set for 2006.
Recommendations
1. Revise the funding formula to provide each LEA the ability to serve its ELLs in the state-funded program, regardless of the number enrolled.
2. Provide LEAs with the funding flexibility to implement collaborative delivery models for teaching language and content.
3. Permit an increase in ESOL class size from 11 and 13 in middle and high school to 16 and 18, respectively, to encourage the delivery of sheltered instruction by mainstream teachers holding the ESOL endorsement. Cost Savings: In-Kind cost savings will ensue since more students will be served at the same time reducing the need for additional classroom space. Further cost reductions will ensue in state-funded ESOL teacher allotments due to increase in class size.
4. Require mainstream teachers in all schools with an ELL enrollment of 10% or greater to obtain the ESOL endorsement or an advanced degree with an emphasis on ELLs. The cost could be absorbed through HOPE Scholarship funds by making ESOL a Critical Field.
References
Center for Research on Education, Diversity & Excellence (2001). Some program alternatives for English language learners, Santa Cruz, CA. This brief is based on CREDE Educational Practice Report 1, Program Alternatives for Linguistically Diverse Students, edited by Fred Genesee. To view this report and other resources on the programs discussed, visit www.cal.org/crede/pubs/
Echevarria, J., Vogt, M. E., & Short, D. J. (2004). Making content comprehensible for English learners: The SIOP Model. Boston: Pearson.
Gandara, P. (2005). Fragile Futures: Risk and Vulnerability Among Latino High Achievers, Princeton, NJ: Educational Testing Service, p.18
Garcia, E. (1999). Education of linguistically and culturally diverse students: Effective instructional practices, Santa Cruz, CA: The National Center for Research on Cultural Diversity and Second Language Learning.
Linquanti, R. (1999). Program model advantages and concerns. Los Angeles, CA: West Ed.
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs. (2005). Ask NCELA No. 1: How many school-aged English language learners (ELLs) are there in the U.S.? Office of English Language Acquisition.
Retrieved April 26, 2005 from www.ncela.gwu.edu/expert/gaq/01leps.htm
Ramirez, J. D. (1992). Executive summary I and II of the final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit: Transitional bilingual education programs for language-minority children. Bilingual Research Journal, 16 (1-2), 1-62.
Thomas & Colier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: University of California, Center for Research on Education, Diversity, and Excellence.
Turner, J. (2004). Letter to Office of Civil Rights outlining partnership agreement. Atlanta, GA: Georgia Department of Education.
APPENDIX A
Interviews
Gottlieb, Margo. (February 23, 2006). Georgia Department of Education. Dr. Gottlieb is the lead developer of ACCESS for ELLs, the state-adopted language proficiency assessment. The instrument is designed to measure both language acquisition and the academic language of mathematics, science, social studies and language arts.
Holzman, J. (March 10, 2006). Kennesaw State University. Dr. Holzman is the lead administrator for a competitive federal grant designed to train 2100 teachers in how to deliver ELL instruction blending language and content.
McCloskey, M. L. (February 24, 2006). Georgia TESOL Conference. Dr. McCloskey is the former president of international TESOL. She has published a number of papers and co-authored textbooks on how to teach both language and content to ELLs/
Zendejas, E. (April, 2003). Cobb County School Board presentation. Dr. Zendejas has presented nationally on the importance of teaching academic content to ELLs are they acquire English. Delaying academic content results in a further widening of the achievement gap.
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PRESS RELEASE
FOR IMMEDIATE RELEASE
MEDIA CONTACT:
JULY 6, 2005 MEDIA ARTS, 760-877-0619
SAN DIEGO LABEL PACIFIC COAST JAZZ SCORES ANOTHER NATIONAL RELEASE
BRADLEY LEIGHTON’S “GROOVE YARD” HITS THE STREET AUGUST 23
SAN DIEGO, CA – Pacific Coast Jazz, a San Diego-based independent record label, is poised for the national release of jazz flutist and recording artist Bradley Leighton’s disc, Groove Yard. The label is signed to an exclusive distribution deal with east coast firm, Big Daddy Music, and this marks the second national release with the distributor. Preceded by the release of Leighton’s CD, Just Doin’ Our Thang (May 10, 2005), Groove Yard is slated for a street date of August 23, 2005. A follow on CD by Leighton is also planned for release and national distribution early in 2006.
Pacific Coast Jazz, founded in 2003, is a boutique jazz label that also offers artist management services. Donna Nichols, formerly a successful communications executive in the biotech industry, is the label’s founder and president. “When I started the label, I made a decision to follow my passion for music and combine that with my marketing and management expertise,” she says. “The exclusive distribution deal with Big Daddy Music has been a very positive step for us.” Pacific Coast Jazz is actively pursuing the acquisition of new artists over the next year. Until recently, the label’s focus has been primarily the straight-ahead jazz market, but the company will now handle contemporary jazz as well. “We want to grow slowly so that we can continue to give a lot of individual attention to each of our artists. We are looking for the right artists in both the traditional jazz and contemporary jazz genres. Our team has the talent and the contacts to handle the promotional demands for both of these markets successfully.”
Nichols has assembled a national radio retail and marketing/PR team to support Big Daddy’s distribution efforts. Thomas Sapper, of SOS Retail Promotions, is responsible for retail sales and marketing; Jim Eigo of New York-based Jazz Promo Services manages national publicity and tour support; Neal Sapper of New World n’ Jazz is handling radio promotion and Marti Amado of Media Arts leads West Coast PR and tour support.
Big Daddy Music is a winner of the National Academy of Recording Merchandisers (NARM) Small Distributor of the Year award, having been nominated six times for the honor. They handle distribution for a wide variety of pop, rap, R&B and jazz artists, including a live-boxed set by pop icon Prince. “We anticipate another successful release with Groove Yard,” says Larry Germack, National Sales Manager. “And we look forward to a long and mutually beneficial working relationship with Pacific Coast Jazz.”
Jazz flutist and Pacific Coast Jazz recording artist, Bradley Leighton, will be the opening act for the NARM convention in San Diego, California on August 11, 2005. Leighton and his band will play a set for NARM members and recording industry executives from around the country at the San Diego Marriott.
For more information on Pacific Coast Jazz, please visit: www.pacificcoastjazz.com. For interviews with Pacific Coast Jazz, please contact: Marti Amado / MEDIA ARTS, 760-877-0619.
Bradley Leighton’s music is distributed exclusively by BIG DADDY MUSIC and is available at major music retailers including Tower, Amazon.com and CDBaby.com. For more information, please visit www.fluteguy.com, where audio and press clips are available. For bookings or interviews with Bradley Leighton, contact Pacific Coast Jazz at 619-405-3900. His performance schedule is available on his website.
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HUDSON STAGE ANNOUNCES 2006-2007 SEASON; CASANOVA CAST
HUDSON STAGE announces the cast of its upcoming Fall Mainstage production, the world premiere of a new play, Manhattan Casanova, a dazzling and witty romantic comedy about compulsive seduction, psychoanalysis and commitment phobia.
The productions features James Kiberd, a Westchester resident and the popular star of ABC's All My Children where he appeared as mercenary-turned detective Trevor Dillon. Kiberd recently won an award for his performance as Petruchio in Taming of the Shrew, and will be seen as the lead in the film Soldier's Heart. In addition to being a dedicated humanitarian who works for UNICEF he is also a distinguished artist.
Joining him as the female lead is actress Elizabeth Hess who is an accomplished Broadway, Off-Broadway, Film & TV actress, whose credits include M Butterfly, her own play Living Openly & Notoriously, and Law and Order. She is best known to TV audiences from 5 seasons as Melissa Joan Hart's mom in Clarissa Explains it All.
The ensemble includes actresses Janine Barris, Abbie Killeen, and Kari Swenson Riely. Ms. Barris was recently seen in the film Mona Lisa Smile and The Pack at the 2007 Sundance Film Festival. She has appeared on Broadway, and most recently at the Young Playwrights Festival directed by Mr. Caliban. Ms. Killeen has been seen Off-Broadway at the Naked Angels Theatre in NYC and at the Westport Country Playhouse. Ms. Riely has appeared in the NY Fringe Festival in LOL and with the McCarter Theatre in Princeton.
Manhattan Casanova is written by Jenny Lyn Bader, and is the winner of the O'Neill Theatre Festival's Edith Oliver Comedy Award. Ms. Bader is an HSC favorite who offered audiences the popular plays None of the Above and Out of Mind. The production is directed by Richard Caliban, who helmed last season's comedy hit Kimberly Akimbo, and most recently Jules Feiffer's Knock Knock at the Vineyard Playhouse and Michael Weller's Help at the SchoolhouseTheater.
Manhattan Casanova runs October 27th- November 11th, for a limited run on weekends only. Fri, Sat at 8, Sun, matinee at 3pm on October 29th and November 5th with a Q&A following, and an additional performance on Saturday, November 11th at 3pm. Tickets are $25, Seniors/Students $20, and group rates are available.  Pace discount for $15.00.
The HSC Season Continues
Friday, December 8th at 7:30 pm will be a staged reading of Modern Entrepreneur by Westchester playwright Jeff Wanshel. The evening presents two provocative one-acts about manipulative relationships.
Woodward Hall Theatre, Pace University 235 Elm Road, Briarcliff Manor, NY. General admission: $10.00 Free for Pace.
Friday, January 19th at 7:30 pm is a new venture with Briarcliff High School students performing original pieces in I Can’t Believe Its Not Memorized! The reading is directed by Westchester resident and Bard College student, Jesse Myerson and mentored by Jamie Mandel, Briarcliff High School Drama Teacher.
Woodward Hall Theatre, Pace University, 235 Elm Road, Briarcliff Manor, NY. General admission: $10.00.  Free for Pace.
The HSC Spring Production will be the powerhouse Tony-nominated play The Retreat From Moscow by William Nicholson. Directed by HSC co-founder and producer Dan Foster, the play is a searing drama about a long-term marriage that is threatened. Retreat is considered to be one of the finest plays seen on Broadway in recent seasons. Foster helmed last season's hit After All, and is also helming regional productions of the musical Infertility: The Musical That’s Hard to Conceive, which ran Off- Broadway last season.
The Retreat From Moscow runs April 27-May 12, weekends only. Fridays, Saturdays at 8pm. Sundays, April 29th and May 6th (Q&A following) at 3pm, and Sat. May 12th at 2pm. General Admission: $25.00, Seniors/Students: $20.00, Pace: $15.00 Group rates available.
Friday, March 23rd at 7:30 pm is a staged reading of a new and exciting play TBA (we've narrowed the choices to a few select scripts and will be announcing by the new year).
Woodward Hall Theatre, Pace University, 235 Elm Road, Briarcliff Manor, NY. General admission: $10.00.  Free for Pace.
SPECIAL EVENT!
Friday April 13th, 2007   7:30 pm Starving, Hysterical, Naked 
A staged reading of actress Kathryn Rossetter's one-woman show directed by renowned actress/director Judith Ivey. One woman times nine characters in this brilliant look at coming in second in our society and its media-inspired obsession with winning.
Westchester Arts Council, 31 Mamaroneck Ave. White Plains 914-428-4220
Tickets $15.00 advance sale (up to 2 hours prior to show) $20.00 at the door $10.00 children under 12, college students and seniors.
These programs are made possible through the generous support of the Westchester Arts Council, and Pace University. HSC performs under the Actors' Equity Small Professional Theatre Contract and the Society of Stage Directors and Choreographers' Contract.
INFO AND TICKETS FOR ALL EVENTS: www.hudsonstage.com or 914-271-2811.
PayPal accepts all major credit cards.

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Semper Fit Exercise Safety Tips
If you exercise regularly, you may have experienced the pain, disappointment and frustration that comes from an exercise-related injury. While some accidents are beyond our control, following some simple guidelines can prevent many fitness injuries.
Warming Up and Cooling Down
The best time to prevent fitness injuries occurs before you exercise. By warming up for 5-10 minutes, such as slowly running in place, or a slower version of your activity, will increase the blood flow to your muscles and gradually raise your heart rate. Likewise, it is important to reduce your activity level, as you are finishing up by walking for 5-10 minutes.
Stretching
Gentle stretching should be part of the warm up and cool down process. The correct method is called "static" stretching, which is a gradual lengthening of
the muscle until you feel mild tension. Maintain this for 20-30 seconds. Stretching before exercise will
help improve flexibility of your joints and muscles, thereby reducing your risk of sprains and strains. Make sure to stretch those muscle groups you will be using in your particular activity. Runners will want to stretch their legs, while swimmers will want to stretch their upper body. Static stretching for a few minutes after exercise is also recommended to improve your overall level of flexibility.
The Right Equipment is Important
Use the right tool for the job. In other words, use running shoes for running, use climbing shoes for climbing, use wrist guards and a helmet when skating, use eye guards for racquetball, etc.
Using the wrong gear can cause more harm than you might imagine. You may think those old running shoes will bring you “good luck,” but they can also increase the chance of an ankle or leg injury when they fail to support your foot properly. Be sure that your equipment is in top condition otherwise, you can be putting yourself at unnecessary risk.
Sensible Safety Devices
Some safety gear may feel awkward or
“look funny,” but keep in mind that
any minor inconvenience is far
outweighed by the protection you are provided. Suggested safety gear: helmets, eye protection, gloves, wrist guards, mouth guards, and even sunscreen. The safety gear you use is dependent on the exercise or activity you do. Using a bicycle helmet for skating is okay, but using skating wrist guards when riding a bike might not be a good idea.
Mixing it Up
For recreational athletes, it is best to do a variety of exercises and sporting activities. Your risk for over-use injuries will be reduced by “cross training.” An example of cross training would be to go swimming, hiking or mountain biking instead of going to the gym every day. There are many examples of alternative physical pursuits that are different from the ones you perform on a regular basis. Another advantage in the variety approach is to reduce the boredom a person may experience when continually doing the same exercise program.
By LT Rich Folga, MAG-16 Aeromedical Safety Officer
"PRICE" Your Injuries
Most exercise injuries occur to soft-tissue: sprains, strains, muscle pulls and bruises. The best way to avoid sports injuries is by prevention. If accidents occur, knowing what action to take first can help prevent further damage and speed up your recovery. For most soft-tissue injuries, the first and best treatment is RICE: Rest, Ice, Compression and Elevation. Protect
Protect the injured area from further damage. Being ”tough” and “sucking it up” when you know you’re injured may be noble, but you’ll pay for it by delaying treatment and extending the healing process.
Rest
Practically speaking, once you experience pain, you should stop exercising. Pain is your body’s signal that something is wrong. By resting an injury for a few days, pain and excess bleeding (both internal and external) will lessen or stop. Usually, healing of damaged tissue occurs without complications. Depending on the seriousness of the injury, splints, tapes or bandages may be necessary to reduce movement, which could lead to further injury.
Ice
The pooling of blood that occurs as a result of soft tissue injuries can be reduced by applying an ice pack (either crushed or cubed). This will reduce bleeding and swelling because cold narrows blood vessels. The most beneficial icing schedule is 30 minutes on and 15 minutes off, and then reapply for another 30 minutes. For best results, continue this process for the first few hours. Be sure that the compress is wrapped in a towel or cloth, because applying ice directly to the skin or through plastic bags can cause frostbite and additional injury. Cold compresses can be used up to 24 hours after an injury. They usually can be stopped after two or three applications or after pain and swelling go down.
Compression
Compression, or pressure, helps reduce pain and swelling by limiting the pooling of blood at the site of the injury. The most common way to apply pressure is by using an elastic bandage. Feet, ankles or hands should be taped by an experienced person. Cold compression should always be used. Soak the pressure bandage in cold water before application to keep the area cool. Pressure bandages should be tight enough to restrict excessive blood flow, but should not cut it off altogether. A loss of feeling or color in your fingers or toes indicates that your bandages need loosening quickly!
Elevation
Another way to reduce bleeding and blood pooling is to elevate the injured area, preferably above the heart level. This helps blood return to the heart more easily. The injured area should be elevated whenever possible, even if a cold compress is not being used. Elevation also helps eliminate pain by reducing the “throbbing” feeling caused by blood pumping through the injured area.
Sensible Precautions: If you suspect that your injury is serious because you can't move the affected area or there is immediate and severe swelling, you may have broken a bone. In this case, you need to get prompt, professional help. If you are not sure what to do, call your health provider and describe the problem.

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SEATTLE INTERNATIONAL CHILDREN’S FESTIVAL MAY 15-22, 2006
7 Days of Global Music, Dance, Theatre, Puppetry, Clowning & more!
A Lithgow Paloozical! —Concert for Kids plays Wed, May 17 with a special performance at 7pm at the Bagley Wright Theatre.
SEATTLE— Go Global at the 2006 Seattle International Children’s Festival (SICF). Tickets are now on sale for the 20th Anniversary Festival, May 15-20 at Seattle Center and May 22 in Tacoma, featuring a special appearance by actor and best-selling children’s author John Lithgow. Anime, Arab lullabies and African jazz, American cowboys, Mongolian throat singers, European clowns, Polish “hardcore folk” and so much more! Over 80 performances during the day, at night and on Saturday from professional companies from Benin, Belgium, The Netherlands, Israel, Germany, U.S.A., Japan, Cuba, Argentina, Mexico, and, for the first time in SICF history, Poland, Mongolia and Iraq. For tickets and all Festival details go to seattleinternational.org.
SICF is pleased to announce a special day-long appearance by John Lithgow, Wednesday, May 17th, featuring performances of A Lithgow Paloozical! —Concert for Kids at 11:30 a.m. & 7:30 p.m. at the Bagley Wright Theatre, and a benefit luncheon moderated by KUOW’s Marcie Sillman at the Dahlia Lounge at 1:30 p.m. Mr. Lithgow, originally scheduled to appear on Monday, May 15 in a student matinee and at the Opening Night Celebration, has generously donated his talents to the Festival to mark its 20th Anniversary of celebrating world cultures through the performing arts.
Family Day in Seattle – May 20—Performances, activities and more!
Saturday, May 20 is Family Day. Nine outstanding performances play throughout the day at various Seattle Center venues along with a host of fun-filled, hands-on activities FREE to all ticket-holders at the Festival’s Discovery Centers.
Seattle International Nights – May 18 & 19—All shows all ages. Always room to dance!
Seattle International Nights, an all ages performance series launched in 2004, features Festival performers in extended sets with room to dance (beer & wine w/ID). Thursday Night Jazz, presented with KBCS 91.3 Community Radio, features Iraqi musician Fawzy Al-Aiedy and His Band in their North American premiere at 7:30pm. At 9:30pm Gangbé Brass Band from Benin will blend elements of Dixieland jazz and Afropop sure to bring the audience to the dance floor. Friday Night Fusion, presented with KEXP 90.3FM, flies into the Bagley Wright Theatre at 7:30pm with the spectacle 4-ISH from The Netherlands, followed, at Fisher Pavilion at 8:30pm, by Warsaw Village Band with KEXP DJ Darek Mazzone. (See line-up for details).
Quick Facts
* What: Seattle International Children’s Festival and Seattle International Nights
* When: May 15-20, Seattle and May 22 in Tacoma,
* Where: Venues throughout Seattle Center. In Tacoma at the Pantages and Rialto theaters.
* Times: Weekdays at 10am, 11:30am & 1pm; Saturday May 20 at 12:30pm, 2pm, 3:30pm & 5pm;
Thursday Night Jazz at 7:30 and 9pm. Friday Night Fusion at 7:30 and 8:30pm.
* Prices: Vary: $9.50-$20.00; group rates & packages available.
* Tickets: Online at seattleinternational.org; by phone at Ticket Window at 206.325.6500 and all Ticket Window walk-up locations. Day of Show tickets available at the Festival Box Office in the Seattle Center House and all venues 30 minutes prior to showtime.
Seattle International Children's Festival & Seattle International Nights 20th Anniversary Line-Up
Opening Night Celebration: An International Variety Show
Featuring ISH —Ultimate Skatedance Experience from the Netherlands. This turbo-charged multicultural troupe blends the high-energy of Xtreme Sports with the infectious rhythms of hip-hop. ISH will perform along with Festival companies Gangbé Brass Band (Benin), hilarious clown duo OKidOK (Belgium), Tumen Ekh National Folk Song and Dance Ensemble of Mongolia in a fun-filled show emceed by yodeler and trick roper Cowboy Randy Erwin. The ONC is sponsored by IKEA and includes a free post-performance reception with complimentary drinks & Crostini Bar by Tom Douglas Catering and Events. Tickets to this eclectic evening of international performances are $20.00 at www.seattleinternational.org or 206-325-6500.
USA- John Lithgow - A Lithgow Paloozical! —Concert for Kids
Best for ages 4-10 and parents!
Join award-winning stage, film and television actor John Lithgow for an unforgettable concert of stories, songs, gags and games direct from his best-selling children's books and CDs. In A Lithgow Paloozical! —Concert for Kids, one of America’s most celebrated entertainers shares madcap adventures and original tunes that delight kids and their parents alike. Tickets for the daytime show are $9.50, $10 at the door. Evening tickets are $20.
The award-winning actor is perhaps best known as High Commander Dick Solomon on the hit series 3rd Rock From The Sun. He has also turned his attention to children, releasing his first CD, SINGIN' IN THE BATHTUB, publishing four children's books, I'M A MANATEE, MICAWBER, THE REMARKABLE FARKLE McBRIDE and MARSUPIAL SUE, and performing concerts for kids with the Chicago, Pittsburgh, San Diego, and Baltimore Symphony Orchestras, and at Carnegie Hall. A Lithgow Paloozical! played at the New Victory Theater in New York City in June of 2004.
Netherlands - ISH – 4-ISH
A sensation of the 2001 Festival, this multicultural Dutch troupe is back with an all-new, all-skating, all-dancing revue that features high-energy displays of champion level extreme sports and martial arts, a human beatbox, jam skating, an award-winning DJ!
Belgium - OKidOK - Ha Ha Ha
U. S. Premiere
Two hilarious clowns win the hearts of the audience as they overcome a series of seemingly insurmountable challenges and in the process discover the meaning of true friendship. OKidOK’s extravagant costumes and make-up evoke the great tradition of Russian clowning, but these accomplished young Belgians have developed their own distinctive style and universe. A series of original, wordless sketches and wildly funny physical routines, Ha Ha Ha is European clowning at its best.
Poland - Warsaw Village Band (Mon-Fri only)
BBC3 2004 World Music Award Winners, Best Newcomers
They call it “hard-core folk” and it’s put them at the top of the world music charts in Europe. Six young virtuosos from Poland are transforming their culture by bringing ancient melodies into the 21st century with expert musicianship and infectious passion. They comb rural villages to learn forgotten repertoire from the oldest living Polish musicians, and combine traditional acoustic instruments with a distinctive vocal style based on ancient shepherd calls known as “white voice”.
Mongolia - Tumen Ekh National Song and Dance Ensemble
While SICF marks its 20th anniversary, Tumen Ekh National Song and Dance Ensemble celebrate 800 years since the founding of the Mongolian Empire with the enthronement of Genghis Khan in 1206! This colorful, energetic performance features an exuberant display of the folk arts of the diverse Mongolian ethnic groups, including the troupe’s accurate restoration of the once-banned traditional ritual Tsam (giant mask) dance, khoomi (throat singers) and long song singers, dancers, contortionists and an orchestra of traditional instruments including the morin khuur (horse head fiddle) and yadag (zither).
Benin - Gangbé Brass Band
This energetic 10-piece band blends African traditions with brass instrumentation imported from the French colonialists who pressed native musicians into service. The colonials are long-gone but the Western instruments play on as powerfully as ever. Ancestral melodies and drum rhythms gain new life with musical motifs that range from Tower of Power-ish soul stylings to Dixieland jazz to Benny Goodman swing; all with a choreographed physical exuberance that will force the joint to jump!
Iraq - Fawzy Al-Aiedy - Songs for Children
U.S. Premiere
An utterly charming and lovable troubadour, Iraqi-born Fawzy Al-Aiedy is a recognized master of the oud (lute) and authority on music of the Middle East. Difficult as it was to leave his country and family, he was compelled to leave Iraq, and in his words, “the door was firmly closed behind me.” For over 30 years he has lived in Paris, where he has become an award-winning musician and recording artist. He and his combo will perform a concert of songs from his CD, Dounya: Traditional Songs for Children. Sing along at this delightful and interactive musical travelogue of music from many Arab countries.
Israel - Dædalus Company – Stumble Onto
U.S. Premiere
How was fire discovered? What use is broken glass to damaged eyes? Which dreams became a hot air balloon? Journey to the “Laboratory of Human Curiosity” where these magical and imaginative stories of discovery are revealed. This award-winning show tells of real inventions that happened accidentally – and the people who stumbled onto them. A visually amazing, wordless investigation that integrates puppetry, shadow and object theater, with engaging human performers.
Germany - Theater Triebwerk – Moby Dick
Widely considered the greatest American novel, the epic adventure of the deranged and vengeful Captain Ahab, told by his wide-eyed deckhand Ishmael, is vividly brought to life on a bare stage by three gifted actor/storyteller/musicians. Using a minimum of stagecraft, original songs and powerful performances, this German troupe conveys the breathtaking sweep of Ahab’s legendary hunt for the Great White Whale.
Germany - Theater Triebwerk – A Friend for Boltan the Lion
A special treat for the youngest Festival-goers! Theater Triebwerk brings their trademark musical storytelling technique to the charming tale of Boltan, a blustery lion whose heart warms to an affable camel. Two actors, two chairs, a saxophone and a cello are all that’s needed to weave the endearing adventure of an unlikely friendship.
U.S.A./Japan - ANCEA and Duo En – Yesterday, Today…Anime!
SICF World Premiere Commission
Why are huge sweat drops coming out of his head? Why are her eyes so big? What ancient legends influence today’s Japanese animation? Join ANCEA (the Asia-Northwest Cultural Education Association), a group dedicated to fostering greater appreciation of Japanese anime and manga through events such as the anime convention, Sakura-Con; and Duo En, an ensemble that specializes in classical and contemporary Japanese music, as they explore traditional Japanese legend and popular culture in a fun-filled, multi-media introduction to anime that weaves theater, video, music and folktales.
U.S.A./Mongolia/Argentina - Cowboy Randy and Friends
Home on the Pampas… Steppe… Range
SICF World Premiere Commission
When most Americans think of cowboys, they think of John Wayne or Roy Rogers. They think of the guitar playin’, yodelin’, ropin’ cattle herder of the great American West. But cultures all over the world have their own brands of horsemen. American yodeler and trick-roper Randy Erwin (a voice in the Disney animated feature Home on the Range) hosts a hootenanny with some cowpokes from different corners of the world – a Mongolian aduuchin and an Argentinean gaucho.
Argentina/Québec - Malambo – Malambo Fusion [Weekdays only]
After over 1,000 performances in Cirque du Soleil’s world tour of Saltimbanco, the fiery members of this Quebec-based group created their own show that showcases traditional Argentine percussion and dance, and marries it to the passion of Flamenco. Dances include the thrilling Zapateos, a sort of stomping tap dance; choreographed drumming on the Bombos; and the Boleadores, hard balls attached to each end of a rope that dramatically crack on the stage floor in synch to rhythmic stomping dance inspired by the legendary gauchos - the cowboys of Argentina.
WORLD SAMPLERS -Three shows in one with special guest host James Whetzel.
¡Viva Puget Sound! (Monday only)
A celebration of the influence of Latin culture on Puget Sound with three accomplished performance companies: Mexican folklorico music and dance from Bailadores de Bronce, red-hot Cuban rumba and nueva salsa from Cambalache, and the romantic flourish of Argentine tango from Seattle’s own Tangoing.
A World of Music (Tuesday only)
Charming Arab music by Fawzy Al-Aiedy, infectious Afro-jazz by Gangbé Brass Band, and the rousing folk of Warsaw Village Band.
A World of Dance (Tuesday only)
Fly b-boy/girl hip-hop from Holland’s ISH, colorful Mongolian folk dance from Tumen Ekh, and dramatic, traditional Argentine dance from Malambo.
DISCOVERY CENTERS - Hands-on activities for all ages and talents!
OPEN: 9:30 AM -2:30 PM Monday – Friday; Noon - 5:00 PM Saturday
The fun is just beginning when the house lights come up. The Seattle International Children's Festival offers a wide selection of on-site activities to round out your day. FREE to all Festival Ticket Holders.
* Paint a world village - Design, construct and decorate a village of traditional structures from around the world. Explore the way colors, shapes, patterns and designs are used to create homes and ceremonial structures from Africa, Asia and the Middle East.
* Practice the ancient Japanese art of origami
* Play “Lost Luggage”- The Festival’s visiting artists have lost their luggage; your job is to return it to its rightful owners. Developed for the Festival by Forrest/Pruzan Creative.
* Learn how Mongolians use their traditional round buildings to their best advantage.
* Build a boat and explore maritime culture with The Working Waterfront Maritime Museum— in Tacoma.
* Learn to spin a rope or lasso a sawhorse with onsite cowgirl deluxe, Karen Quest.
* See Flaxy Bird and win prizes at the new IKEA Kid’s Club Around the World Tent
(Monday - Friday only)
* Explore the bones of the planet with the Pacific Science Center – More than 20 fun, hands-on activities allow participants to measure the radioactivity of rocks, experiment with a an earthquake table, or assemble a fossil layer puzzle.
* Find your home on a giant aerial photo of Seattle and the Eastside.
* Get your hands dirty and create a Clay Land fantasy
* Learn about traditional textiles from West Africa, Mongolia and New Zealand with the Burke Museum of Natural History. Textiles identify people and their cultures all over the world. Design a cloth piece for yourself, or work on our special Children’s Festival community cloth.
* Enjoy student performances inside and outdoors.
* Visit the Oscar Mayer Wienermobile - Enter the “Sing the Jingle, Be a Star” contest (Wed – Fri only)
* Hula-hoops, face painting, aviation arts, fountains…and much more.
TACOMA Discovery Centers Open: 10 AM – 1 PM on Monday, May 22nd
* Outdoor Performances by the acclaimed Tacoma School of the Arts.
* Build boats and print fabrics in our Craft Center.
* See Flaxy Bird and win prizes at new IKEA Kid’s Club Around the World Tent.
For a special treat visit the Children’s Museum of Tacoma and see their great Mask of the World exhibit. Ticket holders can reserve their admission by calling 253-627-6031. Under 8 years old only please.
Performance Venues
At Seattle Center: Bagley Wright Theatre, Davey Jones at Fisher Pavilion, Nesholm Family Lecture Hall, Eve Alvord Theatre at Seattle Children’s Theatre, Center House Theatre and McCaw Hall. (What’s the Davey Jones? Every year SICF names a venue the Davey Jones in memory of a well-loved Seattle Center employee and in honor of friends who have passed away during the past year).
Tacoma - Pantages and Rialto Theaters in downtown Tacoma.
Tickets
Opening Night Celebration: An International Variety Show $20
A Lithgow Paloozical! —Concert for Kids at 7:00 p.m. $20
All weekday, school-hour shows: $9.50/$10 day of show
Adults
Single ticket $15
2-show package $25
4-show package $48
Youth/Senior (under 21/over 65)
Single ticket $10
2-show package $16
4-show-package $30
Groups discount: $2 off each ticket for groups of 10 or more seeing the same performance(s). Not available for Opening Night Celebration or weekday shows.
How to get Tickets
Ticketing by Ticket Window. Service charge: A per-ticket service charge applies to all on-line, phone and fax sales. No service charge: Walk up CASH sales are SERVICE CHARGE FREE.
Advance ticket sales - available until 6pm the day BEFORE the show!
Online www.seattleinternational.org
Phone (206) 325-6500 Tuesday - Sunday 12-6 pm
Fax (425) 450-3839 Fax your order 24 hours a day
In Person at the following walk-up outlets: (service charge FREE for CASH transactions)
* Pacific Place - 6th and Pine - Level 4; TUE – SUN: Noon-6pm
* Broadway Market* - 401 Broadway E/ - Level 2; TUE – SAT: Noon-7pm / SUN: Noon-6pm
* Pike Place Market - Market Info Booth, Corner of 1st & Pike; TUE – SUN: Noon-6pm
* Meydenbauer Center*, Bellevue - NE 6th & 112th; TUE – SUN: Noon-6pm
*parking validated with any purchase.
Day of show - Festival Box Office - Seattle Center House, main floor
May 15-20, MON-FRI: 9:30am-12:30pm
May 21, SAT: Noon- 4:30pm
At the door - All venues - 30 minutes prior to showtime
Full schedule next page (pg. 6)
Seattle International Children’s Festival and Seattle International Nights 2006 Schedule
Bagley Wright Theatre Davey Jones @ Fisher Pavilion Nesholm Family Lecture Hall Eve Alvord Theatre Center House Theatre McCaw Hall Monday, May 15 10:00 AM OKidOK Gangbé Brass Band
Daedalus Boltan the Lion (German) ¡Viva Puget Sound! 11:30 AM
Malambo (Spanish) ANCEA/Duo En Fawzy Al-Aidey (French) Moby Dick (German) 1:00 PM Tumen Ekh 7:00 PM Opening Night Celebration: An International Variety Show Tuesday, May 16 10:00 AM Tumen Ekh Malambo (Spanish) ANCEA/Duo En Daedalus Boltan the Lion A World of Music
11:30 AM OKidOK ANCEA/Duo En Fawzy Al-Aidey (French) Moby Dick 12:00 PM A World of Dance 1:00 PM Gangbé Brass Band Wednesday, May 17 10:00 AM ISH Warsaw Village Band Cowboy Randy Daedalus Boltan the Lion 11:30 AM A Lithgow Paloozical! Gangbé Brass Band Cowboy Randy Fawzy Al-Aiedy Moby Dick 1:00 PM Tumen Ekh Malambo 7:00 PM A Lithgow Paloozical! Bagley Wright Theatre Davey Jones @ Fisher Pavilion Nesholm Family Lecture Hall Eve Alvord Theatre Center House Theatre McCaw Hall Thursday, May 18 10:00 AM Tumen Ekh Malambo ANCEA/Duo En Fawzy Al-Aiedy Boltan the Lion 11:30 AM OKidOK Warsaw Village Band Cowboy Randy Daedalus Moby Dick 1:00 PM ISH Gangbé Brass Band 7:30PM
9:00PM Fawzy Al-Aiedy & His Band SEATTLE INTERNATIONAL NIGHTS
Gangbé Brass Band Thursday Night Jazz Friday, May 19 10:00 AM ISH Warsaw Village Band Cowboy Randy Daedalus Boltan the Lion 11:30 AM Tumen Ekh Gangbé Brass Band ANCEA/Duo En Fawzy Al-Aiedy Moby Dick 1:00 PM OKidOK Malambo 7:30PM
Doors at 8:30PM ISH
SEATTLE INTERNATIONAL NIGHTS
Friday Night Fusion
Warsaw Village Band
+ DJ Darek Mazzone
Saturday /Tacoma schedule next page (pg. 8)
SATURDAY, MAY 20 FAMILY DAY! Bagley Wright Theatre Nesholm Family Lecture Hall Eve Alvord Theatre Center House Theatre 12:30 PM ANCEA/Duo En Daedalus 2:00 PM ISH
Cowboy Randy Fawzy Al-Aidey 3:30 PM Tumen Ekh Bolton the Lion 5:00PM OKidOK Moby Dick
TACOMA SCHEDULE - MAY 22 Pantages Rialto 10:00 AM Gangbé Brass Band Malambo 11:30 AM OKidOK
Tumen Ekh 1:00 PM Gangbé Brass Band Malamo
Media only
High-resolution artist photos are available. Please contact Jená Cane at 206.684.7347 or
or email pr@seattleinternational.org for photo and interview requests, grounds access, more information, and any other media needs.
# # #
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Seattle International Children’s Festival / 305 Harrison Street, Seattle, WA 98109 / seattleinternational.org
Seattle International Children’s Festival / 305 Harrison Street, Seattle, WA 98109 / seattleinternational.org
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Middle-earth Comes Home
The Lord Of The Rings: The Fellowship Of The Ring
Arrives On DVD And VHS August 6th
“Special Extended Edition” To Follow November 12
Los Angeles, CA (March 26, 2002) New Line Home Entertainment today announced the forthcoming release of The Lord of the Rings: The Fellowship of the Ring on DVD and VHS at a gala event at the historic Warner Bros. studio lot. The Lord of the Rings: The Fellowship of the Ring will be available in two distinctly different versions on both DVD and VHS formats, on August 6th, and November 12, 2002.
On August 6, New Line Home Entertainment will unveil the award-winning theatrical version of the film on DVD and VHS. The DVD will contain one of the greatest sneak previews in movie history, featuring a ten-minute behind the scenes preview of The Two Towers, the second installment of The Lord of the Rings trilogy. This glance, more than four months before the theatrical release of The Two Towers on December 18th, 2002, will offer a never-before-seen look at the central panel of director Peter Jackson’s (The Frighteners, Heavenly Creatures) masterful cinematic triptych. This double-DVD set includes the PG-13 theatrical version of the film, and a second disc with over two hours of special features and extra content.
A “Special Extended Edition” of The Lord of the Rings: The Fellowship of the Ring will arrive in stores November 12. This extended edition of the film contains more than 30 minutes of never- before-seen footage created for the home video release. This version of the film, available on DVD and VHS, will likely have an R rating. The “Special Extended DVD Edition” will be contained in a four-disc set with two discs containing the film, and two discs with more than six hours of added content, produced specifically for the DVD. These extras will plunge the viewer into the complex landscape of Middle-earth, and reveal how Peter Jackson and his team of skilled artists and technicians created a painstakingly beautiful, and faithful re-creation of Tolkien’s world.
A collector’s DVD gift set will also be released on November 12 in time for the holiday season. This gift set will include the “Special Extended Edition” with box art packaging conceived and designed by famed Tolkien illustrator Alan Lee. Included with the DVD are custom bookends designed and sculpted by Sideshow Weta, the artists that crafted the astonishing theatrical visual effects for The Lord of the Rings. The gift set will also include the National Geographic “Beyond the Movie” DVD, containing two previously unreleased featurettes and a photo gallery. These extras are topped off with a set of exclusive, collectible Decipher game cards.
“We couldn’t wait to put the Ring in consumers’ hands,” says New Line Home Entertainment President and Chief Operating Officer, Stephen Einhorn, explaining the decision to issue two staggered releases. “While Peter Jackson completes post-production work on The Two Towers and The Return of the King, we felt it necessary to bring Middle-earth to home theaters as soon as possible. The August 6th release will include footage from The Two Towers --- along with other fantastic features that fans of the DVD format have come to expect. The special four-disc set arriving in November is being completed at the same time as Jackson works on The Two Towers, and includes Jackson’s director’s commentary, additional scenes, and other extras that are sure to delight even the most avid Ring fans.”
“One Ring To Rule Them All”
New Line Cinema’s highest grossing box office hit ever, the critically acclaimed, award-winning The Lord of the Rings: The Fellowship of the Ring has become nothing short of a worldwide phenomenon. Co-written and directed by Peter Jackson, The Lord of the Rings: The Fellowship of the Ring is based on the first volume of J.R.R. Tolkien’s trilogy of Middle-earth, itself long revered as a literary and linguistic masterpiece. (Tolkien, a celebrated philologist, invented “Elvish,” a language with its own laws, roots, and inflections, while still a student at Oxford.)
One of the biggest box office smashes of 2001, The Lord of the Rings: The Fellowship of the Ring appeared on over 150 national year-end critics’ top ten lists and led the movie award nominations season. In February, 2002, The Lord of the Rings: The Fellowship of the Ring received thirteen Academy AwardÒ nominations --- the most of any film released in 2001 --- making it one of the most honored films in Academy of Motion Picture Arts & Sciences history. Only two films, Titanic (1997) and All About Eve (1950), have ever received more nominations, with fourteen each.
Of its thirteen Academy AwardÒ nominations --- including nods for Best Picture, Best Director, Best Supporting Actor (Ian McKellen), and Best Screenplay Based on Material Previously Produced or Published --- The Lord of the Rings: The Fellowship of the Ring received four Oscars, tying for the most honored film of the evening: Achievement In Music In Connection With Motion Pictures (Howard Shore), Achievement In Cinematography (Andrew Lesnie), Achievement In Visual Effects (Jim Rygiel, Randall William Cook, Richard Taylor, and Mark Stetson), and Achievement In Makeup (Peter Owen and Richard Taylor).
Honored with the American Film Institute’s Movie of the Year Award for 2001, and recipient of the National Board of Review’s Special Achievement in Filmmaking Award, The Lord of the Rings: The Fellowship of the Ring garnered four Golden Globe nominations including Best Dramatic Motion Picture. Of the twelve British Academy of Film and Television Arts (BAFTA) award nominations, The Lord of the Rings: The Fellowship of the Ring won five: Best Film, David Lean Award For Achievement in Direction, Special Visual Effects, Makeup and Hair, and the Orange Film of the Year (voted by the public).
The Lord of the Rings: The Fellowship of the Ring Film Synopsis
An epic vision of good versus evil, The Lord of the Rings: The Fellowship of the Ring recounts the heroic quest of Frodo Baggins (Elijah Wood), a peaceful Hobbit entrusted with a terrible responsibility. Placed in possession of the omnipotent One Ring --- lost for centuries and containing the Dark Lord Sauron’s “cruelty, his malice, and his will to dominate all life” --- Frodo must travel through Middle-earth to the land of Mordor in order to destroy the ring in the fires of Mount Doom where it was forged.
Frodo is accompanied on his journey by a nine-member assemblage, the Fellowship of the Ring. They are: Gandalf The Grey (Ian McKellen), a good wizard and mentor to Frodo; Aragorn, aka Strider (Viggo Mortensen), a noble warrior and future king of Gondor; Boromir (Sean Bean), a fierce soldier of Gondor; Gimli (John Rhys-Davies) an ax-wielding dwarf; Legolas (Orlando Bloom), an expert elf archer; and hobbits Samwise Gamgee (Sean Astin), Peregrin “Pippin” Took (Billy Boyd), and Meriadoc “Merry” Brandybuck (Dominic Monaghan).
The Fellowship is aided in their quest by Elf Princess Arwen (Liv Tyler), Elf Queen Galadriel (Cate Blanchett), and Lord Elrond (Hugo Weaving), whose knowledge of the
One Ring brings to light the true danger and importance of the Fellowship’s collective journey. Relentlessly pursued by Lord Sauron’s dark riders, marauding Orcs, cave trolls, and goblins summoned by evil wizard Saruman the White (Christopher Lee), the Fellowship must resist the ring’s limitless powers of corruption. Shot entirely on location in majestic New Zealand, The Lord of the Rings: The Fellowship of the Ring ends as the Fellowship is disbanded.
The second film of the trilogy, The Two Towers, traces the journey of Frodo and Sam as they venture deeper into the land of the enemy --- with the mysterious Gollum serving as their guide --- while their companions in the Fellowship struggle to rescue the captured Hobbits Merry and Pippin.
ABOUT NEW LINE HOME ENTERTAINMENT
New Line Home Entertainment distributes all of New Line Cinema and Fine Line Features theatrical films on VHS and DVD, including the new premium DVD brand infinifilm. The company also distributes feature films and non-theatrical programs acquired or produced by New Line Home Entertainment and New Line Television. New Line Cinema is the leading independent producer and distributor of theatrical films. New Line also licenses its films to ancillary markets including cable and broadcast television as well as in all international markets.

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INTERNATIONAL PRESS ACADEMY
FOR IMMEDIATE RELEASE
The 11thAnnual
Satellite® Awards
December 17, 2006
CONTACT: Mike Szymanski or Mirjana Van Blaricom
310-271-7041
Veteran actor Martin Landau to be honored with the International Press Academy’s Mary Pickford Award For Outstanding Artistic Contribution to the Entertainment Industry at the IPA’s Satellite Awards December 17, in Beverly Hills
Los Angeles, CA – October 16, 2006 – The International Press Academy (IPA) has announced that Martin Landau will receive the IPA’s prestigious Mary Pickford Award For Outstanding Artistic Contributions to the Entertainment Industry, to be presented at the 11th Annual Satellite Awards on December 17 in Beverly Hills, California. Past recipients of the Mary Pickford Award include: Jodie Foster, Francis Ford Coppola, Karl Malden, Alan J. Pakula, Rod Steiger, Arnon Milchan, Maximilian Schell, Robert Evans, Susan Sarandon and last year's recipient, Gena Rowlands
"Martin Landau is an actor whose contributions to film and television is respected and enjoyed by generation of fans. From Mission Impossible to Entourage, from North By Northwest to the upcoming Walk Two Moons, Mr. Landau continues to exemplify the kind of contributor to the entertainment industry that the IPA honors," said Mirjana Van Blaricom, IPA president.
The Brooklyn-born Landau began his professional career on the New York stage. In 1955, he was accepted by the prestigious Actors Studio, winning, along with Steve McQueen, a place over 2,000 other applicants. As a young actor, he had leading roles on programs that were hallmarks of the Golden age of television including PLAYHOUSE 90, OMNIBUS, THE KRAFT TELEVISION THEATER and STUDIO ONE. He went on to work off-Broadway making his debut in FIRST LOVE, then scoring with both critics and audiences in the highly acclaimed revival of UNCLE VANYA. The next year saw his Broadway debut in MIDDLE OF THE NIGHT. After touring on the road with Edward G. Robinson, he made his first film appearance in the classic Korean War drama PORK CHOP HILL with Gregory Peck. His next role as the sadistic villain who falls off Mount Rushmore in Hitchcock’s NORTH BY NORTHWEST and later in the lavish Roman spectacular, CLEOPATRA, established him as a viable supporting actor. On the small screen, he was the first choice to play Mr. Spock on STAR TREK but was involved in the series that was to make him a household name, MISSION IMPOSSIBLE, for which he received an Emmy nomination as Outstanding Lead Actor in a Drama Series for each of the three seasons he appeared and a Golden Globe as Best Male TV Star.
The Academy of Motion Pictures honored him with a Best Supporting Actor nomination for his role in TUCKER: THE MAN AND HIS DREAM which allowed him to win his second Golden Globe for that role. The next year, he received his second consecutive Best Supporting Actor Oscar nomination for his excellent work in Woody Allen’s CRIMES AND MISDEMEANORS. He also played famed Nazi hunter Simon Wiesenthal in MAX AND HELEN, but the zenith of his film career came in 1994 with his portrait of Bela Lugosi in the biopic, ED WOOD. For this luminous portrayal of the drug-addicted actor, Mr. Landau won the Best Supporting Actor Oscar. His performance, which also won him his third Golden Globe, garnered numerous awards in addition to the Oscar and Golden Globe, including top honors from the New York Film Critics Circle and the National Society of Film Critics.
Mr. Landau continued to work, supporting such films as EdTV, SLEEPY HOLLOW, THE X FILES and THE MAJESTIC. In 2004 he received his fourth Emmy nomination as Outstanding Guest Actor in a Drama Series for WITHOUT A TRACE. He has garnered new fans in his appearances as the recurrent character Bob Ryan in the cutting age comedy series, ENTOURAGE, and continues to be attached to a number of projects on both the big and small screen.
The International Press Academy (IPA) has grown to be both the largest and most diverse association of professional entertainment journalists in the world. With a growing membership of working press representing both domestic and foreign markets, the IPA reaches more than 500 million people globally via major print, television, radio, cable, new media outlets, and the Internet.
CONTACT: Mike Szymanski or Mirjana Van Blaricom
International Press Academy: 310-271-7041
IPA PRODUCTION OFFICE INTERNATIONAL PRESS ACADEMY
5525 Halbrent Ave 9601 Wilshire Blvd, Suite 755
Sherman Oaks, CA 91411 Beverly Hills, CA 90210
(818) 989-1589 (310) 271-7041
(818) 787-3627 FAX (818) 787-3627
http//www.pressacademy.com
e-mail: info@pressacademy.com

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FOR IMMEDIATE RELEASE
LOTUSPIKE / CARNEGIE SCIENCE CENTER
CONCERT SERIES CONTINUES WITH INTERNATIONAL ARTIST
Mark Jenkins from the UK will play the Carnegie Science Center October 7, 2005 at 9:00pm and 10:00pm.
PITTSBURGH, September 20, 2005 - This October, Lotuspike, a Pittsburgh-based independent record label featuring progressive ambient music, and the Carnegie Science Center, will continue their new concert experience in the Pittsburgh region. "Voices Beyond the Dome" is a series of live music performances featured at the Henry Buhl Jr. Planetarium at Carnegie Science Center.
On October 7th, 2005, Carnegie Science Center and Lotuspike will be hosting a rare appearance by UK synthesist Mark Jenkins. Jenkins has been working with synthesizers since the 70s. In 1998 He opened the 4th UK Jean-Michel Jarre convention with an epic concert, material from which was included on the CD "SynProvisation", and created music for three books published in London and New York, on Relaxation, Meditation and Sleep.
Mark Jenkins has produced CD's for several artists including for the New World label, recorded with Steve Jolliffe, Richard Pinhas and ex-Van Der Graaf Generator member David Jackson, and produced and contributed to music for the BBC2 documentary series "Edge of Green Heaven". His work has appeared on the compilations along with Rick Wakeman (Yes), Keith Emerson (ELP), Kitaro, David Bedford and Paul Nagle.
"We are thrilled to have Mark play here in Pittsburgh. It is a great opportunity to have an artist of this caliber come over from the United Kingdom to perform in Pittsburgh," says Lotuspike co-owner Dan Pipitone.
Mark Jenkins will play two shows at the Buhl Planetarium at Carnegie Science Center on Friday, October 7 at 9 pm and 10 pm. Tickets are $8 for members of the Carnegie Museums of Pittsburgh and students with a valid ID, and $10 for non- members. To purchase tickets, call 412-237-3400 or purchase tickets online.
The inaugural "Voices Beyond the Dome" event was met with accolades, drawing audience members from as far as Philadelphia and Akron, Ohio. "We had excellent feedback from the first show, and we hope that the word will spread about the events we are planning for the future," says Ben Cox, musician and co-owner of Lotuspike.
Lotuspike intends to bring in musical acts from all over the country. Already scheduled for October 21st is renowned guitar and Chapman Stick virtuoso Jeff Pearce and early next year, ambient music pioneer Robert Rich is tentatively scheduled for an appearance. Other artists are currently being booked for the concert series.
For more information, please visit lotuspike.com.
Lotuspike was formed in February of 2004 by Ben Cox, Jeff Kowal and Daniel Pipitone,
and is a result of overlap by the three in one common area: passion for music. The sole purpose and motivation of lotuspike - its very existence - is rooted deeply in the desire
of Ben, Jeff and Daniel to continually seek to find a meaningful and effective conduit for releasing music of the highest standards, and to do so with the artist and their unique and individual creative process in mind.
# # #
CONTACT: Jeff Kowal | jjkowal@lotuspike.com | www.lotuspike.com| www.lotuspike.com

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MEDT 6491
INTERNSHIP IN INSTRUCTIONAL TECHNOLOGY
Semester Hours: 3
Semester/Year: Spring 2005
Distance Support: WebCT Home Page http://webct.westga.edu ,
Web CT Help & Troubleshooting http://www.westga.edu/~distance/help/
UWG Distance Learning http://www.westga.edu/~distance ,
Distance Learning Library Services http://www.westga.edu/~library/depts/offcampus/ ,
Ingram Library Services http://www.westga.edu/~library/info/library.shtml
Fax: (678) 839-6153 Media & IT Dept.
COURSE DESCRIPTION
Supervised internship in a school or training environment. Provides students with experience in applying instructional technology principles and techniques.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme “Developing Educators for School Improvement”, the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course’s objectives are related directly to the conceptual framework and appropriate descriptors, principles or propositions, and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.
COURSE OBJECTIVES:
Students will:
1. gain practical experience in all phases of the day-to-day operation of the school technology unit or technology training environment (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D4 adaptive; D5 collaborative; D6 culturally sensitive; D7 empathetic; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ia,b, IIa,b,c,d,e, IIIa,b,c,d, IVa,b,c, Va,b,c,d, VI a,b,c,d,e);
2. identify and be involved in the programmatic responsibilities of the instructional technology support specialist in the technology training environment or school technology unit; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D4 adaptive; D5 collaborative; D6 culturally sensitive; D7 empathetic; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE IIa,b,c,d,e, IIIa,b,c,d, IVa,b,c, Va,b,c,d, VI a,b,c,d,e);
3. identify and be involved in the circulation responsibilities of technology hardware and software in the technology environment; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE IId, VI d,e);
4. identify and be involved in the public relations responsibilities in the technology environment; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ib, IIIa, Va, d, VI a,b,c,d,e);
5. identify and be involved in the technology training responsibilities in the technology environment; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D4 adaptive; D5 collaborative; D6 culturally sensitive; D7 empathetic; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ia,b, IIa,b,c,d,e, IIIa,b,c,d, IVa,b,c, Va,b,c,d, VI a,b,c,d,e);
6. attend faculty, media committee, and media/technology organizations’ meetings (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ib, Va,b,c,d, VI a,b,c,d,e);
7. identify and be involved in the networking and electronic responsibilities in the technology environment; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ia,b, Vc,d, VI a,b,c,d,e);
8. identify and be involved in the planning responsibilities in the technology environment; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D4 adaptive; D5 collaborative; D6 culturally sensitive; D7 empathetic; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ia,b, IIa,b,c,d,e, IVa,b,c, Vb,c,d, VI a,b,c,d,e);
9. plan, implement, and evaluate an instructional technology project that meets an identified need in the technology environment; (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D4 adaptive; D5 collaborative; D6 culturally sensitive; D7 empathetic; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ia,b, IIa,b,c,d,e, IIIa,b,c,d, IVa,b,c, Va,b,c,d, VI a,b,c,d,e); and
10. demonstrate a knowledge of serving special needs and multicultural groups in the school technology unit or technology environment (i. e., language minority students and/or individuals with either visual disability, physical disability, learning disability, or speech and hearing impairment); (Nets Project, 2000 a & b)
(D1 decision makers; D2 leaders; D3 lifelong learners; D4 adaptive; D5 collaborative; D6 culturally sensitive; D7 empathetic; D8 knowledgeable; D9 proactive; D10 reflective; NBPTS Propositions 3, 4; ISTE Ia,b, IIa,b,c,d,e, IIIa,b,c,d, IVa,b,c, Va,b,c,d, VI a,b,c,d,e).
TEXTS, READINGS AND INSTRUCTIONAL RESOURCES
Required Text:
No text is required for this course.
References:
NETS Project. (2000a). National Educational Technology Standards for Students. Eugene, OR: International Society for Technology in Education.
NETS Project. (2000b). National Educational Technology Standards for Teachers. Eugene, OR: International Society for Technology in Education.
ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Link to Conceptual Framework. The focus of this course is on all the various position duties of a school based technology specialist. The overall evaluation for this course is based upon the student completing 100 hours of assigned duties with their in-school supervisor. In addition, each student maintains a log of their activities and completes the tasks outlined in the Activities Checklist. Due to the broad nature of the internship, each conceptual framework descriptor is covered in the various course assignments. As students complete the course, they will have demonstrated achievement in the areas of decision making: involvement in the programmatic, curricular, technology infrastructure, public relations, and technology planning decisions as they relate to the technology specialist duties (course activities 1-5); leadership: enhancing his/her knowledge and skills in instructional technology in order to integrate technology more extensively on-the-job and to assist others as needed, developing technology infused lesson plans and instructional materials to enhance the teaching/learning process and motivation in the schools or work place, developing an internet and a technology project to enhance the learning of a selected audience (course activities 1-5); lifelong learning: studying how to use and integrate technology into the work place (course activities 1-4a-g, i, 5); being adaptive: changing educational practices to meet the school’s technology needs on a daily basis (course activities 1-4a-g, i, 5); collaboration: working with colleagues and stakeholders to plan and carry out school improvements in technology (course activities 1-4a-g, i, 5); cultural sensitivity: adapting interventions and technology innovations to meet the needs of diverse learners (course activities 1-4a-g, i, 5); empathy: demonstrating sensitivity to the needs of individual, family, and community needs (course activities 1-4a-g, i, 5); knowledge: drawing on pedagogical, content, and professional knowledge, including knowledge from others’ postings in the online bulletin board when completing their daily tasks (course activities 1-5); being proactive: implementing new interventions and innovations in technology to better serve the school’s needs (course activities 1-5) and reflection: engaging in ongoing, continuous reflection related to technology to determine the effectiveness of interventions/ innovations and school changes that occur during the internship experience (course activities 1-5).
Activities and Assessments
1. Prepare a summary of your educational background, experience with technology hardware and software, and your personal goals for the IT Internship experience. Provide a copy to the university supervisor by Friday, January 21. This information will be used to design the internship experience. As many phases as possible of the school technology unit or technology environment should be participated in by the internship student. The particular types of work will be agreed upon in advance by both the university supervisor and the internship site supervisor.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
2. A projected internship schedule must be designed with input from the school IT supervisor and a copy given to the university supervisor. Please submit this schedule by Friday, January 21, to the university supervisor. Include the completed INFORMATION SHEET FOR PLANNING THE INTERNSHIP EXPERIENCE and a map (NOT FROM MAPQUEST!) that includes written directions to the school or location where you will be interning.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
3. Students MUST post to the main WebCT discussion board at least once a week, sharing their internship experiences.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
4. A portfolio must be compiled to reflect the internship experience and submitted on the last day of class (April 29). The last class meeting will be held on Friday, April 29, 5:30-8 PM. The location will be announced on WebCT. The portfolio must include the following:
a. The completed up-to-date ACTIVITIES CHECKLIST.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
b. A log or journal that accounts for the internship hours and describes the tasks undertaken. Entries in this log/journal must be specific to time, date, tasks, persons, and events. The minimum number of hours to be spent in an agreed upon school technology unit or technology site is 40 hours (1 hour course credit), 60 hours (2 hours course credit), or 100 hours (3 hours course credit).
A variety of technology activities should be participated in by the internship student. This log/journal (even though in progress) should be shown to the university supervisor during his/her visitation. Failure to complete the required number of internship hours will result in an unsatisfactory grade for the internship.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
c. A one- or two-page narrative to include reflective thoughts on the value and/or lack of some of the internship experiences, some of the more challenging experiences and how they were handled, and/or anything unique that took place that was noteworthy. Compliment this with an up-to-date vita or resume. Please follow the standard resume format found in any current resume book in the library. Please proofread and edit your work before submitting.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
d. A description of the ways instructional technology was used to serve special needs students. If there is a lack of activities related to these groups, list ways technology could be used to serve special needs groups.
(Objective 10)
e. A floor plan of the school technology unit or technology environment must be drawn close to scale that shows the placement of hardware, software, personnel areas, storage areas, technology installations, etc.
(Objective 7)
f. Literature and materials used by the technology site including their instructional technology policies, service request forms, public relations materials, and other forms or documents used by the technology unit or technology site.
(Objectives 1, 2, 3, 4, 8)
g. Two projects incorporating instructional technology should be planned by the intern with a teacher, administrator, or other client at the internship site and carried out during the internship. Each project should address a different need and a different user group. A written description and evaluation of the projects must be included in the portfolio. When possible, the carrying out of the project (e.g. a training session) should be viewed by the university supervisor or videotaped and sent to the university supervisor for review. If students are enrolled for one or two internship hours, one project must be completed during this semester. The second project must be completed during the second internship experience. Students enrolled for three internship hours must complete both projects during this semester.
(Objective 9)
h. An instructional technology training aid or promotional piece should be designed and produced for the internship site. Include a copy of the training aid or brochure in the portfolio. This activity is required for students enrolled for two or three internship hours. (Students who are enrolled for one internship hour will complete this activity during their second internship experience).
(Objective 4)
i. A scrapbook (including pictures, realia, samples of K-12 student work, photographs of the IT project) documenting the students internship experience.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
5. A debriefing presentation about the internship experience will be shared with the university supervisor and other students during the last class meeting on April 29. The presentation should involve a minimum of two different types of technology (e.g., PowerPoint presentation, flip chart, slides, videotape, poster, or overhead transparency).
(Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
6. Be sure to ask the supervising media specialist/instructional technologist to complete and send the internship evaluation form to the university supervisor
BEFORE April 29.
Grading Policy
Students receiving satisfactory evaluation by the university supervisor and the supervising school technologist receive a grade of “S”. To receive a satisfactory evaluation from the university supervisor, all activities described in the preceding section must be completed, demonstrate acceptable student competence for the required task, and be submitted on time. Failure to meet the university supervisor requirements or performing at a level deemed unsatisfactory by the supervising school technologist results in a grade of “U”.
CLASS POLICIES
Students are expected to conduct themselves professionally. This is an essential quality for all professionals who will be working in the schools. Professionalism includes but is not limited to the following:
* Participating in interactions and class activities in the face to face or online environment in a positive manner.
* Collaborating and working equitably with fellow students in the class.
* Actively participating in class each week.
* Turning in assignments on time.
* Arriving at on campus classes punctually.
* Treating class members and colleagues with respect in and out of the virtual and physical classroom.
* Eliminating interruptions in campus classrooms. This includes cell phones and beepers.
Students must use Microsoft Office application software (Word, PowerPoint, etc.) to complete assignments. This software is available to UWG students free of charge (funded by technology fees). If you do not have Microsoft Office, information about acquiring it is available at http://www.westga.edu/~mcastu/
CLASS OUTLINE
January 14 Introduction, assignments, expectations, and overview of internship Week 2 – 15 Work in school(s), WebCT posts April 29 Meet with university supervisor, 5 PM.
WebCT classes will be conducted using WebCT, accessible through the MyUWG portal (http://myuwg.westga.edu) or directly through the University WebCT page (http://webct.westga.edu). Internet access will be required!!! Assigned readings for all classes and general class information will also be posted on WebCT.
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes the ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in the latest Connection and Student Handbook and the Graduate Catalog.
Disciplinary procedures described in the latest State University of West Georgia Connection and Student Handbook will be followed when violations take place. Infractions may include cheating, plagiarism, disruptive behavior, and disorderly conduct.
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MISSY RAINES BIO
For some musicians, ringing new changes on familiar sounds is enough. For bassist Missy Raines, though, it’s a different story. Though she’s achieved acclaim in the world of bluegrass, her horizons have always been broader, and in Missy Raines & the New Hip—more than a decade in the making—she’s at last created a group in which she can unleash the full range of her creativity.
Admired by colleagues and fans alike, Missy Raines has been blazing trails and making award-winning music on the upright bass since she was in her teens. Recording with musicians ranging from bluegrass legends like The Masters (a quartet of International Bluegrass Music Association Hall of Honor members) to young phenom Josh Williams, she has been named the IBMA’s Bass Player of the Year a record-setting six times—making her the second woman to have won an instrumentalist award and the only one to have repeated the achievement.
Born in Cumberland, MD in 1962 and raised in Short Gap, WV, Missy was playing semi-professionally and touring regionally before she finished high school. Upon graduation, she joined Cloud Valley, a progressive bluegrass band, honing her skills by playing everything from Bach to Bill Monroe. An eight year stint with bluegrass pioneer Eddie Adcock, during which she also toured and recorded with Grammy nominees The Masters (Adcock, Kenny Baker, Josh Graves and Jesse McReynolds) and appeared on Mac Wiseman’s Grammy-nominated “Grassroots to Bluegrass”, and then a year-long tour of duty with Americana favorites The Brother Boys took Raines into the mid-90s.
In 1995, she joined the band of singer/songwriter and Rounder recording artist Claire Lynch, whose blend of bluegrass and Americana earned her regular IBMA and Grammy award nominations and, in 1997, the former’s Female Vocalist of the Year title. The following year, Missy won her first Bass Player of the Year award, repeating the honor in 1999 and releasing her first solo album, “My Place In The Sun”, nominated for the IBMA’s Instrumental Album of the Year award and named by the Chicago Tribune as one of the top 5 bluegrass albums of the year.
When Lynch took a hiatus from touring in 2000, after recording two albums in which Raines participated (including the Grammy-nominated “Silver And Gold”), Missy formed a groundbreaking duo with her colleague in the band, guitarist Jim Hurst. Since then, she’s alternated touring and recording “Two” and “Synergy” (both on Pinecastle Records) with Hurst with guest appearances on recordings like 2001’s IBMA Recorded Event of the Year “Follow Me To The Fold” and banjo player Alison Brown’s “Fair Weather”, special appearances with respected artists such as Laurie Lewis, Dudley Connell & Don Rigsby and the Nashville Bluegrass Band, teaching at music camps and workshops around the country and representing her fellow artists on the IBMA’s Board of Directors—and 2007 has proven to be even busier, as she rejoins Claire Lynch in a new round of tour dates and recording.
“I’m not a ‘hot’ player, I’m a groove player,” Missy says, and whether it’s the lithe, boundary-stretching grooves she lays down with Hurst in their exploration of jazz, folk, country and bluegrass flavors or the solid bluegrass drive with which she anchored Josh Williams’ acclaimed 2004 solo release, Lonesome Highway, Missy Raines’ unerring instinct for the right groove has made her one of the most sought-after bass players—make that musicians—of the new century.
2007 also brings the first touring appearances of Missy Raines & the New Hip, an exciting new ensemble that promises to find a welcome reception among adventurous music fans of every stripe. “I had the idea as early as 1988 or so,” she confesses, “but through the years it was always in the background—until now. With its distinctive instrumentation (bass, guitar, dobro, mandolin, percussion and vocals), dynamic personnel and original songs and instrumentals, the New Hip at long last fulfills Missy’s desire to create a unique kind of music with, as she puts it,“ meaningful lyrics, strong vocals, as much rhythmic variety as melodic—and groove!”

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Meeting the Challenges: Education across the Biological, Mathematical, and Computer Sciences
By Victor Katz
Are the mathematics and biology communities "meeting the challenges"? That was the basic question for the conference of that title held in Bethesda, MD from February 27 to March 1, organized by the MAA, in conjunction with the American Association for the Advancement of Science and the American Society for Microbiology, and with support from the National Science Foundation and the National Institute of General Medical Sciences. As we know, mathematics is becoming increasingly important in biological and biomedical research, but the education of biologists frequently contains little mathematics, while mathematicians, who usually know little biology, have a difficult time incorporating biological examples into mathematics courses. The "challenges", then, are the difficulties inherent in integrating biology, mathematics, statistics and computer science more effectively in undergraduate curricula.
The MAA Committee on the Undergraduate Program's Subcommittee for Curriculum Reform Across the First Two Years (CRAFTY) held one of its Curriculum Foundations Conferences on the Mathematical Curriculum for Health and Life Sciences Students in May, 2000 and shortly thereafter issued a report that addressed this issue. (A summary of this report appeared in the November 2002 issue of FOCUS.) In particular, agreement was reached that core topics for biology students should include the basic notions of calculus, probability, approximation, logic and mathematical thinking, and deductive reasoning, as well as some work with statistics and computers. Courses containing these topics should put special emphasis on the use of models, both as a way of organizing information about and providing intuition into systems that are too complex to understand otherwise.
From the biology side, the Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century, organized by the National Research Council, issued a report entitled BIO2010: Transforming Undergraduate Education for Future Research Biologists. It suggested even more mathematics, including aspects of probability, statistics, discrete models, linear algebra, calculus and differential equations, modeling and programming. And in computer science, although many universities now offer courses on the computational techniques needed to deal with the data generated by current biological research, the challenge is to convince biology majors to enroll.
One of the purposes of the "Meeting the Challenges" conference was to bring together mathematicians, biologists, statisticians, and computer scientists to try to come up with models for the mathematical education of biologists for the twenty-first century. In addition, the participants were charged with proposing solutions to the twin problems of biology faculty without strong mathematics backgrounds and mathematics faculty without strong biology backgrounds. Finally, they were to look at methods for attracting more students into the biological sciences, students who would become the researchers of the future.
One solution to the last challenge was described by Michael Summers, of the University of Maryland Baltimore County in the opening plenary address of the conference. Summers described the Meyerhoff Scholars program of UMBC, in which bright high school students, mostly from minority backgrounds, are recruited to come to the University, major in a scientific field, and commit to going on for a Ph.D. These young men and women are mentored on a continuing basis throughout their undergraduate years to make sure that they succeed, beginning with a summer bridge program before their freshman year. They also participate fully in on-going research problems with senior faculty. This program has had great success since its founding in 1988, with a very large percentage of those accepted either having completed a Ph.D. or being actively at work toward the degree.
Although most universities and colleges will not have grants from the Meyerhoff Foundation, they generally have little trouble in attracting and retaining biology majors. What is difficult, however, is retaining minority students and insuring that biology students, whether at UMBC or elsewhere, understand and act on the need for more mathematics in their courses. Thus UMBC's method of involving students early in research projects was discussed frequently at the conference, with the additional suggestion that these projects themselves use mathematics. There are many aspects of introductory biology courses that lend themselves to such projects, so faculty, whether in biology or in mathematics, will need to inform themselves of the possibilities available for student support. Another frequent suggestion was that, because numerous job opportunities in mathematical biology are becoming available, students whose interests are in mathematics should be introduced early to the applications of mathematics in biology. Also, even at the high school level, faculty making recruiting visits should use the occasion to introduce students to these new career opportunities. In particular, it is important to show students contemplating medical school that there are amazing opportunities in biomedical research to solve some of the basic questions about the nature of life, questions that will lead to new methods of eliminating diseases that affect so many. But these opportunities are only available with a sufficient knowledge of mathematics.
Participants in the conference considered carefully the issues of faculty development. After all, how can mathematics faculty be enthusiastic about opportunities in biology unless they are themselves conversant with the subject? How can they introduce biological examples in mathematics classes if they are not comfortable with the biology? Thus it is imperative to introduce programs to educate mathematicians about biology. The MAA is already attempting this, through some of its professional development workshops under the PREP program. But there is certainly room for much more. The important ingredient for success in faculty development, it was agreed, was to bring biologists and mathematicians together to discuss their subjects. Summer institutes are useful for this purpose, but so are joint mathematics-biology colloquia, especially if they are held regularly. Perhaps we need also to look at the IFRICS model of the 1970s, the Institutes for Retraining in Computer Science. At that time, there was a shortage of computer scientists to meet the demand for computer science courses, so many mathematicians participated in these institutes to learn how to teach computer science. This program helped bridge the gap until the supply caught up with the demand. Today, given the shortage of biologically trained mathematicians ready and able to teach biological applications in mathematics course, it may be worthwhile reviving that model for the next decade or so.
Of course, not only must mathematicians better understand biology, but also biologists must better understand mathematics. Many current biology faculty had very little mathematics in their own education, and sometimes even claim that mathematics is unnecessary in their particular biological specialty. But what is becoming increasingly clear is that virtually every area of modern biology requires mathematics, and the level of the mathematics required is increasing rapidly. A glance through biology journals will confirm this. Thus biologists need to participate in the same institutes as the mathematicians, where ideas can be shared in both directions and even where new ideas for joint research projects can be developed.
A point that was made consistently throughout the discussions at the conference was that biology courses need to incorporate the mathematics that we insist that biology students learn. Too many introductory biology texts today, and the courses that depend on them, leave out the mathematics, or discuss it only peripherally. To help students understand the relevance of mathematics to their future careers in biology, it is necessary to incorporate mathematics at even the earliest level of biology. If the textbooks do not do so, then it is imperative that faculty supplement their texts with some of the modules that have been developed for just this purpose. (See http://www.bioquest.org for examples of modules and other educational materials.) An ideal situation, of course, would be to have mathematicians and biologists teach some of these courses jointly. As we know, however, interdisciplinary courses are frequently difficult to implement. Yet they have had success in some universities, and if faculty push hard enough for them, they can be taught.
Interdisciplinary courses, of course, reflect the model of much current research, namely that it is done in teams. Thus, it is not necessary for everyone in a course or in a research project to know all the mathematics or all the biology. As long as the participants can communicate with one another, a mathematics-biology research project can be accomplished with each participant using his or her own knowledge and skills. Thus, another major suggestion made consistently was that faculty should take every opportunity to participate in joint biology-mathematics projects. And as these take place, the participants will learn enough about each others' subjects to be able to communicate effectively with students in their own discipline.
The discussions that consumed the most time at the conference revolved around curriculum. What mathematics must be taught to future biologists and biomedical researchers? As already noted, CRAFTY has made its own suggestions and the BIO2010 report has made others. Numerous colleges already have revamped the mathematics courses required by biology majors to incorporate some of these suggestions. Lou Gross, of the University of Tennessee, Knoxville, one of the plenary speakers at the conference, described the successes at his own school with a new mathematics course as well as the inclusion of more mathematics in biology courses.
The incorporation of mathematics into biology over the next decades may eventually convince enough students and their universities that biology in the twenty-first century is analogous to physics in the twentieth. Thus programs for biology majors will involve heavy doses of mathematics, and many prospective biologists, like their physics counterparts, will even have a minor in mathematics, taking courses in differential equations, advanced calculus, and abstract algebra.
At present, however, the majority of universities will not ask biology majors to take more than two or three mathematics courses. So if these students are to learn at least some of the mathematics they will need in the future, it appears that mathematics faculty must develop specially designed courses appropriate for biology majors. A three-semester sequence of courses is probably the most that the great majority of biology major can include, but from various models at colleges and universities around the country, it appears that one can accomplish quite a bit in that time frame. In order to do this, as CRAFTY suggests, mathematical modeling must be at the heart of the course. We must carefully choose biology problems that can be modeled by increasingly sophisticated mathematics as one works one's way through the courses. Early on, one might be satisfied with the elements of probability and statistics and with the notion of drawing and interpreting graphs of various types of functions. Later, one needs to develop the ideas of calculus as well as more sophisticated statistics which would enable students to work with the huge data sets so common in biology. Finally, one has to develop the basic ideas of linear algebra as well as differential equations and dynamical systems.
The Meeting the Challenges conference was a unique opportunity for faculty from mathematics, biology, and computer science, as well as representatives from industry and the professional organizations, to meet and learn about each other's concerns. There were five plenary speakers. Besides Summers and Gross, they included Mary Clutter, the Assistant Director of the Biological Sciences Division at the NSF, Judith Ramaley, the Assistant Director of the Division of Education and Human Resources at the NSF, and James Cassatt, the Director of the Division of Cell Biology and Biophysics at the NIGMS. Each of these speakers emphasized the increasingly interdisciplinary nature of science and urged faculty to overcome disciplinary boundaries in designing new programs. Ramaley, in particular, noted that our job is to prepare people who will do Good Work, in the words of the authors of a new book by Howard Gardner, Michaly Csik-zent-mihaly, and William Damon. And good work requires greater expectations, which can only be met through our students' mastery of the knowledge and skills necessary to study the natural world, mastery that must be enhanced by a strong responsibility for personal actions. (For more on the Great Expectations project of the American Association of Colleges and Universities, which Ramaley chaired, see http://www.aacu.org/gex/index.cfm.)
The major work of the conference took place in cross-disciplinary working groups that discussed issues of curriculum, faculty, and students. The participants then met in disciplinary groups to review the recommendations. The report to come out of the conference will be written by the group leaders and recorders, among others, and will be edited by Lynn Steen, of St. Olaf College. It will include numerous examples of mathematics and computer science in biology, examples designed to make the point to the nation's stakeholders that it is crucial for the future to develop biology researchers better trained in mathematics and computer science. The report is expected to be available at the 2004 Joint Mathematics Meetings. But even before the issuance of the report, it is important that mathematics departments take seriously the CRAFTY recommendations and begin thinking about the needs of biology students. It is imperative that we as mathematicians "meet the challenges" of educating the biology students of the twenty-first century, so that their research into the nature of life itself can benefit all of us.
For more information on Meeting the Challenges, visit the project web site http://www.maa.org/mtc.

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18 December 2003
MEMORANDUM
TO: Participants in the American Democracy Project
FROM: George L. Mehaffy
I'm enclosing a recent note from the Carnegie Foundation for the Advancement of Teaching. In it, Tom and Anne lay out again their arguments for why campuses need to focus on civic engagement.
I'm working on the next newsletter, which will be out soon after the new year. We're also working on a comprehensive CD that contains everything that we've collected and written about the American Democracy Project. Most of that same material is available thru the AASCU or The New York Times websites (http://www.aascu.org/programs/adp/default.htm and http://www.nytimes.com/college/collegespecial2/) but will be organized into categories for easy access.
We now have 172 institutions involved in the project, representing more than 1.6 million students, and campuses continue to join us. I'm looking forward to a very exciting year ahead, with lots of meetings, projects and activities. Our two web pages will be crowded with examples of wonderfully imaginative and thoughtful projects going on across the nation.
My heartfelt thanks to each of you for your work in making this such an amazing project. I look forward to our work together in the new year, as we discover new colleagues, new resources, and new opportunities.
Meanwhile, my very best wishes for a happy and restful holiday season.
George
==========================================================
CARNEGIE FOUNDATION PERSPECTIVES -- December 2003
A different way to think about teaching and learning from
The Carnegie Foundation for the Advancement of Teaching
http://www.carnegiefoundation.org
==========================================================
Welcome to the December issue of Carnegie Perspectives, a series of short commentaries from The Carnegie Foundation for the Advancement of Teaching. Approximately once a month, we have sent you these short pieces, hoping that they contribute to the current conversation about educational issues. We invite you to respond to the authors of the piece through CarnegiePresident@carnegiefoundation.org. If you would like to unsubscribe, use the same address and merely type "unsubscribe" in the subject line of your email to us.
This month's commentary is written by the team of scholars who conducted a three-year study looking at the responsibility of colleges and universities to make moral and civic learning an integral part of the undergraduate experience. This team, led by Senior Scholars Tom Ehrlich and Anne Colby, produced a book, Educating Citizens: Preparing America's Undergraduates for Lives of Moral and Civic Responsibility, that is being used on more than 150 college and university campuses. These campuses, with more engaging every month, have accepted the challenge to educate students who will leave their institutions with the understanding, the skills and the motivation to be morally responsible and civically engaged.
This piece recognizes those institutions and challenges others to follow suit, noting that nothing less than our democracy is at stake. I think that you will find it both compelling and motivating.
Sincerely,
Lee S. Shulman
President
The Carnegie Foundation for the Advancement of Teaching
**********************************************************************
A different way to think about... Our responsibility as educators
The Spirit of Liberty
By Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, and Jason Stephens
**********************************************************************
Sixty years ago, in 1944, Judge Learned Hand spoke to thousands, including many new citizens, at a huge "I Am An American Day" ceremony in Central Park in the midst of wartime. "The spirit of liberty," he said, "is the spirit which is not too sure that it is right; the spirit of liberty is the spirit which seeks to understand the minds of other men and women; the spirit of liberty is the spirit which weighs their interests alongside its own without bias."
Those civic virtues are much in need these days, as America is struggling with discord both at home and abroad. Over the past several years, we have been looking hard at campuses throughout the country to examine how and how well they are promoting the development of their students as ethical and committed citizens, imbued with the spirit of liberty.
Undergraduate experiences are just one part of a life-long developmental process. But we have come to see that if campus programs and activities are intentionally designed with these outcomes in mind, colleges can establish the groundwork that students will later build on, shape the intellectual frameworks and habits of mind they bring to their adult experiences, change the way they understand the responsibilities that are central to their sense of self, teach them to offer and demand evidence and justification for their moral and political positions, and develop wiser judgment in approaching situations and questions that represent potential turning points in their lives.
When we examined moral and civic education in America's colleges and universities, we found, regrettably, that undergraduate moral and civic education is not an institutional priority on most campuses. This is particularly unfortunate because national studies show a number of troubling trends among young Americans, including undergraduates. Cheating in college, for example, has increased considerably in recent decades. Research suggests that students do not understand or share the values of academic integrity. Substantial evidence also makes clear that the overall decline in civic and political participation is especially pronounced among young adults, including college students. Americans growing up in recent decades vote less often than their elders and show lower levels of social trust and knowledge of politics.
A few colleges and universities build moral and civic learning into the heart of what they are doing with undergraduates. They make a conscious effort to reach all of their students and use multiple approaches to address the full range of dimensions that constitute moral and civic development. We found institutions that do this in every category from small religious colleges to urban public universities and colleges, elite private universities, military academies, and community colleges. And they do so in ways that ensure the full spectrum of perspectives, from conservative to liberal.
Among the undergraduates at every campus are some who look for ways to contribute to something larger than themselves, who are inspired by moral ideals or who are passionate about social or political issues. They are primed to take advantage of the many ways a college education can deepen those convictions and bring them to a higher level of intellectual and practical sophistication and competence. But most students need help in college to further these goals. That help should come in three arenas: the curriculum, including both general education and the major; extra-curricular activities and programs; and the campus culture, including honor codes, residence hall life, and spontaneous "teachable moments," as well as cultural routines and practices. Weaving moral and civic issues into the fabric of every student's life should be an explicit goal on every campus.
At Duke University, in Durham, North Carolina, for example, all students are required to take two courses in ethical inquiry. The curriculum committee that designed this approach saw it as a "moral primer," complementing co-curricular programs and enabling students to think about their own moral compass and how to use it. Moral and civic issues have also been integrated into the first-year writing program, and students' writing has improved significantly along with their capacity to understand complex ethical and social concerns, according to Elizabeth Kiss, the Director of the Kenan Institute for Ethics at Duke. In addition to these curricular changes, Duke has also put in place a number of steps to create a sense of community on the large campus, a "community of communities," as President Nan Keohane calls it.
Along with incorporating moral and civic issues into coursework, students often undergo dramatic transformations through their participation in extra-curricular programs. Students in a sociology and anthropology club called Sassafras at Spelman College in Atlanta, Georgia, for example, apply what they are learning in their classes to projects that help revitalize local low-income neighborhoods, and are aided in their efforts by faculty. The work of this and many other programs is coordinated through the Johnetta B. Cole Center for Community Service and Community Building, which is named for a charismatic former president of the college who brought a heightened concern for moral and civic issues.
It is also important to have a campus climate that supports positive values like honesty, open-mindedness, and respect for others. This means not only having a strong honor code against cheating, though that is certainly important, but also tangible symbols of a college's values. At Portland State University, for example, a bridge linking two buildings at the main campus entrance proclaims in large letters, "Let Knowledge Serve the City." The university has many programs in place to make that motto (which was initiated by students) a reality. Service to the community and community partnerships are key elements of curricular and extra-curricular activities and also provide the focus for much faculty research.
We have seen some wonderful success stories such as the ones I've mentioned, but we have also seen too many campuses where the moral and civic development of students is ignored. If we are fighting to protect our basic moral values, our freedoms, and our democracy, we must do more to ensure that succeeding generations gain the understanding, skills, and motivations needed to preserve and promote the spirit of liberty.
______________________________________________________________
We invite you to respond to the authors of the piece through
CarnegiePresident@carnegiefoundation.org
For permission to reprint, please contact Gay Clyburn at
Clyburn@carnegiefoundation.org
4

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The Natural Garden, Inc.
The Nursery Specializing in Native & Ornamental Perennials & Grasses
38W443 Highway 64, St. Charles, Illinois 60175
Phone: (630) 584-0150 / Fax: (630) 584-0185
A Midwestern Rock Garden
The diminutive, jewel-bright plants of a rock garden can make an appealing display in dry, difficult situations, even here in the alpine-unfriendly Midwest. Just keep in mind that true alpine natives, although extremely cold and hardy, cannot tolerate our humid summers, soggy winters, and heavy, clay-rich soils. Fortunately, alpine plants and rock garden plants are not always synonymous. Rock garden plants cover a broad range of slow-growing, mat-forming, cushion-like perennials, many of which are undemanding, low-altitude species. While true alpines have cultural requirements that are nearly impossible to duplicate in the Midwest, most other perennials suitable for the rock garden style require only sun and good drainage.
Choose carefully when sitting a rock garden; well-to sharply draining soil is a must. Natural slopes, ridges, and retaining walls are good choices, but if you develop your own site for rock gardening be sure to raise the planting area to ensure proper drainage. Use pea gravel mulch to create a well-drained, dry surface to decrease the chance of plant rot. Dry, sunny places with poor, thin soil make ideal homes for many of the tiny, creeping perennials used in rock gardens. Plants that require moist, rich soils can quickly fade in hot, dry situations while their durable, dwarfed counterparts thrive.
Rock garden plants provide a colorful tapestry of textures, structures, and forms. Visit our year-old Midwestern Rock Garden display bed and see first hand the exciting variety of plants available to the rock gardener. You will find silver-foliaged creepers like Cerastium ‘Silberteppich’ contrasting sharply with the dark green leaves of the low-growing Geranium sanguineum var. striatum and the red, succulent leaves of Sedum ‘Dragon’s Blood’. The varying leaf textures of creeping Thymes such as the wooly, silver-gray of T. citriodorus ‘Silver Queen’ deserve close observation as they creep across the gravel mulch and in between stepping stones. Even more delightful are the jewel-colored blossoms emerging as early as May.
The mat-forming creeping rock garden plants are especially attractive teamed with the punctuation points of taller species. It’s hard too miss the high mound of Euphorbia polychroma in our rock garden. It stands alone in early spring, a mound of neon-yellow bracts (the true flowers are tiny) capping off sturdy green foliage. After blooming, the bracts fade to green for the summer and then to red in the fall. Other spikes of interest include the blue-frost flowers of Veronica incana that rise above a silvery mat of foliage. The native Penstemon digitalis and Penstemon pallidus will lighten up the early summer with loose spikes of pale flowers, while the larger Penstemon grandiflorus (an ideal choice for a dry, sharply-drained situation) blooms a showy violet through July. The white and green variegated, sword- shaped leaves of Iris pallida ‘Variegata’ make a striking accent as they slice skyward through a thick mat of Wine Cups (Callirhoe involucrata). These punctuation points are definitely exclamations!
Of course, dwarf varieties of many perennials find a good home in our rock garden. Coreopsis ‘Nana’ bears bright, orange-yellow flowers and spreads by stolons to form a mat of dark green leaves. The miniature Potentilla ‘Nana’ glows with tiny, bright yellow flowers, and creeps along slowly season by season. Its dainty texture is ideal for a small garden. Another dwarf suitable for the north side of the rock garden is Aquilegia flabellata ‘Alba’. The grayish-blue, fan-shaped leaves grow into a neat mound, and the white flowers have a distinctive “top-knot”. And don’t forget the popular dwarf Daylilies. The compact foliage and tiny, pale yellow flowers of Hemerocallis ‘Eenie Weenie’ blend in nicely next to the light pink flowers of G sanquineum var. Striatum
Even Illinois natives find a home among the rocks and crevices. Eragrostis spectabilis waits in green, compact mounds much of the season only to explode into a cloud of airy pink panicles in late summer, justifying its descriptive name of Purple Love Grass. The low-growing cushion forming Wild Petunia (Ruellia humilis) sparkles with pale pink flowers from late June to August; an attractive native, it will perform beautifully in dry, hot conditions, self-seeding moderately each season. The native San Phlox (Phlox bifida) forms tight mounds of bluish-white, almost star-shaped flowers in early spring, while the Prairie Buttercup (Ranunculus rhomboides) shines with waxy yellow flowers not long after.
Now we come to the valuable late season bloomers. The mahogany-foliaged Sedum ‘Vera Jameson’ adds early season color but then brightens with pink blooms in August. I’ve told you about the gorgeous display of Eragrostis in late summer, but another native grass, Bouteloua curtipendula (Side Oat’s Grama), draws attention well into October. Its seeds hang on one side of a gracefully arching stem, a unique habit that is always a pleasure to see. The lilac flowers of Allium ‘Glaucum’ also provide late season interest while its swirled, blue-green foliage holds its own throughout the summer. Asters are a commonly used fall bloomer, and not so common Aster ptarmicoides, the Upland White Aster, adds color to our rock garden into September.
Attempting to mimic a natural landscape is always a challenge, and the miniature scale of a rock garden takes careful planning, but the result is well worth the effort. Take a moment to count the number of different species that share our Midwestern Rock Garden. You will be surprised at how many we were able to incorporate successfully. Also note the wide spacing between plants, mimicking natural arid landscapes where plants compete for limited resources. Emulating natural rock formations, choosing a suitable gravel mulch, and designing with small-statured, slow growing perennials ensures that your rock garden will be a diverse and unique landscape, much like a true alpine setting, but without the altitude.

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You Go Girl!
Kansas City Peer Program teaches girls benefits of sports
By Corinne Fetter
Won by One, a peer program sponsored by The Kansas City Sports Commission, aims at teaching girls both the tangible and intangible benefits of sports. The program pairs high school female athletes with 5th- and 6th-grade girls at various locations throughout the Kansas City metro area.
The program occurs annually during the school year, and each session consists of approximately 15 mentors and 30 mentees. The mentors attend a three-hour training session before the beginning of the program where the curriculum is introduced.
“In training, we discuss what being a mentor means, the importance of the role they play, and we go through some of the curriculum exercises to insure that everyone has a clear understanding as to what is expected,” Jessica Blubaugh, WIN for KC Program Coordination for the Kansas City Sports Commission, said.
The participants meet in various schools or YMCA locations once a week for eight weeks. Each session lasts for an hour and a half. The first 45 minutes are devoted to a rubric created by Dr. Leslie Dunn of the Teel Institute in which the girls discuss pertinent issues such as self-esteem, goal setting, decision-making skills, and body image. The second half of the session is devoted to a particular sport or physical activity. The girls often play tag, pac-man, and other interactive games.
“The activity focuses mainly on teamwork and interactions with others,” Jessica said.
Mentees from Central Middle School, Kansas City, MO, School District
The Won by One program aims at increasing self-esteem in young girls, while teaching the many benefits of sports. These benefits include, but are not limited to, a reduced risk of breast cancer, osteoporosis, and depression. In addition, according to the Kansas City Sports Commission Web site, girls who participate in sports are more likely to graduate from high school and stay off drugs.
Katie Dowden, a physical education teacher at Kearney, Missouri High School, served as a supervisor for the Won by One program. Katie said she noticed that the younger girls were quiet and introverted at first but became more self-confident as the sessions progressed. Katie coaches high school volleyball and has learned a lot from being a long-time participant in sports.
“I started participating in sports from a very young age, and I learned many intangible things from my participation such as establishing priorities, time management skills, and self-discipline,” Katie said.
It is these skills that Katie mentioned that the Won by One program hopes to teach young girls. According to Blubaugh, the program consistently produces the desired results and the young girls tend to make a lot of progress. Blubaugh said that, as time passes, the younger girls are observed to be much more willing to interact, and are more outgoing and social. As a supervisor, Katie noticed that the program served as a learning experience for all involved.
“The young girls began to feel much more comfortable and confident as the sessions progressed. They were much quicker to answer questions and get involved and they sometimes even corrected their mentors,” Katie said.
The Kansas City Sports Commission was founded in 1966 and is committed to “helping the bi-state region to realize the economic, social and community-building benefits of sports.” The Commission sponsors many annual activities, and has a permanent staff of seven members. For more information on the Kansas City Sports Commission, Won by One, and other programs, visit www.sportkc.org.
This article was contributed by Corinne Fetter who served a summer internship with NAPP. Corinne is a senior majoring in journalism and psychology at the University of Kansas.

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GROOVE YARD – REVIEWS
as of: March 23, 2007
What utter sensuous artistry!! What sublime tracks of flute mystique!!! This is a first for me to review the west coast craftsmanship of one Bradley Leighton, jazz flautist extraordinaire. The frosting is his choice to use some of the more hidden musical treasures of the great “Tom Jobim” which Bradley nails with total abandon and supreme melodic panache. This is a player who offers us his music, harmony, and melodies in a visceral, sophisticated, & ethereal manner. Yet his renderings are lyrical and traditional as well. No turbulence here...just a lovely cache of notes that are legato or sustained. Animated or dynamic.
~George W. Carroll/The Musicians Ombudsman – ejazznews.com
Flutist (or flautist, if you prefer) Bradley Leighton renders a skillfully arranged album of instrumental jazz standards with his first solo release.
Leighton, new to San Diego from the Seattle area, has compiled six tracks of classics originally written by artists ranging from Carl Perkins to Antonio Carlos Jobim (considered by many as the George Gershwin of Brazil). The notes emanating from Leighton’s flute allude to something fresh and clear as they lead and complement a superb rhythm section. They stray from the softer, mellow tones that might be expected from a flute and burst into something crisp, lucid, and commanding.
The soft “Mojave” opens the album, and it’s a great ride from there up until the closing notes of “Road Song.” The tracks are lengthy, each over six minutes, and provide much stylistic contrast from one to the next as the album rolls through the whimsical and romantic “Fotografia,” the lively Latin beat of “Dona Maria,” and the meditative “Road Song.” The uplifting, energetic “Groove yard” is the album’s standout track as a cool-sounding, slow funk tune that’s loaded with percussion. Leighton’s weightier harmonies on this track contrast with his usual sprightly tones found throughout most of the other tracks and reveal another side to his musical capabilities. This album truly delivers.
~Mary Montgomery, San Diego Reader
I would describe his album, Groove Yard, as Straight-ahead jazz for the Smooth and Contemporary jazz set. His selections definately have the unmistakable energy and improvisation that marks it as Straight-ahead but is so warm and inviting that it would be appropriate to have it playing while you’re romanticising that special someone in your life. The title track has the funky bass grooves that make jazz what it is while his rendition of Wes Montgomery’s “Road Song” is an upbeat, finger-snapping tribute to one of the greatest jazz musicians of our times. Bradley gets Latin on us with the smooth lines of Antonio Carlos Jobim’s “Fotografia” and also the first cut “Mojave” featuring the great guitar licks of Jaime Valle. If this album doesn’t give you enough of Bradley Leighton then you can check him out on other releases such us Seattle Groove and Funky Brothers. ~Derick Winterberg, thesmoothjazzsite.com
Bradley Leighton's debut album announces a talent engaged with the articulation of jubilant truths. Articulation is all. Happiness is at the heart of this enterprise. Here you'll find no anxious searches for lost chords, no futile seeking after bop-inflected arpeggios.
 
The prevailing musical truth crafted in Groove Yard (an apt summation of the whole) is uttered in perfectly phrased tones that romp across vamps, whoops, glides and beautifully-voiced rhythmic shouts that often whisper with lyric joy. Impossible as it is not to be impressed by such a daunting initial offering, it is equally difficult to avoid wondering how this remarkable inauguration took place.
 
Begin with Bradley Leighton's essential attribute: A deeply self-confident instrumental tone. The provocative misterioso of this man's flute lures you in. Put this disc on and crank the volume. Step outside on a summer day. Open the paper. Snatch your gardening tools. Halfway through "Mojave" you'll be back inside, plunked smack before your speakers. Mike Wofford's two chorus ride on piano delivers you to the sound of heaven laughing. Could any partnership be more beguiling? Wait. Continue listening. The happy madness has only started.
 
"Groove Yard" sets you up, as if the sound of joy and musical laughter needed the loping gallop of an old trolley car to push it further. The heart of this album's cheerful force resides with the three songs that follow. Antonio Carlos Jobim's understated (often-overlooked) "Fotografia" sweeps you toward gentle dancing. At the outset, guitarist Jaime Valle invokes Bola Sete and the grand Brazilian legacy. His chords hang like raindrops from jungle fronds. Wofford's delicate touch cradles sunshine. Leighton's alto flute sorts the clearing. Music does not speak more sweetly -- mature lyric strength defined by utter relaxation -- than what we find as these musicians trade songful thoughts. One has the spooky sense that Tom Jobim was in the studio when such seemingly self-evident eloquence emerged.
 
Duduka Da Fonseca's "Doña Maria" poses a problem worth solving: how to laugh and cry at once -- a poignant mood that descends upon us now and then, a mood that liberates despair by giving pent-up perplexities room to dissolve in philosophical bemusement. The urge that Leighton's arranger offers, however, moves past resigned contemplation to staunch resolve. Listen closely. Da Fonseca's bittersweet near-irony is displaced as this interpretation scoots forward: resilience supplants uncertainty, exuberance stands in place of questions. We need more songs with complex emotional and structural landscapes. We need more bands with this degree of unself-serving integrity.
 
"Bahia" may be the masterpiece of a brilliant album. This gorgeous melody will own your heart no matter what or how, but under the swarthy grandeur of Bradley Leighton's soaring long-lined phrasing, you cannot escape its appeal.
A word about this album's inception and execution. Notice its suave design. Bradley Leighton made a crucial, never disappointing choice. He chose magnificent musicians and put them in the artistic command of a master orchestrator. Jaime Valle's musical insight suffuses this powerful album.
Groove Yard is a deft collaboration between an undismissably astute instrumentalist and a cagey old pro. Leighton here gives himself room, from this point forward, to do whatever his imagination and talent allow. Valle demonstrates once more that he has not yet published enough of his emotionally stunning, deeply savvy music. One man's beginning is another's reconfirmation. Seldom do musical partnerships start so effortlessly, so perfectly voiced.
Groove Yard, in sum, joins the brilliant-toned force of Bradley Leighton's calm authority with the daring precision of Jaime Valle's musical skills. It draws no less upon the sublime artistry of one of the most engaging and significant pianists in the world of jazz, Mike Wofford. Bassist Bob Magnusson is without equal in several ways that make his difficult instrument both the unacknowledged and unforgettable foundation of each instance of lyrical wisdom imparted here. Provocateur Allan Phillips seems to float and sparkle everywhere on this disc. Is there a more imaginative, discretely masterful percussionist anywhere? I doubt it. Drummer extraordinaire Duncan Moore seems to be on more albums that "merely work" -- a euphemism for that improbable achievement, genuinely seductive music -- than any other. How interesting it is to contemplate the unsung victory of authentically musical time keeping. This band, these men, Bradley Leighton's self-confident ease and Jaime Valle's sage judgment, conspire to make sounds that will own part of you once you let them in. I'll bet you can't listen once. Think how many albums deserve one hearing. I'll bet you cannot give Groove Yard only one. ~JIM MEROD is Pro Sound and Music
Bradley Leighton’s music including “Groove Yard” is distributed exclusively by BIG DADDY MUSIC and is available at major music retailers including Tower, Amazon.com and CDBaby.com. www.fluteguy.com

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Introduction to Avalanche Rescue Dogs
By Kim Gilmore
1st Special Response Group
Purpose: To provide a brief history of, reasons for and effectiveness of trained dogs in Emergency Rescue Services involving the public in a snow and avalanche context.
For years, snow related rescue operations were best described as chaotic and it wasn’t until the late 1930’s that the Swiss Army started training search dogs in Avalanche Rescue. Since that time trainers have refined their training techniques and now many avalanche victims can owe their lives to dogs trained in avalanche rescue.
Victims buried in snow as a result of an avalanche are but one class of snow rescues. Youth and elderly that have fallen due to injury or hypothermia and as a result are covered by snowfall as well as the healthy well-prepared hiker and skier who hole up in a snow cave after having become lost or exhausted constitute another class of Avalanche Rescue. Once buried, detection by the naked eye is impossible.
Wilderness, Water, Avalanche, Article, Cadaver and Trailing certified
SAR dog Merak (Belgian Shepherd), pinpoints human scent buried
at approximately 2 meters during training. SAR dogs must have the persistence
to keep working through even the most inhospitable weather.
The trained search dog works a snowfield rapidly, searching for “pools” of human scent rising up through the snow pack. When the dog finds a potential scent source he will bury his head into the snow trying to locate the source. If the human smell intensifies, he begins to dig trying to get closer to the source. If the scent becomes weaker, a trained dog will start to work outwards from the area to attempt to either pinpoint an area of stronger buried source or rule the scent out as surface odor left by human searchers.
Nine month old SAR Trainee Mickey (Belgian Shepherd),
locates his handler during a training exercise.
Dogs are introduced to the concept of human scent
under the snow by first finding their owners.
When someone is buried in an avalanche, speed in locating the individual is of the essence. A Swiss study on avalanche mortality published in 1992 indicates that approximately 90 percent of persons buried in avalanches survive if recovered in the first 15 minutes. Chances for a live recovery at the 35-minute mark fall to 30 percent and after two hours the survival rate is three percent. However, there are exceptions to every statistic and people have been found alive in certain circumstances 5-6 hours after being buried and in a few documented cases people have been recovered still alive after 24 hours.
Wilderness, Water, Avalanche, Cadaver, Article, Trailing certified
SAR dog, Zenobia (left, Border Collie) and
SAR Trainee, Harlan (right, mixed breed), patiently await
their turn to “search”. Avalanche dogs must be
social, obedient and a have a good temperament with
both people and other dogs.
A well-trained avalanche rescue dog is a model of efficiency in that one dog is equivalent to approximately 20-foot searchers and can search the same area in an eighth of the time. The following graph illustrates the ability of an Avalanche Search Dog Team and was taken from the National Research Council Canada Associate Committee on Geotechnical Research Avalanche Control, Forecasting and Safety manual (1976). During a Coarse search (Hasty search), the graph shows that a trained Avalanche Dog can search one hectare in approximately 30 minutes, where it takes 20 foot searchers 4 hours to search the same area with probe poles (covering about 2.5% of the total area that the dog could cover). During a Fine search, one dog can cover the same hectare in 1-2 hours where it would take 20 searchers 20 hours to cover the same area (only accomplishing 10% of what a dog could cover).
In an emergent situation, a dog, it’s handler and a few back-up people can be airlifted into the search area to conduct a Hasty search as the rest of the foot searcher make their way to the scene. Remember, speed = increased chance of a viable victim.
Although efficient, trained dogs are not infallible. Surface conditions, snow conditions, capabilities of the particular dog and scent diffusion all play an important role in how deep the victim can actually be buried and still be located. There have been confirmed reports, in optimal conditions, of a dog in Austria locating a body at approximately 12 meters. In the U.S. there has been a confirmed find at 10 meters. However, this type of success is few and far between. Realistically one can expect an experienced dog to be able to locate victims between 2-4 meters without a lot of difficulty in most scenting conditions.
Four month old SAR Trainee, Ellie Mae (Border Collie),
investigates the burial site of her owner during
a puppy training problem.
Speed, efficiency and a nose capable of detecting human scent deep beneath the surface of the snow has allowed the Avalanche Rescue Dog to earn itself the reputation of becoming an invaluable asset in the context of snow and avalanche rescue. Studies have proven the capabilities of dogs in the avalanche setting and in turn trained dogs have proven their abilities worldwide.
Zenobia and Merak, doing what they like to do best!
5
1

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SCE 3320 Science: Teaching Methods in Middle School Science
Corequisite: SCE 3490
Spring Semester 2004
MWF: 3 – 4:10
Instructor: Santine Cuccio, Ph.D.
Office: 112, Building D
Phone: 850 526-2761 Ext. 3497
E-mail: cuccios@chipola.edu
Office Hours: Posted
Course Description: This course covers contemporary thinking, practices, and research in the teaching of science (pedagogical content knowledge) as it relates to middle school children. It is designed to introduce middle school teachers to a knowledge-based approach to the teaching and learning of science. In doing so, the course will focus on core concepts and principles in science which will serve as the context for course activities (e.g., in-class inquiry activities; assignments; assessment; lesson planning and concept mapping). This course is required for certification. Co-requisite: SAE 3940. 3 semester hours credit. Prerequisite: 18 semester hours of science
The content knowledge, derived from the National Science Education Standards (National Research Council, 1996), is described by the Strands of the Sunshine State Standards (Florida Department of Education, 1996) as follows:
1. The Nature of Matter
2. Energy
3. Force and Motion
4. Processes that Shape the Earth
5. Earth and Space
6. Processes of Life
7. How Living Things Interact with Their Environments
8. The Nature of Science
In building upon your learning of core science concepts within select science domains, the course will consider instructional strategies and curriculum design features to enhance both the teaching and learning processes necessary for student achievement. Various instructional approaches will be presented, discussed and modeled throughout the course. Such approaches include: the use of hands-on science activities; science demonstrations; integrating reading and language arts skills as part of science instruction; the use of science textbooks and science nonfiction trade books problem-solving; critical thinking; multi-cultural strategies; basic process skills (observation, classification, communication, metric measurement, prediction, inference) ; integrated process skills (identifying variables, constructing a table of data, constructing a graph, describing relationships between variables, acquiring and processing your own data, constructing hypotheses, defining variables operationally, designing investigations, experimenting); cooperative groups; and alternative forms of assessment. Teachers will also become familiar with Professional Competencies: Florida Educator Accomplished Practices; Florida Sunshine state Standards; Grade Level Expectations (GLE); Goal 3 Standards; use of the Internet for lesson Planning (CPT) along with developing alternate assessments to measure the Sunshine State Standards.
Course Objectives: At the completion of the course, students will be able to:
Objectives Nat’l Science Educational Standards Florida Sunshine State Standards for Science-FL Content Standards (SSS/CS) Florida Competencies and Skills Science (SCI)/Professional Education (PE) FEAP Artifacts Demonstrate an understanding of the middle school concept, the middle school student, middle school and curriculum . This includes Professional Competencies/ Accomplished Practices, current national and state standards in science: Florida Sunshine State Standards, Grade Level Expectations, Goal 3 Standards, and safety issues. Teaching
Standard
A;
Profession Develop. Standard
D SCI
1.14
2.1
2.2
2.3
2.4
2.5
2.6
PE
7.1
10.1
10.2
10.3
11.1 1.1
3.3
3.9
1.1
3.3
3.12
3.3
6.1
1.1
3.3
3.12
10.9
9.11
1.3
3.3
Interview a Student
Article Review
Science Lesson
Observation
1st Impressions of
Classroom
Interview a Teacher
Sketch Birds-View
Classroom
Lesson Plan (Safety)
Look for Active
Listening Demonstrate an understanding of core science concepts in chemistry, biology, and physical science as described by the Sunshine State Strands (e.g., universe, earth, water, weather and climate, air, matter, machines, force and motion, electricity, magnetism, light, sound, life processes, and interaction of living things with their environment, and the nature/ history of science) Content
Standards
B,C,D, G SSS
A.1.3,
A.2.3,
B.1.3,
B.2.3,
C.1.3,
C.2.3,
D.1.3,
D.2.3,
E.1.3,
E.2.3,
F.1.3,
F.2.3,
G.1.3,
G.2.3
CS
1.1,1.2
1.3,1.4
2.6,2.7
3.4,3.5
4.2 PE
11.1
13.1
13.2 1.7
10.1
8.1
8.2
8.1
9.12
9.13
10.5 Lesson Plans
Concept Map
Teach Lessons
Objectives
Demonstrate an understanding of science and the process of learning science through: inquiry, knowledge construction, the basic process skills (observation, classification, communication, measurement, prediction, inference, experimentation, acquiring and processing your own data, constructing hypotheses, designing investigations); science literacy; science, technology, and society (STS); concept mapping; reading activities; writing activities; math activities application activities; accessing prior knowledge Nat’l Science Educational Standards
Content
Standard A, E, F SSS/
CS
SSS
H.1.3
CS
1.3
1.4
2.2
2.3
2.4
2.5
3.1
3.3
4.1
4.3
5.1
5.2
5.3
5.4 SCI/
PE
SCI
1.4
1.5
1.7
1.9
1.10
1.11
1.12
1.13
PE
4.1
12.4 FEAP
4.1
4.3
7.2
4.2
2.8
4.1
4.5
4.7
4.9
4.1
8.3 Artifacts
Plan, Teach Problem
Based Lesson
Observe an Activity
Formulate an
Experiment
Classification Activity Students will be able to identify theoretical models of cognitive development and translate to practice Teaching Standard A
PE
7.4
8.2
7.1
10.6
7.1
7.3
7.6
10.13
7.1 Plan Problem Based
Lesson/Teach
Lesson Plan
Observe Special Needs Students will be able to identify strategies of effective classroom management Teaching Standard D
PE
9.2
9.3 1.3
9.1
9.3
10.10 Interview Teacher Students will be able to use effective feedback strategies to improve student learning in science Teaching Standard C 1.5
1.12
2.2
2.4
2.9
3.5
9.9
11.2
3.3
3.10
3.13
10.14 Design, Use Rubric
Reflections with
Students
And Teachers
Objectives
Demonstrate how reading (FCAT Reading) and language arts skills (FCAT Writing) and mathematics (FCAT Math) can be effectively integrated in science teaching.
Nat’l Science Educational Standards
Teaching Standard A, Professional Development Standard D CS
3.7 SCI/
PE
PE
8.3 FEAP
8.5
10.12 Artifacts
Incorporate Reading
And Math Activities
Into Curriculum
Demonstrate the importance of conceptual understanding as the basis for explaining everyday events and phenomena (science literacy), problem solving, critical thinking, making better predictions and asking in depth questions with experimentation. Teaching Standard A, Professional Development Standard B CS
5.5
5.6 4.4
10.3
2.8
4.4
6.5
9.14 Plan Problem Based
Lesson
Plan an Experiment
With Question
Lesson Plan/
State Rationale
Objectives
Demonstrate proficiency in designing/planning science lessons for discussion, and for accommodating diverse learners and limited English proficient students (LEP), and assessment . NES
Teaching Standard A SSS/
CS SCI/
PE
2.1
5.2
FEAP
1.2
1.4
5.3
5.4
5.5
5.7
5.10
7.5
7.6
9.4
10.1
10.2
1.4
2.2
2.3
2.5
2.6
3.3
3.13
4.3
4.6
4.8
5.13
7.1
7.7
9.5
9.7
9.10
9.8
1.1
1.9
5.3
5.4
Artifacts
Lesson Plans to
Accommodate
Special Needs
Develop, Teach, Reflect
Small Group, and
Large Group Lessons
Interview Special Needs
Students
Look for Active Listening
Objectives
Demonstrate how to assess meaningful learning in science Nat’l Science Educational Standards
Teaching Standard C SSS /
CS
CS
5.5
5.6 SCI/
PE
PE
1.1 FEAP
2.1
2.9
3.5
7.4
9.9
11.2
1.5
1.7
1.11
3.10
1.5 Artifacts
Design and Use
A Rubric
Concept Map
Reflections on
Lessons
Lesson Plans with
3 Alternate
Assessments Demonstrate how technology can be effectively used for planning, teaching and evaluating the effectiveness of science instruction Teaching Standard A SSS
H.3.3
CS
12.1
12.2
12.3 4.10
10.2
10.3
12.1
12.6
12.6
12.9
4.10
10.8
10.7
10.15
11.8
12.2
12.3
12.4
12.5 Lesson Plan using CPT
Concept Map using
Inspiration
Lesson Plan with
Technology in
Materials Section
Analysis of Internet
Lesson Plan
Objectives
Demonstrate a knowledge and interest in professional development and lifelong learning through article reviews from science and science education journals; collaboration, and attendance and membership in professional associations. NES
Teaching Standard F; ProfessionDevelop
Standard C SSS SCI/
PE
PE
3.1
11.5
FEAP
3.9
12.2
12.8
3.14
8.5
3.11
8.4
3.4
3.9
10.14 Artifacts
Article Review from
Refereed Journal
Reflect with Colleagues
On Practicum
Experiences
Enrollment in FAST
And NSTA
Assemble Portfolio Demonstrate an understanding of interaction among science, technology and society (STS) Content
Standard E SSS
H.3.3
CS
3.7
4.4 SCI
1.14
3.1
3.2
3.3
3.4
PE
12.2
12.3 12.2
7.2
7.4
8.1
8.3
10.8
4.2
4.3
4.4
6.3
6.4
10.12
10.16
11.4 Article Review
Lesson Plan/State
Rationale/Relevance
Trade Book Evaluation
Lesson Plan to Include
Discussion
Development of Community Resource File
Nat’l Science Educational Standards: National Science Education Standards 5-8
SSS: Sunshine State Standards 6-8
FEAP: Florida Educator Accomplished Practices
SCI: Florida Competencies and Skills
PE: Professional Education
CS: Content Standards
Course Evaluation Criteria:
* 3 Tests (10% each)
* Unit Concept Map (10%)
* Classification Project (10%)
* Article Review on a Middle School Concept (10%)
* Experiment (10%)
* Article Review on a Science Technology Society Topic (10%)
* Lesson Plan Analysis (Internet) (10%)
* 1 Lesson Plans (10%)
* Class participation is extremely important and will have an effect on your grade. This means that YOU MUST ACTIVELY PARTICIPATE IN DISCUSSIONS, ASK QUESTIONS AND FOCUS YOUR ATTENTION ON WHAT IS BEING LEARNED IN CLASS.
Chose from these topics for each class activity:
The Nature of Matter
Energy
Force and Motion
Processes that Shape the Earth
Earth and Space
Processes of Life
How Living Things Interact with Their Environments
The Nature of Science
Grading Scale:
A 93-100(4.00)
B 83 - 92(3.00)
C 70 - 82(2.00)
D 60 - 69(1.00)
F 0 - 59(0.00)
Textbooks and Instructional Materials for the Course
Chiappetta, E.L. and Koballa, T.R. 2002, Fifth Edition, Science Instruction in the Middle and Secondary Schools. Upper Saddle River, NJ. Merrill Prentice Hall
Suggested Reading: Victor, E. and Kellough, R.D. 2004, Tenth Edition, Science K-8 and Integrated Approach. Upper Saddle River, NJ. Pearson, Merrill Prentice Hall
Portfolio (for assignments, reflections: observations; did anything significant occur?; If so, what?; Was your teaching strategy effective?; Why or why not?; How well did the lesson relate to the students’ knowledge, experiences and interests?; Was activating prior knowledge important in the lesson? What did you consider for ESOL students? What provisions for special needs students?)
Florida Sunshine State Standards and Grade Level Expectations (GLE’s) prepared by the Florida Department of Education (www.firn.edu).
Suggested Reading
NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice
Better Teaching and Learning in the Digital Classroom
Florida Water
Handy Science Answer Book: Centennial Edition
Global Warming
Exemplary Middle School
Effective Grading: A Tool for Learning and Assessment
Thinking about Biology
From Girls in Their Elements to Women in Science: Rethinking Socialization
Our Schools and Our Future: Are We Still at Risk?
Transforming Middle School Science Education
Computers, Teachers, Peers: Science Learning Partners
Designing Experiments and Analyzing Data: A Model Comparison Perspective
Assessment in Science Education: The Middle Years #308
Catch Them Thinking in Science: A Handbook of Classroom Strategies
Definitive Middle School Guide: A Handbook for Success
Middle School and Beyond
Intermediate Science Throug Children’s Literature: Over Land and Sea
Natural Investigator: A Constructivist Approach to Teaching Elem and Middle Sch Sci
Taxonomy for Learning, Teaching, and Assessing: Revision of Bloom’s Taxonomy
Developing and Using Classroom Assessments
Developing and Validating Multiple-Choice Items
Becoming a Critically Reflective Teacher
Measurement and Assessment in Teaching
Science K-8: An Integrated Approach
Education
On Science
Naturally Dangerous: Surprising Facts About Food, Healthe and Environment
Nobel Prize Women in Science: Their Lives, Struggles and Momentous Discoveries
Environmental Science Activities Kit
Language and Literacy in Science Education
Problems of Meaning in Science Curriculum
Science Teaching/Science Learning: Constructivist Learning in Urban Classrooms
Science Teaching: The Role of History and Philosophy of Science
Explaining Science in the Classroom
Free-Choice Science Education: How We Learn Science Outside of School
Nature of Science in Science Education: Rationales and Strategies
Designing Project-Based Science: Connecting Learners Through Guided Inquiry
Female-Friendly Science: Applying Women’s Studies Methods and Theories to Attract
Science Education in the United States: Issues, Crises, Priorities
History of Ideas in Science Education: Implications for Practice
Continuous Improvement in the Science Classroom
Science of Every Things
Science in Dispute
Science at the Extreme: Scientists on the Cutting Edge of Discovery
Designing Professional Development for Teachers of Science and Math
Secrets of 123 Classic Science Tricks and Experiments
Hands-On General Science Activities With Real-Life Applications
Achieving Scientific Literacy: From Purposes to Practices
Genetically Modified Foods: Debating Biotechnology
Test your Science IQ
Great Essays in Science
Five Biggest Unsolved Problems in Science
Career Opportunities in Science
100 Award-Winning Science Fair Projects
Linked: How everything Is Connected to Everything Else and What It Means for Science.
Secret Life of Dust: From the Cosmos to the Kitchen Counter
Let’s Prepare for the Grade 8 Intermediate-Level Science Test
Information Sources in Science and Technology
Scientific Method in Practice
Differentiating Instruction in the Regular Classroom: How to Reach and Teach Al
Cognitive Strategy Instruction for Middle and High Schools
Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning
When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers, 6-12
Reclaiming Caring in Teaching And Teacher Education
Qualities of Effective Teachers
Du Bois on Education
At the Elbow of Another: Learning to Teach by Co-teaching
Theory and Practice of Teaching
Mentoring Programs for New Teachers: Models of Induction and Support
Oops: What We Learn When Our Teaching Fails
Portfolios in the Classroom: Tools for Learning and Instruction
Literacy Today: Standards Across the Curriculum
High School Biology: Today and Tomorrow
Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools
How to Succeed in School Without Really Learning: The Credentials Race in Amer
Middle and Secondary School Instructional Methods
Nation’s Best Schools: Blueprints for Excellence: Middle and Secondary Schools
Stepping Inside the Classroom Through Personal Narratives
Improving Science Education: The Contribution of Research
Content Area Reading: Literacy and Learning Across the Curriculum
Learner-Centered Teaching: Five Key Changes to Practice
Learning to Think: Disciplinary Perspectives
Learner-Centered Classroom and School: Strategies for Increasing Student Motiv
What’s the Use of Lectures
Art and Science of Classroom Assessment: The Missing Part of Pedagogy
Best Test Preparation for the Ftce: Fla Teacher Certification Exam
Show What you Know on the 7th Grade FCAT
Show What you Know on the 8th Grade FCAT
Mapping the Big Picture: Integrating Curriculum and Assessment K-12
Teacher’s Learning: Stories of Science Education
Doing Science: Innovative Curriculum for the Life Sciences
Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers
Living With a Star: From Sunscreen to Space Weather: Teachers Guide for Grades 6-8
Middle Schools for a Diverse Society
Not Much Just Chillin: The Hidden Lives of Middle Schoolers
Practicing What We Preach: Preparing Middle Level Educators
Praxis II General Science Middle School
Middle School Curriculum, Instruction, and Assessment
Middle School Teachers Guide to Free Curriculum Materials 2003-2004
New Science Literacy: Using Language Skills to Help Students Learn Science
Teaching Science to Children: An Inquiry Approach
Mind, Stress, and Emotions: The New Science of Mood
Peanuts: The Illustrious History of the Goober Pea
Designer Food: Mutant Harvest or Breadbasket of the World
Science Educator’s Guide to Laboratory Assessment
Learning Science and the Science of Learning: Science Educator’s Essay Collect
National Science Education Standards: Observe, Interact, Change. Learn
Inquiry and the National Science Education Standards: A Guide for Teaching and Learn
Science Literacy for the Twenty-First Century
Practice of Constructivism in Science Education
Science K-8: An Integrated Approach
Teaching Children Science: Discovery Methods for the Elementary and Middle
Nature of Science: An A-Z Guide to the Laws and Principles Governing Our Univ
Science Education of American Girls: A Historical Perspective
Silent Spring
Protecting the Ozone Layer: Science and Strategy
Happiness and Education
501 Tips for Teachers
Designing for Science: Implications from Everyday, Classroom, and Professional Setting
Tips for the Science Teacher: Research-Based Strategies to Help Students Learn
Enhancing Thinking Skills in the Sciences and Mathematics
Science Education: Policy, Professionalism and Change
Science Education for Citizenship: Teaching Socio-Scientific Issues
Science Education in the 21st Century
Science Education Research in the Knowledge-Based Society
Integrating Mathematics, Science, and Technology: A Sill Building Approach
Teaching Science for Understanding: A Human Constructivist view
Teaching Science in Elementary and Middle School Class: Project Approach
Teaching Science in the Block
Ready to Use Physical science Activities for Grades 5-12
Ready to Use Chemistry Activities for Grades 5-12
Ready to Use Human Biology and Health Activities: For Grades 5-12
Ready to Use Life Science Activities for Grades 5-12
Science A.S.A.P.: As Soon As Possible, As Simple as Possible
Cases in Middle and Secondary Science Education: The promise and the Dilemmas
40 Strategies for Integrating Science and Mathematics Instruction: K-8
Teaching Science Through literature: Grades 6-8
Resources for Teaching Middle School Science
Science Activities for Middle School Students
Guiding Curriculum Decisions for Middle-Grades: Science
Performance Based Learning and Assessment in Middle School Science
25 Biggest Mistakes Teachers Make and How to Avoid them
Facts on File Science Dictionaries
Encyclopedia of Ethics in Science and Technology
Facts on Files Science Handbooks
Notable Scientists
New Encyclopedia of Science
Elsevier’s Dictionary of Biology
Encyclopedia of Education
A to Z Chemists: Notable Scientists
Macmillan Encyclopedia of Chemistry
History of Modern Science and Mathematics
Tentative Course Outline
CLASS TOPIC ASSIGNMENT
MEETING
Jan. 7W Introduction to the National Standards, Chapter 2
Sunshine State and Goal 3 Standards
Introduction to the Pre-professional
Accomplished Practices
Jan. 9 Student Portfolio
Jan. 12M What is the Middle School Concept Chapters 3, 11
Rubric for Journal Review 1st Impressions of classroom
Jan. 14 The Middle School Curriculum (textbooks)
Jan. 16 Organizing Middle School Classroom Chapter 12
Planning for Instruction Interview a student
Jan. 19M Holiday
Jan. 21 Lesson Plan Format
Jan. 23 The Art of Questioning (student & teacher) Article Review Due
Assessment (rubrics) Chapter 14
Sketch bird’s eye view of science class
Jan. 26M Nature of Science Chapter 1
Simple Lesson Observation
Jan. 28 Ideas Model Chapter 1
Science Lesson Observation
Jan. 30 Test 1
Feb. 2M Learning: Constructive Chapter 4
Observe an activity in class
Feb. 4 Learning affective Plan a problem based lesson/activity
Feb. 6 Concept mapping Reflection: Teaching via problem solving
Feb. 9M Inquiry: Observation Chapter 5
Feb. 11 Inquiry: Measurement Chapter 5
Feb. 13 Inquiry: Classification Chapter 5
Feb. 16M Inquiry: Inference and prediction Chapter 5
Observe a lecture
Feb. 18 Lecture Chapter 6
Plan a lecture
Feb. 20 Lecture Reflections: Teaching via lectures
Feb. 23M Demonstration Chapter 6
Observe a demonstration
Classification due
Feb. 25 Demonstration Plan a demonstration
Feb. 27 Demonstration Chapter 6
Reflections: Teaching via lectures
Mar. 1M Science, Technology, Society Chapters 6, 7
Observe a discussion
Mar. 3 Discussion Plan a discussion
Mar. 5 Discussion Chapter 6, 7
Reflections: Teaching via discussions
Mar. 8M Lab and Experimenting Chapter 8
Scientific Method 2nd Article Review Due
Mar. 10 Lab and Experimenting Chapter 8
Mar. 12 Test 2
Mar. 15M Safety Chapter 9
Observe safety features in science classroom
Mar. 17 Safety
Mar. 19 Computers and Electronic Technology Chapter 10
Experiment due
Mar. 22M Spring Break
Mar. 29 Computers and Electronic Technology Chapter 10
Internet lesson plan analysis due
Mar. 31 Planning and Teaching Science Lessons Chapter 12
Interview a science teacher on
Planning a science lesson
Apr. 5M Planning and Teaching Science Lessons Chapter 12
Deliver a lesson
Apr. 7 Planning science units Chapter 13
Reflect on lesson with teacher
Apr. 9 Planning science units Chapter 13
Observe an alternate assessment
April 12M Assessment Rubrics Chapter 14
Design a rubric
April 14 Rubrics Chapter 14
Incorporate a reading and science
activity into class curriculum
April 16 Integrating Reading and Science Lesson plan due
April 19M Integrating Reading and Science Incorporate a math and science
activity into class curriculum I
April 21 Integrating Math and Science
April 23 Integrating Math and Science
April 26M Professional Development
April 28 Review
April 30F Final Exam

18
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Shopping
Shopping is an activity enjoyed by many people. There are also people, who hate shopping and say that it is a waste of time. But whether the people like shopping or not, they have to go to a shop, more or less frequently, to buy what they need, because shopping is a necessity.
There are many kinds of shops ranging from large department stores, self-service shops and supermarkets to small specialized shops such as the grocer’s, baker’s, butcher’s, greengrocer’s, stationer’s, chemist’s, ironmonger’s, haberdasher’s, bookshop, foot ware shop, boutique and newsagents. Nowadays more and more customers prefer shopping in large department stores with self-service, where everything can be found under one roof, to shopping in small specialized shops.
The newsagents traditionally supply newspapers, magazines, sweets and tobacco products.
At the grocer’s people can buy foodstuff including flour, sugar, salt, eggs, various kinds of coffee and tea, oil, bottled beer and juice, sweets, chocolate, frozen and tinned vegetables or fruit, stewed fruit... There are also dairy products such as milk, butter, cream, cheese and yogurt.
At the baker’s various kinds of fresh bread, rolls, buns and cakes can be bought.
The butcher sells meat including pork, beef, lamb or poultry. Here we can buy smoked meat products such as ham, bacon, sausages and frankfurters. At the butcher’s people can also buy tinned and frozen meat and fish.
Fresh vegetables and all kinds of fruit can be bought at the greengrocer’s and fruiterer’s. But many people prefer shopping at the market, where there is a wider choice of potatoes, cabbages, tomatoes, carrots, apples, pears, oranges or bananas.
The people, who like to do gardening and some do-it-yourself work around the house, frequently need some hardware. They can go to the ironmonger’s to buy hammer, plies, nails and other tools and materials.
At the stationer’s writing paper, envelopes, notebooks, fountain-pens, ball-point pens, pencils, crayons, glue, rubber, rulers and compasses are kept. All the things needed by school children can be bought here.
The haberdasher’s is the place where women go when they need buttons, threads, needles and pins.
The chemist’s is a specialized shop where people can buy medicines. In Britain the chemists also keep cosmetics and toilet supplies such as make-ups, shaving cream, shower gel, shampoo, razor blades, tooth brushes and tooth paste.
Boutiques sell the latest fashion. Here people have a wide choice of dresses, shirts, skirts, trousers, blouses, pullovers, jeans, but also stockings and scarves. Some of the boutiques also offer leather goods such as leather jackets, handbags, shoes, belts...
Many people like to go shopping to department stores. The department stores are large buildings usually several storeys high. They have many departments, which offer their customers all kinds of foodstuff, clothes, shoes, toys, sporting goods, cleaning supplies and cosmetics, china and glass, hardware goods, household appliances, books, stationary and furniture, flowers and newspapers, video and music, all under one roof. Nearly all the big department stores have a food court with restaurants, snack bars and cafés, where the people can relax when they are tired of shopping.
bargain, customer, shop assistant, receipt, under guarantee, credit card or cash

53
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EdTech Connect –
“Media for Motivating Minds”
Master List of Resources
For Webinar, Jan.18
Sound & Sound Effects Resources
http://www.findsounds.com/ - A great place to find sound effects, etc.
http://www.freeplaymusic.com/ - An unbelievable site to find sound tracks
check out the listing in the side box for categories. These are GOOD tracks.
http://www.archive.org/audio/etree.php - music and more.
http://www.smartsound.com/ Make your own music (software under $40)
http://www.naturesongs.com/ Astonishingly rich collection of birds, animals, nature
http://enature.com/audio/audio_home.asp Birds--tricky to download.
http://soundamerica.com/ - Broad range of songs, quirky things.
http://www.freemusicdir.com/
http://www.freeaudioclips.com/categories.php?cat=2&cat_name=Classic%2FHard%2
http://www.apple.com/ilife/imovie/audio_effects.html
http://soundamerica.com/fairuse.htm FYI (their copyright notice “Fair Use”)
http://www.nl.cisv.org/songs/layout/allsongs_voor_ie4.html (check copyright on this one)
http://www.partnersinrhyme.com/pir/PIRsfx.html (free stuff in the corner)
http://www.kididdles.com/mouseum/index.html (Email for premission. “They answered my
request before the day was over.:Dorothy Small, MSAD # 54, K-6 Technology Integration Specialist
Margaret Chase Smith School, 40 Heselton Street,Skowhegan, ME 04976)
http://www.nebo.edu/nebo/ppt/sounds/ From: Danna, Cheryl @ls1.dsc.k12.ar.us
http://www.nebo.edu/nebo/ppt/sounds We use this with our PowerPoints;there are some
clips you could use. No copyright problems. Danielle Abernethy @scsd2.k12.sc.us]
Some pay sites:
http://www.partnersinrhyme.com/.
http://www.musicloops.com/
http://www.flyinghands.com/background-music.htm
http://www.royaltyfreemusic-online.com/
http://www.musicbakery.com/TabMusicDownloads01.htm
http://www.soundfx.com/freesoundfx1.htm (“my students use this one a lot” Thanks to
Danielle Abernethy, Instructional Technology Facilitator, Sumter School District 2
http://www.ultimatesoundarchive.com/sa/display/cat.cfm?soundamerica=true Pay site
Speeches
There is a great collection of speeches on the historychannel.com site. The complete list
is at http://www.historychannel.com/speeches/archive1.html. Another at http://www.pbs.org/greatspeeches/timeline/ The files sometimes play in Real Audio
which means your computer has to have the Real Audio Player (free download at
http://www.real.com/ -
See the Speeches Resources page for more information and sample list..
Archived broadcasts – In various formats.
http://archive.museophile.sbu.ac.uk/broadcast/ - the master list
http://www.vlib.org/ The virtual library of the World Wide Web
Text http://www.poetseers.org/apoetindex/the_poetseers/lordbuddha
HDavidson, Discovery Educator Network, 2006 hall_davidson@discovery.com 1

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Summer Math Content Intensive
July 29 – August 9, 2002
Teaching and Learning Partnership
Facilitators:
Ginger Warfield -Mathematics Department Wendy Miller – Mathematics
University of Washington Teacher Seattle Public School
warfield@math.washington.edu wamiller@seattleschools.org
Jim King - Mathematics Department
University of Washington Art Mabbott – Mathematics
king@math.washington.edu Curriculum Consultant Seattle Public Schools
Rebekah Elliott - Mathematics Teacher Ed atmabbott@seattleschools.org
College of Education University of Washington
joriott@earthlink.net
This two week intensive will focus on two goals, learning mathematics and learning about the teaching of mathematics. We will examine two mathematical content areas, rational numbers and geometry, to better understand the conceptual issues at play in the mathematics. For part of each day we will act as students of mathematics, digging into mathematical problems germane to the middle school curriculum and uncovering big mathematical ideas. Although this may be mathematics that you have learned before we encourage you to push yourself to understand why something works and how do you know. On many occasions we will ask you to approach more “typical” problems in non-standard ways. It is our intent that you will deepen your understanding of these two mathematical areas so that you are better prepared to support your middle school students. In addition, during another part of the day we will be learning about teaching mathematics. This will primarily take place by analyzing Seattle’s middle school instructional materials, the Connect Mathematics Project (CMP). CMP will serve to ground our work on teaching standards-based mathematics. We will be examining the mathematical ideas in lessons, teaching pedagogy underlying lessons and issues middle school students experience with the ideas.
We consider learning mathematics and teaching mathematics as two explicit goals; however, we acknowledge that they will inform one another such that we may be discussing mathematics and shift to talking about teaching mathematics and vice versa. We believe that each goal is important to you becoming mathematics teachers with deep understandings of mathematics teaching and learning. This summer is a chance to familiarize ourselves with some of the mathematics and curriculum that you will see during the school year as well as discuss underlying teaching principles. Learning about teaching is an on going process and we will be discussing issues of teaching throughout the year. We encourage you to comment and ask questions about how each of our goals relates to your experiences and thoughts of teaching next year.
Your progress during these two weeks will be assessed by completing mathematics problems including written mathematically coherent and articulate explanations of your work. In addition you will be asked to write reflective pieces on your learning mathematics and the teaching of mathematics. These will be in the form of responses to a series of questions that arise while we are engaged in mathematical activities or in the analysis of CMP. We also encourage you to extend mathematical problems posed in the class, solve “challenge” problems presented, and/or create your own mathematical tasks that explore ideas within the areas of investigation. Participation is essential to being successful with the ideas we will explore these two weeks. There will be readings and discussions that will advance our understandings by connecting research and student thinking to our experiences. We expect all assignments to be completed. Assignments receiving an incomplete may be resubmitted.
Grades will be assigned using the following criteria:
Below 3.0 incomplete participation and incomplete assignments
3.0 near full participation in class activities
successfully completed all required exercises/reflective assignments with written explanations
3.5 fulfillment of 3.0 requirements plus
full participation in class activities
written responses show mathematical insights using coherent and articulate explanations
solve one or more of the challenge problems
4.0 fulfillment of 3.0 & 3.5 requirements plus
solve all challenge problems with written explanations that justify your reasoning for a general case
or, create an extension to one or more of the exercises and solve
or, create a relevant challenging problem and show solution
Agenda
Topic of the Day Homework Due for the Day
Monday Developing fractional ideas
July 29
Tuesday What is the whole? Reading – Ball article
July 30
Wednesday Conceptual representations 1- 4 of Diagramming Fractions
July 31 of fractional operations
Thursday CMP analysis and discussion CMP group presentations
August 1 Division of fractions
Friday Wrap – up of developing conceptual Reading – Mack article
August 2 understandings of fractions Diagramming and explanation of four
fraction problems
Monday Introductory hands-on activity Set of mathematics problems
August 5 Analysis of CMP curriculum
Stretching and Shrinking
Tuesday CMP presentations & discussion CMP group presentation
August 6 Similarity wrap-up
Wednesday Volume & 3-D Introduction Written reflection
August 7 Analysis of CMP curriculum
Wrapping and Filling
Thursday CMP presentations & discussion CMP group presentation
August 8 Volume & 3-D wrap - up
Friday Pythagoras & optional activities Written reflection
August 9

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Teaching Mathematics in Cameroon
By Professor DIFFO LAMBO Lawrence,
Higher Teachers’ Training College, Yaounde
Before becoming an independent state in 1960, Cameroon (475 000 km2, 20 000 000 inhabitants in 2006) had been administered by 3 colonial masters : Germany (1884-1919), England (1919-1960 for 20% of the territory) and France (1919-1960 for 80% of the territory). Hence, Cameroon inherited an educational system with two subsystems : the Anglophone and the Francophone subsystems. The two systems had significant differences, and the harmonization process is still going on today.
1. The organigram of the Cameroon general education system
For primary and secondary education, the following table indicates the levels of studies upwards the education pyramid with the names of the graduation diplomas. Digits enumerate the years of studies in the corresponding level.
Subsystem Primary Secondary High School Anglophone 7 GCE O’ level (5) GCE A’ level (2) Francophone 6 BEPC (4) Probatoire (2) Baccalauréat (1)
In this presentation, we will leave out vocational schools and limit ourselves to general education.
Private universities have little influence on the system, because of their little size. There are six state universities. The following table indicates the levels in university studies. In the Diploma row, the number indicates the number of years necessary for graduation in the corresponding level.
First cycle Second cycle Third cycle Type of studies General
Mathematics Advanced studies
and specialization in
a research field Research Diploma Licence (3) Maitrise (1) DEA (1) PHD (4) The University of Yaounde 1 (UY1) is, among the six state universities, the only one with second and third cycle studies in mathematics. Hence, two schools of the UY1 host all the second and third cycle studies in Cameroon :
1) The Mathematics Department of the Higher Teachers’ Training School (in French, Ecole Normale Supérieure ) , or shortly, ENS.
2) The Mathematics Department of the Faculty of Sciences.
2. Contents and pedagogy for the teaching of Mathematics
The contents of secondary and high schools mathematics have been fixed by the law. Cameroon has been involved in international seminars aimed at harmonizing the teaching of mathematics in 20 African states (see (1)). Agreements were achieved at the seminars of Abidjan (1992) for secondary schools and Yaounde (1995) for high schools. So, our minister of National Education signed two texts that comply with these agreements : One in 1994 (for secondary schools) and the other in 1998 (for high schools) (see 2).
According to those texts, the general objectives at these levels are (free translation from French) : 1) to train more and more scientists for the economic, social and cultural developments, 2) to ensure excellence teaching that comprises the mastering of logical reasoning and that enables the student to foster scientific studies as well in Cameroon as abroad ( African countries and others), 3) to privilege the acquisition of a scientific attitude which takes into account the capacity of intuition of everyone, 4) …(too long to be quoted) , 5) to enforce the statute of mathematics as a tool for the other subjects such as physics, economics and the human sciences.
In the secondary school (4 years of studies), the weekly time for mathematics are : Form 1 (5hrs), form 2 (4hrs), form 3 (4hrs) and form 4 (4hrs).
In the high school (3years of studies), there is some pre-specialization. So, the weekly time for mathematics varies according to the branch of pre-specialization. The branch having mathematics as the main subject also has physics and natural sciences (biology and geology) as important subjects. For this branch the weekly time is : Year 1 of high school (6hrs), Year 2 (7hrs) and Year 3 (9hrs).
Details on contents and pedagogy are in the ministerial document (2). Unfortunately, it is not available on line, neither is it in a purchasable form. A hard copy will be brought to the PCMI seminar. It can be reproduced freely if there is a need.
3. Content knowledge for teaching mathematics in Cameroon
Eligibility as a secondary school, high school or university teacher requires some academic, as well as pedagogic knowledge and know-how. For the past ten years, government has been recruiting secondary or high school teachers who are exclusively Ecole Normale Superieure (ENS) graduates. Recall that ENS, which belongs to the university of YDE 1, is the only institution in Cameroon for the training of Mathematics teachers. It trains secondary and high school school teachers . The ENS diplomas are :
1) DIPES I (in French, Diplôme des Professeurs de l’enseignement Secondaire 1er grade) : 3 years of university studies at ENS . Students of year 3, in addition to academic and professional evaluation for their DIPES I, are also evaluated at of sciences alongside with the candidates of licence for a bachelor degree in mathematics. Standard age of graduates is 21.
2) DIPES II (in French, Diplôme des Professeurs de l’enseignement Secondaire 2eme grade) : 2 years of academic and professional training at ENS for a holder of licence with or without DIPS I. The overall curriculum of DIPESS II is that of 5 years of university studies. Standard age of a DIPES II graduate is 25.
Some highly brilliant former ENS maths students (but less than 5%) continue studies and research and become university teachers at ENS, at the faculty of Sciences UY1, in other state universities or abroad. For that, they have to follow a curriculum with a research laboratory alongside with their training at ENS before they are selected.
The diplomas needed to qualify as a secondary or high school teacher with respect to the level at which one can teach are given in the following table :
Secondary school High school Academic diploma Licence or greater DIPES II Pedagogic diploma DIPES I or DIPES II DIPES II This space being short, details about the contents of the courses that lead to DIPES I and II will be dropped. The main principle at ENS is that a good teacher should first of all be very comfortably familiar with the mathematics knowledge and know-how to teach. So, the minimal academic requirement is the standard 3 year university mathematics studies. Professional training comprises psycho-pedagogy and methodology lectures, and practice training. Practice training is organized in secondary and high schools where the students face true teaching situations.
This year, we have a total of 3546 students out of which the Department of Mathematics has 523. The 523 are distributed with respect to year of studies as follows :
Secondary school teachers High school teachers Year 1 Year 2 Year 3 Year 1 Year 2 139 139 99 71 75 It is important to mention that there is no follow up program to help ex-ENS students (now secondary or high school teachers) maintain or improve their degree of competence continuously in the course of their career .
4. The teachers of teachers
The university teachers in Cameroon are also researchers in some scientific domain. They are ranked as shown in the following table Where CC is chargé de cours and MC is maitre de conferences :
Grade Assistant C.C Maitre de
Conférences Professeur diploma DEA PHD PHD PHD PHD Title Mister (1) Doctor (2) Doctor (3) Professor (4) Professor (5) Teaching competence is practiced according to the table below. Numbers identify the title of a competent teacher (with respect to the above table), while a possible star (*) means that he can only operate under the supervision of somebody who must be (4) or a (5).
Level First cycle Second cycle Third cycle Type of studies General Mathematics Pre-specialization Specialization and Research Students’ Diploma Licence Maitrise DEA PHD Title of teacher 1*+2+3+4+5 3*+4+5 3*+4+5 3*+4+5 ENS is one of the 5 University of Yaounde I schools. Government recruits the ENS teachers in priority amongst the former ENS students holders of a PHD or an equivalent post-university qualification. The total number of ENS teachers is 200 out of which the Department of Mathematics has 16. The 16 are ranked as follows :
Grade Assistant C. C MC Professeur diploma DEA PHD PHD PHD PHD number 2 1 11 2 0 Paradoxically, there is no formal pedagogic requirement for university teaching. Only Advancing in a research field empowers one to teach at a desired level. However, he who wishes to teach with competence needs seminars like those initiated by the PCMI to develop his skills.
References : (1) and (2) are in an non purchasable hard format which can be freely copied and distributed.
(1) Actes du 4eme seminaire d’harmonisation des programmes de Mathématiques des Pays Francophones d’Afrique Abidjan, juin 1992
(2) Programme de Mathématiques de l’enseignement secondaire général, Yaounde, 1998.
(3) www.edumathcamer.net

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11 N. Willow St, Trenton, NJ 08608
609-394-8155 (ph) 609-989-9013 (fx)
www.environmentnewjersey.org
The Global Warming Response Act (A3301/S2114)
Prime Sponsors: Assemblywoman Linda Stender and Senator Barbara Buono
Global Warming is Real
New Jerseyans know that global warming is real.  It will pack a mean punch, especially for our children and future generations, if we don't curb our emissions.
For our state, global warming means more flooding and air pollution. Our coastal treasures, including all of our prized beaches, are at risk of flooding from sea level rise. Rising sea levels would also contaminate fresh drinking water sources and cause chronic flooding over 9 percent of New Jersey's land, including the Meadowlands, Atlantic City, Cape May, the Delaware Bay Shore and Long Beach Island. Global warming also means more dangerous heat waves and more air pollution, putting seniors and children with asthma and other health problems at risk.
Global Warming Solutions
The good news is that New Jersey can help put the nation on the path to a secure future by tackling global warming. We've had a lot of success here in New Jersey adopting policies to reduce our global warming emissions, but even with those policies in place, our emissions are projected to grow by 10 percent in the next two decades. It is clear that much more must be done.
To avoid the worst effects of global warming, scientists say that we must cut global warming emissions by more than half and as much as 70-85 percent by the middle of this century. We can do that by making big changes to reduce our energy consumption, shifting to clean, renewable sources of energy and requiring global warming polluters to pay for every pound of global warming pollution they emit.
New Jersey's commitment to tackling global warming can have a big impact. If New Jersey were it's own country, we would rank 32nd in the world for global warming emissions -- more than Argentina, Greece and Israel. New Jersey can also show other states and the nation that solving global warming is more than possible.
To do this Environment New Jersey is calling on Governor Corzine to pledge to reduce New Jersey's global warming emissions by 70 percent below current levels by 2050, put a plan in place to start cutting our emissions right away, and work with the New Jersey legislature to pass the Global Warming Response Act (A3301/S2114) requiring mandatory limits on our total global warming emissions.
The Global Warming Response Act
A3301/S2114, sponsored by Assemblywoman Linda Stender (D-22) and Senator Barbara Buono (D-18), requires mandatory limits on New Jersey’s global warming emissions from all sources. It is modeled off the California Global Warming Solutions Act, AB32 (Nunez/Pavley) that Governor Schwarzenegger.
Specifically, the act requires the New Jersey Department of Environmental Protection (NJDEP) to establish a greenhouse gas reduction program to reduce the global warming emissions, primarily carbon dioxide, produced in New Jersey to below 1990 levels (roughly 20 percent below current levels) by 2020.
Within a year of the act’s passage, the NJDEP is required to establish relevant global warming emissions inventories, prioritize sources for global warming emissions reductions and adopt rules and regulations to achieve reductions below 1990 levels by 2020.
On or before January 2008, the act requires the NJDEP to establish a global warming emissions monitoring and reduction program and establish a series of interim emissions reduction requirements targeting specific sources to achieve the reductions. The first global warming reduction requirement will take effect on January 1, 2012 with additional caps taking effect on January 1 of subsequent years.
The act requires the NJDEP to identify, monitor and enforce projected and annual emissions from all sources, including emissions from electricity sources located outside of the state that import electricity for use in New Jersey, and to monitor emissions from all sources. According to the most recent data available, 52 percent of New Jersey’s global warming emissions is from transportation, 16 percent is from in-state electricity generation, 13 percent is from direct use of fossil fuels in homes, 11 percent is from direct use of fossil fuels in industry and 8 percent is from direct use of fossil fuels in commercial business. New Jersey also produces emissions through consumption of electricity generated in other states. Increases in emissions from the transportation sector and electricity generation are responsible for the bulk of projected emissions growth.
Lastly, the act requires that on or before January 1, 2009 and annually thereafter, the NJDEP must report back to the Governor and the legislature on current levels of global warming emissions and progress toward meeting the reduction requirements. By January 1, 2015, the NJDEP must evaluate the attainment or maintenance of the 2020 reduction requirement and adopt further regulations to attain or maintain the 2020 requirement or require further reductions beyond the requirement. If further reductions are required, the NJDEP must establish an additional global warming emissions reduction requirement by 2030 and a schedule to attain that level of reduction.
The Global Warming Response Act is ground-breaking legislation. If passed, New Jersey will be one of the first states to adopt mandatory limits on global warming emissions from all sources.
Environment New Jersey is urging all members of the New Jersey Assembly and Senate to co-sponsor A3301/S2114 without delay and to vote YES for passage of the act in committee and on the floor of the state legislature.

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WESTON PLAYHOUSE THEATRE COMPANY
Stories Told as Only Live Theatre Can
703 Main Street, Weston, Vermont 05161
www.westonplayhouse.org
Weston Playhouse Announces 70th Anniversary Theatre Season
Producing Directors Malcolm Ewen, Tim Fort and Steve Stettler proudly announce the Weston Playhouse Theatre Company’s 70th Anniversary Season, featuring a 12-week festival of world class theatre at its home in Weston, Vermont. Prestigious Vermont premieres including recent hits from Broadway and Off Broadway and the company’s second annual musical for young audiences are among the highlights of the 2006 season. The WPTC leadership promises three stages filled, once again, with “stories told as only live theatre can.”
The Playhouse Mainstage season opens with two-time Tony nominee Ernestine Jackson starring in Cookin’ at the Cookery (June 20-July 8). Marion J. Caffey’s portrait of the legendary blues artist Alberta Hunter features 22 musical numbers, from the rousing gospel favorite “When the Saints Go Marchin’ In” to Eubie Blake’s double entendre classic “My Handyman.” Jackson will be supported by award-winning actress Janice Lorraine and a four-piece jazz band in a production that the New Yorker magazine called “electrifying.”
Just a few days earlier, the WPTC’s intimate Other Stages venue opens in the Weston Rod and Gun Club, just a mile and a half north of the Playhouse on Route 100. The enchanting world of one of the country’s most beloved author/illustrators comes to life in a show targeted especially at young families, Tomie dePaola’s Strega Nona. The young and the young at heart will be charmed by Thomas Olson, Roberta Carlson and Aron Accurso’s musical about a magical Italian grandmother and her overanxious apprentice, playing June 15 through July 2.
Two smash musical comedies will heat up the Playhouse Mainstage beginning in July: Urinetown the Musical (July 13-29) and The Mikado (August 3-19). Winner of the 2001 Tony Award “Triple Crown” for Best Music, Lyrics and Book, Urinetown the Musical is a tale of good versus evil that pokes fun at itself and at such musical theatre greats as Threepenny Opera, Guys and Dolls and Les Mis. Following in the tradition of Chicago, Ragtime and The Full Monty, the Playhouse will present the Vermont Premiere of this show which the New York Observer’s Rex Reed called “impudent, colorful, exciting, irreverent, surprising and wonderful.” The Mikado is Gilbert and Sullivan’s greatest hit, set in the story-book Japanese village of Titipu and featuring such favorite songs as “A Wand’ring Minstrel,” “Three Little Maids from School” and “Tit Willow.” Theatre fans are certain to enjoy this pairing of a fresh new musical and a time-honored classic conveniently offered at the height of the summer season.
Weston Playhouse Announces 70th Anniversary Season/page 2
The WPTC Other Stages season continues with the Vermont Premiere of Doug Wright’s Tony and Pulitzer prize winning play I Am My Own Wife. Dubbed “the most exquisite offering of the Broadway season” by The New York Times, this one-man show tells the true story of the extraordinary Charlotte von Mahlsdorf who cleverly and perhaps unscrupulously survived both the Nazis and the Communists. A riveting examination of the importance – and the duplicity – of storytelling, I Am My Own Wife will play in the intimate setting of the Weston Rod and Gun Club from July 27 through August 13.
Wrapping up the Mainstage summer season is Marie Jones’ Stones in His Pockets, a sell-out in London and on Broadway. Two out-of-work Irishmen seek fame and fortune as extras on a Hollywood movie being filmed in rural County Kerry. The actors playing the extras also play all the other characters in the play, from the film’s mercurial leading lady to the ancient villager who remembers working on John Wayne’s The Quiet Man. The Olivier Award winning comedy which Time magazine called “a triumph (of) breathtaking virtuosity,” runs from August 24 through September 2.
All summer long the company’s third stage, the legendary Act IV Cabaret, caps off the evening with an ever-changing music and comedy revue. Pre-theatre dinner will be served in the Café at the Falls restaurant, under the continued management of the award-winning Inn at Weston. Lobby exhibits, directors talks, performance guides, talkbacks with the cast, audio described and ASL interpreted performances, picnics on the Village Green or by the millpond falls, and strolls to nearby shops and galleries all contribute to an unforgettable day or night of theatre in historic Weston.
The highlights of this special anniversary season don’t end with the summer. The WPTC’s 2006 fall production and tour will be Metamorphoses, Mary Zimmerman’s Tony-winning adaptation of the timeless myths of Ovid. From Midas and Aphrodite to Psyche and Apollo, these great tales are told by an ensemble of seven actors playing in and around a large onstage pool. A limited public run (October 19-21) at the Weston Playhouse will be complemented by a series of daytime school matinees and a New England Tour. Don’t miss what the Wall Street Journal has called “a combination of agile storytelling and enthralling stagecraft.”
Season Subscriptions and group sales are available by phone at 802/824-5288 beginning March 14. Ask about the theatre’s “Anytime Tickets,” a discounted package of flexible vouchers that can be applied to any combination of performances. Singles tickets go on sale by phone May 2 and the Playhouse box office window will open May 26. For complete information about the WPTC season, online ticket sales, and how to support the theatre, visit westonplayhouse.org.
The Weston Playhouse Theatre Company is a non-profit organization supported in part by funds from the Vermont Arts Council, the National Endowment for the Arts and an ever growing family of individuals who believe in the impact that the performing arts can have on its community.
# # #

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WEEK THREE
Becoming a More Active Person
Benefits of Exercise
Components of a Workout
Energy Expenditure During Exercise
Becoming A More Active Person
One hundred years ago, physical activity was an unavoidable part of everyday life. Walking was the primary means of transportation. Work was more physical. Food was less readily available and harder to prepare. Today, inventions such as the automobile, elevator, telephone, and television, have made work and leisure hours more sedentary. The price paid for these modern conveniences has been a heavier, less fit society.
Increasing daily physical activity is the first step on the road to reversing this trend. Increasing your activity level can burn extra calories. It is not enough to make you fit, but increasing your activity level is an important supplement to a regular exercise program.
In order to become more physically active, examine your present habits. Then replace some sedentary pastimes with more active ones. Here are some suggestions.
1. Take an exercise break during television commercials by walking around the house, doing toning exercises or jumping rope.
2. Try walking to work, school, the grocery store (invest in a shopping cart), church or a friend's house instead of driving. Driving part way and walking the rest will help also.
3. Try a new, more active hobby or resume a former one such as square dancing, kite flying, camping or gardening.
4. Instead of using power tools and appliances such as a powered lawn mower or an electric mixer, can opener or pencil sharpener use hand tools.
5. After an hour of office work, reading, housework or studying perform stretching exercises.
6. At work use the rest room or water fountain on floor above you or below you.
7. At home answer the phone or use the bathroom that is farthest away.
8. Instead of watching television this weekend visit a zoo, local park or museum.
9. When shopping, pass up parking spaces close to the store. Instead, park at the far end of the lot.
10. Walk to the store for the newspaper instead of having it delivered.
11. Get a dog to take on walks/runs.
The new activities may prove to be relaxing and rewarding. Plus, over time, they represent a substantial increase in energy expenditure that can mean easier weight management for you.
Increasing Your Activity Level
Using the suggestions in this handout and any other original ideas you can think of, try to increase your activity level in four ways in the upcoming week. For instance, if you work on the fifth floor, take the elevator to the fourth floor and walk the remaining flight of stairs, every work day next week. (The following week take the elevator to the third floor and walk the remaining two flights of stairs.) This would qualify as one change.
There is space below for you to list the four ways in which you increased your activity. Fill this out and if you are part of a support group be prepared to turn this in and to discuss any new ideas you had with the group.
I increased my activity level by:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
Name ______________________________
Benefits of Exercise
Aerobic exercise is a crucial part of long-term weight management. Moderate aerobic exercise on a regular basis, such as brisk walking, 30 minutes a day, 5 or 6 days a week:
1. Burns extra calories during the exercise session. A 200pound person walking at a 3.5 mph pace (that's a mile in just over 17 minutes) burns over 200 calories in 30 minutes.
2. Helps burn extra calories after the exercise session. Resting metabolic rate is elevated for 2040 minutes and perhaps even longer after exercise.
3. Reduces appetite. Surprisingly, moderate exercise has been shown to depress appetite.
4. Improves cardiopulmonary functioning. Your heart and lungs will work more efficiently allowing you to do more with less effort.
5. Lowers high blood sugar levels. Regular exercise increases the body's sensitivity to insulin. This is a plus for people with diabetes and people who have above normal levels of blood sugar.
6. Improves mood. Many formerly sedentary individuals have reported decreased depression and an improved sense of well-being after following a regular exercise program.
7. Raises the level of HDL cholesterol (the good cholesterol that is protective against heart disease) in your blood.
8. Helps to lower blood pressure.
9. Makes your weight loss fat loss. Exercise helps prevent loss of muscle tissue during periods of caloric restriction.
So much for reasons for exercising. Now list below your 4 favorite reasons for not exercising. (Examples: No time; I don't like sweating; look what happened to Jim Fixx).
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
Components of a Workout
Every exercise session should have three phases: a warm-up period, an aerobic phase, and a cool-down period.
The warm-up period is designed to prevent injury. During the warm-up, you should walk, jog, or move in place easily, swinging your arms and generally "loosening up." You can also do stretching exercises. By preparing in this way, you will raise your heart rate above its resting level and increase blood flow to your muscles. This will increase the temperature of your muscles and help prevent muscle pulls and other injuries when you start to exercise more vigorously.
Once you have finished your 510 minute warm-up, you are ready to begin the aerobic phase of your workout. The three things that must be considered in designing the aerobic portion of your workout are the frequency, intensity, and time (or duration) of the exercise. Think of the word FIT to help you remember these three important elements: F for frequency, I for intensity, and T for time. In order to develop cardiovascular fitness and reap the benefits that accompany regular aerobic exercise, the American College of Sports Medicine recommends exercising 35 times per week at 6090% of your maximal heart rate, for 1560 minutes.
Frequency 35 X/week
Intensity 6990% of your maximum heart rate as prescribed
Time 1560 minutes
Maximal heart rate is the heart rate you reach when you are exercising at the highest workload possible for you. It can be determined exactly through an exercise stress test, or maximal heart rate can be estimated. You should not try to exercise at or near your maximal heart rate. You would find even 85-90 percent of your maximal heart rate to be a very uncomfortable level.
After the aerobic phase of your exercise session, it is absolutely necessary that you cool down. When you are exercising aerobically, your heart rate is well above its resting rate. Also, the muscles you are using are helping get blood back to your heart. When you abruptly stop exercising, your heart continues to beat rapidly and your muscles no longer assist in getting blood back to your heart. Blood may pool in your legs and cause you to feel lightheaded. This also puts extra stress on your heart that can be dangerous. Therefore, ALWAYS COOL DOWN AFTER EXERCISING. NEVER STOP ABRUPTLY.
Your cool-down should last at least five minutes. To cool down, you can perform the activity you were doing aerobically, at a much lower intensity. For instance, if you were bicycling, you can cool down by pedaling easily for at least five minutes. After five minutes, you should check your pulse. If you are under fifty years of age, your pulse should be under 120 beats per minute following five minutes of cool-down. If you are fifty years of age or older, cool down at least five minutes until your pulse is under 100 beats per minute before you consider your workout to be over.
You should not take very hot showers or baths or sit in a hot car or room following vigorous exercise. This too can put stress on your heart and circulatory system.
Remember, for each exercise you should:
1. Warm up for 510 minutes.
2. Exercise aerobically for 1560 minutes at 6090% of your maximal heart.
3. Cool down for at least five minutes until your heart rate is: less than 120 beats per minute if you are under fifty years of age, or less than 100 beats per minute if you are over fifty years of age.?
Workout Quiz
Without rereading this handout, decide if each of the statements below is TRUE or FALSE. Then check to see if you remembered the proper way to structure a workout.
_____ 1. It is important to warm up before exercising to reduce the chance of injury.
_____ 2. The intensity of a workout can be judged using your heart rate.
_____ 3. To stay in good condition, you need to exercise aerobically at least three times a week.
_____ 4. Once you are finished exercising aerobically, it is dangerous to stop abruptly.
_____ 5. If you are over fifty years old, you should cool down until your heart rate is under 100 beats per minute.
If you thought each of the above statements was true, then you understand the correct way to structure a workout.
Energy Expenditure During Exercise
There are many valid reasons why one should exercise; one such reason is to burn fat.
While our emphasis has been, and will continue to be, exercise for the purpose of improving, maintaining, or restoring cardiovascular health and fitness, we cannot overlook the relationship between an excess (over 20% for men and over 30% for women) of body fat and a number of chronic health problems. With this information in mind, let us consider exercise as being of direct value toward cardiovascular health and of indirect value toward health in general by assisting in the reduction of body fat.
If we place exercise intensity (how hard we work) on a continuum from Low through Moderate to High, there would be a point somewhere between Moderate and High that is known as the anaerobic threshold. As you are working out, if you can comfortably carry on a conversation with yourself or a friend, you have not yet reached the anaerobic threshold. If you find it difficult to carry on such a conversation then you have crossed that threshold.
In terms of body fat loss, here is the importance. Before you reach the anaerobic threshold your body is using a near-perfect blend of fuel, 50% fat and 50% carbohydrate. As you cross the anaerobic threshold (you begin to "huff 'n puff") and your demands for oxygen are not being adequately met, the fuel for your workout becomes a blend of approximately 20% fat and 80% carbohydrate.
The story gets even better. If you walk one mile (say in twenty minutes), your energy expenditure is approximately 100 Kcal. If you walk/jog one mile (say in ten minutes) your energy expenditure is approximately 102 Kcal.
There is more to the story. As you walk your mile you are burning about 50 Kcal fat and 50 Kcal carbohydrate. As you walk/jog your mile you are burning about 21 Kcal fat and 81 Kcal carbohydrate. Therefore, for purposes of body fat reduction you actually burn about 29 Kcal more fat walking your mild (at an intensity level below the anaerobic threshold) than walking/jogging your mile (at an intensity level above the anaerobic threshold).
Keep in mind that the above deals with the value of exercise in reducing body fat by using body fat as fuel. This in itself is of considerable importance as we are reminded that a loss of one pound of body fat results in a reduction of one mile of vascularization (blood vessels). This causes a significant reduction in demands placed upon your "pump." For other purposes, such as improving cardiovascular fitness and functional capacity one must at times approach or go beyond the anaerobic threshold. However, as we continue to learn more about the role of exercise in the prevention and treatment of cardiovascular disease we are finding that exercise of moderate intensity is effective in normalizing blood pressure, reducing total cholesterol, increasing HDL, controlling appetite, maintaining lean mass/muscle tone, and just making you feel better!

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A Report of the Surgeon General: "Physical Activity and Health 1996 "
The Surgeon General has determined that a lack of physical activity is detrimental to your health. High school enrollment in daily physical education classes dropped from 42 percent in 1991 to 25 percent in 1995. Only 19 percent of all high school students are physically active for 20 minutes or more in physical education classes every day during the school week. Nearly half of young people, aged 12-21, are not vigorously active on a regular basis. Physical activity declines dramatically with age during adolescence. Inactivity increases with age. It is more common among women than men and among those with lower income and less education compared to those with a higher income or more education.
"What Research Says About Physical Education"
Only 36 percent of school children today are required to participate in daily physical education. Yet, researchers now know that exercise is good not only for the heart; it also juices up the brain, feeding it nutrients in the form of glucose and increasing nerve connections, all of which makes it easier for kids of all ages to learn. (Hancock ,1996)
New research suggests that folks from 8 to 80 can shape up their brains with aerobic exercise. In much the same way that exercise shapes up the bones, muscles, heart and lungs, they (the country’s foremost brain researchers) suggest it also strengthens the basal ganglia cerebellum and corpus Colosseum—m - deep innards of the brain. (Susan Brink, 1995)
Exercise alone is as effective as psychotherapy for moderate depression. (Johnsgard, 11989)
Regular exercise helps increase creativity. (Gondola, 1987)
Exercisers perform significantly better on measures of reasoning, working memory, reaction time, and vocabulary than non-exercisers. (Clarkson-Smith , 1989)
"Children who improved their physical performance and health, through training. . . were able to accomplish more in all areas of their lives after training than they could before." (Cahill, 1989)
"As life’s most fundamental truth, we share, first, the experience that connects birth, growth and death. This life cycle binds each of us to the others, and I find it sad that so many students go through life without reflecting on the mystery of their own existence. Many complete twelve or sixteen years of formal schooling not considering the sacredness of their own bodies, not learning to sustain wellness, not pondering the imperative of death." (Boyer, 1995)
"It is suggested that physical fitness emphasis in both regular and adapted school physical education should address individual needs and interest of students —what students have to do and want to do in their lives, now and as adults. These individual needs and interests can be grouped under three general purposes:; (1) health enhancement, (2) effective, safe and satisfying performance in life’s daily activities and in leisure physical activities and (3) successful performance in productive employment." (Hayes, 1996)
A 1993 survey of nearly 4,000 Jefferson County students revealed that 82eighty-two percent of Jefferson County eighth and tenth graders interviewed reported having used alcohol, with 29 percent of tenth graders reporting "binge" drinking of five or more drinks in a row. Thirty-six percent of the total group reported using an illicit drug. Thirty-seven percent watch three or more hours of TV on an average school day. The Messenger,"Some Student Behaviors Described as ‘Alarming" (Jefferson County Public Schools, 1994)
Exercisers are: 50 percent% more likely to quit smoking, 40 percent0% more likely to eat less red meat, 30 percent% more likely to cut down on caffeine, 250 percent% more likely to eat low calorie foods and drinks, 200 percent% more likely to lose weight, and 25 percent% more likely to cut down on salt and sugar than non-exercisers. (Gurin, Harns, (a) 1985)
Exercisers tend to have more positive feelings about their health, careers and stress levels than non-exercisers. (Gurin, Harns (b) 1985)
Active people are dramatically less likely to smoke.(Paffenbarger , 1986)
Statistics show stress-induced, addictive health-risk behaviors have increased in the United States: 4 million children have above normal blood pressure, 27 million children have higher than desirable serum cholesterol, at least one third of children are obese, and 3,000 children become smokers every day. (Colorado Heart Association 1995)
It is clear that moderate levels of fitness offer considerable health benefits. The key is moving from the unfit category —- some 30 to 40 million people in this country— -to the moderately fit category. By beginning programs of moderate, regular exercise half an hour each day, three times a week, - anyone can join this group, and markedly lower their death rates from all-cause mortality, cancer, and cardiovascular disease.( Blair ,1991)
It is the opinion of the American College of Sport Medicine that physical fitness programs for children and youth should be developed with the primary goal of encouraging the adoption of appropriate lifelong exercise behavior in order to develop and maintain sufficient physical fitness for adequate functional capacity and health enhancement. Physical fitness testing is a highly visible and important part of physical fitness programs. School, community, state, and national organizations must adopt a logical, consistent, and scientific approach to physical fitness testing. The focus of physical fitness testing should be health-related rather than athletic related . . . School physical education programs are an important part of the overall education process and should give increased emphasis to the development and maintenance of lifelong exercise habits and provide instruction about how to attain and maintain appropriate physical fitness. The amount of exercise required for optimal functional capacity and health at various ages has not been precisely defined. Until more definitive evidence is available, current recommendations are that children and youth obtain 20-30 minutes of vigorous exercise each day. Physical education classes typically devote instructional time to physical fitness activities, but class time is generally insufficient to develop and maintain optimal physical fitness. Therefore, school programs also must focus on education and behavior change to engagement in appropriate activities outside of class. Recreational and fun aspects of exercise should be emphasized. (Adapted from an opinion statement on Physical Fitness in Children and Youth issued by the American College of Sports Medicine.)
 
The Format of Physical Education Standards
 The content of this standards document defines the Physical Education discipline for Jefferson County Schools. It is based upon the National Association of Sport and Physical Education Standards and the Colorado Model Content Standards for Physical Education developed under the direction of the Colorado Department of Education.  Furthermore,
* the standards are separated for organizational purposes, but are intended to be taught by integrating mental, physical, and social skills;
* the examples for meaning which appear throughout the document are intended as illustrative, not prescriptive examples;
* a glossary is provided; while not intended to be exhaustive, it defines vocabulary used; and selected references and supporting data are included.
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The Physical Education Content Standards
1.  Students demonstrate
Glossary
aerobic exercise—long-duration exercise that relies on the presence of oxygen for the production of energy; it may be used to control body weight, reduce the percentage of body fat, improve the circulatory function, and reduce blood pressure.
anaerobic exercise—short-duration exercise completed without the aid of oxygen, it is used to build muscle mass and to improve one’s ability to move quickly and to deliver force.
biomechanical principles-—movement analysis of sport and physical activity performance.
developmentally appropriate movements—the sequential, movement experiences provided for children based on their individual unique developmental levels.
fundamental movement skills—basic movements that involve the combination of movement patterns of two or more body segments. The three categories of fundamental movement skills are nonlocomotor, locomotor, and manipulative movements:
  locomotor movements—movements in which the body is propelled from one point to   another; examples include walking, running, leaping, hopping, jumping, galloping,  sliding, and skipping.
  nonlocomotor movements—stability movements in which the axis of the body revolves  around a fixed point; examples include bending, stretching, twisting, turning, lifting,   pushing, pulling, and falling.
  manipulative movements—movements in which force is imparted to or received from  an object; examples include throwing, catching, kicking, trapping, rolling, dribbling,  striking, and volleying.
food pyramid—used to determine balanced intake of nutrients.
health and performance related fitness components—a relative state of being; the development and maintenance of components of physiological function.
cardiovascular endurance—ability of the heart, lungs,  and vascular system to supply oxygen and nutrients to muscles during activity.
body composition—proportion of lean body mass to fat body mass.
flexibility—ability of the various joints of the body to move through their full range of motion.
muscular strength—ability of the muscles to exert one maximum effort.
muscular endurance—ability of the muscles to exert force for an extended time.
incident record— record of a physical skill demonstrated during a given period of time.
low organization games—activities that are easy to play, have few and simple rules, require
 little or no equipment, and may be varied in many ways.
motor skills—all movements that result in motion or action.
movement concepts—levels: high, medium, low; directions: forward, backward, diagonal; ranges: pathways, flow, force and time.
principles of training and conditioning—
  frequency—exercise must be regular to be effective; the frequent use of a body part in  vigorous physical activities will either improve its efficiency or help it remain at  about the same state.
  intensity—physical exertion must be beyond that required for daily living to produce fitness gains.
  time—exercise must be of sufficient duration to be effective.
principles of fitness development—
 
  principle of overload—increasing the amount of work done or reducing the period of time in which the same amount of work is accomplished.
  principle of progression—the concept that overload of a specific muscle group must be increased systematically over time.
  principle of specificity—improvement in the various aspects of fitness specific to the type of training and to the muscles being exercised.
  principle of individuality—improvement in level of fitness at one’s own individual rate.
target heart rate—determines activity intensity; used to enhance the level of cardiovascular endurance; target heart rate may be calculated by using the formula: (Maximum heart rate 220 minus Age) x 0.70 = Target Rate.
wellness—a concept that suggests the physical, mental, and psychological aspects of a person’s life are balanced; wellness implies that a person will be active, have a positive outlook, and be free from disease.  Descriptors of wellness include the concepts of freedom from pain/disease, ability to cope with everyday stresses, feelings of accomplishment and personal growth, ability to express a positive and creative lifestyle, and feelings of contentment.
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Selected Bibliography
Brink, Susan.  “News You Can Use, Smart Moves,”  U.S. News & World Report, May 15,
 1995.
Blair, Steven.  From a speech given at The Aerobics Institute, Dallas, Texas, 1991.
Boyer, Earnest.  “The Educated Person,” Toward a Coherent Curriculum, ASCD’s 1995 Yearbook.
Gallahue, David L.  Developmental Physical Education for Today’s Children. Dubuque,  IA: WCB Brown & Benchmark, 1993.
Cahill, Bernard R.  American Orthopaedic Society for Sports Medicine, 1989.
Clarkson-Smith, Louise.  “Relationship Between Physical Exercise and Cognitive Abilities in Older Adults, “ Psychology and Aging, 1989.
Colorado Heart Association. Fit Tips from the Heart,  1995.
Gondola, Joan C.  “Exercise Your Creativity,” Prevention, July 1987.
Gurin, Joel T. , and George Harns.  (a)“Look Who’s Getting It All Together.” American Health, March 1985.
---. (b) “Taking Charge, the Happy Health Confidents,” American Health, March 1985.
Hancock, LynNell.  “Why Do Schools Flunk Biology?” Newsweek, February 19,1996.
Hayes, Ash E. “New, Or Old? Ideas for Programming in School Physical Education (for Health and for Performance.” California HPERD  Journal/Times, January 1996, Vol. 58, No. 4.
Jefferson County Public Schools. ”Some Student Behaviors Described as ‘Alarming’,” The Messenger, September 7, 1994.
Jewett, Ann E., Linda L. Bain, and Catherine D. Ennis. The Curriculum Process in Physical Education. Dubuque, IA: WCB Brown & Benchmark, 1995.
Johnsgard, Keith. The Exercise Prescription for Depression and Anxiety, San Jose State University, 1989.
Marsh, Jeanette Jewell.  “Measuring Affective Objectives In Physical Education.” The Physical Educator, May 1984, Vol.41, No.2.
Paffenbarger, Ralph S. New England Journal of Medicine,  March 1986.
Rink, Judith E. Teaching Physical Education for Learning. St. Louis, MO: Mosby-Year Book,1993.
Siedentop, Daryl. Introduction to Physical Education, Fitness and Sport. Mountain View, CA: Mayfield Publishing,  1994.
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Follow-up of Literacy Skills of Children with Childhood Apraxia
Amy Skinder-Meredith, Ph.D. & April LaCoursiere, M.S.
Department of Communication Sciences and Disorders
University of Minnesota-Duluth
Background
Childhood Apraxia of Speech (CAS) is a motor speech disorder where the child has difficulty volitionally sequencing movements for speech in the absence of any structural anomalies or weakness. Many children with CAS also exhibit problems with phonological awareness. ?Phonological awareness refers to the ability to reflect on and manipulate the structure of an utterance as distinct from its meaning.? (Stackhouse,1997, p.157). Phonological awareness is an essential skill when learning to read and write, and is necessary to make sense of an alphabetic script. A study done by Larrivee & Catts (1999) suggested that expressive phonological disorders alone are not closely related with problems in early reading skills, but when accompanied by another speech or language impairment, such as CAS, reading and writing disabilities may surface.
The purpose of this study was to further investigate the relationship between CAS, phonological awareness and literacy skills. 15 children diagnosed with CAS were given a series of tests that assessed early reading and phonologic awareness skills in a prior study. The present study compared the earlier test results with current reading and writing skills as determined by a parent survey based on the National Center on Education and the Economy (NCEE, 1999) reading and writing standards. The survey also asked about parent concerns regarding reading and writing.
Research Questions
1. Which early reading and phonological awareness tests best predict and correlate with school
age reading and writing skills?
2. Which early reading and phonological awareness tests best predict and correlate with
parent/guardian concerns for reading and writing?
3. Does severity of the speech disorder correlate with likeliness of having grade level reading
and writing skills?
Method
Subjects
Fifteen parents/guardians of 8 girls and 7 boys diagnosed with CAS answered surveys on their children?s literacy skills. All children had a dx of CAS with referenced criteria, normal hearing and normal receptive language skills and had been part of an earlier study (Skinder-Meredith, 2002). *One subject was incorrectly dx as having CAS, but had a severe phonological delay (PD). See Table 1 for ages at the time of the prior and current studies and severity levels.
Procedures
Part I. In the earlier study, subjects were administered the Goldman Fristoe Test of Articulation 2nd Edition (GFTA-2), Test of Early Reading Ability, 3rd edition (TERA-3), Phonological Awareness Skills Program Test (PAPST), Lindamood Auditory Conceptualization Test (LAC) and Test of Language Development-Primary 3rd Edition (TOLD-P:3) Word Discrimination subtest.
Part II. Parents/guardians were sent follow-up literacy surveys in the mail. The survey consisted of 28 questions that were based on kindergarten through third grade reading and writing standards developed by the NCEE (1999) and additional questions regarding reading and writing.
Data Analysis
* Grade level of reading and writing was determined on the criteria that the child met at least three basic standards upon completion of the previous school year.
* For comparison to earlier test results, %iles below 16 and grade and age levels below the child?s grade and age were considered to be below normal, otherwise scores were considered WNL.
* Percentage of time each test predicted current reading and writing skills was calculated.
* Correlation values were calculated by assigning below normal skills a 1 and normal skills a 2 for all measures and then making correlations between past tests and current survey results. In addition, severity ratings ranging from 1 to 4 were given a value of 1 and 4.5 to 7 were given a value of 2 to examine the correlation between severity and current reading and writing levels.
Results
Table 1. Comparison Table of Past Reading and Phonological Awareness Test Scores to Current Reading and Writing Levels and Concerns According to Parent Report
Severity
rating Initial
Age Initial
Grade TERA
Alph
%ile TERA
Conv
%ile TERA
Mean
%ile LAC
Grade
level WD
%ile PASPT
Age group Current
age Current
grade Reading
level Reading
concern Writing
level Writing
concern 1.5 5;0 Pre-k 9% 37% 2% unable unable unable 7;2 1st grade 1 grade below Yes 1 grade below Yes 4.5 5;0 Kind 50% 75% 50% <Kind Unable 4-6 to 4-11 6;11 1st grade 1st grade(WNL) No 1st grade (WNL) Yes 3 8;6 2nd 9% 5% 2% Kind 16% 5-6 to 5-11 10;1 4th grade 2 grades below Yes 2 grades below Yes 3 4;3 pre 63% 37% 16% unable 75% < 4 6;6 1st grade 1st grade (WNL) Yes 1st grade (WNL) Yes 2 4;8 pre 25% 16% 5% unable unable < 4 6;10 1st grade 1st grade (WNL) No ? grade below Yes 2 6;7 Kind <1% 5% 5% Kind 16% <4 8;8 2nd grade 1 grade below Yes 1 grade below Yes 2 (PD) 5;2 pre 2% 16% 16% unable 16% <4 7;8 1st grade ? grade below Yes 1st grade (WNL) yes 4 5;3 pre 9% 50% 16% unable 9% 4-0 to 4-5 7;4 1st grade 1st grade (WNL) Yes 1st grade (WNL) Yes 6 6;8 1st 50% 37% 5% 1st 50% 6-6 to 6-11 8;9 3rd grade 3rd grade (WNL) Yes 1 grade below Yes 6 6;4 Kind 9% 37% 37% < kind 37% 4-6 to 4-11 8;0 2nd grade 1 grade below Yes 2nd grade (WNL) Yes 6 6;4 Pre 75% 37% 25% 2nd 37% 7-0 to 7-5 8;0 3rd grade 3rd grade (WNL) No 1 grade below yes 6 5;11 Pre-k 9% 37% 37% 1st 75% 6-6 to 6-11 8;0 3rd grade 3rd grade (WNL) No 1 grade below Yes 7 6;9 End 1st 50% 50% 9% End 1st 37% 5-6 to 5-11 10;0 3rd grade 3rd grade (WNL) No 1 grade below yes 1.5 5;5 Kind 2% 5% 2% Unable 5% >4 6;8 1st grade 1 grade below Yes 1 grade below Yes 2.5 6;7 Kind 67% 5% 5% <kind 9% 4-0 to 4-5 7;6 2nd grade ? grade below Yes 1 grade below Yes
Figure 1. Percent of tests, parent reported NCEE grade levels, and parent concerns for reading and writing that showed the child was below grade level or within normal limits.
Figure 2. Percent of time that a severity ranking of moderate to profound would predict below grade level reading and writing skills and parent concerns in reading and writing.
Figure 3. Percent of time that the test results from the first part of the study corresponded with current NCEE grade levels and parent concerns regarding reading skills.
Figure 4. Percent of time that the test results from the first part of the study corresponded with current NCEE grade levels and parent concerns regarding writing skills
*With the exception of these tests, N=15. LAC N=9; WD N=12; and PASPT N=14
Table 2. Pearson Product Correlation Values between Tests Given in Part I of the Study to Parent Reported NCEE Grade Levels in Reading and Writing and Severity Ratings.
TERA-3
Alphabet TERA-3
Conventions TERA-3
Meaning LAC Word
Discrim PASPT Severity Reading
Level .464 .342 -.055 .632 .192 .452 .491 Writing
Level -.189 .426 .866 -.478 .0 -.389 .0
Conclusions
? The % of children scoring below average ranged from 27% on the TERA-3 Conventions subtest to 79% on the PASPT.
? Current reading and writing levels below grade level were at 47% and 67%, respectively and parental concerns were at 67% and 100%, respectively.
? The LAC best predicted current reading ability (78% and an r = .632), but was the worst at predicting current writing ability (33% and an r = -.478).
? Conversely, the TERA-3 Meaning subtest best predicted current writing ability (78% and an r = .866) but was the worst at predicting reading ability (47% and an r = -.055).
? Severity had a small correlation of .491 with current reading levels and there was no correlation with current writing levels.
Discussion
? Parents often had concerns about reading or writing even when children scored at grade level on the survey. (See table 1.)
? Of all the tests given, the LAC was the most comprehensive in examining the ability to reflect on and manipulate sounds, which could be why it best predicted reading skills. However, it isn?t clear why the correlation with writing level was so low.
? The Meaning subtest examined construction of meaning from print. Subtle spelling and grammar mistakes need to be recognized in order to do well on this test, especially for older children. This may be why it predicted writing skills so well.
? The one child with severe PD vs. CAS performed similarly to many of the children with CAS in all tests.
Limitations
* The young age of many of the children during the initial part of the study reduced the N for some of the test-survey comparisons.
* The survey based on NCEE standards may not have been sensitive enough to get an accurate picture of children?s current reading and writing levels.
* This study did not note the amount of intervention in pre-literacy and literacy skills children may have had between the two studies.
Clinical /Research Implications
? Discrepancies between the grade appropriate skills and parental concerns could be due to many reasons and warrants further study.
? Replicate this study with a bigger N and PD and normal control groups.
? Some tests warrant better predictive information than others.
? Regardless of severity, children with CAS are at risk for reading and writing difficulties and thus should be monitored closely.
References
Larrivee, L.S. & Catts, H.W. (1999). Early reading achievement in children with expressive phonological disorders. American Journal of Speech-Language Pathology, 8, 118-128.
Lewis, B.A., Freebairn, L.A., Hansen, A.J., Iyengar, S.K. & Taylor, H.G. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35, 122-140.
Skinder-Meredith, A., (2003). A relationship between severity of childhood apraxia of speech, phonologic awareness and early reading skills. Poster Presented to the Childhood Phonology Conference, Vancouver, BC, Canada.
Stackhouse, J. (1997). Phonological awareness: connecting speech and literacy problems. In B. Hodson and M.L. Edwards (Eds.), Perspectives in Applied Phonology (pp.157-196). Gaithersburg, MD: Aspen Publications.

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Kings Of Leon Set Out To Extend Reign To U.S.
February 12, 2005
BRIAN GARRITY
For Kings of Leon, fame is a relative thing.
The four-piece rock outfit from Tennessee has achieved platinum sales in the United Kingdom, where the group is a bona fide sensation. The band served as the penultimate act at last summer's Glastonbury Festival, and it counts rock royalty like Mick Jagger, Bono and Elton John among its fans.
However, in its hometown of Nashville and elsewhere in the United States, the band continues to toil in semi-obscurity as it waits on its first North American hit.
"Fame is where you are," Kings of Leon drummer Nathan Followill says. "Obviously we would love to be huge in America, but we've had a blast touring the world, and we've already sold more records than we ever dreamed we would."
The band—a family affair comprising Followill, his brothers Caleb (vocals/rhythm guitar) and Jared (bass) and cousin Matthew (lead guitar)—is about to take its second shot at breaking in the United States with the Feb. 22 release of "Aha Shake Heartbreak" (RCA), the critically hailed follow-up to 2003's "Youth and Young Manhood."
Based on early indications, Kings of Leon's stateside profile may be about to change.
The band landed the much-coveted opening slot on the spring leg of U2's tour that kicks off in March. In addition, influential alternative radio stations in Los Angeles, Boston, Seattle, San Diego and Portland, Ore., have been early champions of the album's first single, "The Bucket," by picking it up ahead of the track's Jan. 31 radio impact date.
With a headlining club tour of its own in February, a 15-page photo spread in Rolling Stone's spring fashion issue and TV dates on "Late Show With David Letterman" and "Late Night With Conan O'Brien" pending, RCA executives hope Kings of Leon will establish a stronger connection with American audiences.
To be sure, expectations at RCA are running high as the challenge to break the band in the States is formidable. The label reports it has sold 765,000 million copies of "Youth and Young Manhood" around the world, including more than 408,000 units in the United Kingdom, while "Aha Shake Heartbreak" has sold more than 270,000 units in the U.K. alone since its release in November.
By contrast, "Youth" sold 122,000 units in the United States, according to Nielsen SoundScan.
"It's our goal to get them to a place as big here as they are in the U.K., which sounds funny because they are an American band," RCA marketing director Brad Oldham says.
The label is looking to use the exposure from the U2 tour slot (secured after the two bands appeared on a British TV program late last year) to further build the act's radio profile, something the group struggled with the last time out.
RCA senior VP of A&R Steve Ralbovsky says that with "Youth and Young Manhood" the band was pejoratively characterized as too Southern rock or too garage or too much like the Strokes, or some combination of the three.
"It was an anathema to most of your modern rock programmers. They would say, 'This just isn't the sound of my radio station,'" he says. "This time around it feels like our presentation is stronger and radio is more receptive."
RCA's pitch is bolstered by rapturous advance reviews for "Aha Shake Heartbreak." The band—which is managed by Ken Levitan and Andy Mendelsohn of Vector Management and published by Windswept Music—again worked with producer Ethan Johns (Ryan Adams, Ben Kweller) and received co-production from songwriter/producer Angelo.
"We definitely knew going into it that we were much further along as musicians than on 'Youth and Young Manhood,'" Nathan Followill says. "With the first record we were just happy to get through a song without messing up. This record we knew what we wanted."
 

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“The r TT “The eturn of the singer-songwriter as the main trend in pop seems perpetually
j just over the horizon, and artists like Fairchild are a good reason why.”
Dave Marsh, rock critic
With the release of her CD Mr. Heart in 2002, Amy Fairchild has come into her own. Critical acclaim gathered fast for this self-released effort. According to Steve Morse of the Boston Globe, Fairchild is “…on the verge of big things.” In the words of rock critic Dave Marsh, "If there still was a recording industry, this would come out on a major label…and would be such a big hit that you'd be sick of her by now. Not many people make records this good”. Album Network says, "Reminiscent of Sheryl Crow, Fairchild effortlessly delivers natural lyrics and organic vocals while her band keeps it rocking. This stuff is really cool." Seth Rogovoy of The Berkshire Eagle picked Mr. Heart as one of his top 10 CD Releases for 2002. ‘Renee’ (from Mr. Heart) won the Grand Prize in the coveted Pop Category of the 2003 John Lennon Songwriting Contest.  Last year, her song ‘Falling Down’, also from Mr. Heart, not only won the Pop Category in the same contest but also went on to win the overall Maxell Song of the Year ($20,000 prize). ‘Tuesday’ a song about Sept 11th won Grand Prize in the Billboard Songwriting Competition in the Country/Folk Category. Song placements include ‘Humble Pie’, which was used in an episode of Dawson’s Creek and ‘Beautiful Secret’, placed in the national touring company production of Spiderman Live in addition to being used heard recently on Joan of Arcadia (CBS). She was also nominated for two Boston Music Awards in 2003; Best Female Vocalist and Best Female Singer/Songwriter. A live cd, “Amy Fairchild Live” was released on February 9th, 2004.
Fairchild’s musical career began in Northampton, MA with the release of her first CD “She’s Not Herself” which was voted “Album of the Year” by several local papers. She moved to New York City five years ago and immediately began performing and filling clubs throughout the city. In May of 2001, she won the prestigious Kerrville Folk Festival New Folk Songwriting Competition, joining a list of winners that includes Lyle Lovett, Steve Earle, Nanci Griffith and Shawn Colvin. She was also the NYC 1999 Lilith Fair Talent Search Winner, and performed at the Jones Beach stop of the tour. In addition to the Lilith Fair headliners, she has shared the stage with such diverse artists as Hall and Oates, The Bacon Brothers, Ben Folds and Joan Osborne. Sensitive introspection, a sharp melodic radar, rock and roll's rebellious energy, and an intuitive feel for the understated power of an acoustic guitar and a good lyric all inform her music and distinguish Amy as a dynamic performer. Seth Rogovoy of The Berkshire Eagle says, “Fairchild combines the literate intimacy of a new-folk singer-songwriter, the unerring pop-rock instincts of a Sheryl Crow, and the moves of a rock goddess.” (others on the list included Springsteen, McCartney, Dylan and James Taylor with the Boston Pops!)
Mr. Heart was produced by Boston’s multi-instrumentalist/producer Adam Steinberg and features Graham Maby (Joe Jackson, Natalie Merchant) and Sebastian Steinberg (Soul Coughing, Neil Finn) on bass, Gary Burke (Joe Jackson, Bob Dylan) on drums and Steinberg on electric guitar, keyboards and more. She continues to play out live to promote both Mr. Heart and the new live cd.
a m y f a i r c h i l d
Amy Fairchild / So Fair Music
PO Box 2113 Wakefield, MA 01880
781-245-4329 / amy@amyfairchild.com
www.amyfairchild.com

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REPORT OF THE COUNCIL ON MEDICAL EDUCATION
CME Report 2-I-05
Subject: Impact of US Medical Liability Premiums on Clinical Medical Education
(Resolutions 909 and 920, I-04)
Presented by: Carl A. Sirio, MD, Chair
Referred to: Reference Committee L
(George R. Green, MD, Chair)
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Resolution 909 (I-04), “US Medical Liability Crisis and the Impact on Clinical Medical Education,” which was submitted by the Medical Student Section and Resolution 920 (I-04), “US Medical Liability Crisis and the Impact on Clinical Medical Education” which was submitted by the Nebraska Delegation and were referred to the Board of Trustees, contained three distinct resolves and asked that:
Our American Medical Association recognize that undergraduate and graduate medical education are negatively impacted by the medical liability crisis;
Our AMA oppose the administration of increased medical liability insurance premiums based solely on preceptor or volunteer faculty status; and
Our AMA study the scope, potential impact, and possible solutions of the medical liability crisis on volunteer faculty liability premium costs and the impact on medical education, and report back at the 2005 Annual Meeting.
Background
Clinical education of medical students is dependent on contributions made by volunteer and part-time members of the faculty of medical schools. These clinical preceptors make important contributions to the education of medical students, particularly in the ambulatory and office-based settings. Concerns were raised by the authors of the resolutions that insurance underwriters perceive that a physician’s status as a medical school faculty member or preceptor is an additional exposure to liability. On that basis, it was stated that medical liability coverage had been denied or premiums had been increased forcing physicians to abandon their teaching roles. Testimony at the reference committee hearing identified a lack of information regarding the medical liability premiums of volunteer faculty and of evidence of any change in teaching activities. Representatives from the Council on Medical Education agreed to research this issue and report back to the House of Delegates.
Existing AMA Policy
The AMA has long-standing policy that supports the role of part-time and volunteer members of the faculty in educating medical students. Policy H-295.995 (AMA Policy Database), “Recommendations for Future Directions for Medical Education,” was first adopted at the Annual Meeting in 1982 and was most recently reaffirmed at the Interim Meeting in 2003. This policy establishes in part that “Medical schools should continue to recognize that the instruction provided by volunteer and part-time members of the faculty and the use of facilities in which they practice make important contributions to the education of medical students.” Policy H-305.942, “The Ecology of Medical Education: The Infrastructure for Clinical Education,” includes the statement that “Affiliated health care institutions and volunteer faculty members be included in medical school resource planning for clinical education when appropriate.” In addition, Policy H-435.959, “Liability Reform,” identifies medical liability reform as the highest legislative priority.
Discussion
Three separate activities were carried out to collect information regarding the contribution of teaching activities to medical liability premiums. All Liaison Committee on Medical Education (LCME)-accredited medical schools were surveyed to determine if higher insurance premiums could be related to teaching efforts and the potential impact of higher insurance premiums on the availability of volunteer faculty to teach. Individual state medical associations were polled to determine if they were aware of any problems in recruiting or retaining volunteer clinical faculty to teach medical students or resident physicians related to medical liability insurance premiums and if there was evidence that such premiums had been raised based on teaching activities. Graduate medical education program directors were asked to respond to questions about medical liability insurance premiums and availability of volunteer faculty to teach resident physicians.
2004-2005 LCME Annual Medical School Questionnaire Part II
This questionnaire included two questions: “Are your volunteer faculty experiencing higher medical liability insurance premiums specifically as a result of their participation in medical student teaching?” and “Is the cost of medical liability insurance causing problems in recruiting volunteer faculty to teach medical students?” The annual questionnaire has a 100% response rate, all 125 medical schools providing responses to both questions.
Only four schools agreed that their volunteer faculty members were experiencing higher premiums as a result of teaching, 49 indicated that this was not a problem, and 72 did not know if this was an issue for their volunteer faculty. There was no pattern to the distribution of the schools responding positively to the question. Response patterns from the 64 medical schools in the 20 states identified by the AMA as being in medical liability crisis as of June 2006 were similar to those from the remaining 61 medical schools in states not identified as being in crisis. For those schools in crisis states, only two indicated that volunteer faculty members had higher premiums as a result of teaching, 24 did not, and 38 did not know.
Recruiting faculty to teach medical students appeared to be a larger issue. Sixteen medical schools responded affirmatively to the question of whether the cost of medical liability premiums was causing problems in recruiting and retaining volunteer faculty to teach medical students, 64 indicated that this was not a problem, and 45 did not know. Of the 64 medical schools located in states with a medical liability crisis, 12 responded affirmatively. However, 32 schools in crisis states and 32 schools in non-crisis states responded that recruitment was not being affected. There was a greater degree of consistency in response to this question within states with more than one medical school. In two states in crisis, all schools denied a problem. In four states not in crisis, the response for all schools also denied a problem. In no instance did all the schools in any state agree that it was a problem recruiting volunteer faculty to teach medical students.
Advocacy Resource Center Survey
The Advocacy Resource Center received 21 responses from states regarding increased medical liability premiums based on supervising or teaching medical students or resident physicians. Twelve of the responses came from states identified by the AMA as being in medical liability crisis. None of the responses identified an increase in liability premiums that was attributable to a teaching or supervising role for volunteer faculty. In only one instance, it was noted that one carrier in one state refuses to write policies for obstetrician/gynecologists who teach obstetrical residents. Additional comments indicated that where medical liability insurance premiums are experience-rated, avoiding teaching of medical students and resident physicians will not reduce premiums.
Graduate Medical Education E-Letter, March 2005 Survey
The Graduate Medical Education E-Letter is distributed to more than 12,000 program directors and directors of graduate medical education. Included in the March 2005 issue was the opportunity to respond to two questions about medical liability insurance premiums and the ability to recruit and retain clinical faculty to teach resident physicians. Unfortunately the low response rate provides only anecdotal information and precludes reporting and analyzing the results.
Summary and Recommendations
Based on the information provided above, there is not enough evidence to identify a pervasive problem of increased medical liability premiums for volunteer faculty members consequent to teaching medical students and resident physicians. While not overwhelming in magnitude there appears to be some evidence of increasing difficulty in recruiting volunteer faculty to teach. However, the cause of this problem cannot be directly related to medical liability insurance premiums. The contribution of volunteer and part-time clinical faculty remains an important component of the medical education system in the US and should continue to be supported by the AMA. In addition, the absence of findings identifying teaching medical students and resident physicians as a source of increased medical liability premiums does not diminish the crisis in liability insurance. Liability reform must remain the highest legislative priority of the AMA.
The Council on Medical Education recommends that the following recommendations be adopted in lieu of Resolutions 909 (I-04) and 920 (I-04) and that the remainder of this report be filed.
1. That Policy H-295.995[16], “Recommendations for Future Directions for Medical Education,” be amended to state that “Medical schools and residency programs should continue to recognize that the instruction provided by volunteer and part-time members of the faculty and the use of facilities in which they practice make important contributions to the education of medical students and resident physicians.” (Modify Current HOD Policy)
2. That Policy H-305.942[2], “The Ecology of Medical Education: The Infrastructure for Clinical Education,” be amended to state that “Affiliated health care institutions and volunteer faculty members be included in medical school and residency program resource planning for clinical education when appropriate.” (Modify Current HOD Policy)
3. That Policy H-435.959, “Liability Reform,” identifying medical liability reform as the AMA’s highest legislative priority be reaffirmed. (Reaffirm HOD Policy)
4. That our AMA monitor the ongoing impact of the medical liability crisis on the availability of clinical faculty for undergraduate and graduate medical education. (Directive to Take Action)
Fiscal Note. No Significant Fiscal Impact
CME Rep. 2-I-05--Page 2
CME Rep. X-A-04--Page 4

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Pioneers of the Didgeridoo in Europe! A fresh combo, not only recognized in the Didgeridoo world, contributes their exceptional skills to Jazz and Club Beats by virtuous Breakbeats mixed with entertaining Didge funk and Yidaki Rap. Didges Brew use the Didgeridoo as a powerful effect for voice and mouth percussion. At times you’re convinced that it sounds just like an electronic Beat Box. But the whole sound comes out ... of a simple tube! "This must be supernatural - you aren’t able to play Didgeridoo like this, how the heck they do it ?" (Philipp - a fan)
Marc Miethe (Didgeridoos) and Tayfun Schulzke (Percussion) keep on confronting musicians of the Jazz, Club or World Music circuits. They are liberating the oldest wind instrument known by mankind, elevating the Didgeridoo from its image of being an "accompanying drone instrument" into a new status. Their performance on the Didge is so powerful and contemporary, that even experienced listeners are amazed when Didges Brew play and produce sonicsoundz for the listeners of the 21st century. With their fresh and extraordinary skills and a lot of taste and humor, it is their aim to explore the multiple possibilities of this simple wooden tube, “to expose its qualities as a ´mouth percussion´ instrument“. Didges Brew transform percussion vocals, as well as HipHop influenced Beat Box styles and Jazz Scat improvisations with the Didge. The tunable Trombone Didge enables them to produce "wicked" sounding melodious bass lines as well as woven virtuous breakbeats to their full spectrum of driving rhythms and exotic soundscapes.
Didges Brew exist since August '98, succeeding the band Circular Breathing, who performed at, and influenced Didgeridoo- and World-Music-Festivals through the great diversity and creativity of their playing.
press release:
“... a real discovery ... absolutely convincing interpretation of the term "World Music" ... Marc Miethe plays (the Didge) with intensity and wealth of invention which is hard to match ... far and away from Folk Music and you know that the association with "Bitches Brew" by Miles Davis is absolutely right when drums, percussion and samples join in: this is Ethno-Jazz for the 21st century ... "Didges Brew" create a truly organic fusion of different music styles and the simple wooden tube is always leading.“
(Beate Baum, Dresdner Neueste Nachrichten, 3 October 2003)
„...a real bomb!...“ (sonomag.de) "...brilliant..." Berliner Morgenpost, Jan 05
Discographie (Marc Miethe + Tayfun Schulzke)
* Didges Brew (track: Barry White): Dreamtime Festival Sampler 2001
* Circular Breathing: Living Structures (e.g. with Seydouba Soumah, Ballet Africain)
* Currents with Nils Arndt (Poems for Leila)
The three titles are published at: Janusphere Music (www.janusphere.com)
* Gnawa Impulse: living remixes, CD (Fairplay, Kwark, GIP Music 2002)
* Seeed (Tayfun Schulzke) „New Dubby Conquerors“
Didges Brew in the internet: http://www.cross-culture-music.de/xdidges.html
* Marc Miethe (Boobinga, Cross Culture Music) | Didgeridoos.
One of the true innovators of contemporary Didgeridoo Style! "Spectacular indeed"
The media lauds his extraordinary percussive and powerful style. His experience as a bass-player took influence on his unique artistic dimensions on the tunable trombone Didge. Miethe is always expanding the borders of the Didgeridoo. He has been playing E-Bass since 1986 and came to the Didge in 1992. In 1994 he teams up for the Berlin Didgeridoo trio Circular Breathing and records two CDs with them. He performs for Boobinga - Didge`n´Bass together with electric-Bass player Armin Metz and as a CD and tour guest with Moroccan Gnawa’n’Clubbeat project Gnawa Impulse. Teaming with flamenco-guitarist and exceptional singer Jan Tomsic, playing „cross-cultural music“ with Peshkar, Dieter Irber´s Cosmic Level (Jungle-Jazz), Bauhouse (Live-House), Paradise Productions (Goa-Trance), DJ Medy Soul, theatre, circus and modern dance (Company F6). In 1999 he co-founds Cross Culture Music. The trained body-psycho-therapist is also well known as teacher for Didgeridoo lessons & workshops. “... storm of enthusiasm ... unbelievable variety ...“ Bad. Zeitung, Dec. 23rd 2002
* Tayfun (Culture Clash, respect.brazil, live.demo) | percussion. didgeridoo.
Nomen est Omen! A tayfun on percussion – a hurricane on the Didge.
He plays a wide spectrum of percussion instruments like Conga, Djembe, Cajon, Darabuka, Udu and Tabla. Tayfun studied african rhythms and expanded his skills to Indian Tabla (with Prof. Sankha Chatterjee / Kalkutta) and cuban Conga (Rumba with J.A. Mehnert). He plays Didgeridoo as pulsating, touching and voluminous as few others are able to.
Besides his studio work, TV appearances and even stage acting he can be found on several festival sites. He played Club’n’Global Groove with ethnodelic Hip-Hop, Drum`n´Bass Combo Culture Clash, is laying down the beats for Party-series respect.brazil (“from bossa funk to samba house“) and the concert / party legend live.demo, worked as guest for the Seeed Album „New Dubby Conquerors“, winners of ECHO award and with Herbert Grönemeyer at the opening ceremony of FIFA Worldcup 2006. He accompanied californian avantgarde singer Toni Pope and the afro-russian Band Pushkin Boom Beat. In ‘98 he recorded for Tribe-House CD ‘Housetralia’, since 2001 he is endorser for the Pulse Percussion company. He also is one of the Cross Culture Music founders.
* Matthias Millhoff (chill gmbh, embeat) | Keyboard, Rhodes, Loops + Beats
He provides for organic sound structures as well as for furious solo escapades and harmonic basis as a Rhodes enthusiast and confessing self-taught. Forever since he is fascinated by music improvisation. With "chill gmbh" he contributed to several electro acoustical real time improvisations and approved his skills as sideman of Felix Wahnschaffe (sax, Das Rosa Rauschen) together with nu-jazz band "Da-Dandy". Matthias is actively involved in world music performing with "RAS" (sonarkollektiv) and "Hamid Baroudi" for some time. He has been on tour and contributes to concerts and CD projects e.g. with Traffic Jam (motor/polygram), Meitz (airdrops), Muhabbet, Dean Dawson, Jazzanova, Stolle & Band (Deutscher Rock- & Poppreis 2000), El Houssaine Kili (ex-Dissidenten), Da-Dandy among others together with liveDEMO featuring Ono, Brooke Russell (FK), Vanessa Mason (four-music), Ty, Beans, Amber Sunshower, Özlem, Brother Courtney, Georg Levin (sonarkollektiv) and Clara Hill ...
* David Kuckhermann | Percussion, Frame drums, Zen-Drum (Electro Percussion)
He studied world percussion at the Music Academy in Rotterdam and since then is actively involved in different drum cultures (e.g. Latin American, Indian and Middle East percussion). He integrated live looping to his repertoire in 2001 and since then composes for dance performances of the Rotterdam Dance Academy. David is member in Wouter Swets Al Farabi Ensemble and performs as ZwischenRaum with sax player and keyboarder Holger Raddatz. He lives in Berlin since 2003 and he plays ancient music with Ensemble EST on tour, accompanied by Omar Faruk Tekbilek and Cordatum; he works as teacher e.g. at the percussion school "rhythmuswelt" in Münster as well.
David’s teachers were Ustad Fayaz Khan and Ted de Jong (Indian Tabla), Glen Velez (Frame Drums), Siavach Yazdanifar (Tonbak, Daf), Ramesh Shotham (South Indian Percussion), Nils Fischer (Latinpercussion), Martin Drewer (Brasilian Percussion) and Wouter Swets (Balkan Rhythms). The electronic Zen Drum provides infinite sound spectrums to him due to his distinctive dexterity.
These Guest Musicians may be added to our Line up.
* Daniel Allen (Cuba) | trumpet (e.g. with Patrice) ... cuban soul pushing the beat !
* Armin Metz (Ahimsa, Talvin Singh Trio, Boobinga) | 6-string electric bass.
"spectacular dialogs .. where ever they go they strike gold .. exotic beauty of sounds .. insider-hit .. The expectant Reggae rhythm inspires Miethe to a "Rap"-Didgeridoo-interlude - and initiates the audience to dance" (Hildesheimer Allgemeine about BOOBINGA, the duo of Miethe’n‘Metz)
* Adam Chalk (NY) | key. synths.
* Michael Dau (Honeymunch) | drums. percussion ... the big beats !
According to your capacity Didges Brew offers smaller, well functioning and rehearsed Line-Ups for events, concerts and performances. More info on demand.
the „Didgeridoo“ ... can you tell me what it is?
The DIDGERIDOO (or Yidaki, Bamboo) is the traditional wind instrument of some australian Aborigine tribes, who have played it for at least 30000 years in their ceremonies. The inside of the trunk- or branch from the Eucalyptus tree is hollowed out by termites. The Player produces a deep-tone and at the same time varies the overtones trough tongue movements, singing and „pumping“ lung pressure drops. Playing the Didgeridoo requires a "Circular Breathing" technique which allows a constant tone to be produced and held.
Performances (Didges Brew, a selection)

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Exploring Dallas Beyond AECT
Cultural & Heritage
African American Museum at Fair Park
Address: 3536 Grand Avenue, Dallas, TX 75210
Phone: 214-565-9026
URL: http://www.aamdallas.org
Housed in four vaulted galleries, this museum explores the African-American experience through exhibits and displays. The African American Museum is the only institution of its kind in the Southwest offering an impressive collection of African and African American art, featuring one of the largest folk art collections in the nation. It is a treasury of art and culture recognized as a vital part of the black heritage. Open: Tues. - Fri. 12:00pm. - 5:00pm. Sat. 10:00am. - 5:00pm. Sun. 1:00pm - 5:00pm. Closed: Mondays. Admission: Free.
Capturing Motion – Swirl. Sway. Scoot.
Venue: Dallas Museum of Art
Address: 1717 North Harwood St., Dallas, TX 75201
Phone: 214-922-1200
URL: http://www.dallasmuseumofart.org
This newly installed exhibition of works from the museum’s collections, explores various ways artists capture a sense of motion in their art. See how artists manipulate their materials to produce the illusion of a dancer twirling or of shapes scooting across a surface. Other artists cause forms to actually dance and glide or allow us to follow the videoed motion of a winding journey through a Dallas neighborhood. With this exhibit, the museum is experimenting with different ways to engage visitors with a cross-cultural selection of works of art that accommodate various learning styles and provide opportunities for interaction and creative response. Museum hours: Tues.–Wed. 11am–5pm; Thurs. 11am–9pm; Fri.–Sun. 11am–5pm. Closed Mon. and holidays. Admission: free to members and children under 12, $10 adults, $7 seniors (65 and over), $5 students.
The Sixth Floor Museum at Dealey Plaza
Address: 411 Elm Street, Dallas, TX 75202
Phone: 214-747-6660
URL: http://www.jfk.org
President John F. Kennedy’s frequent espousal of public service provides the basis for Call to Action, now on exhibit at The Sixth Floor Museum at Dealey Plaza. Through photographs, artifacts, narrative, and an extensive visual timeline spanning a period between 1955 and 1975, visitors discover the issues that influenced President Kennedy’s “New Frontier”, learn about the social movements that he influenced, and meet the Dallas residents and other Americans that he inspired. Topics covered in the exhibit range from creation of the Peace Corps to the struggle for civil rights by African Americans, Hispanics, women, gays, and the disabled. Evoking the president’s message of activism and responsible citizenship, Call to Action runs through fall 2006.
Ultimate Tree Houses
Venue: Dallas Arboretum
Address: 8525 Garland Road, Dallas, TX 75218
Phone: 214-515-6500
URL: http://www.dallasarboretum.org
This exhibit features 13 extreme tree houses of the most innovate designs and modern architectural feats created. They range from giant tulip pods to a bamboo hut. Come see these exciting tree houses spread throughout the Arboretum's 66 acres!
James Brooks at the Dallas Museum of Art: A Celebration
Venue: Dallas Museum of Art
Address: 1717 North Harwood St., Dallas, TX 75201
Phone: 214-922-1826
URL: http://www.dallasmuseumofart.org
The Dallas Museum of Art (then called the Dallas Museum of Fine Arts) first presented James Brooks’ works in 1933, when the Museum awarded him a first prize and three honorable mentions for a series of lithographic prints done in the prevailing style of the renowned Dallas Nine regionalist school. From this solid beginning, James Brooks (1906–1992) would go on to achieve international acclaim as one of the groundbreaking figures in American abstract expressionism, the revolutionary mid-century movement that forever changed the way art was made and considered. This exhibition will include the Museum’s entire collection of Brooks’ works—a collection that now constitutes one of the definitive gatherings of the artist’s work anywhere in the world. It will especially feature a recent gift of James Brooks’ works by the artist’s wife, Charlotte Park Brooks, which was made possible by his niece, former Dallas Museum of Art employee Julie Cochran.
Frontiers of Flight Museum
Address: 6911 Lemmon Ave, Dallas, TX 75209
Phone: 214-350-1651
URL: http://www.flightmuseum.com
From the Kitty Hawk to the Moon Walk, relive the History of Aviation amidst one of the world's finest collections of artifacts, scale models, photographs and other exciting memorabilia. Founded in 1998 and opened in its new space in 2004, Frontiers of Flight Museum has over 100,000 square feet of exhibit space, including 25 aircraft, 20 interactive displays, educational workshops, and regular presentations from space shuttle astronauts and NASA officials. Come see the Apollo 7 command module, the only moon rock on display in North Texas, the Bell "Huey" Helicopter or the most extensive collection of ejection seats. Admission: $8 for adults; $6 for seniors; $5 for youth (3-17); and Free under age 3. Hours: M-Sat 10 am-5 pm; Sun 1-5 pm Visit www.flightmuseum.com or call 214-350-1651 for more information on special exhibitions and workshops.
Mystical Arts of Tibet
Venue: The Trammell & Margaret Crow Collection of Asian Art
Address: 2010 Flora Street, Dallas, TX 75201
Phone: 214-979-6430
URL: http://www.crowcollection.org
Painting with colored sand ranks as one of the most unique and exquisite artistic traditions of Tantric Buddhism. Millions of grains of colored sand are painstakingly laid into place in this ancient spiritual art form in order to purify and heal the environment. When finished, the mandala will be dismantled to symbolize the impermanence of all that exists, and the colored sands will be swept up and poured into a body of flowing water where the waters will carry the healing energies throughout the world. Daily admission is free.
Tibet: Mountains and Valleys, Castles and Tents
Venue: The Trammell & Margaret Crow Collection of Asian Art
Address: 2010 Flora Street, Dallas, TX 75201
Phone: 214-979-6430
URL: www.crowcollection.org
Tibet: Mountains and Valleys, Castles and Tents is organized by The Newark Museum to showcase its great historical and archival treasures of Tibetan culture, considered the finest in the Western Hemisphere. Many of these objects are being shown outside the Museum for the first time.
Mountains and Valleys, Castles and Tents explores two tradition ways of life and their profound impact upon Tibetan society prior to 1950. The first addresses the lifestyle of the aristocracy, utilizing lavishly decorated objects and ceremonial ornaments to illustrate the political power and social standing of the noble families of Tibet. The second part of the exhibition examines the personal belongings and tools of nomadic traders, farmers and herders of eastern and northeastern Tibet. Daily admission is free.
Hablando en Plata con Sebastian
Venue: Latino Cultural Center
Address: 2600 Live Oak, Dallas, TX 75204
Phone: 214-670-3320
URL: http://www.dallasculture.org/latinoCulturalCenter.cfm
Exhibition showcasing the modern and contemporary work of Mexican artist, Sebastian. Crafted out of both silver and iron, his works bear themselves with great dignity and artistic wisdom. Access to the facility is free. Admission may be required to some events.
Carlos Pellicer Lopez: "Encausticas"
Venue: Latino Cultural Center
Address: 2600 Live Oak, Dallas, TX 75204
Phone: 214-670-3320
URL: http://www.dallasculture.org/latinoCulturalCenter.cfm
Carlos Pellicer Lopez has resurrected the encaustic painting tradition for the creation of this collection. This technique is also called "hot wax painting" and is applied to a surface, usually prepared wood, though also canvas and other materials can be used. Access to the facility is free. Admission may be required to some events.
Dallas Arboretum
Address: 8525 Garland Road, Dallas, TX 75218
Phone: 214-515-6500
URL: http://www.dallasarboretum.org
With 100,000 fall-blooming flowers, including salvia, coleus and thousands of richly colored chrysanthemums, Autumn at the Arboretum is one of Dallas’ can’t-miss seasonal events. Perennial favorites like the Tom Thumb pumpkin patch, Kimberly-Clark's Mommy & Me Mondays are joined by exciting new activities including ArtScape, Rock Garden Concert Series and the Great Pumpkin Festival. Tickets: $8 for adults, $7 for seniors (65+), $5 for children ages 3-12, free for children 2 and under.
Cranach to Monet: Highlights of the Perez Simon Collection
Venue: Meadows Museum, Fine Art
Address: 5900 Bishop Boulevard, SMU, Dallas, TX 75275
Phone: 214-768-2516
URL: http://www.meadowsmuseumdallas.org/
A selection of 57 paintings dating from the 14th to the 19th centuries from this important private Mexican collection features outstanding examples of Italian, German, Flemish, Dutch, French and Englsh paintings. Meadows Museum Hours of Operation: Tuesday-Saturday 10:00 a.m.–5:00 p.m., Thursdays until 8:00 p.m., Sunday 12:00 p.m.–5:00 p.m. Admission to Exhibitions and Upper Galleries: $8 per visitor (complimentary on Thursday after 5 p.m.)
Monarch Tagging Demo
Venue: Texas Discovery Gardens at Fair Park (Dallas Horticultural Center)
Address: 3601 Martin Luther King Blvd., Dallas, TX 75210
Phone: 214-428-7476
URL: http://www.texasdiscoverygardens.org
See live monarch butterflies tagged to track their migration to Mexico. During the demonstration, a tiny circular tag is attached to the underside of the butterfly’s hind wing. The tag is specially designed not to harm the butterfly or hinder its flight. At the end of the demonstration, the monarchs are released back into the garden to continue their migration south. Part of the international Monarch Watch program, the tags provide vital information for conservation efforts. Also, learn how you can help by providing a waystation for monarchs! Admission: Adults $3; Seniors (60+) $2; Children (3 – 11) $1.50; Children under 3 Free.
City of Imagination Lecture Series
Venue: Dallas Institute of Humanities and Culture
Address: 2719 Routh Street, Dallas, TX 75201
Phone: 214-871-2440
URL: http://www.dallasinstitute.org
Dr. Glenn Arbery, Lame Hephaistos: Technology at the World's End. 7:30 pm. Free Admission - Donation Requested.
Rock Garden: Queen for a Day
Venue: Dallas Arboretum
Address: 8525 Garland Road, Dallas, TX 75218
Phone: 214-515-6500
URL: http://www.dallasarboretum.org
Date: October 12, 2006
Queen for a Day is a tribute to Queen. Tickets are $14, $7 for children ages 3–12 and $5 for members of the Arboretum. Tickets go on sale Monday, August 28. For information about groups of 25 or more call 214-515-6519. Seating for each concert is limited so advance purchase is highly recommended. Showtime: 7 - 9pm.
Family Entertainment
State Fair of Texas 2006
Venue: State Fair of Texas
Address: 3921 Martin Luther King, Dallas, TX 75210
Phone: 214-565-9931
URL: http://www.BigTex.com
An abundance of things to discover awaits visitors to the 2005 State Fair of Texas. Whether it's the very best in exhibits, entertainment, livestock events, contests or rides, guests will not leave disappointed. Features are Annual Corny Dog Eating Championship, and Blockbuster sponsors the nightly parade through the fairgrounds. General Admission: $13; Kids under 48" tall: $9; Seniors 60 and over: $9; Children 2 and under: Free; Seniors 60 and over: Free Thursday, Oct. 12.
Rumplestiltskin
Venue: Slappy's Puppet Playhouse
Address: 13350 Dallas Pky., Suite 3495, Dallas, TX 75240 (inside the Galleria Mall)
Phone: 214-369-4849
URL: http://www.slappysplayhouse.com/index.html
Told with exquisitely crafted marionettes, our puppeteers bring life to the tale of a miller who tells the king his daughter can spin straw into gold. Her outlook is grim until a peculiar little man does the impossible, but for an unspeakable price. Slappy's is located in North Dallas. You can find us next to Nordstrom's on Level Three. For reservations or more information, please call the Box Office at: 214.369.4849. Marionette Show Times: Fridays – 10:30am; Saturdays – 10:30am and 1:00pm; Sundays – 2:00pm
Blue Man Group
Venue: American Airlines Center
Address: 2500 Victory Ave., Dallas, TX 75219
Phone: 214-222-3687
URL: http:/www.americanairlinescenter.com
Date: October 14, 2006
It’s a rock concert, heavy on percussion. A display of magic and illusion. Put these together, mix with some cobalt blue paint and you’ve got some idea of what you're going to see. 7:30 pm.
Sports
Dallas Mavericks v. Sacramento
Venue: American Airlines Center
Address: 2500 Victory Ave., Dallas, TX 75219
Phone: 214-747-6287
URL: http://www.dallasmavericks.com
Thursday, October 12, the Dallas Mavericks and Mark Cuban start the season as the Western Conference Champs.
Dallas Cowboys vs. Houston
Venue: Texas Stadium
Address: 2401 East Airport Freeway, Irving, TX 75062
Phone: 214-253-6060
URL: http://www.dallascowboys.com
Date: October 15, 2006
NFL Football: the Dallas Cowboys play the Houston Texans. Game starts at noon.
Theatre, Music & Dance
Dallas Summer Musicals: Dirty Rotten Scoundrels
Location: The Music Hall at Fair Park
Dates: October 3 – 22 (see URL for dates, times & ticketing info)
URL: http://www.dallassummermusicals.org/dsm_scoundrels.shtm
Based on the popular 1988 film, DIRTY ROTTEN SCOUNDRELS centers on two con men living on the French Riviera. The first is the suave and sophisticated Lawrence Jameson (Lithgow), who makes his lavish living by talking rich ladies out of their money. The other, a small-time crook named Freddy Benson (Butz), more humbly swindles women by waking their compassion with fabricated stories about his grandmother's failing health.After meeting on a train, they unsuccessfully attempt to work together only to find that this small French town isn't big enough for the two of them. They agree on a settlement: the first one to extract $50,000 from a young female target, heiress Christine Colgate (Scott), wins and the other must leave town. A hilarious battle of cons ensues, that will keep audiences laughing, humming and guessing to the end!
Cat on a Hot Tin Roof: Dallas Theater Center
Address: 3636 Turtle Creek, Dallas, TX 75219
Phone: 214-522-8499
Fax: 214-521-4423
URL: http://www.dallastheatercenter.org/CurrentSeason.aspx?P_ID=5474
Williams’ Pulitzer Prize-winning drama is an explosive portrait of a Mississippi family, charged with verbal fireworks, savage humor and sexual friction. With larger-than life characters like Big Daddy, Maggie the Cat and Brick, no other play succeeds at completely stripping away the lies and revealing the unique identity of the tumultuous South. This is a must-see classic—one of the best American dramas ever written.
Designed by Frank Lloyd Wright, The Dallas Theater Center's Kalita Humphreys Theater is a classic example of Wright's "form follows function" manifesto. The theater is home to one of the most exciting regional theaters in the country, presenting contemporary American works. DTC also operates the downtown Arts District Theater, a flexible and respected performance space.
Much Ado About Nothing
Venue: Samuell - Grand Amphi-Theatre
Address: 6200 East Grand Boulevard, Dallas, TX 75218
Phone: 214-670-8890
The world's most popular poet and playwright of all time! Come out and enjoy these outdoor summer Shakespeare productions in a beautiful park setting!
Lyon Opera Ballet (France) TITAS DANCE SERIES
Venue: McFarlin Auditorium - SMU
Address: 6405 Boaz Lane, Dallas, TX 75275
Phone: 214-528-5576
URL: HTTP://www.titas.org
Dates: October 13-14, 2006
Widely praised as a classical company dancing contemporary choreography, Lyon Opera Ballet is revered for its innovative performances. Their TITAS performance will be an Homage to Female Choreographers. October 13-14 at 8 pm. $14-$59.
Dance Africa: A Community Festival
Venue: Majestic Theatre
Address: 1925 Elm St., Dallas, TX 75201
Phone: 214-631-2787
URL: http://www.dbdt.com
Dates: October 13-14, 2006
Dallas Black Dance Theatre’s 30th Anniversary Season gets underway with the national project—Dance Africa. More than just a performance series, Dance Africa is about community engagement, with dance classes and African tradition workshops for all ages, a community marketplace, and a dance concert featuring community volunteers. Then it all comes together in a formal concert at the Majestic Theatre with Chuck Davis leading the grand procession of DBDT and a special guest African dance company. Be a part of this community celebration. October 13-14 at 7:30 pm. $18 & $30.
2006 Dallas Symphony Gala
Venue: Morton H. Meyerson Symphony Center
Address: 2301 Flora St., Suite 100, Dallas, TX 75201
Phone: 214-670-3600
URL: http://www.meyersonsymphonycenter.com
Date: October 14, 2006
Join us for our biggest event of the year. The party begins with a cocktail reception followed by the concert-of-a-lifetime as Yo-Yo Ma and Joshua Bell join the Dallas Symphony. After the concert, enjoy a memorable seated dinner. Finally, you'll dance the night away at a swank post-concert bash. This is a perfect opportunity to entertain friends, clients or have a fantastic evening for two.
AECT International Conference ( October 10–14, 2006 ( Dallas, TX
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ExxonMobil's position on climate change continues to be misunderstood by some individuals and groups.
There is increasing evidence that the earth's climate has warmed on average about 0.6 C in the last century. Many global ecosystems, especially the polar areas, are showing signs of warming. CO2 emissions have increased during this same time period - and emissions from fossil fuels and land use changes are one source of these emissions.
Climate remains today an extraordinarily complex area of scientific study. But the risks to society and ecosystems could prove to be significant - so despite the areas of uncertainty that do exist, it is prudent to develop and implement strategies that address the risks, keeping in mind the central importance of energy to the economies of the world. This includes putting policies in place that start us on a path to reduce emissions, while understanding the context of managing carbon emissions among other important world priorities, such as economic development, poverty eradication and public health. While this long term objective is pursued, near term objectives should include supporting climate research to reduce uncertainties while pacing policy responses; promoting energy efficiency; deploying existing technologies that reduce greenhouse gas emissions; and supporting research and development of new, low-GHG technologies.
Policymakers are considering a variety of proposed regulatory options to mitigate GHG emissions. In our view, assessing these options requires an understanding of their likely effectiveness, scale and cost, as well as their implications for economic growth and quality of life. Within ExxonMobil, we analyze and compare the various policy options by evaluating the degree to which they:
* maximize the use of market forces
* ensure a uniform and predictable cost of reducing CO2
* promote global participation
* minimize complexity and administrative costs
* provide transparency to companies and consumers
* adjust to new developments in climate science and the economic impacts of policies
ExxonMobil scientists have undertaken climate change research and related policy analysis for 25 years and their work has produced more than 40 papers in peer-reviewed literature. In addition, our scientists participate in the United Nations Intergovernmental Panel on Climate Change (IPCC) and numerous related scientific bodies.
Over the years the company has supported major projects at such institutions as the Massachusetts Institute of Technology, Stanford University, the Australian Bureau of Agricultural Resource Economics, Batelle Pacific Northwest Laboratory, Princeton University, Charles River Associates, the Hadley Centre for Climate Prediction, the International Energy Agency Greenhouse Gas R & D Programme, Yale University, The University of Texas, Carnegie Mellon University, and the Lamont Doherty Earth Observatory at Columbia University.
Similarly, we support an array of public policy organizations that research and promote discussion on climate change and other domestic and international issues, including the Brookings Institution, the American Enterprise Institute, the Council on Foreign Relations and the Center for Strategic and International Studies. We publish the complete list of organizations on our web site - and update the published list once per year.
For our part, ExxonMobil is taking action to mitigate greenhouse gas emissions today and to support the development of advanced energy technologies with the potential to significantly reduce future emissions. These include:
Working with Manufacturers of Automobiles and Commercial Industrial Engines on research and development programs that could yield fuel economy improvements in internal combustion engines by as much as 30%, with lower corresponding emissions.
Supporting the Global Climate and Energy Project (GCEP) at Stanford University with a charge to accelerate the development of commercially viable energy technologies that can lower greenhouse gas emissions on a global scale. GCEP's focus includes hydrogen production, storage and use; biomass and solar energy; carbon dioxide capture and storage; and advanced transportation and coal technologies. ExxonMobil helped launch the $225 million project in 2002. GCEP is the largest privately-funded, long term research program of its type in the world.
Mitigating Greenhouse Gas Emissions Through Efficiency and Best Practices with steps taken to improve energy efficiency at our facilities since 1999 that have resulted in the avoidance of 11 million metric tons of greenhouse gas emissions last year alone - the equivalent of taking about two million cars off the road. We are working to identify and implement additional measures to more than double these reductions in the near future.
Partnering with the U.S. Environmental Protection Agency and Department of Energy to reduce Greenhouse Gas Emissions in its aim to save more than six billion gallons of fuel annually in the U.S. freight transport system through the EPA's "Smartway" Transport Partnership. ExxonMobil was the first petroleum company to join and recently became a charter member of EPA's Natural Gas Star International Program which expands to international operations the technologies and practices that have reduced methane emissions in the U.S. by six percent over a 1990 baseline. In addition, through a 2003 industry-wide commitment by the American Petroleum Institute, ExxonMobil is improving the efficiency of its refining operations, to gain a 10 percent or more improvement between 2002 and 2012.
Partnering with the European Commission to study Carbon Capture and Storage (CCS) in the recently announced CO2ReMoVe program, a ground-breaking research initiative to establish scientific monitoring systems and determine the reliability of geological carbon dioxide storage. Our support for CO2ReMoVe, builds on more than three decades of involvement in the development and utilization of CCS-related technologies.

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Fitness Terms
AEROBIC - Using oxygen.
AEROBIC ACTIVITIES - Activities using large muscle groups at moderate intensities that permit the body to use oxygen to supply energy to maintain a steady state for more than a few minutes. See steady state.
AEROBIC ENDURANCE - The ability to continue anaerobic activity over a period of time.
AEROBIC POWER - See maximal oxygen uptake.
AGONIST - A muscle which directly engages in an action around a joint which has another muscle that can provide an opposing action.
ANAEROBIC - Not using oxygen.
ANAEROBIC ACTIVITIES - Activities using muscle groups at high intensities that exceed the body’s capacity to use oxygen to supply energy and create and oxygen debt by using energy produced without oxygen.
ANAEROBIC ENDURANCE - The ability to continue anaerobic activity over a period of time (much shorter time than with aerobic activity).
ANAEROBIC THRESHOLD - The point where increasing energy demands of exercise cannot be met by the use of oxygen, and an oxygen debt begins to be incurred.
ANTAGONIST - A muscle that can provide an opposing action to the action of another muscle (the agonist) around a joint.
ATROPHY - Reduction in size, or wasting away, of a body part, organ, tissue or cell.
BALLISTIC MOVEMENT - An exercise movement in which a part of the body is “thrown” against the resistance of antagonist muscles or against the limits of a joint. The latter, especially, is considered dangerous to the integrity of ligaments and tendons.
CARDIOVASCULAR - Pertaining to the heart and blood vessels.
CIRCUIT TRAINING - A series of exercises, performed one after the other, with little rest between. Resistance training in this manner increases strength while making some contribution to cardiovascular endurance as well. (It remains controversial as to whether a significant cardiovascular benefit will be achieved in the absence of very consistent motivation or close supervision of the sessions.)
CONCENTRIC ACTION - Muscle action in which the muscle is shortening under its own power. This action is commonly called “positive” work, or, redundantly, “concentric contraction.”
COOL DOWN - A gradual reduction of the intensity of exercise to allow physiological processes to return to normal. Helps avoid blood pooling in the legs and may reduce muscular soreness.
DEHYDRATION - The condition resulting from the excessive loss of body water.
DURATION - The time spent in a single exercise session. Duration, along with frequency and intensity, are factors affection the effectiveness of exercise.
ECCENTRIC ACTION - Muscle action in which the muscle resists while it is forced to lengthen. This action is commonly called “negative” work, or “eccentric contraction,” but, since the muscle is lengthening, the word “contraction” is misapplied.
ENDURANCE - The capacity to continue a physical performance over a period of time.
ENERGY - The capacity to produce work.
EXERCISE - Physical exertion of sufficient intensity, duration and frequency to achieve or maintain fitness, or other health or athletic objectives.
EXERCISE PRESCRIPTION - A recommendation for a course of exercise to meet desirable individual objectives for fitness. Includes activity types; duration, intensity, and frequency of exercise.
EXPIRATION - Breathing air out of the lungs.
EXTENSION - A movement which moves the two ends of a jointed body part away from each other, as in strengthening of the arm.
EXTENSOR - A muscle that extends a jointed body part.
FAST-TWITCH FIBERS - Muscle fiber type that contracts quickly and is used most in intensive, short-duration exercised, such as weightlifting or sprints.
FATIGUE - A loss of power to continue a given level of physical performance.
FITNESS - The state of well-being consisting of optimum levels of strength, flexibility, weight control, cardiovascular capacity and positive physical and mental health behaviors, that prepare a person to participate fully in life, to be free from controllable health-risk factors and to achieve physical objectives consistent with his/her potential.
FITNESS TESTING - Measuring the indicators of the various aspects of fitness.
FLEXIBILITY - The range of motion around a joint.
FLEXION - A movement which moves the two ends of a jointed body part closer to each other, as in bending the arm.
FREQUENCY - How often a person repeats a complete exercise session.
HAMSTRINGS - The group of muscles at the back of the thigh, and their tendons.
HEART RATE - Number of heartbeats per minute.
HEAT CRAMPS - Muscle twitching or painful cramping, usually following heavy exercise with profuse sweating. The legs, arms and abdominal muscles are the often affected.
HEAT EXHAUSTION - Caused by dehydration (and sometimes salt loss). Symptoms include a dry mouth, excessive thirst, loss of coordination, dizziness, headache, paleness, shakiness and cool and clammy skin.
HEAT STROKE - A life-threatening illness when the body’s temperature-regulating mechanisms fail. Body temperature may rise to over 104 degrees F. skin appears red, dry and warm to the touch. The victim has chills, sometimes nausea and dizziness, and may be confused or irrational. Seizures and coma may follow unless temperature is brought down to 102 degrees within an hour.
ILLIAC CREST - The upper, wide portion of the hip bone.
INTENSITY - The rate of performing work; power. A function of energy output per unit of time.
INTERVAL TRAINING - An exercise session in which the intensity and duration of exercise are consciously alternated between harder and easier work. Often used to improve aerobic capacity and/or anaerobic endurance in exercisers who already have a base of endurance training.
ISOKINETIC CONTRACTION - A muscle contraction against a resistance that moves at a consistent velocity, so that the maximum force of which the muscle is capable throughout the range of motion to be applied.
ISOMETRIC ACTION - Muscle action in which the muscle attempts to contract against a fixed limit. This is also sometimes called “isometric contraction,” although there is not appreciable shortening of the muscle.
ISOTONIC CONTRACTION - A muscle contraction against a constant resistance, as in lifting a weight.
LACTIC ACID - The end product of the metabolism of glucose for the anaerobic production of energy.
LIGAMENT - The fibrous, connective tissue that connects bone to bone, or bone to cartilage, to hold together and support joints.
LUMBAR - Pertaining to the lower back, defined by the five lumbar vertebrae, just above the sacrum.
MAXIMAL HEART RATE - The highest heart rate of which an individual is capable. A broad rule of thumb for estimating maximal heart rate is 220 (beats per minute) minus the person’s age.
METABOLISM - The total of all the chemical and physical processes by which the body builds and maintains itself and by which it breaks down its substances for the production of energy.
NUTRIENTS - Food and its specific elements and compounds that can be used by the body to build and maintain itself and to produce energy.
NUTRITION - The processes involved in taking in and using food substances.
OBESITY - Excessive accumulation of body fat.
ONE REPITITION MAXIMUM, 1 RM - The maximum resistance with which a person can execute one repetition of an exercise movement. See repetition.
MUSCLE GROUP - Specific muscles that act together at the same joint to produce a movement.
OVERLOAD - Subjecting a part of the body to efforts greater than it is accustomed to, in order to elicit a training response. Increases may be in intensity or duration.
OVERUSE - Excessive repeated exertion or shock which results in injuries such as stress fractures of bones or inflammation of muscles and tendons.
OXYGEN DEBT - The oxygen required to restore the capacity for anaerobic work after an effort has used those reserves. Measured by the extra oxygen that is consumed during the recovery from the work.
PEAK HEART RATE - The highest heart rate reached during a work session.
PHYSICAL CONDITIONING - A program of regular, sustained exercise to increase or maintain levels of strength, flexibility, aerobic capacity and body composition consistent with health, fitness or athletic objectives.
PHYSICAL FITNESS - The physiological contribution to wellness through exercise and nutrition behaviors that maintain high aerobic capacity, balance body composition and adequate strength and flexibility to minimize risk of chronic health problems and to enhance the enjoyment of life.
PLYOMETRIC - A type of exercise that suddenly preloads and forces the stretching of a muscle an instant prior to its concentric action.
PNF STRETCH - See proprioceptive neuromuscular facilitation stretch.
POWER - Work performed per unit of time. Measured by the formula: work equal force times distance divided by time. A combination of strength and speed.
PRIME MOVER - The muscle or muscle group that is causing the movement around a joint.
PROGRESSIVE RESISTANCE EXERCISE -Exercise in which the amount of resistance is increased to further stress the muscle after it has become accustomed to handling a lesser resistance.
PRONATION - Assuming a face-down position. Of the hand, turning the palm backward or downward. O the foot, lowering the inner side of the foot so as to flatten the arch. The opposite of supination.
PROPRIOCEPTIVE NEUROMUSCULAR FACILITATION, PNF STRETCH - Muscle stretches that use the proprioceptors (muscle spindles) to send inhibiting messages to the muscle that is to be stretched.
QUADRICEPS - A muscle group at the front of the thigh connected to a common tendon that surrounds the kneecap and attaches to the tibia (lower leg bone). The individual muscles are the rectus femoris, vastus intermedius, vastus lateralis and vastus medialis. Acts to extend the lower leg.
RADIAL PULSE - The pulse at the wrist.
REPETITION - An individual completed exercise movement. Repetitions are usually done in multiples.
RESISTANCE - The force which a muscle is required to work against.
RESPIRATION - Exchange of oxygen and carbon dioxide between the atmosphere and the cells of the body.
SET - A group of repetitions of an exercise movement done consecutively, without rest, until a given number, or momentary exhaustion, is reached.
SHIN SPLINTS - Pain in the front of the lower leg from inflammation of muscle and tendon tissue caused by overuse.
SLOW-TWITCH FIBERS - Muscle fiber type that contracts slowly and is used most in moderate-intensity, endurance exercises, such as distance running.
SPECIFICITY - The principle that the body adapts very specifically to the training stimuli it is required to deal with. The body will perform best at the specific speed, type of contraction, muscle-group usage and energy source usage it has become accustomed to in training.
SPOT REDUCING - An effort to reduce fat at one location on the body by concentrating exercise, manipulation, wraps, ect. on that location.
SPRAIN - A stretching or tearing of ligaments.
STATIC CONTRACTION - See isometric action.
STRAIN - A stretching or tearing of a musculotendinous unit.
STRENGTH - The amount of muscular force that can be exerted.
STRESS - The general physical and psychological response of an individual to any real or perceived adverse stimulus, internal or external, that tends to disturb the individual's homeostasis. Stress that is excessive or reacted to inappropriately, may cause disorders.
STRETCHING - Lengthening a muscle to its maximum extension; moving a joint to the limits of extension.
SUBMAXIMAL - Less than maximum. Submaximal exercise requires less than ones maximum oxygen uptake, heart rate or anaerobic power.
SUPINATION - Assuming a horizontal position facing upward. In the case of the hand, it also means turning the palm to face forward. The opposite of pronation.
TARGET HEART RATE (THR) - The heart rate at which one aims to exercise.
TENDON - The fibrous connective tissue that connects muscle to bone.
TENDONITIS - Inflammation of a tendon.
TESTOSTERONE - The sex hormone that predominates in the male, is responsible for the development of male secondary sex characteristics and is involved in the hypertrophy of muscle.
TRAINING ZONE - See target heart rate.
WARM-UP - A gradual increase in the intensity of exercise to allow physiological processes to prepare for greater energy outputs.
WORK - Force times distance. Measured in foot-pounds and similar units.
WORKOUT - A complete exercise session, ideally consisting of warm-up, intense aerobic and/or strength exercises, and cool down.

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What Young People Are Saying about…
Education, Sport and Development
on Global Girls’ Football Day
On 11 October 2003, designated “Global Girls’ Football Day” by UNICEF and FIFA (the international football association), young people from Bhutan, Eritrea, Ethiopia, Nigeria, Tanzania, and Zambia participated in a 2-hour chat hosted by Voices of Youth. This was the second and final chat organized as part of UNICEF’s girls’ education campaign to discuss how playing sports can help young people succeed in school and play an active role in their communities and in their homes.
UNICEF Goodwill Ambassador Johann Olav Koss, an Olympic Gold medalist speedskater from Norway and the CEO of Right to Play, was a special guest participant in the chat.
Discussion topics included:
* How sport can help you in school
* How sport can help you in your life
* Sport and poverty
* Sport and equality
* Role models
* What you can do to promote sport
Following is a brief summary of the 11 October chat. For a summary of the 30 September chat, please visit Voices of Youth (http://www.unicef.org/voy/news/) or click here.
Chat Summary
How sport can help you in school
Everyone felt that sports can be a tremendous help in learning and in school. Participants spoke of how playing sport before school increases your alertness and energy and helps improve your concentration. They also talked of how sport can increase your determination to succeed, build your self-confidence and can keep you fresh and teach you discipline. Sports help relieve stress and then you can pay more attention to your classes, like the saying goes, “All work and no play make Ibrahim a dull boy.”
Participants also said that sports can be the factor that motivates you to come to school in the first place. Participants from Ethiopia stated: “Before I became active in sports I was not doing well in school – I did not understand and follow my lessons well. When I began taking athletics seriously however my grades shot up and I have been coming in first and second in my class.”
Cooperation: Sport promotes team work, and help students interact and know each other better – and they can transfer this to the classroom and help each other learn better by participating together.
Parents: If parents understand the benefits of sports, and if sports are played in school, then parents have more reason to enrol their children.
Schools: When your school does well in sport, you experience a sense of pride and team spirit. Sport makes schools more child friendly by incorporating games and making learning fun. By winning competitions, schools get money to improve their sports facilities. When your school participates in sports, investors will want to put more money into school facilities, raising the standard of education.
How sport has helped you in your life
Chat participants all felt that sport helped to improve their quality of life in many different ways—from bringing young people and children together to making you sweat and get rid of toxins to increasing energy and fitness. Sport teaches leadership skills, communication skills, patience and perseverance, and how to deal with many different situations. It gives you the opportunity to meet many different people, and it can motivate you to try harder and build confidence.
Nigeria: “I did taekwuondo for 3 years and it really helped in terms of understanding what people go through when they fight, so now I don’t fight any more and anywhere I go I preach this message of peace.”
Bhutan: “Sports can be a medium for teachers and students to understand each other better….It gives students a chance to show teachers what they are all about as persons and not just students.”
Nigeria: “When I ran and came first, it made me believe in myself and believe I can succeed in anything as long as I am determined.”
Sports and poverty
During the chat, participants talked about the different ways that sports can help decrease poverty. When students participate in sports, they are more alert and do better in school—therefore, if more students are participating in sports, more will work harder and do better—thus helping to reduce poverty.
Participants also considered how sports can contribute to the overall economy, stating that sport is a really inexpensive way to create job opportunities, by producing equipment for example. Through sports we can make friends with each other’s countries and get help from each other (Bhutan). Through sports you can meet a lot of people – whether football or running – and it can lead to opportunities to make money (Ethiopia).
Sport and equality
Participants felt that sports can help promote equality because when boys and girls play sports, they are judged according to their abilities and not according to their gender. It also teaches boys and girls the same skills, including leadership abilities.
Johann Koss: “Remember always compare yourself with yourself. If you have improved yourself – you have to be happy – because you have never done better. Don’t always value yourself from what others are doing.”
What can be done to help promote sports: Role Models
All the participants agreed that role models, because of their popularity and the respect people have for them, can play an important role in educating families, communities, and governments about the importance of sport and its benefits for all children. “We are all role models because there is always someone who looks up to us—even sometimes our younger brothers and sisters!” (Johann Koss)
Here are some examples of how role models have used their fame to accomplish something good:
Zambia: Besides Kalusha football), Ellen Hight (swimmer), Samuel Matete (athlete), Lango Sinkamba (para Olympics) were involved in the measles campaign...it reached 5 million children across the country.
Ethiopia: Haile G. has a computer school and he is teaching skills to people who can use them to get jobs and this helps reduce poverty. Derartu Tullu also has schools, same with Berhan Adere and Gezah.
What is being done to help promote sports in our countries
Young people spoke of what is being done in their own countries to promote the value of sport.
Bhutan: “With this Global Girls’ Football Day, we are launching 65 sports-in-a-box kits to remote schools in the rural areas and asking them to promote football for girls. We are also having a woman’s league to promote girls’ football in November.”
Tanzania: “We have established a sports centre, and youth and children come to play every evening.”
Nigeria: “Organizing the All Africa Games right now.”
What we do in the future to promote sports
* Campaign for more girls to be involved in sport in schools, communities, and clubs.
* Form a lobby group and visit lawmakers.
* Ask role models and other important figures in your country to help promote sports.
* Girls should participate in sports, even if there are a lot of boys, to be an example for other girls.
Q&A with Johann Koss
One of the most exciting aspects of the chat was the opportunity to ask questions and learn what Johann Koss, Norwegian speedskater and UNICEF goodwill ambassador thinks about education, sports and development. Here are a few of the questions asked and Johann’s answers.
Bhutan: Why do some girls think that all sports are not meant for them?
Johann: I think all sports are for women…but sometimes they think it is not for them. Many years ago they thought that women could not run more than 2000 meters! Now they know that they are excellent marathon runners. And they are getting faster and faster and they say they will beat the men if it is even longer!
Nigeria: Are there a lot of girls in your sport?
Johann: There are a lot of girls in my sport from all countries and we need to have more….It is great when we can see girls winning a medal for our countries.
Eritrea: Some sports are impossible for girls to play?
Johann: First no sport is impossible for girls!...There are boxers and wrestlers in the Olympics for girls! It is not more dangerous for girls than boys and actually there are less injuries for girls in these sports!
Ethiopia: When you stop competing as you get older, will you become a coach and train young people?
Johann: I have already stopped and now I am working for Right to Play (www.righttoplay.com) that gives sport and play to children in developing and war-torn countries. I will not be a coach for a while, but I’m also a medical doctor.
Bhutan: Can you tell us something about diseases which can be helped by playing sports?
Johann: I think that sport can help for prevention of noncommunicable diseases as it prevents heart attacks, cancer, diabetes 2, and like that. It also prevents depression and post-traumatic feelings.
Nigeria: How can we encourage disabled and those living with HIV/AIDS to play sport?
Johann: We have to give them possibilities to play – give them space, coaching and equipment. They should be integrated.
Eritrea: Why do some people think sports are a waste of time?
Johann: Because it seems to be a luxury. It is not. As we know it is a right and a primary need!
Nigeria: Do you think drugs are necessary for athletes?
Johann: DRUGS are NOT necessary for athletes – I know and have seen many athletes that have won the gold in the Olympics without doping. I am absolutely opposed to the use of drugs in sport!
Tanzania: Who encouraged you (role model) to be in sport activities?
Johann: I have Eric Haiden as a role model in speed skating – he got gold medals and was a doctor too.
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Planetary Climate Exercise: Carbon Dioxide Cycle
You are biologists, and your special field of expertise is carbon dioxide (CO2). Carbon dioxide is vital to all plant growth as it is used in photosynthesis, and you have been researching where it comes from and where it goes to.
You have been experimenting with growing exotic fruits near volcanos. All volcanos emit large amounts of carbon dioxide: the more active, the better. In the course of an adventure-filled few years, you have perfected fragrant ‘Popocatapetl Peaches’ from the vast volcanoes of central Mexico, giant ‘Kiwi KucumbersTM’ from the North Island of New Zealand, and the hallucinogenic ‘Fuji Fungi’ from Japan, currently banned in Australia following some unfortunate incidents at raves in Melbourne. But your proudest research triumph has been, without a doubt, the prize-winning ‘Chateau Vesuvius’ 1993 vintage…
In the process of your research, however, you became somewhat perplexed. So much carbon dioxide is being emitted by the world's volcanoes that you would expect that the Earth's atmosphere would be much thicker than it is, and mainly composed on CO2, rather than the nitrogen and oxygen that are its biggest constituents. Where has all the carbon dioxide emitted by all the world's volcanoes since the Earth formed gone?
After exhaustive (and exhausting) research, you have discovered that carbon dioxide is very soluble in water: most of the CO2 produced by volcanoes is dissolved in the sea. You have taken samples of water from all the world's oceans: when you boil the samples, the carbon dioxide is released and can easily be measured. The remainder of the CO2 seems to be in the form of carbonate rocks such as limestone and marble. This is harder to measure, but if you heat the rock samples to 200?c, the rocks release their carbon dioxide and you can measure it. Your next venture involves genetically engineered coconut palms on carbonate rocks buried by lava on a small Caribbean island.
Planetary Climate Exercise: Coal Experts
You are a team of top researchers from the Fossil Fuels Institute, funded by the coal, gas and oil industries. Because of this funding, you have better labs and more accurate equipment than almost anyone else at this conference: you drive nicer cars, live in bigger houses, and can investigate more difficult scientific problems.
You have been doing research on ways to spot bushfires at a very early stage: long before they are dangerous. If you can do this, many of these fires can be put out before they hurt anybody.
Many gas pipelines, coal mines and oil fields are in regions threatened by bushfires: that is why your employers are paying for this research. You hope, however, that your research will be of great use to many other people: it could save a lot of people's lives.
Whenever anything gets hot, it emits infra-red radiation. People are quite hot, for example, and their skin constantly shines with infra-red radiation: this is how people buried in earthquakes are found and rescued. Bushfires are hotter still, so they will emit very intense infra-red radiation.
You plan to use a satellite to scan Australia several times a day with an infra-red camera. All the bright spots will be potential bushfires. Unfortunately, there are a few problems. Infra-red radiation penetrates clouds quite well, so you can see fires all the time. But it doesn't penetrate water vapour very well: if a fire breaks out in a very humid region, all the infra-red radiation is absorbed by the water vapour, and you don't see anything. Infra-red is also blocked by carbon dioxide, so it is hard to spot bushfires near big power-stations, because of all the carbon dioxide they emit when burning coal.
Before you left for this conference, your boss called you in to remind you: you work for the fossil fuel industry, so if you hear of any scientific results that suggest that fossil fuels are dangerous, try and suppress these results. If the conference comes up with a result harmful to your employers, you can kiss your jobs goodbye…
Planetary Climate Exercise: Heat Balance
You work for a top secret government lab, studying space warfare. Indeed, the lab is so secret that when you retire, all memory of it will be wiped from your brain, and replaced with fake memories of a life as turnip farmers.
The big problem in space warfare is not in destroying enemy spacecraft: your colleages in the laser section down the corridor have got plenty of ways of doing that. No: the problem is finding the enemy in the first place, especially if they are in black-painted, radar-absorbing stealthy spacecraft.
The way you figure it, any spacecraft is going be be receiving lots of heat. Firstly, any motors, engines, machines, nuclear reactors, laser guns or cosmonauts on board will generate heat. Secondly, visible light radiation from the Sun will be constantly hitting the spacecraft, and the energy from this solar radiation (which is in the form of visible light) will be absorbed by the object.
If all this heat is being added to an object in space, it will continuously heat up, unless it can get rid of the heat in some way. On Earth, a cool breeze or a spray of water could cool it down, but in the vacuum of space, there is nothing suitable around. The only option for getting rid of heat energy in space is to radiate it. Luckily, every object radiates infra-red heat radiation all the time: you are all doing it as you sit there reading this. So is the conference hall, the grass, trees and buildings outside.
So: every object in space will have to radiate infra-red radiation. The hotter it is, the more it will radiate. If it cannot radiate infra-red radiation, for whatever reason, it will just go on getting hotter and hotter, until eventually it is so hot that the infra-red radiation leaks out.
As it happens, you are currently using this knowledge to build infra-red sensitive cameras. This should enable you to spot most enemy spaceships. If they don't try and keep the infra-red radiation in, they will stand out like a sore thumb against the cold darkness of space. If they do try and bottle up their infra-red radiation, by using lots of insulation, the spacecraft will just get hotter and hotter until the cosmonauts inside start frying! But don't tell any of your colleagues too much about this work: you never know who might be a French spy…
Planetary Climate Exercise: Spectroscopy Experts
You are astronomers, unlike most of the others at this rather strange conference. In fact, you are experts at one of the most difficult astronomical problems: measuring the chemical composition of something you cannot even touch. You point your telescopes at distant objects, and by a very detailed study of the wavelengths of the light that you see, you can sometimes determine the chemistry of something far out in space. Strange but true!
You've recently been turning your telescopes on Venus. The data looked quite boring at first: the atmosphere was mostly made of lots and lots of carbon dioxide (CO2), with a few clouds of sulphuric acid droplets to add variety. When you looked more closely, however, some rather surprising evidence came to light. You detected absolutely no water on Venus. However, you do detect some rare isotopes, which are normally found only where water is present.
How come these isotopes are present, but no water? You suspect that the water must have escaped from Venus or been destroyed, leaving behind only these tiny traces of isotopes to show that it was once there. You calculate that, once upon a time, Venus must have had oceans. But where did they go? What went wrong?
Planetary Climate Exercise: Atmospheric Transmission
You all grew up downwind from a tannery, and as a result, you have dedicated your lives to the downfall of companies that pollute the atmosphere. You spend many of your weekends climbing smokestacks to plant Greenpeace banners on top, or chaining yourselves to factory railings.
On weekdays, you work for a government research institution, trying to invent ways of testing the air over factories to see if companies are breaking anti-pollution laws. The problem is: imagine you suspect that a company is pumping out noxious chemicals. You could get a warrant and go and inspect them, but by the time you do all the paperwork, they might have switched off the offending process. What is needed it a way of seeing what it in their fumes, from outside the factory gates.
You have figured out a brilliant way of doing this. You set up a bright light, emitting lots of visible light radiation and infra-red radiation, on one side of the factory. Then you set up a detector on the other side, and you see which types of light make it through all the polluted air.
To make this process work, you need to know which pollutants absorb which types of light. You have spent years shining beams of various sorts of radiation through test-tubes full of strange gas mixtures. And after years of dogged work, you have concluded that gasses fall into four distinct categories.
1. Completely Transparent: Many substances, including Nitrogen, Oxygen, Ozone, Xenon, Hydrogen and Helium, are transparent to both visible light radiation and infra-red radiation.
2. Completely Opaque: Some substances, particularly small droplets of water, of sulphuric acid, and of hydrochloric acid, block both visible light and infra-red radiation equally.
3. Visible Light Blockers: Any tiny solid particles, such as diesel fumes, interstellar dust, smoke from burning forests or cities, or tiny dust grains picked up in dust storms, are rather good at blocking visible light radiation, but are poor at blocking infra-red radiation.
4. Infra-red Blockers: A variety of molecular gasses, including water vapor, Methane, and Carbon Dioxide, block infra-red radiation but not visible light radiation.
So far, you have used this technique to prove that a large local manufacturer of hot water systems was using illicit methane-based paints to clean their pipes: infra-red radiation was being severely blocked as it passed over their factory, while visible light radiation was making it through unscathed. You are now working on a visible light based sensor to test that diesel truck engines are correctly tuned up, and not emitting too many tiny solid particles of incompletely burnt fuel. Unless the truck companies persuade the government to shut down your research program…
Planetary Climate Exercise: Water Cycle
You are physicists employed by a company that builds water heaters and showers. You have built up a worldwide reputation for your expertise in the properties of hot water at different temperatures.
At temperatures of around 20?C, water just sits there. Small amounts of water vapor evaporate from the surface, but nothing very significant. Unless you add perfume, that is: perfume evaporates even at 20? C, a feature that led to the success of your ‘smell-good rose-petal washbasinTM’.
If the temperature rises, more and more water vapor evaporates. The increase is dramatic: even small increases in temperature can dramatically increase evaporation rates (think of how much faster your washing dries on the line when the temperature is 20? C rather than 10? C!). You used this fact in your hot-air blowing auto-dry towel-free shower: a best-seller in Japan.
When the temperature rises above 100? C, of course (or slightly higher temperatures if the pressure is higher than that at sea-level on Earth), water will boil, and will all turn into vapor. Water vapor is normally stable: it lasts for ever, as long as the temperature remains high. Unless it is exposed to strong ultra-violet (UV) light, that is. The one blemish on your otherwise brilliant research career was the combined Jacuzzi and sunbed you produced a few years back: as the water vapor steamed off the surface of the water, the UV light from the tanning lamps (designed to mimic the healthy rays from the Sun) broke it down into hydrogen and oxygen. The oxygen would make people euphoric and sleepy, while the hydrogen built up until any spark (say from the off switch) caused it to explode. Your company is still recovering from all the lawsuits…

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REQUEST FOR PROPOSALS
RESEARCH PAPERS AND SEMINAR
ON
“LARGE-SCALE PUBLIC INTERVENTIONS IN INNER-CITY AREAS IN LATIN AMERICA”
THE RESEARCH THEME
The Lincoln Institute of Land Policy announces a new research initiative to commission research papers or case studies and to support participation in a seminar focusing on large-scale, public-sector interventions in inner-city areas in Latin America.
An increasing number of large cities in Latin America are experiencing the abandonment of well-serviced inner-city areas and the concomitant expansion of under-serviced peripheral areas. Montevideo in Uruguay is a case in point, especially because the process there occurs in a context of population loss. Declining inner-city areas in Latin America have become the locus of poverty and informality, even though these areas are centrally located, offer infrastructure and services, and have valuable cultural and historic features worth preserving. Initiatives to revitalize inner-city areas have suffered from fragmented or ill-conceived approaches and insufficient funding.
Typical inner-city interventions aim at preserving historic monuments and attracting high-end users through redevelopment, regeneration, and conversion of existing buildings. For the most part, these initiatives ignore the social dimensions of inner-city areas. They rarely consider the possibility of converting inner-city buildings into affordable housing, although there is some evidence that such conversions may be competitive with typical popular housing developments in the urban fringe. Moreover, some inner-city revitalization initiatives designed to attract high-end economic activities using conventional instruments have not been very effective. As a result, more Latin American cities are now contemplating popular uses of inner-city areas, including small businesses and affordable housing.
This research initiative aims to explore the economic feasibility of developing affordable housing projects in inner-city areas in comparison with the alternatives for the poor in the urban periphery (whether offered by the public sector or informal developers), and with conventional redevelopment options (such as historic heritage preservation and high-end housing and commercial uses). In sum, this initiative calls for studies focused on the socioeconomic sustainability of low-income land uses in inner-city areas.
We are particularly interested in studies that address the following issues:
1. The long-term social and economic benefit-cost ratio of popular versus conventional inner-city projects and the benefit-cost ratio of providing affordable housing in the inner city versus in peripheral areas, including the enhanced capacity of low-income families to pay for housing due to transportation savings afforded by inner-city living; the magnitude of subsidies required to provide affordable housing in inner cities compared to peripheral urban areas where investments in new infrastructure and services would be needed; costs of under-utilization of serviced inner-city areas compared to that of slum upgrading or provision of affordable housing in unserviced urban fringes; the effects of higher intra-urban land price differentials compared to lower land values in the inner city. Costs and benefits could be measured in terms of fiscal revenues and expenses, employment and income growth versus declining employment and income trends, or urban violence versus social cohesiveness, for example.
2. Analysis of the functioning of urban land markets in inner-city areas. In particular, land price trends related to current versus expected land uses in these areas. Of special interest are the factors that may explain upward and downward price trends in inner-city areas.
3. The relative effectiveness of alternative economic, fiscal, and regulatory land use instruments in attracting new and sustainable uses in inner-city areas; and the comparative analysis of these instruments for high-end uses and for popular uses.
Scholars are encouraged to consider a broad range of issues and questions related to large-scale, public-sector interventions in inner-city areas, such as:
* The extent to which long-run considerations on highest and best uses may actually influence short-run, public-sector decisions.
* Evaluation of the cost of subsidies (hidden and/or open) in actual inner-city revitalization programs compared to the costs (for the city and society) of largely inactive and abandoned inner-city areas.
* Negative land or building prices, that is, situations in which buyers are unwilling to acquire or occupy properties in inner-city areas unless subsidized to do so.
* Measuring the impacts of major public or private interventions in inner-city areas on land prices in adjacent areas, and assessing whether such impacts may in turn affect land prices in the area under intervention (i.e., the feedback effect).
* Gentrification without displacement issues, including the sustainability conditions needed to insure the benefits to lower-income families in inner cities.
It is expected that the research proposals will clearly present the research hypotheses, source of the data to be used, methods and techniques to analyze the impact of large-scale public-sector intervention in inner-city areas, and benchmarks defined to assess results.
THE RESEARCH PAPER AND SEMINAR
Authors of selected research proposals will be required to participate in a research seminar on LARGE-SCALE PUBLIC INTERVENTIONS IN INNER-CITY AREAS IN LATIN to be held in June, 2007 at the Lincoln Institute in Cambridge, Massachusetts (or at a different location to be defined later). Participants will present their draft papers covering their work-in-progress for review and discussion at the seminar. It is expected that the feedback given by peer reviewers will help authors adjust, calibrate, and improve their analytical approach and methodology. The final papers due November 20, 2007, will be considered for inclusion in the Lincoln Institute of Land Policy Working Papers series and may be posted on the Institute’s Web site.
The Institute will pay up to $10,000 for each final paper, and will cover expenses for travel and accommodations during the seminar.
THE EVALUATION OF PROPOSALS
A panel of experts convened by the Lincoln Institute will evaluate the research proposals based on:
Criteria Weight * Relevance of the research topic for the advancement of knowledge on the impact of public-sector interventions on land prices
35 * Quality of the proposed methodology and sources of data 40 * General academic qualifications of the researcher(s) and relevant analytical experience as indicated by prior work.
25 100
Incomplete proposals, proposals received after the due date, or proposals that do not respect the format defined in the attached Guidelines will not be considered.
SCHEDULE
Proposals due: September 15, 2006 Awards announced: November 20, 2006 First draft paper due May 21, 2007 Research Seminar: June, 2007 Final paper due: November 20, 2007
About the Lincoln Institute of Land Policy
The Lincoln Institute of Land Policy is a nonprofit and tax-exempt educational institution founded in 1974 to improve the quality of public debate and decisions in the areas of land policy and land-related taxation in the United States and around the world. The Institute’s goals are to integrate theory and practice to better shape land policy and to provide a nonpartisan forum for discussion of the multidisciplinary forces that influence public policy. This focus on land derives from the Institute’s founding objective—to address the links between land policy and social and economic progress—that was identified and analyzed by Henry George.
The work of the Institute is organized in four departments: Valuation and Taxation, Planning and Urban Form, Economic and Community Development, and International Studies. We seek to inform decision making through education, research, demonstration projects, and the dissemination of information through publications, our Web site, and other media. Our programs bring together scholars, practitioners, public officials, policy advisers, and involved citizens in a collegial learning environment. The Institute does not take a particular point of view, but rather serves as a catalyst to facilitate analysis and discussion of land use and taxation issues—to make a difference today and to help policy makers plan for tomorrow.
Lincoln Institute of Land Policy
113 Brattle Street
Cambridge, MA 02138-3400 USA
Phone: 1-617-661-3016 x127 or 1-800-LAND-USE (800-526-3873)
Fax: 1-617-661-7235 or 1-800-LAND-944 (800-526-3944)
E-mail: help@lincolninst.edu
Web: www.lincolninst.edu
The Lincoln Institute is an equal opportunity institution.
RESEARCH PROPOSAL GUIDELINES
Language: All sections of the proposal must be submitted in one of the three following languages: English, Spanish, or Portuguese. The Project Abstract (Form B) must be submitted in English in all cases.
Submission of proposals: Proposals must be received at the Lincoln Institute by September 15, 2006, and only complete proposals will be accepted. A complete proposal will contain all of the sections described below, submitted in Microsoft Word, plus a copy of the Budget (Form E) in Excel format.
The proposal format should have one-inch margins for copying on 8.5 x 11-inch (letter size) paper. All pages should be numbered sequentially. Use page breaks for each separate section and form. Submit your proposal by e-mail with two document attachments: one Word document containing the entire proposal, and a second Excel document containing the budget only.
Send the e-mail to lacinvestigacion@lincolninst.edu. In the subject line, put last name of lead researcher, followed by the first name. The Institute will send an acknowledgment by e-mail when your proposal has been received and reviewed for format accuracy. Please allow five to seven business days after September 15, 2006 to receive this acknowledgement.
Incomplete proposals, proposals received after the due date, or proposals that do not respect the format defined in these Guidelines will not be considered.
Proposal Sections: Proposals must include all the sections listed below in a single Word document.
1. Proposal Cover Sheet (use Form A). Contact information for the lead researcher and all other research participants. All correspondence will be made with the lead researcher.
2. Project Abstract (use Form B).
3. Table of Contents (use Form C).
4. Calendar of Activities (use Form D)
5. Budget (use Form E)
6. Project Description. The project description may not exceed five (5) pages, single-spaced. It should cover the following:
a) Research objective and specific research question(s);
b) Theoretical or conceptual framework and main hypothesis to be tested;
c) Methodology, sources of empirical data, and data collection strategy;
d) Expected results, their application, and dissemination strategy;
e) Role of each participant in the research team, including the lead researcher, research collaborators and/or research assistants;
f) Description of partnerships, if the research involves collaboration with academic institutions, government agencies, private firms, civil society organizations, and/or community groups.
The final product of the research will be considered for inclusion in the Lincoln Institute Working Paper series.
7. Curriculum Vitae and Narrative Biography for all participants in the research project (submit a CV, not to exceed four (4) pages, and a short narrative biography of 100 to 125 words.)
LINCOLN INSTITUTE OF LAND POLICY
Form A
RESEARCH PROPOSAL COVER SHEET
TITLE OF PROJECT______________________________________________________________
LEAD RESEARCHER
Full Name _____________________________________________________________________
Title Department________________________
Organization
Street Address__________________________________________________________________
City__________________ State_________ Postal Code_____________ Country ____________
Phone: Country Code (__) Area Code (__ ) Number ___________________________________
Fax: Country Code (__) Area Code (__) Number ______________________________________
E-mail ________________________________________________________________________
RESEARCH COLLABORATOR
Full Name _____________________________________________________________________
Title ________________________Department________________________________________
Organization
Street Address_________________________________________________________________
City__________________ State_________ Postal Code_____________ Country ____________
Phone: Country Code (__) Area Code (__ ) Number ___________________________________
Fax: Country Code (__) Area Code (__) Number ______________________________________
E-mail ________________________________________________________________________
FOR OTHER PARTICIPANTS (CO-AUTHORS, COLLABORATORS, ASSISTANTS, CONSULTANTS, INTERVIEWERS, OR OTHERS) SPECIFY CONTACT INFORMATION USING THE ABOVE FORMAT.
How did you learn about this request for research proposals? ( ) Land Lines magazine;
( ) Lincoln Institute Web site; ( ) Colleague; ( ) E-mail; ( ) Listserv; ( ) Mail; ( ) Other.
LINCOLN INSTITUTE OF LAND POLICY
Form B
PROJECT ABSTRACT
This abstract should state clearly the key purpose and goals of the project. If your project is selected for funding, this information may be used in Lincoln Institute catalogs and magazines and on the Web site to announce your award.
TITLE OF THE PROJECT: _________________________________________________________
ABSTRACT: DO NOT EXCEED 100 WORDS (must be written in English)
LEAD RESEARCHER NAME: _______________________________________________________
LINCOLN INSTITUTE OF LAND POLICY
Form C
TABLE OF CONTENTS
Project Title
Page No. 1. Proposal Cover Sheet (Form A) ________ 2. Project Abstract (Form B) ________ 3. Table of Contents (Form C) ________ 4. Calendar of Activities (Form D) ________ 5. Budget (Form E) ________ 6. Project Description ________ 7. Curriculum Vitae and Narrative Biography ________
LEAD RESEARCHER NAME: _______________________________________________________
LINCOLN INSTITUTE OF LAND POLICY
Form D
CALENDAR OF ACTIVITIES 1/
Activities Start Date Completion Date Literature review Data collection Data analysis First draft paper sent to Lincoln Institute 2/ May 21, 2007 Research Seminar June 2007 Final paper sent to Lincoln Institute (formatted according to Lincoln Working Paper Guidelines) 3/ November 20, 2007
1/ If activities listed are not appropriate for your project, please replace them with activities that are appropriate. The completion dates for delivery of the draft and final paper are set by the Lincoln Institute and cannot be modified. The Institute will inform participants about the specific date of the research seminar.
2/ The first draft paper must include substantive information conducive to meaningful feedback from peer reviewers. The draft paper needs to cover at least the literature review, a description of the database, and a preliminary analysis, and should not exceed a total of 50 to 75 pages (including table of contents, acronyms, main text, illustrations, tables, annexes, and other relevant materials).
3/ The Lincoln Working Paper Guidelines will be distributed to all the selected researchers at the time the award is announced.
LEAD RESEARCHER NAME: _______________________________________________________
LINCOLN INSTITUTE OF LAND POLICY
Form E
BUDGET TEMPLATE 1/
Category Unit Cost 2/ No. of Units Total Cost   US$ US$       Personnel Expenses     Lead researcher fees     Research collaborator(s) fees     Research assistant stipend     Personnel expenses sub-total           Travel Expenses3/     Airfare     Hotel     Meals     Ground transportation     Travel expenses sub-total           Data purchase and/or data collection         Operational Expenses     Office supplies     Communications (phone, e-mail, mail)     Other (specify)     Operational expenses sub-total         Other costs (specify)         Total Project Cost      
1/If this budget template is not appropriate for your project, please replace it with a budget that is appropriate, using the same format.
2/ Unit cost refers to the daily rates for personnel and travel expenses, or monthly rates for operational expenses. Estimate the cost of acquiring data and/or collecting data for the entire duration of the project.
3/ Travel expenses should not include travel to attend the research seminar.
LEAD RESEARCHER NAME: _______________________________________________________
LINCOLN INSTITUTE OF LAND POLICY
FREQUENTLY ASKED QUESTIONS
Proposal Format
* Should the entire proposal be single- or double-spaced? Single-spaced.
* Is there a desired format to follow when writing the five-page project description? No.
* How detailed should the five-page project description be? Whatever best conveys the intent of your proposal.
* Should the five-page project description include a budget? No. Use Form E for budget information.
* Should the five-page project description include a timetable or work plan? No. Please put the work plan in Form D.
* Must all submissions be electronic? Yes. Please send proposals by e-mail to lacinvestigacion@lincolninst.edu .
* Must all submissions be in Microsoft Word? Yes. Also include an Excel file of the budget only.
* Do I need to send a hard copy of the proposal? No
* What is the format for the Lincoln Institute of Land Policy Working Paper? This format will be communicated to authors of selected proposals.
Budget
* Does the Lincoln Institute of Land Policy cover overhead? No.
* Would the Lincoln Institute of Land Policy pay for expenditures over $10,000? No
* What does the award amount cover? The total award of up to $10,000 covers all aspects of research including research assistance, data, books, and research related travel. In addition, the Lincoln Institute will pay for travel and lodging expenses for the research seminar in Cambridge, MA (or other venue).
Evaluation Criteria
* Do you need to be a U.S. citizen to apply? No.
* Is the research paper restricted to cases in Latin America? Yes.
* Do you fund only academics? What about professionals or Ph.D. students working on their dissertations? The RFP targets but is not restricted to academics and holders of the Ph.D.
* Can the paper be co-authored? Yes. Contact details of all authors must be mentioned in the proposal and a lead researcher must be designated for correspondence purposes. However we will not be able to guarantee that all authors can come to the seminar; we will make that decision later.
* How many proposals do you expect to receive? The average number of responses to Lincoln Institute RFPs is 30, within a range of 10 to 100.
* Can I get feedback on the substance of my proposal? No. This is a competitive process, so all participants must have access to the same information.
* Can I make changes to a section of my proposal after having sent it in? Only if you do so before the final date for submission of proposals and only if you send a complete revised version that will replace the original one. Isolated sections will not be considered.
* Does the proposal deadline refer to the postmark date or the date of receipt by the Institute? Date of receipt by the Institute.
If you have further questions regarding the Guidelines for Research Proposals, please send e-mail to lacinvestigacion@lincolninst.edu.

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Copyright 2005 The Patriot Ledger
The Patriot Ledger (Quincy, MA)
September 15, 2005 Thursday
ROP Edition
SECTION: FEATURES; Pg. 31
BOSTON FOLK FESTIVAL;
ANNUAL EVENT STAYS IN TUNE WITH ITS ROOTS
By Stephen A. Ide
When the two-day Boston Folk Festival kicks off Sept. 24, it's not just another festival. It brings together music and artists who helped shape the folk genre over the past half century. And Boston is a central part of that history. Pop-folk icon Suzanne Vega will bring her edgy slice-of-life melodies, like '80s hit "Luka" or her a cappella "Tom's Diner." Meanwhile, a quartet called Work o' the Weavers performs the memorable melodies that helped fuel the folk revival of the 1950s and '60s. "That kind of music always seemed to go well in New England, and Boston was the hub," said David Buskin of the trio Modern Man, which is playing at this year's festival.
He said the many colleges here helped bolster the folk music scene from the beginning. "For Boston not to have a folk festival would be like Manassas not to do a Civil War re-enactment," Buskin said.
This is the eighth year for the festival, to be held on the University of Massachusetts campus in Boston and presented by folk radio station WUMB (91.9 FM). This year it features three stages with 18 acts. Regulars may notice that it will be a slightly smaller festival than in the past, with fewer stages, partly due to construction on campus, according to Pat Monteith of Randolph, executive director of the festival and general manager of the radio station. She said the festival was asked by the university to cap attendance each day at 3,000 people. Past years have brought in 7,000-8,000. And to reduce costs, the festival cut two stages and will not offer a harbor cruise. Returning to the Coffeehouse Stage this year is the wacky Modern Man, with Buskin, along with Rob Carlson and George Wurzbach. Buskin said he always enjoys playing in Boston. He played his first gig as a solo performer at Club 47 (now Club Passim) around 1970. He played here through the '70s, when he teamed up with Robin Batteau, and in the '80s, when the duo performed with Tom Rush. The thriving coffeehouses around the area keep the folk scene alive to this day. Buskin credits organizers at the Mozaic Room Coffeehouse in Avon and the Rose Garden Coffeehouse in Mansfield for bringing Modern Man to the Boston Folk Festival. "They championed us," Buskin said, laughing. "Usually after we work someone's place they don't want us at all." While Vega will close out the show on Saturday, Patty Griffin headlines on Sunday. Griffin, an engaging singer-songwriter, is a another product of the Cambridge folk scene (now from Texas), who has had her songs recorded by Emmylou Harris, Reba McEntire, the Dixie Chicks and others. Folk legend Janis Ian, known for her songs "Society's Child" and "At Seventeen," will be a first-timer. Ian has traveled the world with her music and her guitar work takes its influence from the late Chet Atkins. Festival spokeswoman (and on-air host) Marilyn Rea Beyer added that the children's area will be in full view of the main stage this year. Several musicians from New England will perform, including Stoughton's Lori McKenna, Cambridge blue-guitar player Chris Smither, the Worcester country-folk duo of Valerie & Walter Crockett and the roots group of Alastair Moock & Pastures of Plenty, from Medford. The New York-based gospel blues band Ollabelle, chosen as WUMB's Best New Artists of the Year in 2004, will return this year. Bluesman Guy Davis and Texas performer Ruthie Foster also will perform.
Modern Man will perform courtesy of Festivals for Food, a Berkshires-based non-profit agency that raises money for local food banks. Festivals for Food also is sponsoring Work o' the Weavers, a quartet performing songs like "If I Had A Hammer," "Midnight Special," "The Sloop John B," "Goodnight, Irene," "This Land Is Your Land" and many others that were signatures of the seminal group The Weavers, formed by Pete Seeger, Lee Hays, Fred Hellerman and Ronnie Gilbert in 1948. Festival organizers are asking people to bring canned and dried food for the Greater Boston Food Bank and there will be collections for Hurricane Katrina relief efforts. A silent auction of items donated by performers will help support the festival. In addition, all vendors' booths will be solar powered by The Great Renewable Energy Show. "This is our audience," Monteith said. "They're very socially conscious. It's all about preserving the environment and preserving energy. It's a beautiful marriage." Other performers will include David Massengill, Maria Sangiolo, Annie Gallup, Cosy Sheridan, the group Redbird (Peter Mulvey, Kris Delmhorst, Jeffrey Foucault, and David "Goody" Goodrich) and the French Canadian traditional group Matapat, with Simon LePage and Gaston Bernard. On Sunday, Randy Parsons, of Easthampton, N.Y., winner of the 2005 Boston Folk Festival Songwriting Competition in June, will perform his winning song "Morning Sky" on the Field Stage. In addition to the music, the festival will offer dozens of craft and food vendors, from gourmet coffee and hot dogs to hand-dyed clothing and hand-crafted jewelry. Boston Folk Festival Sept. 24-25 at UMass Boston campus. Tickets: $60 for both days, or $35 each day; $10 per day for children ages 6-14; under 6 are free. Prices rise after Sept. 22. Patron tickets are $100 per day, but offer 50 people reserved blanket or chair space in front at the Field Stage. Discounted tickets are available to members of WUMB. Tickets are available at Strawberries, online at bostonfolkfestival.org or by phone at 617-287-6911. Stephen Ide may be reached at side@ledger.com.
LOAD-DATE: September 23, 2005

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Model General Notice Of COBRA Continuation Coverage Rights
(For use by single-employer group health plans)
** Continuation Coverage Rights Under COBRA**
Introduction
You are receiving this notice because you have recently become covered under a group health plan (the Plan). This notice contains important information about your right to COBRA continuation coverage, which is a temporary extension of coverage under the Plan. This notice generally explains COBRA continuation coverage, when it may become available to you and your family, and what you need to do to protect the right to receive it.
The right to COBRA continuation coverage was created by a federal law, the Consolidated Omnibus Budget Reconciliation Act of 1985 (COBRA). COBRA continuation coverage can become available to you when you would otherwise lose your group health coverage. It can also become available to other members of your family who are covered under the Plan when they would otherwise lose their group health coverage. For additional information about your rights and obligations under the Plan and under federal law, you should review the Plan’s Summary Plan Description or contact the Plan Administrator.
What is COBRA Continuation Coverage?
COBRA continuation coverage is a continuation of Plan coverage when coverage would otherwise end because of a life event known as a “qualifying event.” Specific qualifying events are listed later in this notice. After a qualifying event, COBRA continuation coverage must be offered to each person who is a “qualified beneficiary.” You, your spouse, and your dependent children could become qualified beneficiaries if coverage under the Plan is lost because of the qualifying event. Under the Plan, qualified beneficiaries who elect COBRA continuation coverage [choose and enter appropriate information: must pay or are not required to pay] for COBRA continuation coverage.
If you are an employee, you will become a qualified beneficiary if you lose your coverage under the Plan because either one of the following qualifying events happens:
* Your hours of employment are reduced, or
* Your employment ends for any reason other than your gross misconduct.
If you are the spouse of an employee, you will become a qualified beneficiary if you lose your coverage under the Plan because any of the following qualifying events happens:
* Your spouse dies;
* Your spouse’s hours of employment are reduced;
* Your spouse’s employment ends for any reason other than his or her gross misconduct;
* Your spouse becomes entitled to Medicare benefits (under Part A, Part B, or both); or
* You become divorced or legally separated from your spouse.
Your dependent children will become qualified beneficiaries if they lose coverage under the Plan because any of the following qualifying events happens:
* The parent-employee dies;
* The parent-employee’s hours of employment are reduced;
* The parent-employee’s employment ends for any reason other than his or her gross misconduct;
* The parent-employee becomes entitled to Medicare benefits (Part A, Part B, or both);
* The parents become divorced or legally separated; or
* The child stops being eligible for coverage under the plan as a “dependent child.”
When is COBRA Coverage Available?
The Plan will offer COBRA continuation coverage to qualified beneficiaries only after the Plan Administrator has been notified that a qualifying event has occurred. When the qualifying event is the end of employment or reduction of hours of employment, death of the employee, [add if Plan provides retiree health coverage: commencement of a proceeding in bankruptcy with respect to the employer,] or the employee's becoming entitled to Medicare benefits (under Part A, Part B, or both), the employer must notify the Plan Administrator of the qualifying event.
You Must Give Notice of Some Qualifying Events
For the other qualifying events (divorce or legal separation of the employee and spouse or a dependent child’s losing eligibility for coverage as a dependent child), you must notify the Plan Administrator within 60 days [or enter longer period permitted under the terms of the Plan] after the qualifying event occurs. You must provide this notice to: [Enter name of appropriate party]. [Add description of any additional Plan procedures for this notice, including a description of any required information or documentation.]
How is COBRA Coverage Provided?
Once the Plan Administrator receives notice that a qualifying event has occurred, COBRA continuation coverage will be offered to each of the qualified beneficiaries. Each qualified beneficiary will have an independent right to elect COBRA continuation coverage. Covered employees may elect COBRA continuation coverage on behalf of their spouses, and parents may elect COBRA continuation coverage on behalf of their children.
COBRA continuation coverage is a temporary continuation of coverage. When the qualifying event is the death of the employee, the employee's becoming entitled to Medicare benefits (under Part A, Part B, or both), your divorce or legal separation, or a dependent child's losing eligibility as a dependent child, COBRA continuation coverage lasts for up to a total of 36 months. When the qualifying event is the end of employment or reduction of the employee's hours of employment, and the employee became entitled to Medicare benefits less than 18 months before the qualifying event, COBRA continuation coverage for qualified beneficiaries other than the employee lasts until 36 months after the date of Medicare entitlement. For example, if a covered employee becomes entitled to Medicare 8 months before the date on which his employment terminates, COBRA continuation coverage for his spouse and children can last up to 36 months after the date of Medicare entitlement, which is equal to 28 months after the date of the qualifying event (36 months minus 8 months). Otherwise, when the qualifying event is the end of employment or reduction of the employee’s hours of employment, COBRA continuation coverage generally lasts for only up to a total of 18 months. There are two ways in which this 18-month period of COBRA continuation coverage can be extended.
Disability extension of 18-month period of continuation coverage
If you or anyone in your family covered under the Plan is determined by the Social Security Administration to be disabled and you notify the Plan Administrator in a timely fashion, you and your entire family may be entitled to receive up to an additional 11 months of COBRA continuation coverage, for a total maximum of 29 months. The disability would have to have started at some time before the 60th day of COBRA continuation coverage and must last at least until the end of the 18-month period of continuation coverage. [Add description of any additional Plan procedures for this notice, including a description of any required information or documentation, the name of the appropriate party to whom notice must be sent, and the time period for giving notice.]
Second qualifying event extension of 18-month period of continuation coverage
If your family experiences another qualifying event while receiving 18 months of COBRA continuation coverage, the spouse and dependent children in your family can get up to 18 additional months of COBRA continuation coverage, for a maximum of 36 months, if notice of the second qualifying event is properly given to the Plan. This extension may be available to the spouse and any dependent children receiving continuation coverage if the employee or former employee dies, becomes entitled to Medicare benefits (under Part A, Part B, or both), or gets divorced or legally separated, or if the dependent child stops being eligible under the Plan as a dependent child, but only if the event would have caused the spouse or dependent child to lose coverage under the Plan had the first qualifying event not occurred.
If You Have Questions
Questions concerning your Plan or your COBRA continuation coverage rights should be addressed to the contact or contacts identified below. For more information about your rights under ERISA, including COBRA, the Health Insurance Portability and Accountability Act (HIPAA), and other laws affecting group health plans, contact the nearest Regional or District Office of the U.S. Department of Labor’s Employee Benefits Security Administration (EBSA) in your area or visit the EBSA website at www.dol.gov/ebsa. (Addresses and phone numbers of Regional and District EBSA Offices are available through EBSA’s website.)
Keep Your Plan Informed of Address Changes
In order to protect your family’s rights, you should keep the Plan Administrator informed of any changes in the addresses of family members. You should also keep a copy, for your records, of any notices you send to the Plan Administrator.
Plan Contact Information
[Enter name of group health plan and name (or position), address and phone number of party or parties from whom information about the plan and COBRA continuation coverage can be obtained on request.]
4

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Excerpts from,
“PARENT’S GUIDE TO JUNIOR TENNIS”
TABLE OF CONTENTS
A.  Tips for New Junior Players and their Parents
B. Do's and Don't's for Tennis Parents
C. Successful Tennis “Parenting”
A. TIPS FOR NEW JUNIOR PLAYERS AND THEIR PARENTS
 1. Do you have any advice concerning sportsmanship?
Yes. Sylvia A. Gothard, current President of the Chicago District Tennis Association and a USPTA Master Professional, has written a wonderful piece entitled "Sportsmanship at the Tennisfest." Following are highlights of her suggestions as to how one can be a "good sport" on the court:
 • Introduce yourself to your opponent.
• Compete at your highest level all of the time and let the chips fall where they may. Your self-esteem is not linked to the outcome of the match.
• Be proud of yourself for competing.
• A ball that is 99% out is 100% in. When in doubt, always give the point to your opponent.
• If you make an error on a call, correct it right away.
• During the warm-up, hit with control and warm-up all of your strokes. This is not the time to hit the ball away from your opponent. (Save your winners for when it counts!)
• It is the server's responsibility to clearly call the set score before the start of the game and the game score before the start of each point. If the server does not call the score, the receiver should confirm the score so there is no misunderstanding.
• After each point, return the balls to the server; not at or away from him or her.
• If the serve is a let, the receiver should return the ball back to the server and not wait for the server to retrieve another ball.
• Any out or let calls must be made right away. If you wait until the end of the point, the point stands as played.
• Conduct yourself in a manner that makes the match enjoyable for your opponent.
• Avoid conflict with your opponent by concentrating on what you are doing. How are you going to play the next point? Are you breathing regularly and deeply? These things eliminate negative energy.
• If you respond to negative energy from your opponent, you create conflict.
• Swearing, racket throwing, abuse of the facility and court equipment, and gamesmanship will not be tolerated. Be aware of the USTA's Point Penalty System. This system will be in effect for all of your matches.
•There are no reasons to lose other than what you create within yourself. Play the best you can today and you are a winner. Remember, there are always more losers than winners in match play.
• Always shake hands with your opponent. If you have anything to say, make it positive. Do not put down your opponent or your own playing.  
2. If my child is just beginning to play tournaments, what tips should I give my child before playing a match?
Each child is different, and much depends on your child's level of play. However, below are some of the kinds of things you might want to share with your child. We call them the "Ten Commandments of Match Play”:
THE TEN COMMANDMENTS OF MATCH PLAY
1. Keep Your Cool: Don’t abuse your tennis racket or tennis balls. Don’t use abusive language. By being on your best behavior, you will always be in control of yourself and not risk subjecting yourself to warnings, code violations, point penalties, or even defaults. By not showing any emotion, you can also avoid giving your opponent extra confidence. Remember, you will almost always play better when you are in control of yourself.  
2. Take Your Time: Don’t rush yourself. Take your time between points so that you can focus. Be sure to drink water every time you change sides.  
3. Take Charge: Always pick up balls on the court so that you don’t trip and so that you can stay focused on your play. Do not serve unless you have two tennis balls. When you are serving, always call the score loudly and clearly before you serve each point.  
4. Keep The Ball In Play: Most matches are won or lost due to too many unforced errors. Keep the ball in play!  
5. Hit The Ball With Depth: By hitting the ball deep into your opponent’s court, you will keep him or her on the defensive and make him or her hit the ball short back to you. To help you hit with depth, hit the ball at least three feet over the net and beyond the service line.  
6. Find And Exploit Your Opponent’s Weakness(Es): Find an hit to your opponent’s weaknesses rather than to his or her strengths.  
7. Get Your First Serve In As Often As Possible: By doing so, you will keep your opponent more off balance and perhaps win some easy points. Take your time; bounce the ball. If your first serve is not working, then consider using your second serve as your first serve until you regain your confidence.  
8. Play Your Game By Focusing On Hitting Your Shots, Not On Winning: By focusing on hitting your shots, you will have a better chance to win points. If you focus on winning, you won’t focus on how to hit your shots. Remember, play your game.  
9. Never Let Up. Never Give Up: Try getting an early lead in the match. If you get an early lead, don’t let up. If you get behind in the match, never give up. Remember, the match isn’t over until the very last point is played.  
10. Have Fun!: Always remember that tennis is a great game and a lot of fun. You’re out there to have fun. Enjoy yourself!  
3. What things can I do to be a good tennis parent?
Keep the following points in mind:
• Remember, tennis is just a game. While you may want your child's skills to improve, you also want your child to enjoy the game. It's a game for lifetime.
• Don't put pressure on your child to win. Instead, create a supportive environment in which your child wants to improve his or her game.
• When your child has a private lesson with a pro, consider watching it from a distance in order to give your child and the pro some space.
• Make sure that your child knows the "rules of the game," and what he or she may and may not do during a match. For example, does your child know that he or she may not leave the court to go to the bathroom during a match without the permission of a referee? Does your child know that he or she cannot leave the court to obtain a new racket if a string breaks on his or her racket?
• Make sure that your child eats two hours before his or her first match and brings a jug of water to the match. Your child may also want to bring a sports drink.
• When your child is playing a tournament outdoors, be sure to bring sun block, a hat, and a towel for your child and a folding chair and an umbrella for yourself. Also, consider bringing a folding chair for your child to use during the changeovers.
• For all tournaments, make sure that your child brings his or her USTA card.
• Be sure your child has extra tennis shirts, especially when the weather is hot or humid.
• Be on time for matches. If your child is late for a match, he or she can lose the toss and games and, if your child is more than 15 minutes late, be defaulted. Note that many tournament directors request players to check in at least 15 minutes before a match is scheduled to begin.
• Whenever possible, have your child stretch and warm-up before his or her first match each day.
• After your child completes a match, be sure your child finds out the day and time of his or her next match.
• Don't call the lines or the score for your child during a match. Let your child call the lines and the score. It is his or her responsibility to do so.
• Don't coach your child during a match, except before it starts or during the ten-minute break before the third set if your child splits sets. Remember there is no break between sets in the boys' and girls' 18s.
• If your child splits sets and there is a ten-minute break between sets, make sure that your child knows that he or she could lose points and games if he or she does not return to the court on time.
• You should be supportive of and encourage your child, but allow your child to make his or her own on court decisions for the development of the "person."
• Don't applaud or cheer when your child's opponent makes a mistake.
• Treat your child the same way whether he or she wins or loses.
• Try to have fun and enjoy the tournaments. Your unhappiness can breed a child's guilt.
• Look relaxed, calm, positive and energized on the sidelines. Your attitude will help the child play better.
• Make friends with other parents at the event. Socializing can make the event more fun.
• Let the coach do the coaching. Too much input can confuse the child.
• Understand that a child needs a break from tennis occasionally. It doesn't mean the child is quitting or burned out.
• Be there when your child loses or gets discouraged. Be an understanding listener, not a fixer.
• At the same time, give the child some space when he or she loses. Your child will want to be alone for a while, and then he or she will be okay. Chances are he or she will not want to talk about the match in the car on the way home.
• Keep your sense of humor. When you laugh and have fun, your child's stress level takes a big drop.
• Realize that your child may feel guilty about all of the time and money you are spending on his or her tennis if you are not careful. It is important that he or she knows you don't look at tennis as an investment for which you expect a return.
• Encourage your child to pursue realistic dreams and make sure you are not living out your dreams through his or her tennis.
• Treat your child as an individual instead of comparing his or her progress with that of other children.
• Use positive motivation instead of sarcasm and threats.
• It is your responsibility to know the rules, regulations, endorsement procedures and deadline dates so that your child is given every possible chance to compete at all levels of tennis.
B. DO'S AND DON'T'S FOR TENNIS PARENTS
By Jim Taylor, Ph.D.
 FOR YOURSELF … DO …
1. Get vicarious pleasure from their participation, but do not become overly ego-involved.
2. Leave the coaching to the coaches.
3. Try to enjoy yourself at tournaments. Your unhappiness can cause your child to feel guilty.
4. Look relaxed, calm, positive, and energized when watching your child's matches. Your attitude influences how your child feels and plays.
5. Have a life of your own outside of your children's tennis.
 WITH OTHER PARENTS … DO …
1. Make friends with other parents at the events. Socializing can make the event more fun for you.
2. Work with other parents to ensure that your children's tennis participation is the most positive experience it can be.
3. Volunteer as much as you can. Junior tennis depends upon the time and energy of involved parents.
4. Police your own ranks. Work with other parents to ensure that all parents behave appropriately at practices and tournaments. 
WITH COACHES … DO …
1. Give them any support they need to help them do their jobs better.
2. Communicate with them about your children. You can learn about your children from each other.
3. Inform them of relevant issues at home that might affect your children on the court.
4. Work with them to ensure that your children's tennis participation is the most positive experience it can be.
5. Inquire about the progress of your children. You have a right to know.
 FOR YOUR CHILDREN … DO …
1. Provide guidance for your children, but do not force or pressure them.
2. Assist them in setting realistic goals for participation.
3. Emphasize fun, skill development and other benefits of sports participation, e.g., cooperation, competition, self-discipline, commitment.
4. Show interest in their participation: help them get to practice, attend matches, ask questions.
5. Provide regular encouragement.
6. Provide healthy perspective to help cilildren understand success and failure.
7. Emphasize and reward effort rather than outcome.
8. Intervene if your child's behavior is unacceptable during practice or matches.
9. Understand that your children may need a break from tennis occasionally. It doesn't mean they are quitting or burning out.
10. Give your children some space when needed. Part of sports participation involves them figuring things out for themselves.
11. Keep a sense of humor. If you are having fun and laughing, so you will your children.
12. Be a healthy role model for your children by being positive and relaxed at matches and by having balance in your life.
13. GIVE THEM UNCONDITIONAL LOVE: SHOW THEM YOU LOVE THEM WHETHER THEY WIN OR LOSE!!!
 FOR YOURSELF … DON’T …
1. Base your self-esteem and ego on the success of your child's tennis.
2. Care too much about how your child plays.
3. Lose perspective about the importance of your child's tennis.
4. Expect a payback.
 WITH OTHER PARENTS … DON’T …
1. Make enemies of other parents.
2. Talk about others in the tennis community, talk to them. It is more constructive.
3. Allow other parents to behave inappropriately at practice or tournaments. 
WITH COACHES … DON’T …
1. Tell them how or what to coach.
2. Interfere with their coaching during practice or matches.
3. Work at cross-purposes with them. Make sure you agree philosophically and practically on why your children are playing tennis and what they may get out of tennis.
FOR YOUR CHILDREN … DON’T …
1. Interfere with practice or matches.
2. Coach them. You may be working at cross-purposes with their coach.
3. Ignore your children's bad behavior on the court.
4. Ask the child to talk with you immediately after a match.
5. Show negative emotions while watching their matches.
6. Make your children feel guilty for the time, money, and energy you are spending and the sacrifices you making for their tennis.
7. Think of your children's tennis as an investment for which you expect a return.
8. Live out your own dreams through your children's tennis.
9. Compare your children's progress with that of other children.
10. Badger, harass, use sarcasm, threaten, or use fear to motivate your child. It only demeans them and causes them to hate you.
11. Expect anything from your children except their best effort.
12. Expect your children to get anything more from tennis than a good time, physical fitness, skills that will benefit them in other areas of their lives, and mastery of a lifetime sport.
13. NEVER DO ANYTHING THAT WILL CAUSE THEM TO THINK LESS OF THEMSELVES OR OF YOU!!!
C. SUCCESSFUL TENNIS “PARENTING”
Steve Wild, USPTA; Libertyville , IL
 Some might consider the title "Successful Tennis Parenting" an oxymoron. At least those honest with themselves would have to seriously consider the possibility. Much has been written on the subject. My comments will not be nearly as erudite as say, Jim Loehr's or other sports scientists, but intensely practical, reflecting many years in all three roles, player, coach and parent.
 RULE #l: Wait a good half-hour to discuss a losing effort. If I had a nickel for every time I saw a parent launch into a tirade immediately after a match, I wouldn't be working for a living! This scenario is most popular in the younger age divisions. Little Johnny or Jeannie comes off the court decked out in Fila diapers and morn and dad are doing their best to imitate a couple of "Looney Tunes." The kid feels bad enough for losing. The parents only intensify the negative emotions. Is this sane behavior? To make matters worse, the poor little kid can't even defend himself. He has to take the abuse. A much more sane approach is to affirm the child after the match, win or lose, unless behavior was a significant problem. In which case, the situation should be dealt with without delay. After the passage of time, the player should be open to positive criticism.
RULE #2: No one misses on purpose. Most parents act as if the player takes delight in missing easy shots on big points just to upset them. If more parents would "serve them up" now and then, they might realize that the game is a little more difficult than it looks from the sidelines. Jim Loehr had a good solution for this. He actually told one parent to enter five tournaments and win every one. Then report back. Eventually, the parent got the message.
 RULE #3: Emphasize the process, not the result. Too many parents and coaches use the "Winning isn't the most important thing. It's the only thing" philosophy. In reality, most kids won't come close to being professionals, so why get crazy? Emphasize the methodology of becoming a player and reinforce the fun of playing the game. Yes, work can be fun! If the pain of losing overcomes the joy of playing, the junior will give up the game sooner or later. I have seen this time and again. Players that were phenomenal juniors just walk away from the game as soon as they get older. The pain is too great.
 RULE #4: Never yank your kid from a drill court unless they are misbehaving. If a parent has a problem with the drill court assignments during a group lesson, handle it with the pro in private. Removing the child only reinforces the "I'm too good to hit with you" attitude. Adolescents suffer from too much bipolar thinking to begin with, this only makes matters worse. The optimal and fair way to handle drill court assignments should reflect what happens in "the real world.” Sometimes the opponent is better than, equal to, or less than a player. Drill courts should reflect this. For a player to play above or below his or her level continually is not good. The pro running the drill should have enough expertise to make this judgment. If not, consider a different program. It makes no sense to make parents and players miserable.
RULE #5: Be reasonably involved with your child's tennis. In the seventies and early eighties, most tennis parents erred on the side of over-involvement with junior's tennis. Now the opposite is true. Oftentimes, I hear "we are letting Johnny handle his own tennis now." Imagine what would happen if Johnny handled all his own academic decisions! The optimal position is somewhere in the middle. Too much is no good and too little is equally as bad. The parent pays the bill and has a right to expect excellence in how the situation is managed. The parent's role is to make sure both the coach and the player are living up to their agreements, not to tell the coach and player how to play or teach.
RULE #6: Never get into hassles with other parents, coaches, or players. Most junior tournaments should have a staff psychologist on hand. Not being a "shrink" myself, I wouldn't hazard a professional opinion, however, the psychological climate does not seem very healthy at most junior events. The aforementioned notwithstanding, be sure and stay cool even though emotions could be running hot I must confess that plenty of times I have felt like either screaming or punching someone. But then again, "Discretion is the better part of valor." If I have seemed overly harsh on parents it is because it is by far and away the toughest role. I have the gray hair to prove it!

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CONTACT:
Robyn Ross
DanceStar USA Media Office
Tel: (305) 371 2450
Fax: (305) 371 2460
Email: robyn@dancestar.com
WEEK ONE BRINGS RECORD VOTING FOR DANCESTAR USA 2004
170,000 Dance Music Fans Have Their Say on the World’s Largest Dance Music Awards
SMS Voting Via Six Mobile Phone Carriers Begins February 25
Miami, FL – (February 6, 2004) -- A record 170,000 dance music fans cast their votes in the first week of online voting for the third and largest instalment to date of DanceStar USA 2004 - The American Dance Music Awards. Set for Tuesday, March 9th at Bayfront Park Amphitheater in Miami, this year’s show will feature A-list celebrities and artists as awards presenters, performers, and hosts.
“It is clear that the public has something to say about whom they feel are the best and brightest in dance music,” said founder and CEO Andy Ruffell. “Even we were a bit surprised by the massive turnout of voters.”
SMS voting via cell phone is expected to contribute to doubling the number of votes from last year, which begins on February 25 and runs through March 7, exclusively in the US. A series of keywords relevant to each nominee are shown on the DanceStar website, encouraging users to vote for their favorite nominees from their cell phones. Bluesms, specialists in sms messaging solutions, has pioneered an innovative online system with the ability to log over 3,000 votes per minute. Participating networks include ATT, T-Mobile, Verizon, Cingular, Nextel and Alltel. All online and text voters will have an opportunity to win an all-expense paid trip to Ibiza courtesy of DanceStar and Gold Card Ibiza, and runner-up prizes of DanceStar CDs.
“We are delighted to be involved with this year’s DanceStar Awards, and judging by the overwhelming response via email, we anticipate record levels of SMS votes,” said Bluesms founder and CEO, Fred Attram. For detailed instructions, visit http://www.dancestar.com/usa/2004/nominations.
DanceStar USA 2003 saw leading UK act Dirty Vegas scoop multiple awards, and a live ‘world’s first’ TV debut by Paul Oakenfold performing his massive hit ‘Ready Steady Go’ featuring Shifty from Crazy Town. Hip-hop superstar P Diddy stole the show with a world premier performance of his first ever dance track ‘Lets Get Ill’ featuring Kelis, which has subsequently been reported as the most significant dance track in years. Since the show in March, over 800 million people have viewed DanceStar USA 2003 in more than 54 countries around the world, with broadcasts on select European terrestrial channels as well as MTV Europe and Star TV Asia.
The US broadcast, in association with Music Choice, aired in September 2003 as a one-hour television special on over 160 cable systems in 75 markets reaching over 30 million households across the country courtesy of leading US cable operators including Comcast, AOL/Time Warner, and Charter.
Since it’s launch in London in 2000, DanceStar has become the world’s largest dance music awards platform, developed as the first globally televised dance music event with shows in London, the U.S and Asia. The shows were created to celebrate the achievements of the industry’s main players and born out of the need to recognize the significant impact of dance music worldwide and the expansion of dance music culture.
Ticket information and details on DanceStar / Gold Card Miami travel packages, can be found by logging-on to www.dancestar.com.
A preview of SMS voting details may be viewed at http://www.dancestar/com. SMS voting services provided by http://www.bluesms.com
# # #

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Russiankettlebell.com
When we say ‘strength’ we mean ‘kettlebell.’
When we say ‘kettlebell’ we mean ‘strength.’
Comrades RKCs,
Below you will find a compact flyer about the benefits of kettlebell training. Insert your own contact information on the bottom and print these flyers on a single sheet of paper on both sides. Give them to people who have questions about Russian kettlebells (a good thing to have with you when training in a public place). At the owners’ permission leave them at martial arts schools and other places that bring together people hard enough for kettlebell training.
Power to us!
Pavel Tsatsouline, Chief Instructor, RKC
“Russian Special Forces Strength & Conditioning Secret is out!”
What is a ‘kettlebell’?
A ‘kettlebell’ or girya (Russ.) is a traditional Russian cast iron weight that looks like a cannonball with a handle. As the 1986 Soviet Weightlifting Yearbook put it, “It is hard to find a sport that has deeper roots in the history of our people than kettlebell lifting.” So popular were kettlebells in Tsarist Russia that any strongman or weightlifter was referred to as a girevik, or ‘a kettlebell man.’ “Not a single sport develops our muscular strength and bodies as well as kettlebell athletics,” wrote Ludvig Chaplinskiy in Russian magazine Hercules in 1913. In the Soviet times weightlifting legends such as Vlasov, Zhabotinskiy, and Alexeyev, started their Olympic careers with kettlebells. Yuri Vlasov who defeated mighty Paul Anderson once interrupted an interview he was giving to a Western journalist and proceeded to press a pair of kettlebells. “A wonderful exercise,” commented the world champion lifter. “. . . It is hard to find an exercise better suited for developing strength and flexibility simultaneously.” The Russian Special Forces personnel owe much of their wiry strength, lethal agility, and never-quitting stamina to kettlebells. Soldier, Be Strong!, the official Soviet armed forces strength training manual pronounced kettlebell drills to be “one of the most effective means of strength development” representing “a new era in the development of human strength-potential.”
Who uses kettlebells in the United States?
The extreme kettlebell workout would have remained the exclusive domain of Russian spec ops, had former Spetsnaz instructor Pavel not immigrated to the U.S. The elite of the U.S. military and law enforcement instantly recognized the power of the Russian kettlebell, ruggedly simple and deadly effective as an AK-47. You can find Pavel’s certified kettlebell instructors in outfits such as the Force Recon Marines, the FBI Hostage Rescue Team, and the Secret Service Counter Assault Team. Once the Russian kettlebell became a hit among those whose life depends on their strength and conditioning, it took off among hard people from all walks of life: martial artists, athletes, and regular tough guys. There is no stopping the Russian kettlebell invasion. Men’s Journal called it ‘a workout with balls.’ Rolling Stone pronounced Pavel ‘The Hot Trainer of the Year’ and his Russian kettlebell ‘The Hot Weight of the Year.’ “Resistance is futile. You will be assimilated.”
Kettlebells deliver xtreme all around fitness
Voropayev (1983) observed two groups of subjects over a period of a few years and tested them with a standard battery of armed forces PT tests: pullups, a standing broad jump, a 100m sprint, and a 1k run. The control group followed a typical university physical education program that emphasized the above. The experimental group just lifted kettlebells. In spite of the lack of practice on the tested exercises, the kettlebell group showed better scores in every one of them! Researchers at the Lesgaft Physical Culture Institute in Leningrad (Vinogradov & Lukyanov, 1986) found a very high correlation between the results posted in a kettlebell lifting competition and a great range of dissimilar tests: strength, measured with the three powerlifts and grip strength; strength endurance, measured with pullups and parallel bar dips; general endurance, determined by a 1000 meter run; and work capacity and balance, measured with special tests! Shevtsova (1993) discovered that kettlebell training lowers the heart rate and the blood pressure. Gomonov (1998) concluded that “Exercises with kettlebells enable one to quickly build strength, endurance, achieve a balanced development of all muscle groups, fix particular deficiencies of build, and they also promote health.” Most methods that claim ‘all around fitness’ deliver no more than compromises. Accept no compromises – choose the Russian kettlebell!
Get your kettlebell from (800) 899-5111 or RussianKettlebell.com.
Power to you!
The kettlebell body
Russian kettlebells are not for Kens and Barbies who want to look like ‘a collection of body parts.’ K-bells forge doers’ physiques along the lines of antique statues: broad shoulders with just a hint of pecs, back muscles standing out in bold relief, wiry arms, rugged forearms, a cut midsection, and strong legs without a hint of squat-induced chafing. Kettlebells melt fat without the dishonor of dieting or aerobics; losing 1% of bodyfat a week for weeks is not uncommon. If you are overweight, you will lean out. If you are skinny, you will get built up. According to Voropayev (1997) who studied top Russian gireviks, 21.2% increased their bodyweight since taking up kettlebelling and 21.2% (the exact same percentage, not a typo), mostly heavyweights, decreased it. The Russian kettlebell is a powerful tool for fixing your body comp, whichever way it needs fixing.
Read 101 Russian kettlebell testimonials and talk to kettlebell lifters on RussianKettlebell.com
Are kettlebells dangerous? Am I too young or too old?
Only 8.8% of top Russian gireviks, members of the Russian National Team and regional teams, reported injuries in training or competition (Voropayev, 1997). A remarkably low number, isn’t it? Note that these were not regular guys but elite athletes who push their bodies to the edge. Which does not give you an excuse to lift kettlebells flippantly; any type of strength training can be dangerous if you use bad judgment. As for the age, at the 1995 Russian Championship the youngest contestant was 16, the oldest 53! And we are talking elite competition here; the range is even wider if you are training for yourself rather than for the gold.
What kettlebell size is right for me?
RussianKettlebell.com offers 9, 18, 26, 35, 53, 70, and 88-pound kettlebells, designed in Russia and made with pride in the USA. Kettlebells were designed to give you a super workout with just one or two fixed weights. An average man should start with a 35-pounder. It does not sound like a lot but believe it; it feels a lot heavier than it should! Most men will eventually progress to a 53-pounder, the standard issue size in the Russian military. Although available in most units, 70-pounders are used only by few advanced guys and in elite competitions. 88-pounders are for mutants. An average woman should start with an 18-pounder. A strong woman can go for a 26-pounder. A few hard women will go beyond.
Where can I buy a kettlebell and how do I learn how to use it?
Call (800) 899-5111 or go to RussianKettlebell.com. Learn the drills from Pavel’s Russian Kettlebell Challenge: Xtreme Fitness for Hard Living Comrades book and video. Women will prefer his other kettlebell program, From Russia with Tough Love: Pavel’s Kettlebell Workout for a Femme Fatale.
Contact your local certified kettlebell instructor for workshops and personal training:
YOUR CONTACT INFORMATION HERE: NAME, RKC, PHONE, E-MAIL ADDRESS. Power to you!
Russiankettlebell.com
When we say ‘strength’ we mean ‘kettlebell.’
When we say ‘kettlebell’ we mean ‘strength.’

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FOR IMMEDIATE RELEASE
February 15, 2002
CONTACT
Makiko Kambayashi 415.431.1180 x20
Celebrating the Power of Women:
“SISTERS ON THE FRONTLINES”
March 8-10, The Women’s Building, Loco Bloco, Underground Railroad,
and Mission Girls Celebrate International Women’s Day
SAN FRANCISCO, CA –The Women’s Building, the Bay Area’s community center for women and girls, will transform into a living museum and performance space on March 8, 9 and 10, to showcase over 30 women artists and performers articulating the current state of women. Presented by The Women’s Building, Loco Bloco, Underground Railroad and Mission Girls, this three evening extravaganza breaks the traditional community event mold with interactive experimental performances in four conceptual rooms so audiences can intimately experience the energy, complexity and power of Bay Area women artists. “Sisters on the Frontlines” celebrates the beauty and resilience of ordinary women as it honestly portrays their daily struggles in the home, at work, on the streets and within war zones. From sponsor organizations, artists and audiences, this intergenerational production is a true creative grassroots effort and one of the most powerful and memorable events of the year.
The event’s electrifying performances will include an eclectic multi-cultural mix of artists including DJ Mariposa, Performance Artist Lucha, single mother poets Just Mama, Loco Bloco’s women Bateria drummers, Dhaia Tribe, and more…
The Women’s Building is a vibrant four-story community center dedicated to providing women and girls with the tools they need to achieve full and equal participation in society. Loco Bloco provides low-income multi-ethnic youth with hands-on experience in the live public performance of music, dance and theater. Underground Railroad is a membership organization of young Bay Area artists dedicated to social justice through the promotion and creation of art and culture. Mission Girls, a program of Mission Neighborhood Centers, provides culturally appropriate human services to young Latinas in the Mission district.

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'Type "copyright", "credits" or "license" for more information.’

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inst/extdat/baseline/socy642_f02_milkie.txt

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THE SOCIOLOGY OF MENTAL HEALTH AND ILLNESS
Sociology 642
Fall 2002
Wednesdays 3:30-6:10 p.m.
Art-Sociology Building, Room 3217
Instructors: Dr. Leonard I. Pearlin
Dr. Melissa A. Milkie
Offices: Room 4101 (Pearlin) & Room 4133 (Milkie)
Office Hours: By appointment
Telephones: 405-7706 (Pearlin) & 405-6428 (Milkie)
E-mail addresses: lpearlin@socy.umd.edu & mmilkie@socy.umd.edu
Readings: Assigned readings are available 1) in the C.W. Mills graduate lounge—Room 4118 Art-Sociology and 2) outside of Room 4133 Art-Sociology.
Course Description:
The interests of many disciplines converge around issues of mental health and psychological disorder: epidemiology, psychology and psychiatry, various neurosciences, and immunology --- to mention a few. The sociology of mental health is uniquely different from the orientations of other disciplines in that it seeks (1) to identify the social conditions that affect psychological well-being and (2) to describe the processes linking the social conditions to their psychological effects. The dual aims of this course are to provide both the theoretical foundations appropriate to the study of societal effects on individuals’ well-being and a familiarity with relevant research.
The course will begin with a consideration of issues that serve as background to what will follow. Specifically, we shall consider the social meaning of the constructs of mental health and mental disorder and examine some of the major diagnostic categories of disorder. Part of this examination entails a review of the epidemiology of mental illness, including the distribution of disorder, measurement issues and issues of causation.
Next, we shall identify and discuss some of the psychological and sociological models used to explain disorder, including mediating and moderating conditions (e.g., coping, social support and self-concept). We’ll explore life course perspectives, which examine how the stress process and the stressors to which people are exposed may change over the life course. Particular emphasis will be given to what is referred to as the stress process model.
With the stress process model providing the conceptual framework, we shall explore the contributions of systems of inequality to mental disorders. These systems include social and economic class locations, race/ethnicity and gender. Related to these systems, but of importance in their own right, are the community and neighborhood contexts in which people live and the structure of the social networks of which they are a part.
Finally, following these subjects, we shall focus on the social and institutional roles of people as they relate to mental health and illness, particularly within family and occupation.
Course Requirements:
1. Attendance and participation are essential. This entails completing all assigned reading prior to class. It is our expectation that students enter the classroom each week with a good basic understanding of all assigned reading. You are also expected to bring thoughtful questions that serve as starting points for discussion. All must actively contribute to seminar discussions.
Class participation accounts for 30% of your course grade.
Structured assignments and in-class presentations may be introduced throughout the semester.
2. A research paper, no more than 30 pages in length, is required for the seminar and its quality accounts for 70% of your course grade. The substance of this paper will be of the student’s choice, but will be relevant to the broad concerns of the sociology of mental health.
Students may confer with the instructors about their papers at any time. However, all will be required to present a detailed outline of their paper to the class near mid-semester, on October 30. This presentation will include a clear and concise statement of goals, a thorough review of the relevant literatures, and the major themes you plan to develop. An annotated bibliography is due in class October 30.
***Research papers are due on December 11 in class*** You will make an in-class presentation of your paper on this date as well.
Other Notes:
Guest speakers may occasionally be invited to class.
Additional readings may be added to particular sections of the course.
SOCIOLOGY 642: THE SOCIOLOGY OF MENTAL HEALTH AND ILLNESS
Course Outline and Scheduled Readings
_________________________________________________________________________________
Sept. 4 (Week 1) Introduction to the Sociology of Mental Health and Illness
_________________________________________________________________________________
_________________________________________________________________________________
Sept. 11 (Week 2) Overview: Positive Mental Health and Social Construction of Mental Illness
_________________________________________________________________________________
Aneshensel, CS and JE Phelan. 1999. “The Sociology of Mental Health: Surveying the Field.” Pp. 3-17 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Wheaton, B. 2001. “The Role of Sociology in the Study of Mental Health...and the Role of Mental Health in the Study of Sociology.” Journal of Health and Social Behavior 42:221-34.
Jahoda, M. 1958. Pp. ix-xiii; 10-64 in Current Conceptions of Positive Mental Health. New York: Basic Books.
Horwitz, AV. 2002. Excerpts from Creating Mental Illness. Chicago: University of Chicago Press.
Link, B and JC Phelan. 1999. “Labeling and Stigma.” Pp. 481-94 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Rosenberg, M. 1992. Pp. 31-54 in The Unread Mind: Unraveling the Mysteries of Madness. New York: Lexington Books.
_________________________________________________________________________________
Sept. 18 (Week 3) The Diagnosis and Epidemiology of Psychiatric Disorder: The Social
Distribution of Disorder & Measurement Issues
_________________________________________________________________________________
Eaton, WW. 2001. “The Social Epidemiology of Mental Disorders.” In WW Eaton (Ed.) The Sociology of Mental Disorders, 3rd edition. New York: Praeger.
Kessler, R and S Zhao. 1999. “Overview of Descriptive Epidemiology of Mental Disorders.” Pp. 127-150 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
American Psychiatric Association, Washington, DC. Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) (Pp. xv-xxv; 320-49). (We have assigned some introductory material as well as an example of how the manual is used in diagnosing disorder, in this case depression. Students may want to look through the book and familiarize themselves with its structure and contents.).
Scott, WJ. 1990. “PTSD in DSM-III: A Case in the Politics of Diagnosis and Disease.” Social Problems 37:294-310.
Loring, M and B Powell. 1988. “Gender, Race, and DSM-III: A Study of the Objectivity of Psychiatric Behavior.” The Journal of Health and Social Behavior 29:1-22.
_________________________________________________________________________________
Sept. 25 (Week 4) The Diagnosis and Epidemiology of Psychiatric Disorder (con’t):
Measurement Issues & Analysis of Causation
_________________________________________________________________________________
Horwitz, AV. 2002. “Outcomes in the Sociology of Mental Health and Illness: Where Have We Been and Where are We Going?” The Journal of Health and Social Behavior 43:143-51.
Kessler, RC. 2002. “The Categorical versus Dimensional Assessment Controversy in the Sociology of Mental Illness.” Journal of Health and Social Behavior 43:171-88.
J Mirowsky and CE Ross. 2002. “Measurement for a Human Science.” Journal of Health and Social Behavior 43:152-70.
Aneshensel, CS. 2002. “Commentary: Answers and Questions in the Sociology of Mental Health.” Journal of Health and Social Behavior 43:236-46.
Dohrenwend, BP, I Levav, PE Shrout, S Schwartz, G Naveh, BG Link, AE Skodol and A Stueve. 1992. “Socioeconomic Status and Psychiatric Disorders: The Causation-Selection Issue.” Science 255:946-52.
_________________________________________________________________________________
Oct. 2 (Week 5) Cognitive Perspectives and Life Events Models
_________________________________________________________________________________
Lazarus, RS and S Folkman. 1984. “Chapter 1: The Stress Concept in the Life Sciences.” In Lazarus, RS and S Folkman (Eds.) Stress, Appraisal, and Coping. New York: Springer.
Lazarus, RS and S Folkman. 1984. “Chapter 2: Cognitive Appraisal Processes.” In Lazarus RS and S Folkman (Eds.) Stress, Appraisal, and Coping. New York: Springer.
Lazarus, RS and S Folkman. 1984. Chapters 3-6 in Lazarus, RS and S Folkman (Eds.) Stress, Appraisal, and Coping. New York: Springer.
Perkins, DV. 1982. “The Assessment of Stress Using Life Events Scales.” Pp. 320-31 in L Goldberger and S Breznitz (Eds.) Handbook of Stress. New York: The Free Press.
McLean, ED and BG Link. 1994. “Unraveling Complexity: Strategies to Refine Concepts, Measures and Research Designs in the Study of Life Events and Mental Health.” Pp. 15-42 in WR Avison and IH Gotlib (Eds.) Stress and Mental Health: Contemporary Issues and Prospects for the Future. New York: Plenum
_________________________________________________________________________________
Oct. 9 (Week 6) Perspectives on Stress and Disorder: Stress Process Models
_________________________________________________________________________________
Horwitz, AV. 1999. “The Sociological Study of Mental Illness: A Critique and Synthesis of Four Perspectives.” Pp. 57-78 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Pearlin, LI. 1999. “The Stress Process Revisited: Reflections on Concepts and Their Interrelationships.” Pp. 395-415 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Pearlin, LI, CS Aneshensel, and AJ LeBlanc. 1997. “The Forms and Mechanisms of Stress Proliferation: The Case of AIDS Caregivers.” Journal of Health and Social Behavior 38:223-36.
Wheaton, B. 1999. “Social Stress.” Pp. 277-300 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
_____________________________________________________________________________
Oct. 16 (Week 7) The Moderators & Mediators of the Stress Process: Social Support, Coping & the
Self-Concept
_________________________________________________________________________________
House, JS, KR Landis and D Umberson. 1988. “Social Relationships and Health.” Science 241:540-545.
RJ Turner and JB Turner. 1999. “Social Integration and Support.” Pp. 301-20 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Pearlin, LI and ME McCall. 1990. “Occupational Stress and Marital Support: A Description of Microprocesses.” Pp. 39-60 in J Eckenrode and S Gore (Eds.) Stress Between Work and Family. New York: Plenum Press.
Sarason, IG, GR Pierce and BR Sarason. 1994. “General and Specific Perceptions of Social Support.” Pp. 151-77 in WR Avison and IH Gotlib (Eds.) Stress and Mental Health: Contemporary Issues and Prospects for the Future. New York: Plenum.
Pearlin, LI and M Pioli. 2002. “Personal Control: Some Conceptual Turf and Future Directions.” In LI Pearlin, S Zarit, and KW Schaie (Eds.) Societal Impacts on Personal Control in the Elderly. New York: Springer.
Rosenberg, M and BC McCullough. 1981. “Mattering: Inferred Significance and Mental Health Among Adolescents.” Pp. 163-82 in RG Simmons (Ed.) Research in Community and Mental Health: A Research Annual. New York: JAI Press, Inc.
_________________________________________________________________________________
Oct. 23 (Week 8) Life Course Perspectives on Mental Health
_________________________________________________________________________________
Pearlin, LI and MM Skaff. 1996. “Stress and the Life Course: A Paradigmatic Alliance.” The Gerontologist 36:239-47.
George, LK. 1999. “Life Course Perspectives on Mental Health.” Pp. 565-84 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Miech, RA and MJ Shanahan. 2000. “Socioeconomic Status and Depression Over the Life Course.” Journal of Health and Social Behavior 41:162-76.
McLeod, JD and MJ Shanahan. 1996. “Trajectories of Poverty and Children's Mental Health.” Journal of Health and Social Behavior 37:207-20.
Harker, K. 2001. “Immigrant Generation, Assimilation, and Adolescent Well-Being.” Social Forces 79:969-1004.
Moen, P. 1997. “Women’s Roles and Resilience: Trajectories of Advantage or Turning Points?” Pp 133-56 in IH Gotlib and B Wheaton (Eds.) Stress and Adversity over the Life Course: Trajectories and Turning Points. Cambridge University Press.
_________________________________________________________________________________
Oct. 30 (Week 9) In-Class Presentations: Papers in Progress; Annotated Bibliography Due
_________________________________________________________________________________
_________________________________________________________________________________
Nov. 6 (Week 10) Social Structure, Inequality and Mental Health: Socioeconomic Status
_________________________________________________________________________________
McLeod, JD, and JM Nonnemaker. 1999. “Social Stratification and Inequality.” Pp. 321-44 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
McLeod JD, and RC Kessler. 1990. “Socioeconomic Status Differences in Vulnerability to Undesirable Life Events.” Journal of Health and Social Behavior 31:162-72.
Kessler, RC, and P Cleary. 1980. “Social Class and Psychological Distress.” American Sociological Review 45:463-78.
Bruce, ML, D Takeuchi, and PJ Leaf. 1991. “Poverty and Psychiatric Status.” Archives of General Psychiatry 48:470-74.
Aneshensel, CS and C Sucoff. 1996. “The Neighborhood Context of Adolescent Mental Health.” Journal of Health and Social Behavior 37:293-310.
Ross, CE, JR Reynolds and KJ Geis. 2000. “The Contingent Meaning of Neighborhood Stability for Residents’ Psychological Well-Being.” American Sociological Review 65:581-97.
_________________________________________________________________________________
Nov. 13 (Week 11) Social Structure, Inequality and Mental Health: Race/Ethnicity
_________________________________________________________________________________
Jones, JM. 1992. “Understanding the Mental Health Consequences of Race: Contributions of Basic Social Psychological Processes.” Pp. 149-240 in JM Jones The Social Psychology of Mental Health. New York: Guilford Press.
Williams, DR, DT Takeuchi, and RK Adair 1992. “Socioeconomic Status and Psychiatric Disorder Among Blacks and Whites.” Social Forces 71:179-94.
Williams, DR and C Collins. 1995. “US Socioeconomic and Racial Differences in Health: Patterns and Explanations.” Annual Review of Sociology 21:349-86.
Vega, WA and RG Rumbaut. 1991. “Ethnic Minorities and Mental Health.” Annual Review of Sociology 17:351-83.
McLeod, JD and JM Nonnemaker. 2000. “Poverty and Child Emotional and Behavioral Problems: Racial/Ethnic Differences in Processes and Effects.” Journal of Health and Social Behavior 41:137-61.
Schulz, A, D Williams, B Israel, A Becker, E Parker, SA James and J Jackson. 2000. “Unfair Treatment, Neighborhood Effects, and Mental Health in the Detroit Metropolitan Area.” Journal of Health and Social Behavior 41:314-32.
_________________________________________________________________________________
Nov. 20 (Week 12) Social Structure, Inequality, and Mental Health: Gender
_________________________________________________________________________________
Aneshensel, CS, CM Rutter, and PA Lanchenbruch. 1991. “Social Structure, Stress, and Mental Health: Competing Conceptual and Analytic Models.” American Sociological Review 56:166-78.
Mirowsky, J and CE Ross. 1995. “Sex Differences in Distress: Real or Artifact?” American Sociological Review 60:449-68.
Rosenfield, S. 1999. “Splitting the Difference: Gender, the Self, and Mental Health.” Pp. 209-24 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Umberson, D, MD Chen, JS House, K Hopkins, and E Slaten. 1996. “The Effect of Social Relationships on Psychological Well-Being: Are Men and Women Really So Different?” Journal of Health and Social Behavior 41:137-61.
Bird, CE and AM Freemont. 1991. “Gender, Time Use and Health.” Journal of Health and Social Behavior 32:114-29.
Simon, R. 2002. “Revisiting the Relationships among Gender, Marital Status, and Mental Health.” American Journal of Sociology 107:1065-96.
_________________________________________________________________________________
Nov. 27 (Week 13) Institutional Roles and Stress: Family _________________________________________________________________________________
Pearlin, LI. 1983. “Role Strains and Personal Stress.” Pp. 3-32 in HB Kaplan (Ed.) Psychosocial Stress. New York: Academic Press.
Pearlin, LI and H Turner. 1987. “The Family as a Context of the Stress Process.” Pp. 143-65 in SV Kasl and C Cooper (Eds.) Stress and Health: Issues in Research Methodology. Chichester, NY: Wiley.
Avison, WR. 1996. “Family Structure and Mental Health.” Unpublished paper from NIMH Conference.
Umberson, D and K Williams. 1999. “Family Status and Mental Health.” Pp. 225-54 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Wheaton, B. 1990. “Life Transitions, Role Histories, and Mental Health.” American Sociological Review 55:209-23.
Horwitz, AV, J McLaughlin and HR White. 1998. “How the Negative and Positive Aspects of Partner Relationships Affect the Mental Health of Young Married People.” Journal of Health and Social Behavior 39:124-36.
_________________________________________________________________________________
Dec. 4 (Week 14) Institutional Roles and Stress: Work
_________________________________________________________________________________
Holt, RR. 1982. “Occupational Stress.” Pp. 419-44 in L Goldberger and S Breznitz (Eds.) Handbook of Stress. New York: The Free Press.
Tausig, M. 1999. “Work and Mental Health.” Pp. 255-74 in CS Aneshensel and JC Phelan (Eds.) Handbook of the Sociology of Mental Health. New York: Plenum.
Wheaton, B. 1990. “Where Work and Family Meet: Stress Across Social Roles.” Pp. 153-74 in J Eckenrode and S Gore (Eds.) Stress Between Work and Family. New York: Plenum Press.
Menaghan, E. 1994. “The Daily Grind: Work Stressors, Family Patterns, and Intergenerational Outcomes.” Pp. 115-47 in WR Avison and IH Gotlib (Eds.) Stress and Mental Health: Contemporary Issues and Prospects for the Future. New York: Plenum Press.
Hamilton, VL, CL Broman, WS Hoffman and DS Renner. 1990. “Hard Times and Vulnerable People: Initial Effects of Plant Closing on Autoworkers' Mental Health.” Journal of Health and Social Behavior 31:123-40.
Hamilton, VL, WS Hoffman, CL Broman and D Rauma. 1993. “Unemployment, Distress, and Coping: A Panel Study of Autoworkers.” Journal of Personality and Social Psychology 65:234-47.
_________________________________________________________________________________
Dec. 11 (Week 15) In-Class Presentations of Final Papers; Final Papers Due
_________________________________________________________________________________
8

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The Spanish were among the first Europeans to explore what is now the United States, and the first to found a permanent settlement here (St. Augustine, Florida, in 1565). From Alaska's Madre de Dios Island to Mexico, Maine, the United States is dotted with Spanish place names. Here are a few.
Alamo: "poplar." This tall softwood tree gave its name to a number of U.S. places, including the memorable chapel-fort in Texas and the town of Los Alamos in New Mexico, where atomic bombs were produced.
Alcatraz Island (California): from "álcatraces," pelican. A sizable pelican population once lived on this rocky island in the San Francisco Bay.
Boca Raton (Florida): from "boca de ratónes," a Spanish term applied to nearby inlets. It translates as "mouth of the mouse" (not "rat," which is "rata") and may refer to the jagged rocks at these inlets. It has also been suggested that "ratónes" was a term used for the pirates who might hide in such a place.
California: The state was named for a mythical land described in a popular Spanish novel from around 1500, Las sergas de Esplandián (The exploits of Esplandián) by Garcia Ordóñez de Montalvo.
Cape Canaveral (Florida): from "cañaveral," canebrake. The promontory NASA made famous takes its name from the thickets of cane that grow in sandy areas.
Colorado: "reddish." The state is named for the reddish color of mud found in the Colorado.
El Paso (Texas): "passage." The border city of El Paso lies at a small gap between the Rockies and the Juarez Mountains of Mexico. This narrow passage has made the city a hub for both north-south and east-west travel.
Florida: "Flowery." Some say that Spanish explorer Ponce de Leon named the land for the Spanish term for Easter, Pascua de Florida (Flowery Feast), because he first saw the land during the Easter season. Others believe he named it for the area's lush flowers.
Fresno (California): "ash tree." The central Californian city and county are named for their abundant ash trees.
La Brea (California): "tar." The tar pits in this famous part of Los Angeles have yielded amazing fossils for more than 100 years.
Las Cruces (New Mexico): "crosses." The city is named for the burial ground of some 40 travelers who were killed by Apaches in 1830.
Las Vegas (Nevada): "meadows." Before casinos and neon lights defined Las Vegas, the area was noteworthy as a desert oasis with artesian springs.
Los Angeles (California): "angels." In 1781 Spanish settlers founded El Pueblo de Nuestra Señora la Reina de Los Angeles de Porciúncula (The Town of Our Lady the Queen of the Angels of Porciúncula). It became known as La Ciudad de los Angeles (City of Angels), and then just as Los Angeles.
Los Gatos (California): "cats." At the time this western California city was founded, many wildcats roamed the area.
Montana: from "montaña," mountain. Representative James M. Ashley of Ohio suggested using the Spanish word in honor of the territory's mountainous western part.
Nevada: "snow-covered." The mountains in this western state are often capped with snow.
San Antonio (Texas): "Saint Anthony" (of Padua). On the feast day of St. Anthony in 1691, Spanish explorers found and named the eponymous river. Later the name was given to the city, which was founded in 1718.
San Francisco (California): "Saint Francis" (of Assisi). The city by the bay was once a Mexican village named Yerba Buena (Good Grass). In 1846, during the Mexican War, Commodore John Sloat captured and renamed the settlement for its San Francisco de Asís mission (better known as Mission Dolores), which was founded in 1776.
Sangre de Cristo Mountains (Colorado and New Mexico): "blood of Christ." This mountain range was named for the red glow cast on it by the setting sun.
Santa Fe (New Mexico): "holy faith." Spanish settlers founded this oldest U.S. capital nearly 400 years ago, as La Villa Real de la Santa Fe de San Francisco de Asís (The Royal City of the Holy Faith of Saint Francis).

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Many towns, rivers, mountain ranges, historic roads and trails and other geographical features in the United States, especially in the Southwest, have Spanish names. This page offers the translations into English of a few of these. Where a Spanish word has multiple meanings in English I have only included that which seems most likely to apply to a place name.
This list is only a small selection and is naturally very far from being complete. A complete list would of course be enormous. However, I would greatly welcome any suggestions for additional entries (you can EMail me using the link at the bottom of this page).
Many other place names in the USA and Canada come from Native American cultures or from other nationalities of immigrants such as British, French, Dutch, German and Russian.
G. Martinez of Montrose, California emailed me to point out that "New World" (North, Central, and South American) Spanish is different from European Spanish, especially the official Castilian of Spain, in terms of speech, spelling and grammar, in the same way as American English differs considerably from its British counterpart.
Spanish English Comments
Alameda Poplar grove  
Alamo Poplar (the tree)  
Alamogordo Fat cottonwood Alamogordo, New Mexico was named for the cottonwood trees in the area.
Alcatraz From alcatraces (pelican) Alcatraz Island in San Francisco Bay was originally named Isla de los Alcatraces (Isle of the Pelicans) after the large pelican population there.
Alta, Alto High, tall  
Amarillo Yellow Amarillo, Texas was named after the colour of the clay banks of a nearby stream.
Amistad Friendship  
Angeles Angels  
Animas Soul or spirit  
Antonio Anthony  
Baja Drop or fall  
Blanco White  
Boca Raton Rat's mouth Boca Raton, Florida was named after the nearby jagged rocks on the ocean shore, though to resemble a rat's mouth.
Bonita Pretty  
Brea Tar  
Buena Good  
Buena Vista Good view  
Cabo Cape  
Cajon Box, chest or drawer Possibly referring to a box canyon. Not to be confused with Cajun.
Caliente Hot  
California  - The name California was first given to the Baja California peninsula by the Spanish explorer Hernan Cortes in the early sixteenth century and was later applied to more northern areas. The word was derived from the name of an imaginary island in a popular Spanish romance of the time.
Cañada Dell, a small isolated valley My thanks to G. Martinez of Montrose, California for this translation. With a tilde (~) over the n, Cañada is a Spanish word. The name of the country of Canada, without a tilde, is not Spanish - it comes from the Iroquioan Indian word "kanata" meaning "village" or "community".
Canaveral Reeds, or a sugar-cane plantation Spanish spelling is cañaveral.
Carlos Charles  
Camino Road  
Casa House  
Cerrito Little hill  
Chico Little stream  
Chino Chinese  
Christo Christ  
Ciudad City, town  
Colorado Red coloured  
Costa Mesa Coastal plateau  
Cruces Crosses The name of Las Cruces, New Mexico refers to the graves of a group of travellers who were massacred by Apache Indians in the area in 1830.
Cruz Cross  
Ciudad City or town  
D', De, Del Of  
Duro Hard From the common root of "durable", presumably
Durango Water town From the Basque word "urango". (I realise that the Basque language is totally separate from Spanish, but this entry seemed worth including here.)
El The  
El Camino Alto The High Road As in the High Road To Taos, New Mexico. There may be other examples.
El Camino Del Rio The River Road As in the road alongside the Rio Grande between Lajitas and Presidio, Texas - west of Big Bend National Park. There may be other examples.
El Camino Real The Royal Road or The King's Highway See separate article.
Escondido Hidden Probably referring to a hidden valley.
Estados Unidos United States  
Este East  
Fe Faith  
Florida Flowery The state of Florida was named by the Spanish explorer Juan Ponce de Leon from the Spanish word for "flowery", possibly due to the vegetation or because he visited Florida in Easter week which in Spanish is called "Pascua florida".
Fresno Ash tree Fresno, California was named after the white ash trees in the area.
Gatos Cats Los Gatos, California was named after the wildcats that were once populous in the area.
Gordo Fat  
Grande Large, tall, great, grand  
Habra Opening La Habra, California is named after a nearby mountain pass (an opening).
Hermosa Beautiful  
Isabel Elizabeth  
Juan John  
Junta Meeting  
La The  
Las The  
Las Vegas The Meadows The name of Las Vegas, Nevada refers to grassland seen along spring-fed desert streams by early Spanish explorers of the area.
Llano Plain  
Llano Estacado Staked Plain  
Lobo Wolf  
Los The  
Los Angeles The Angels  
Madre Mother  
Manteca See comment "Rebecca" sent me this comment:
I'm a Mantecan (Manteca, California).
The "snootier" Manteca residents will tell you our town was named from mantequilla (butter) as a result of the Portugese dairy trade that was prevalent in this area.
Long-time Mantecans, however, will tell you the truth: "manteca" means "lard". This was a pig farming town in addition to a dairy town, and yes, it was named LARD! So attractive of a name, yes?
Marcos Mark  
Maria Mary  
Merced Mercy  
Mesa Table, table-land, flat-topped hill  
Miguel Michael  
Milpitas Little cornfields  
Mirada View La Mirada, California is named for the panoramic view from the hills where it is situated.
Miramar Look at the sea  
Modesto Modest The name of Modesto, California is a tribute to William C. Ralston, a prominent California financier who declined an offer to have the town named after him.
Montana Mountain  
Monticello Hill or small mountain Monticello is the name of the house built by Thomas Jefferson in Virginia. It is also the name of various towns in the USA. The word is Italian, not Spanish.
Negro Black  
Nevada Snow, snowfall, snow-covered  
Nogales Walnut trees  
Norte North  
Nuevo New  
Obispo Bishop As in San Luis Obispo, California
Oro Gold  
Pais Country  
Palo Stick, pole, tree Palo Alto, California (high tree) is named after an ancient redwood tree at its northern entrance.
Palo Duro Canyon, Texas (hard tree) is named for the cedar trees in the area.
Palomar Dovecot  
Paso Mountain pass  
Placer Sandbank (?) The prefix Placer in town names such as Placerville comes from the word meaning a superficial deposit from which gold or some other mineral can be washed - an indication that such activity took place in the area. My English dictionary says that placer is the Spanish word for sandbank and also suggests a possible connection with the Spanish word plaza, meaning place. However, my Spanish - English dictionary quotes the meaning of placer as pleasure, and plaza as square, market, job or position.
Plano Flat My thanks to Karen Strand for this translation.
Plata Silver  
Presidio Fort or Fortress Many presidios were built by the Spanish when they ruled the southwest of the USA and Mexico. Some of these have been preserved, for example the Presidios of Monterey, Santa Barbara and San Francisco.
Pueblo Town, village  
Puente Bridge  
Puerto Port  
Punta Point  
Quinta Country house  
Rancho Ranch or farm In traditional Spanish the word rancho means dining-room, according to my Spanish-English dictionary. In Latin American Spanish it means a ranch or farm.
Real Royal Pronounced "ray-al"
Redondo Round Redondo Beach, California derived its name from the way its streets were originally laid out, in a semi-circle.
Rio River  
Rosa Rose  
Salida Exit  
Salinas Salt marshes Salinas, California derives its name from the numerous salt marshes along the Salinas River.
San Saint Many places were named by Spanish explorers after saints because the explorers discovered them or founded a mission or town there on the relevant saint's day.
San Antonio Saint Anthony  
San Carlos Saint Charles  
San Diego Saint Didacus  
San Francisco Saint Francis Is it just a coincidence that Sir Francis Drake explored this area?
San Jose Saint Joseph  
San Juan Saint John  
San Leandro Saint Leander  
San Marcos Saint Mark  
San Mateo Saint Matthew? (I'm guessing here)  
Sangre Blood  
Sangre de Christo Blood of Christ As in the Sangre de Christo Mountains in Colorado.
Santa Saint  
Sausalito  - Derived from the Spanish for "little willow".
Sierra Mountain Range  
Socorro Help, aid, assistance  
Sur South  
Tejon Badger Not to be confused with Teton.
Tiburon Shark  
Tierrasanta Saintly land, or holy ground A neighbourhood of San Diego, California.
Tonto Stupid  
Vaca Cow, beef  
Valle Valley  
Vallecito Small valley  
Vegas Meadows There is a shopping mall in Las Vegas, Nevada, called The Meadows
Ventura Happiness, luck  
Verde Green  
Vista View  
San Diego
San Clemente
Santa Ana
San Bernardino
Los Angeles
Ventura
Santa Barbara
Santa Catalina
San Luis Obispo
Santa Maria
Paso Robles
Monterrey
Palo Alto
Santa Cruz
Merced
Modesto
Sacramento
Salinas
San Jose
Santa Clara
San Rafael
Santa Rosa
Sacramento
Madera
San Francisco
Las Vegas
Nevada
Colorado
La Puente
El Monte
Los Gatos
Los Banos
Dos Palos
San Andreas
El Paso
La Canada
Palos Verdes
Encinitas
El Centro
San Joaquin
San Antonio
Las Cruces
Los Alamos
Amarillo
El Camino Real
San Bruno
El Cerrito
San Pablo
Corte Madera
Mission Viejo
La Jolla
El Monte
Santa Monica
San Fernando
San Juan Capistrano
San Onofre
La Quinta
San Ramon
Rio Linda
Santa Fe
Rio Grande

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Does Sports Massage Contribute to Post-Workout Recovery?
By Ross Turchaninov, M.D., Ph.D.
Boris Prilutsky, M.A.
Oleg Bouimer, M.A.
According to Sven Jonhagen, M.D., of the Institutionen Sodersjukhuset in Stockholm, Sweden, Post-Event Sports Massage has no positive therapeutic impact on post-workout recovery in athletes. The results of this study were published in the American Journal of Sport Medicine, (September, 2004). The following is an excerpt from the paper: “In this study, participants worked out for 30 minutes, giving their leg muscles intense eccentric exercise which emphasizes extending muscles, not contracting them. Within 10 minutes after their workout, each volunteer received sports massage on only one leg. The benefits of sport massage in which muscles are kneaded harder than regular massage were recently tested by Sven Jonhagen, M.D. Researchers saw no sign that sport massage helps in post workout recovery. Strength tests taken before, directly after, and 2 days after the exercise session showed similar results for the massaged and unmassaged legs. Both legs were sore for roughly the same lengths of time, the participants report.”
We found Dr. Jonhagen’s protocol design to be flawed. One such design flaw was the emphasis on flexion of muscles and not extension. Clearly, exercise is not possible without the use of antagonist muscle groups responsible for flexion and extensions. In order to understand the importance of Post-Event Rehabilitative Massage Therapy for professional athletes as well as for the general gym-going enthusiast, we would like to discuss the side-effects of vigorous exercise. Vigorous, intense, exercise overloads the skeletal-muscular apparatus and the cardiovascular system, causes accumulation of metabolic waste products in tissues (some of which are toxic), strains the endocrine system, and much more. When overloaded, the muscular system reacts by accumulating tension in muscles. This, in turn, disturbs metabolic processes in the skeletal and muscular systems. A higher muscular tonus (especially in the extremities) contributes to an increase in the peripheral vascular resistance, which is the main opposition mechanism for left-side cardiac work. In such a case, the cardiovascular system is not only overloaded during vigorous exercise, but also is prevented from resting due to higher peripheral vascular resistance. Given the facts described above, the endocrine system cannot function in its normal physiological regime. Additionally, over-tensed muscles produce pain, soreness, and fatigue. Understandably, if an athlete is not rehabilitated from the side-effects of vigorous exercise, we can assume that in some cases, the athlete can possibly do more harm than good to the body. The athlete can, as a matter fact, achieve less than his or her physiological potential with lack of proper rehabilitation.
As you know, from 1960s to the mid 1980s, most of the Olympic gold medals used to go to the former Soviet Union, Eastern Germany, Bulgaria, Romania, and other countries in the Soviet block. We do not believe that these athletes had a greater physiological potential. However, we know that protocols of Medical and Sports Massage that were developed through extensive research in these countries greatly contributed to the athletes’ achievements, as well as to the prevention of sports-related injuries. Discussions about the benefits of Sports Massage to athletes have been ongoing for a while.
The possibility of speeding up the athlete’s recovery by massage captured the attention of Western European and American scientists working in the field of Sports Medicine. However, authors of numerous studies in different centers mostly concluded that massage does not have any significant impact on the process of recovery after maximal exercises (Drews, et al., 1990; Carfarelli, et al., 1990; Rodenberg, et al., 1994; Tiidus, et al., 1995; Gupta, et al., 1996, and more). All these studies were conducted by very responsible scientists and published in respected professional journals. Thus, everyone who became familiar with this matter deserves the clear answer to the question: Who is right? After analysis of Western European and American sources we concluded that the problem is a significant misunderstanding and misrepresentation. First of all, Russian scientists always pointed out the importance of four equally important components of rehabilitative massage treatment after vigorous exercises. Failure to include even one of them will ruin all efforts:
1. TIME OF THE TREATMENT
All Eastern-European authors agreed that massage has to be started no earlier than 2-2.5 hours after vigorous exercises.
2. DURATION OF THE TREATMENT
The massage session has to last from 30-40 minutes to 1 hour. During this time the massage therapist works on the athlete’s whole body with special attention to the muscular groups which were overloaded during the exercises or competition.
3. MASSAGE TECHNIQUES
It is best to use the combination of effleurage, kneading, permanent vibration, compression, stretching and long range shaking. However, 40-50% of massage time has to be spent on kneading. With the proper execution of this technique the operator is able to alternate stimulation and relaxation of the massaged muscles. Thus, kneading is the best tool for restoring muscular strength.
4. PRESSURE
The applied pressure has to be significant but without the activation of the pain analyzing system. The threshold of pain varies from one part of the body to another, or even within the borders of the same massaged segment. Thus, the pressure has to be continually adjusted.
All Western articles which reported about the failure of massage therapy to speed up the recovery process were united by one striking similarity. Despite a truly scientific approach to the evaluation of treatment and its duration, these studies neglected to follow the proper protocol:
AUTHOR TIME OF THE TREATMENT DURATION
Cafarell, et al., 1990 immediately after exercise 4 min
Drews, 1990 immediately after exercise 30 min
Wenos, et al., 1990 48 hours after exercise N/A
Rodenberg, et al., 1994 15 minutes after exercise 15 min
Tiidus, 1995 48 hours after exercise 10 min
Gupta, 1996 48 hours after exercise 10 min
However, in our opinions, one published article on this matter puts everything in the correct perspective. In this study, a group of North Carolina and Virginia authors (Smith, L.L et al., 1994) formulated a protocol based on that of Russian scientists, proving its value. The authors examined the effect of massage on delayed onset of muscle soreness, and creatine kinase (an enzyme indicator of muscle damage) and neutrophil (an inflammatory white blood cell) count. The authors adjusted their experimental protocol according to the practical recommendations of Russian authors. These authors considered that vigorous exercises damage muscular tissue with the development of aseptic (non-infectious) inflammation and interstitial edema. The body reacts to these events by mobilizing neutrophils to the affected area. Neutrophils enter tissues and start their cleaning job (i.e., phagocytosis) to remove the waste products produced by the muscular injury and inflammation. Their increased concentration also attracts other types of phagocytic cells, macrophages. In the process of phagocytosis, catabolic enzymes are released from neutrophils, additionally damaging already injured muscular fibers. Dr. Smith and associates, through their research, noticed that two major events indirectly support this theory: temporary reduction of neutrophil count and increased concentration of creatine kinase in local blood vessels, and their following emigration into soft tissues as critical elements responsible for the long lasting muscle soreness after vigorous exercises. This study showed that this process precisely matches the 2 hour time limit after vigorous exercise
This is what Smith, et al., had to say in their conclusion:
“During acute inflammation, blood flow slows as vessels dilate in an area of injury. When this occurs, the white blood cells, including neutrophils, are displaced from the central, axial zone of blood flow to the peripheral, plasmatic zone and subsequently marginate along the vessel walls. Since sport massage appears to increase blood flow through the vascular bed, we theorized that this increased flow rate in the area of microtrauma could prevent the typical outward displacement of neutrophils. In addition, we speculated that the mechanical action of sports massage could shear marginated cells from vessel walls and thus hinder emigration of cells from the circulation into tissues spaces. …control group exhibiting a more rapid and steeper increase CK (i.e. creatine kinase) values than the massage group. …sports massage rendered hours after termination of unaccustomed eccentric exercise reduces the intensity of delayed onset muscle soreness and reduces serum creatine kinase levels.”
As we stated above, the reduction and elimination of muscular soreness are not the only goals of Post-Event Sports Massage. The objectives and goals of Post-Event Sport Massage are:
1. To reduce the tension in muscles and connective tissue.
2. To reduce peripheral vascular resistance.
3. To accelerate drainage of venous blood as well as lymphatic fluid.
And ultimately:
4. To balance, to the extent possible, the activities of the sympathetic and parasympathetic divisions of the nervous system.
Working in the “Inhibitory Regime” (massaging while gradually increasing pressure), we awaken reflexes to the original stimuli. These are expressed in vasodilation (reduction of peripheral vascular resistance, reduction of left cardiac work, etc.) As a matter of fact, with Post-Event Sports-Massage, we also prevent the enlargement of the heart muscles (hypertrophy), balance the biomechanics that prevent sports-related injuries, as well as improve the performance of the athlete.
In 1981, Professor Dembo, M.D., Ph.D. (of the Leningrad Medical School), following extensive research, shed more light on how Post-Event Sports Massage rehabilitation can prevent hypertrophic heart syndrome. He tested 20 healthy male athletes ages 17-23 for the effects of Post-Event Sports Massage. Dr. Dembo recorded a decrease in peripheral vascular resistance and a decrease in left cardiac work following the administration Post-Even Sports Massage protocol. Among other machinery, Dr. Dembo used electroencephalograph (reflecting electrical activity in the brain) in this study. He also performed 24-hour hemodynamic studies. The athletes were observed over a 6-week period during their regular professional workout routine. Prior to the administration of massage treatments, the athletes have undergone sleep studies, where it was shown that they experienced abnormal peripheral vascular resistance and high levels of left cardiac work (particularly between 1am and 4am). Based on the database of the electroencephalograph it was evident that the quality of sleep was disturbed. During the next six weeks, following the same workout regimen, and having received Post-Event Sports Massage twice a week, there was a significant reduction in peripheral vascular resistance, left cardiac work, and an increase in deep sleep. In his conclusion, Professor Dembo stated that during the day normal hemodynamic study readings included heart rate, blood pressure, and other cardiovascular parameters. During the nighttime the data indicated a worsening due to the overload of skeletal muscles (expressed mostly at nighttime) and in turn leading to the abnormalities mentioned above.
At this point, we would like to refer you again to the article of Dr. Sven Jonhagen. As we already quoted, Dr. Jonhagen, like many other scientists, did not follow the guidelines presented in this article (time of the treatment, duration of treatment, massage techniques, and pressure). Additionally, in our opinion, he set up the wrong objectives, such as coming to the conclusion that massage therapy does not contribute to the strength of muscles. To the best of our knowledge, no European or American massage therapy organizations ever claimed that massage therapy directly increases muscular strength. It is, however, an accepted fact that by reducing the tension in a muscle, we contribute to its return to the normal physiological potential. Another problem with Dr. Jonhagen’s study is that instead of having a real control group, he used the contralateral leg as a control. This made us think that this doctor started researching massage therapy with no knowledge of the physiological effects of massage on the human body. The scientifically proven fact is that massaging one extremity awakens the vasomotor reflex which leads to significant increase of arterial blood supply to both the massaged and unmassaged extremity. There’s no doubt that articles such as Dr. Jonhagen’s are very confusing and lack any benefit for the general public as well as for massage therapists. Therefore, we are happy to take this opportunity to once and for all shed a light on this controversy by presenting a correct Post-Event Sports Massage protocol based on scientific and clinical evidence.
For additional reading, refer to:
Smith, L.L., Keating, M.N., Holbert, D., Spratt, D.S., McCammon, M.R., Smith, S.S., Israel, R.G.: The Effect of Athletic Massage of Delayed Onset Muscle Soreness. Creatine Kinase and Neutrophil Count: Preliminary report. J. Orthp. Sports Phys. Ther., 19(2): 93-99, 1994.
Dr. Dembo’s study was published in “Physical Culture & Sports” from the book series “Science for Sports.” (1981)
A note from Boris Prilutsky: As you can understand from this article, using proper protocols is what makes the difference between proper and improper utilization of Sports Massage. Scientifically-proven protocols are designed through extensive research and thorough analysis of data on efficacy and safety of any treatment. The methods and techniques I present in my Medical Massage video series are proven safe, and in most cases can lead to rapid results.

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Review on women and girls Education and Gender equal in Basic Education in Sri Lanka
Introduction
Sri Lanka
Sri Lanka is an island in the Indian Ocean situated to the south of the Indian subcontinent with a land area of 65,000sq. Kilometres, laying a few degrees north of the equator.
Sri Lanka gained independence from the British who ruled the country for 150 years, in 1948. After independence a democratically elected Westminster model type of Government governed the country. In 1972 it became a Republic and in 1978 an Executive Presidency model was adopted. At the centre, there is the legislature, the Parliament and the Executive President, but the power of government is substantially devolved to the elected Provincial Councils. There are eight Provincial Councils functioning under the existing set up. The grass root level local government system assures people's participation in managing their local affairs.
People and Society.
The population of Sri Lanka in the year 2000 is estimated to be 18.5 million and is increasing moderately at 1.2 percent per annum. The country has almost reached the stage of demographic transition, and it is estimated that by the year 2020 the population will stabilize at 22 million. The decline in the rate of population growth has led to a reduction in the young dependency ratio, which is a favourable development for the education sector as the decreasing numbers will enable the authorities to divert more resources for quality improvement. However, with the increase in life expectancy of the population, the elderly dependent ratio will increase iii the future.
The population of Sri Lanka consist of a mix of many ethnic groups whose ancestors migrated and settled down in this country over the centuries. As a result the present population is a mosaic of different ethnic groups and religious denominations, within multi-cultural milieu. Ethnically, the Singhalese comprise 74% of the population, the Sri Lankan Tamils 1.2.6%, the Tamils of recent Indian origin 5.3%, the Muslims 7.1% and others 1%. Religion-wise, there are 69% Buddhists, 15% Hindus, 7% Muslims and 8% Christians of various denominations. Each cultural entity maintains its own customs and practices with a, distinct identity, but all contribute of form a Sri Lankaan identity as citizens of one country.
The per capita income in the year 2000 was U'S$ 864. However, the quality of life as shown by the Human Development Index (HID) compiled by the United Nations shows that Sri Lanka enjoys a high quality of life in comparison to countries having a similar or a higher level of per capita income. Some of the components taken into account in the compilation of the HDI, such as literacy at 91%, life expectancy of 72 years and infant mortality at 16,9 per thousand are impressive achievements in social development. These are the results of the social welfare measures persuade by successive governments after independence, to which free education has made a remarkable contribution.
On gender issues the country has followed an enlightened policy. The right to vote irrespective of any restrictions granted with universal Suffrage in 1931 and the provision of educational facilities for women without discrimination have established gender equity in Sri Lankan society. Women outnumber men in enrolment in secondary education and in professions such as teaching. Participation of women in other professions in increasing.
People of Sri Lanka have been enjoying free Education over the last 50 years. As a result of this we have a high literacy rate in the region. In comparison to the other developing countries Sri Lanka has a high quality of life. Some of the factors contribute to compile the. HD 1 (The human development index) such as life expectancy of 72, Infant mortality at 1.6.9 is impressive achievements in social development. The free education has made a remark-able contribution to social developments.
Demand for Education has grown up rapidly 'as education played a vital role in social mobility in Sri Lanka since independence, with the introduction of free education up to tertiary level, changing over to mother tongue as the medium of instruction and establishment of a wide network of schools (90% of which are mixed schools) The free education is further strengthened by giving free textbooks and uniform materials to every student in schools leading to less disparities. These changes have provided equal opportunities for every citizen of Sri Lanka to enter the formal education system. The gender disparities in education too have been reduced simultaneously.
1. Basic education in Sri Lanka
The total span of schooling spreads over a period of 13 years starting at the age of .5. School education consists of following cycles.
Primary: From Grade I to 5
Junior Secondary: From Grade 6 to 9
Senior Secondary: From Grade 10 to I I
Collegiate: From Grade 12 to 13
In Sri Lanka the compulsory schooling span is from 5 to 14 years. There is a wide spread network of Government schools in the island, so that every child has access to basic education. In urban areas there are a considerable number of Private and International schools. The government schools are classified according to their year span and streams available for collegiate level.
The classification of schools is as follows
Type of school Year span
1 AB 1 to 13 or 6 to 13 with science Advance level
1C 1 to 13 or 6 to 13 without science Advanced level
2 6 to 11 or 1 to 11
3 1 to 5 or 1 to 9
Table 2:1
Number to schools is available by year span
Type of school No %
1AB 578 5.7
1C 1850 19.3
2 3709 36.2
3 3951 39.2
Total 10088 100
Source: Annual School census, 1997, Ministry of Education
At the end of grade 11 students are expected to sit a national level examination called General Certificate of Education Ordinary Level based on the curriculum studied for grades 10 and 11. The successful students are eligible for collegiate level education.
Gender & Education in Sri Lanka
The implementation of above discussed positive education policies such as free education and compulsory education without, ender differentiation has enabled females to reach high levels of educational attainment. When comparing male & female literacy rates 90.5% and 82.8% respectively at the 1981 census, it is clear that there is no significant difference between male & female literacy rates. But we can see an inequality in plantation sector and rural areas.
3.1 Provision of Education
As shown in table 2.1 the number of government schools in the island is 10088. But the distribution of schools is not equal. Although much has been achieved in providing equity and access to education disparities still exist among popular prestigious schools and less popular disadvantageous schools in the remote rural districts and urban pockets. Prestigious schools are equipped with human and physical resources such as qualified teachers, buildings, science labs and furniture. These schools have a great social demand, as the achievement levels are high. Other schools situated in remote rural and urban areas do not have sufficient infrastructure facilities. It is clear that these disparities are the result of social economic factors.
Students in rural areas have to travel long distances to gain admission to a school with all facilities. According to table 3.1 there are only 4.0 % of I AB schools in rural areas so that the rura.1 Students lack, access to science education and other education facilities such as libraries qualified teachers etc.
It is possible that the rural girls are relatively more affected by disparities in provision of facilities. In rural remote areas public transportation is in poor condition. Girls are not able to travel long distances, as it is insecure.
3.2 Participants in education
According to statistics of Ministry of Education 94% of 5 year old children entered the Education system 1999 (The survival rate in grade 5 M 1999 were 96.2% for girls and 96.7 for boys) The percentage of girls, 1n. The total enrolment in the school system has been 49.8% in 1993, 49.9% in 1997 and 50.1. In 1998, When considering province vice percentages the lowest percentage is detected in the Eastern province while Sabaragamuwa has the highest.
The overall student enrolment shows a decrease due to the decline of birth rate.
There is a trend in gender equality in age specific participation rate in Sri Lanka. In 1994, age specific participation rate of the 5-14 age group was 89.5% for girls and 89.4% for boys
Table 3.3 participation rates by Age & Gender in 1994
Age group Total Male Female
5-9 83.9 84.0 83.9
10-14 94.4 94. 3 94.4
5-14 89.5 89.4 89.5
15-19 54.5 53.4 55.3
20-24 4.7 4.7 4.6
05-24 61.8 62.2 61.4
Source: Demographic survey 1994- Dept. of census & statistics
According to the statistics of Ministry of Education 94% of 5 year olds entered the
School system in 1999, and that of 1995, survival rates in 1999 were 96.2% for girls and 96.7% for boys. This reflects continuity of gender equality in access to basic education in Sri Lanka.
In 1994 in the age group of 15 to 19, the age specific participation rate is only 55.3% for girls and 53.4% for boys. This confirms that less than 25% of entrants to the school system reached grade 12. (Table 3.3)
More boys than girls 'drop out' from schools, as boys have more opportunities in the job market. The child activity survey (1999) reveals that 25% of boys and 16.6% of girls in the age group of 15 to 17 were involved in economic activities.
This reveals that the percentage of enrolment to grades 12 and 13 is higher for girls but when it comes to the 12 and 13 Science stream it is higher for boys. However enrolments at primary and secondary levels are equal to both gender but the tendency towards the collegiate level is more for girls.
3.3 Main challenges and obstacles confronted in achieving gender equality;
Though there is gender equality in the provision of access and participation in basic education in Sri Lanka there are some issues that needs clarification. Due to lack of availability of statistics and information, the gender inequalities in school enrolments and selection of subjects at collegiate level are not detected.
3.3.1
The school mapping in Sri Lanka has affected the access to education for both gender while it is more prominent in the case of females.
As stated earlier the schools with more facilities are situated in urban areas and the possibility of rural children entering these schools Lire very limited due to lack of transportation facilities and economic problems. In brief it is a result of socio economic differences. Girls in rural areas terminate their education at primary or secondary levels, as they are not allowed to travel long distances, as the parents are more concerned about their safety. Similar socio-cultural background occurs in plantation areas especially in the families of south Indian origin and Muslim families, Apart from the socio-cultural factors socio-economic factors like poverty too affects the access to basic education. This is common in war affected areas too where more families are displaced and their only concern is food and safety.
Socialization process within family and school promotes gender role stereotypes that assist perpetual gender inequality in basic education. The society expects girls to play the role of wife, mother and housewife, that the girls are forced to select more "feminine" subjects in the school curriculum such as Home economics, Music and Biosciences while boys select subjects like Wood-work Metal-work and Agriculture. The hidden curriculum of the school too assists perpetual gender inequality in society. A teacher too plays a major role in promoting stereotype behaviour in children. Gendered socialization is an outcome of the orientation of the aspirations of goals to conventional courses in further education. It is reflected by high percentages of girls enrolled in courses like Arts, Biological sciences, Medicine Lind Education while persistent low participation in courses like Physical sciences, Engineering and Technology could also be detected for very long years. (Jayaweera, 1998)
4. National policy and programmes on woman and girls education.
4.1 Provision of free education from grade one to University had been accepted as national policy I'M- the last five decades. The const.1tution, in its chapter on the directive principles on state Policy states as one of its objectives, "The complete eradication of illiteracy and assurance to all persons the right to universal and equal access to education at all levels."
4.2 Sri Lanka ratified the charter on the rights of the child (1990) that recognizes the right to education is a basic education right in 1991.
4.3 Sri Lanka accepted the world declaration on "Education for all" adopted at Jomtien in 1990. Literacy centres for non-school going children between the ages of 6 to 14 were introduced 1n. Sri Lanka, in 1981 with the Support of the UNICEF. Out of the children enrolled in these centres 52 to 55% were girls. These centres come under the non-formal unit of the MEHE and has been improved and expanded to cover all area where non-school going children are concentrated so as to provide them an alternative opportunity to acquire literacy.
4.4 In 1997 The Parliament enacted the compulsory education regulations for 5 to 14 age group, which compelled parents to send children to school. Moreover regulations have been provided by the state for displaced families to allow admission of children to schools without submitting birth certificates.
4.5 The educational reforms proposed by the National education commission in the mid 1990s and implemented from 1998 encompass:
a. The enforcement of compulsory education regulations for 5 to 14 age group from 1998
b. Development of schools to ensure more equality in distribution of education facilities.
c. Curriculum and management reforms in schools, teacher education institutions and universities to improve the quality of education and moreover to promote the relevance of education, with regard to social and economic individual and national needs.
Furthermore, according to compulsory education regulations 8,400 school attendance committees were formed at village level and monitoring committees at zone level.
Awareness programmes for parents and general public were conducted with the assistance of international organizations.
A pilot project has been formulated for the establishment of Activity Schools with a more child friendly atmosphere, to meet the requirements of non-school going children
Another pilot project has been implemented by GTZ in Vavunia, to provide basic education for the children in war-affected areas ill t1le Northeast province.
The education reforms envisaged at least developing one Comprehensive school in each education division, which has all streams at GCE Advanced Level so as to provide equal opportunity to rural children.
International programmes supported by donor Agencies, since the nationalization of plantations in 1970 have extended educational opportunities provided for disadvantageous plantation children, which has helped achieve near gender equality in access to education. Overall percentage of total enrolment in the plantation sector increased from 45% in the 1980s while in 1996 it was 47.4%. Furthermore, in 1998 the percentage of girls in primary enrolments increased to 49%. (Jayaweera, 1998. a publication of the plantation unit of MEHE)
The New Educational reforms have introduced a new subject called Practical & Technical Skills ill the Curricula of grades 6 to 9 as a core subject which provides opportunities for children to develop their potential skills and abilities and has succeeded in eliminating gender biasness especially in the selection of technical subjects.
Conclusion
The level of education and literacy of girls and women in Sri Lanka is a positive factor.
It is more determined by socio-economic factors. National policies and programmes on education have been implemented to achieve the goals of Education For All, which are free from gender issues, as there are no significant disparities of gender in the basic education in Sri Lanka.
4.6 Technical assistance and external intervention needed:
It is a fact that 14% of' the children in the compulsory school-going age are not attending school. With the assistance of foreign donor agencies the MEHE has implemented several programmes for the out of school children that include street children and displaced children.
Literacy centres ire established for those below 14 years of age so as to provide more opportunities for fundamental education.
Activity schools are established for those children between 11 to 16 years of age that provides literacy classes as well as vocational training to help them discover their potential abilities and skills and provide necessary help to develop them.
The non-formal education unit of the MEME has also implemented adult skill development programmes to initiate the unemployed to indulge themselves in some worthwhile self-employment.
Nevertheless further assistance and external intervention is needed to strengthen these programmes. Continuous financial support is necessary for the maintenance of these centres as they are considered a social welfare without gender biasness.
Prepared by:
Mrs. P.S. Kuruppu
Deputy Director of Education
Ministry of Education & Higher Education
“Isurupaya”
Battaramulla
Sri Lanka

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Section 1: Your Use of the Laptop as a Tool
 1.1 About how often do you perform the following tasks using your laptop? More than once a week About once a week Less than once a week Never a) Conduct research that contributes to instruction (e.g., research for lesson plans and curriculum design) b) Develop materials and / or presentations for instruction or homework assignments c) Assess student work in or out of class d) Manage student information e) Communicate with colleagues inside and outside the school f) Use a TV or projector to display information from your or your students' laptops
1.2 Overall, how helpful is it to your schoolwork to have a computer for your own use? Very helpful Helpful Neither helpful nor unhelpful Unhelpful Very unhelpful
Section 2: Uses of the Laptop for Teaching and Learning Math
2.1 How often do you ask that laptops be used by your students for each of the following math topics? More than once a week About once a week Less than once a week Never Not yet but planned for the future a) Numbers and operations b) Geometry c) Algebra d) Measurement e) Data analysis and probability f) Problem solving g) Reasoning and proofs h) Representation i) Communication
2.2 How often do you ask your students to use the following electronic materials for math? More than once a week About once a week Less than once a week Never Not yet but planned for the future a) The "virtual share" to access files b) Word processor c) Spreadsheet d) Larson's Algebra e) Geometer's SketchPad f) Math Insight g) Beyondbooks.com h) Online tests (e.g., EduTest) i) Internet search engines j) Other Web sites k) Laptop-based calculator or graphing calculator
2.3 Select the ONE course (e.g., Algebra 1) that you have taught using laptops in which you believe the computers have had the most positive impact on students: Middle School Math Course 1 Middle School Math Course 1 Advanced Middle School Math Course 2 Middle School Math Course 2 Advanced Middle School Math Course 3 Middle School Math Course 3 Advanced Integrated Math 1 - Foundations to Algebra and Geometry Advanced Algebra/Trigonometry Integrated Math 2 - Focus on Algebra Math Analysis/Trigonometry Honors Integrated Math 3 - Focus on Geometry AP Calculus I Consumer Mathematics AP Calculus II Algebra I Computer Programming in BASIC Algebra II Computer Programming in PASCAL Algebra II Honors Statistics Geometry (Plane, Solid, and Coordinate) AP Statistics PSC Geometry Honors Discrete Topics
2.4 Name one mathematical topic or concept you teach for which the students' laptops have been most useful, in your experience:
2.5 Name the one piece of software, or the one Web site, that you believe has been most useful in helping your students learn math:
2.6 How much has the use of readily available laptops helped your students to learn math in your classes? A great deal A lot
A moderate amount
A little Not at all or very little
Section 3: Impacts of Laptop Use
3.1 Listed below are some areas that may have been impacted by laptop use. Please indicate your experience of the impact the laptop program has had in each area. Very positive Positive Neutral Negative Very negative a) Your interaction or collaboration with students b) Your interaction or collaboration with other teachers c) The cohesiveness of your department or team d) Your interaction with parents e) Classroom management f) Your use of high quality instructional tools g) Interaction between and among students h) What students learn about the subject you teach i) Students' engagement and interest levels j) Students' ability to work independently k) Students' attendance l) Students' organization
3.2 Overall, what has been the impact of the iBook Teaching and Learning Initiative on the following groups of students? Indicate your assessment of the impact the laptop program has had for each group: Very positive Positive Neutral Negative Very negative a) Average or typical students b) Students with learning difficulties c) Gifted or high achieving students d) Students whose first language is not English
3.3 What has been the impact of the iBooks on your use of textbooks and other printed materials? For each area, please indicate the impact, if any: Greatly increased Increased No change Reduced Greatly reduced a) The frequency with which I assign textbook use b) The total number of pages/chapters that students read in the textbooks I use c) The number of printed handouts (e.g. photocopies) that I use d) The number of student assignments completed and handed in on paper e) The use of graphing calculators (e.g., TI-83) in your class
Section 4: Facilitators and Barriers to Laptop Use
4.1 To what extent do you agree or disagree with each of these statements? Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree a) The student laptops are reliable and rugged b) The battery life of the laptops is a problem c) More and better electronic materials are needed to teach my classes using laptops d) I have all the computer equipment I need e) Teaching my students to use computers takes more time than I think it is worth f) In my school, support for computers and equipment is good g) In my school, support to help teachers integrate laptops into instruction is good h) My principal is supportive of the use of laptops i) The Internet connection in school is reliable
Section 5: Professional Developmentt
5.1 How would you rate your overall skill level in using the laptop -- for example, email, searching the Internet, and word processing? Advanced (I can help teach others about these things) Intermediate (I am comfortable doing these things)
Beginner (I am just beginning to do these things) No skills
5.2 During the past year, did you participate in or lead any of the following types of professional development activities related to using computers? Yes No a) Workshops or institutes focused on a specific topic, provided by or within the district during the academic year b) Workshops or institutes focused on a specific topic, provided by or within the district during the summer c) Workshops or conferences provided outside your district d) Informally worked with peers, family, or friends on skills related to technology in teaching
5.3 Estimate the number of hours you spent over the past year learning to use technology for education:
_________ # of hours
5.4 What other educational technology-related support do you need? (check all that apply) Greater access to useful software or Web sites Information about the quality and effectiveness of software / Web sites
More support from administrators to obtain software Pre-made activities that fit with the curriculum I teach Time to practice and learn An on-site support person to help me learn to incorporate technology into my teaching
Other (Please specify_____________________)
Section 6: Demographic Information
6.1 At which school do you mainly teach?
6.2 How many years have you been teaching?
________ # of years
6.3 Indicate all the math courses you teach (check all that apply) Middle School Math Course 1 Middle School Math Course 1 Advanced Middle School Math Course 2 Middle School Math Course 2 Advanced Middle School Math Course 3 Middle School Math Course 3 Advanced Integrated Math 1 - Foundations to Algebra and Geometry Advanced Algebra/Trigonometry Integrated Math 2 - Focus on Algebra Math Analysis/Trigonometry Honors Integrated Math 3 - Focus on Geometry AP Calculus I Consumer Mathematics AP Calculus II Algebra I Computer Programming in BASIC Algebra II Computer Programming in PASCAL Algebra II Honors Statistics Geometry (Plane, Solid, and Coordinate) AP Statistics PSC Geometry Honors Discrete Topics
6.4 What is your average class size? _______ # of students
Feedback
Is there anything else you would like to share with us about Henrico's laptop program?
iBook Survey - Math Teacher

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International Trends in Mathematics Teaching and Learning: A Look at the TIMSS Video Study
C&I 530, Sec. A
CRN: 31998
Spring 2005
Michele D. Crockett, Professor
Mondays, 4-7
Room 166
This seminar will examine the findings of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study, also known as TIMSS-R. TIMSS is currently known as Trends in International Mathematics and Science Study. The findings from the Video Study will serve as a starting point for discussions about mathematics teaching and learning. Because the findings report on mathematics teaching in seven countries, the differences in teaching approaches between countries afford alternative ways of thinking about mathematics teaching and considering the implications for school mathematics in the U.S.
The seminar is designed to facilitate your thinking about a school mathematics problem that arises from readings and discussions about the TIMSS Video Study. Accordingly, structured reading assignments and one-page summaries provide the background for engaging important mathematics education questions and making sense of the Video Study. Examination of the video clips that accompany the report, readings, class discussions, an annotated bibliography and informal presentations serve to identify and refine questions for which you will pursue answers. Through examination of the research, a core expectation is that you develop an informed and reasoned position about a school mathematics issue important to you. Your intellectual engagement will culminate in a scholarly product, a journal article length paper.
Required Texts: (Can be purchased at the book store)
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D. C.: Author.
Course Reader PLU 12726
Fennema, E. & Romberg, T. (Eds.). (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates.
Stigler, J. W. & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
(Will be given to you on the first day of class)
U.S. Department of Education, National Center for Education Statistics. Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), by James Hiebert, Ronald Gallimore, Helen Garnier, Karen Bogard Givvin, Hilary Hollingsworth, Jennifer Jacobs, Angel Miu-Ying Chui, Diana Wearne, Margaret Smith, Nicole Kersting, Alfred Manaster, Ellen Tseng, Wallace Etterbeek, Carl Manaster, Patrick Gonzales, and James Stigler. Washington, DC: 2003.
Call toll free 1-877-4ED-PUBS or order from the Internet to obtain the above document: http://nces.ed.gov/timss
More Resources for TIMSS:
http://nces.ed.gov/timss/results.asp
http://timss.bc.edu/timss1999.html
Course Format
This course will operate as a working study group. All group members are responsible for defining issues, locating sources, reporting and interpreting information, providing constructive feedback, and so forth. The instructor serves as a lecturer, facilitator, and consultant as well as a study group member. We will meet as a whole class with regular opportunities to consider questions in small groups.
Reading assignments require both comprehension of texts as wholes and close readings of selected passages. To be responsible readers, members should know a text, first, on the author’s terms. This means being able to state accurately its thesis, the structure of the argument, the supporting evidence, and the significance, or, place of the text in the study of issues and trends in mathematics education. Being responsible means, secondly, reading texts on one’s own terms. It entails arguing with text, applying some aspect of it to a contemporary problem, or borrowing ideas for different purposes. Some people call this “reading across the grain.” Dewey talked about appropriating the knowledge encoded in, say, an academic discipline and then reconstructing it for local purposes.
To promote responsible reading and facilitate the development of your paper topic, we will participate in the following activities:
Weekly Queries
Each week, group members will bring a concise summary of a designated assigned reading and one clearly stated question about it. Questions may concern clarification of facts, competing interpretations, methods, structures, and so forth. Indicate, too, how the question came up, was mulled over, and where thinking finally bogged down, if this was the case. Be prepared to present the question for group discussion. Queries are no longer than two (2), typed, double-spaced pages. They should be carefully written and proofread, and they will be handed in at the end of each class.
Informal Presentations
Presentations are an essential aspect of the seminar. Presentations provide you with the opportunity to solicit constructive criticism from your colleagues and me so that you can refine your thinking about the question(s) or idea(s) that you will develop for your final paper. You are required to do a minimum of 2 presentations. However, you are encouraged to do as many as the course schedule permits. These presentations do not require that you turn in something to me, nor do you receive a grade. However, if you do not fulfill this minimum requirement, you will not receive an A in the course. The following are guidelines for your presentations:
1. Provide your colleagues with 1 or 2 articles (or relevant task) at least one week prior to your presentation. These articles should contain issues that you’d like to discuss with your colleagues so that you can identify or refine the topic for the course paper. Because printing pages and photocopying can be financially burdensome, I ask that you provide your colleagues with photocopies of the materials needed for your presentations. In other words, do not send your article via email to your colleagues.
2. You are in charge. Conduct the presentations in ways that will be most beneficial to you. You may want to do a PowerPoint presentation, focus on a video clip as an illustration of the problem, etc.
3. When you do your presentation be sure to contextualize the problems you will be posing. For example, how did your question(s) emerge from the TIMSS findings? It is very important that you engage your colleagues in the ideas presented in the readings. All discussion must be pertinent to the questions you pose and/or ideas contained in the readings.
These guidelines also apply for the second presentation. If all is going well, your second presentation should exhibit a more refined thinking about your questions. You are encouraged to provide your colleagues with a draft of your final paper as one of the reading assignments, so that they can provide you with constructive feedback.
Annotated Bibliography
The development of your paper will depend on the study of empirical and conceptual works relevant to your topic. As such, you are expected to develop an annotated bibliography. An annotated bibliography should help you streamline your library research and develop a list of citations that will serve you well in future scholarly efforts. Your bibliography should consist of 10 or more citations and should follow APA format. Please see guidelines for the bibliography contained within this syllabus. Please format your bibliography according to the sample entries in the guidelines. Be sure to turn in the draft on the date indicated in this syllabus. If you do not fulfill this requirement or turn in the final bibliography, you will not receive an A in this course.
Final Paper
The final paper is the culmination of your scholarly efforts over the course of the semester. Your paper should have a well-articulated thesis statement or question. Be sure to include a context in which the reader understands how your argument or question follows from the TIMSS findings. Scholarly work should support your thesis or argument. The paper should be 15 - 20 pages. Treat the paper as though you intend to submit it to a peer-reviewed journal. The paper should follow the APA publication manual. You are encouraged to seek assistance for writing labs and seminars. Also, refer to the following websites for guidelines on writing research papers.
http://webster.commnet.edu/mla/index.shtml
http://webster.commnet.edu/apa/apa_index.htm
Make sure that you submit the draft on the date indicated in this syllabus. If you do not, you will not receive an A in the course. If you do not turn in the final paper, you will not pass the course.
While presentations provide ongoing feedback on your paper, you are encouraged to seek one-on-one assistance from me. To make an appointment, contact me via email: mcrocket@uiuc.edu. My office number is 305 and is located in the Education Building.
Tentative Schedule
Week 1, January 24, 2005: Trends and Issues in Mathematics
Introductions
Focus question: What is the “problem” in school mathematics in the U.S.?
Come prepared to discuss the following readings and engage in the following:
Week 2, January 31, 2005: The Trends in International Mathematics and Science Study (If I am here.)
Focus question: What is TIMSS?
Readings: Course syllabus
http://nces.ed.gov/timss, Click on “FAQ About the Assessment” and “FAQ About the Video Study” – download and read this information.
Activity: Pursuing Excellence; Library Research Seminar with Nancy O’Brien
If I am NOT here:
Week 2, January 31, 2005: The Trends in International Mathematics and Science Study (If I am here.)
Focus question: What is TIMSS?
First hour of the class discuss: Discuss the query you prepared for The Teaching Gap reading. Discuss the TIMSS according the FAQs.
Readings: Course syllabus
http://nces.ed.gov/timss, Click on “FAQ About the Assessment” and “FAQ About the Video Study” – download and read this information.
Stigler, J & Hiebert, J. (1999). The Teaching Gap, chapters 1-3
Last two hours of class:
Activity: Library Research Seminar with Nancy O’Brien from 5-7. Meet in the Education Library. This is mandatory.
Week 3, February 7, 2005: Mathematics Teaching and Learning in U.S. Classrooms
This may be catch up day, but come to class prepared. Do a query on one of the following readings.
Focus question: What’s happening in mathematics classrooms?
Readings: Hoetker, J. & Ahlbrand, W. (1969). The persistence of recitation. American Educational Research Journal, 6, 145-167.
Fennema, E. & Romberg, T. (Eds.) (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates. (chapters 1 and 2)
The Teaching Gap, chapters 4-6
Week 4, February 14, 2005: Mathematics Teaching and Learning in U.S. Classrooms
Focus question: What’s happening in mathematics classrooms?
Readings
Hoetker, J. & Ahlbrand, W. (1969). The persistence of recitation. American Educational Research Journal, 6, 145-167.
Fennema, E. & Romberg, T. (Eds.) (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates. (chapters 1 and 2)
The Teaching Gap, chapters 4-6
U.S. Department of Education, National Center for Education Statistics. Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), Chapters 1-3
Activity
Discussion, Examining TIMSS vignettes
Week 5, February 21, 2005: History of Mathematics Reform in the U.S.
Focus questions: What are reforms trying to do? Are current reforms really new?
Readings
Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(1), 3-13.
Grant, S. G., Peterson, P. L., & Shojgreen-Downer, A. (1996). Learning to teach mathematics in the context of systemic reform. American Educational Research Journal, 33(2), 509-541.
Lappan, G. (1997). The challenges of implementation: Supporting teachers. American Journal of Education, 106, 207-239.
U.S. Department of Education, National Center for Education Statistics. Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), Chapter 4
Activities
Discussion, Examining TIMSS vignettes
Week 6, February 28, 2005: Effective Mathematics Teaching
Focus question: What is effective teaching and how do we know?
Readings
Koehler, M. S. & Grouws, D. A. (1992). Mathematics teaching practices and their effects. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (p.115-126). New York: Macmillan.
Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K.C., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: the case of mathematics. Educational researcher, 25(4), 12-21.
U.S. Department of Education, National Center for Education Statistics. Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), Chapter 5
Activity
Discussion, Examining TIMSS vignettes, Informal Presentations
Week 7, March 7, 2005: Problem-solving as an Approach to Teaching Mathematics
Focus question(s): What is problem-solving based teaching? What’s the rationale for this approach? Is there evidence that this approach is effective or at least promising?
Readings
Fennema, E. & Romberg, T. (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates. (chapters 4 and 6)
U.S. Department of Education, National Center for Education Statistics. Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), Chapter 6
Activities
Discussion, Examining TIMSS vignettes, Informal Presentations
Week 8, March 14, 2005: Improving Mathematics Teaching
Focus question(s): What approaches have been taken to improving mathematics teaching? Do they work?
Readings
Crockett, M. D. (2002). Inquiry as professional development: Creating dilemmas through teachers’ work. Teaching and Teacher Education 18, 609-624.
Xu, J. (2003). Promoting school-centered professional development through teaching portfolios: A case study. Journal of Teacher Education, 54 (4), 347-361.
Activities
Discussion, Informal Presentations
Week 9, March 28, 2005: Improving Mathematics Teaching
Focus question: What’s entailed in improving mathematics teaching?
Readings
Carpenter, T., Fennema, E. & Franke, M. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3-20.
An, S., Kulm, G. & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172.
Fennema, E. & Romberg, T. (Eds.) (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates. (chapter 9)
Activities
Discussion, Informal Presentations
Week 10, April 4, 2005: Mathematics Teaching in Other Countries
Focus question: What do we know about mathematics teaching in other countries?
Readings
U.S. Department of Education, National Center for Education Statistics. Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study, NCES (2003-013), (Review the findings.)
The Teaching Gap, chapter 7
Activities
Discusssion, Informal Presentations
Week 11, April 11, 2005: Classrooms that Promote Understanding
Focus question: How do we do classrooms that promote understanding?
Readings
The Teaching Gap, Chapters 8-10
Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53 (5), 393-405.
Fennema, E. & Romberg, T. (Eds.) (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates. (chapter 9)
Activities
Discussion, Informal Presentations
Week 12, April 18, 2005: Missing Questions
Focus question: What’s missing from the TIMSS?
Readings
Fennema, E. & Romberg, T. (1999). Mathematics classrooms that promote understanding. New Jersey: Lawrence Erlbaum Associates. (chapter 3)
Activities
Discussion, Informal Presentations
Week 13, April 25, 2005: Dilemmas
Focus question: Where do we go from here?
Activities
Discussion, Informal Presentations
Week 14, May 2, 2005: Reprise
Activities
Discussion, Informal Presentations
Important Due Dates to Remember:
Drafts for Paper and Bibliography due on April 4, 2005.
Finals for Paper and Bibliography due on May 10, no later than 5 pm.
Please submit hard copies only.
Grading Policy
A letter grade (A, B, C, etc.) will be determined on the basis of a composite judgment that considers attendance, thoughtful participation, weekly queries and the quality of the final annotated bibliography and journal length paper required for this course. If you anticipate that attendance will be a problem or if it becomes a problem, it is recommended that you drop this course. It is expected that all requirements for the course are met and the assignments are turned in no later than the dates indicated in this syllabus.
Academic integrity is an essential aspect of the scholarly endeavor. Be sure that you understand what this means with respect to your studies at the University of Illinois. Please refer to the Code of Policies and Regulations Applying to All Students, Rule 33—Academic Integrity. Violation of this code will result in sanctions in accordance with University regulations.
How to Prepare an Annotated Bibliography
What is an annotated bibliography?
A concise definition:
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation.
An elaborated definition:
Annotations may consist of all or part of the following items, depending on the task.
A description of:
1. the content (focus) of the item;
2. the usefulness of the item;
3. limitations that the item may have, e.g., grade level, timeliness etc.;
4. your reaction to the item.
An evaluation of:
1. the methods (research) used in the item;
2. reliability, validity, generalizibility of the findings;
A discussion of:
1. the author’s background;
2. any conclusions the author(s) may have made
What is the purpose of an annotated bibliography?
Depending on the assignment the annotated bibliography may serve a number of purposes. Its most common purpose is to inform the reader of the relevance, accuracy, and quality of the sources cited. Other purposes include but are not limited to the following: a review of the literature on a particular subject; an illustration of the quality of research that you have done; a set of examples of the types of sources available; a description of other items on a topic that may be of interest to the reader; evidence that the subject requires further research.
What does the annotated bibliography look like?
Write and arrange the bibliographic entries (citations) just as you would any other bibliography. Title the page “Annotated Bibliography.” Arrange citations alphabetically by the first word, which is typically the author’s last name. Your instructor may have his/her preferred style. However, there are a number of crib sheets (both on the Internet and in print form) with the popular styles, such as APA, MLA, Chicago, etc. The annotation follows the bibliographic information or may skip one or two lines depending on the style manual that is used. The annotation should be succinct, conveying the information most relevant to the bibliography’s purpose.
Sample Annotated Bibliography Entry for A Journal Article
The following examples use the APA format for citations:
Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Sample Annotated Bibliography for a Book
Sewell, W. (1989). Weaving a program: Literate programming in WEB. New York: Van Nostrand Reinhold.
Sewell explains the code language within these pages including certain lines of code as examples. One useful idea that Sewell uses is to explain characters and how they work in the programming of a Web Page. He also goes through and describes how to make lists and a title section. This will be very useful because all Web Pages have a title section. This author also introduces Pascal, which I am not sure if I will include in my manual, but after I read more about it I can decide whether this will be helpful to future users. This book will not be the basis of my manual but will add some key points, which are described above.
A good deal of the information here has been lifted from the following websites:
http://www.library.cornell.edu/okuref/research/skill28.htm
http://www.crk.umn.edu/library/links/annotate.htm
1
Crockett, CI530

229
inst/extdat/baseline/victim.txt

@ -0,0 +1,229 @@
WHEN I
BECOME
A VICTIM
OF A CRIME
What are the likely psychological and physical consequences?
How can I deal with these consequences alone?
How can my friends and relatives help?
What can I expect from the police?
Where else can I go for help?
A crime represents, for victims, a very stressful event that can shatter their personal equilibrium and their feeling of security and trust. Victims frequently face different psychological and social consequences of the crime that can remain with them long after the physical wounds have healed. Frequently, the consequences of such trauma are feelings of fear, anger, sadness, helplessness, isolation, feelings of guilt... Long-term physical and psychological disorders may also appear.
A crime can change individuals' perception of themselves and their environment, in which they felt safe before and in harmony with themselves and others. Such feelings may also be experiences by a victim's relatives and friends.
A CRIME, SUCH AS BODILY HARM, RAPE, ROBBERY, ATTEMPTED MURDER OR BURGLARY, BLACKMAIL, THEFT OR OTHER, ALWAYS REPRESENT FOR A VICTIM AN INTRUSION INTO THEIR PERSONAL INTEGRITY AND PRIVACY.
What are the possible physical and psychological consequences for victims of a crime?
The consequences of highly stressful events, such as some criminal offences, can be very different. They depend on the nature and duration of the crime, on the victim and on other circumstances.
Possible consequences of criminal offences:
* SHOCK
* FEAR
* INTENSE AGITATION
* REEXPERIENCING THE TRAUMA (intrusive thoughts, nightmares, flashback episodes)
* FEELING OF "LOSING MY MIND", "BEING IN A HAZE", UNREALITY
* IMPATIENCE, IRRITATION, ANGRY OUTBURSTS
* DENIAL ("it isn't true", "it can't be possible")
* AVOIDING (places, thoughts, people, activities reminding of the event)
* SHUTTING OFF
* FEELINGS OF LONELINESS (a feeling that you lost any contact with others)
* EMOTIONAL NUMBNESS
* FEELINGS OF HELPLESSNESS, DESPAIR, INSECURITY, DREAD
* ANGER
* FEELINGS OF GUILT, SHAME
* SADNESS, DEPRESSION
* NEGATIVE SELF-IMAGE
* NEGATIVE PICTURE OF THE WORLD, THE ENVIRONMENT
* PROBLEMS IN INTERPERSONAL RELATIONS
* SEXUAL PROBLEMS
* PARTNERSHIP PROBLEMS
* CONCENTRATION PROBLEMS, NARROW ATTENTIONAL FOCUS
* EATING DISORDERS
* SLEEPING DISORDERS
* LOW WORK PRODUCTIVITY AND EFFICIENCY
* LOSS OF INTERESTS
* CONFUSION, DISORIENTATION
* PROBLEMS IN MAKING DECISIONS
* FORGETFULNESS
* FEELING OF HAVING NO CONTROL
* ABUSE OF ALCOHOL AND OTHER SUBSTANCES
* INCREASED HEART RATE
* HIGH BLOOD PRESSURE
* BREATHING DIFFICULTIES
* CHEST PAIN
* MUSCULAR TENSION AND PAIN
* FATIGUE
* FAINTING
* FEVER
* INCREASED PERSPIRATION
* THIRST
* VERTIGO
* HEADACHE
Remember: WHAT YOU'RE EXPERIENCING IS NORMAL REACTIONS TO AN ABNORMAL SITUATION. YOU HAVEN'T LOST YOUR MIND!
Possible consequences of criminal offences in children:
* BEHAVIOURAL REGRESSION (bedwetting, thumb sucking, clinging to parents, crying)
* INCREASED FEAR, ANXIETY (fear of darkness, fear of being alone)
* SADNESS
* CLINGING TO PARENTS, PROBLEMS WHEN PARTING FROM PARENTS
* IRRITABILITY, IMPATIENCE
* AGGRESSIVE BEHAVIOUR (towards other people, toys, animals)
* DEFIANT BEHAVIOUR
* SOCIAL ISOLATION (retreat into their own world)
* SLEEP DISORDERS (nightmares)
* LOSS OF OR INCREASE IN APPETITE
* PHYSICAL PROBLEMS, PAINS (headache, stomach ache)
* CONFUSION
* POOR LEARNING EFFICIENCY AND EFFECTIVENESS
* CONCENTRATION PROBLEMS
* LOSS OF INTERESTS
* BEHAVIOUR AIMED AT ATTRACTING ATTENTION
As a consequence of a crime a victim may suffer POST-TRAUMATIC STRESS DISORDER.
We can talk about POST-TRAUMATIC STRESS DISORDER if a victim still suffers a combination of the above consequences a month or several months after the crime.
POST-TRAUMATIC STRESS DISORDER CAN SERIOUSLY AFFECT YOUR LIFE THEREFORE SEEKING PROFESSIONAL HELP IS RECOMMENDED.
Similar changes and problems may also be experienced by traffic accident victims and other severely stressful events.
How can you deal with the consequences of a criminal offence alone?
* Talk to people you trust about how you are feeling, what you are going through, what you are thinking about.
* Fear, anger, sadness and similar feelings are normal. Express them.
* Allow yourself to feel pain.
* Seek professional help from a doctor, or a psychologist.
* If your doctor prescribed medication, take it regularly and in prescribed quantity.
* Make sure you keep in good physical and psychological condition. Get enough sleep, rest and eat regularly.
* As soon as possible go back to your usual daily routine but do not overdo your daily obligations if you are feeling tired and unwell.
* Exercise, be active, but do not overdo it.
* Start taking smaller, less important decisions. This will give you back the feeling of control over your life.
* Keep a dairy.
* Do your tasks gradually and carefully. After severe stress you are more likely to have an accident.
* Remember the things that helped you deal with stressful events in the past (e.g. a death in the family, divorce).
* Do things that make you feel good.
* Remember the things that fill you with hope, that you used to look forward to, or still do. Think of them when you are feeling down.
* Unpleasant, intrusive thoughts of the event, nightmares, flashback episodes are normal consequences of a criminal offence. Accept them as part of the healing process. With time they will fade away and stop. Do not deny them. Talk about them.
What is best avoided?
* Do not shut off from the world and do not exclude your friends and relatives from your life.
* Avoid alcohol and similar substances to alleviate emotional pain. Addiction to substances will not help your recovery. It will become an additional problem.
* Do not blame yourself for what happened to you.
* Do not suppress your feelings. Allow yourself to express them.
Emotional pain is not endless. With time it will subside and go away.
Some advice for relatives and friends
* Talk to the victims.
* Encourage them to talk about what happened to them and how they feel, what they are going through, what they are thinking about.
* Listen carefully.
* Tell them you are sorry for what happened to them, that you understand their distress and want to help them.
* Let them express their feelings and try to accept them.
* Do not take their feelings and behaviour personally (e.g. anger, quick temper).
* Tell them that what happened to them was not their fault.
* Tell and show them they are not alone.
* Take time and spend it with the victim.
* Let them be alone when they want to.
* Offer them help and support even it they did not ask for them.
* Help them with everyday chores.
* Do not belittle their distress. Do not tell them that they were lucky because it could be worse and that it is not so bad.
* Be patient and tolerant.
* Get information about the possible consequences of a trauma such as being a victim of crime. You will understand better what is going on with the victim.
EVERY VICTIM NEEDS TO FEEL SECURE. YOU CAN BE OF GREAT HELP IN THAT.
What can you expect from the police?
THE BASIC DUTY OF THE POLICE IS TO PROTECT LIVES, PERSONAL SAFETY AND PEOPLE'S PROPERTY
The police
prevent, detect and investigate criminal offences and misdemeanours, detect and arrest offenders and hand them over to appropriate bodies.
"If grounds exist for suspicion that a criminal offence liable to public prosecution has been committed, internal affairs agencies shall be bound to take steps necessary for discovering the perpetrator, ensuring that the perpetrator or his accomplice do not go into hiding or flee, detecting and preserving traces of crime or objects of value as evidence, and collecting all information that may be useful for the successful conducting of criminal proceedings." (Criminal Procedure Act, Article 148)
If a criminal offence has been committed to your detriment, report it orally or in writing at a police station or a police directorate. Based on your report police officers and/or criminal investigators will start investigating the offence.
The police will need all the information about the criminal offence that you can provide (when and where it was committed, how, who the perpetrator was, or a detailed description of the offender if you do not know their identity, data on the stolen property, damage, etc.).
The police will also collect information from any witnesses or any other people who could provide information useful for the investigation.
The police will detect and collect material evidence so it is important to report the crime as soon as possible. Pay attention to any possible traces of the criminal offence and, if possible, keep them as they may be important material evidence in further procedure. In certain cases you will be requested to hand over the clothes you were wearing at the time of the crime or to undergo a physical examination at a medical institution.
Police officers will file a crime report against the suspect at the appropriate state prosecutor's office and the state prosecutor will be responsible for the procedure at the appropriate court.
If you wish the police will explain the investigation procedure to you as well as the procedure with the judicial bodies. They will acquaint you with different forms of assistance, such as psychological, legal, material.
You can get information about the investigation of the crime affecting you from the police officer on the case.
As a victim of a criminal offence you have a right to:
- information on the police investigation and its outcome;
- a copy of the crime report that you gave to the police;
- legal assistance by an attorney;
- assistance and support of a trusted person who may accompany you in procedures at the police, court, social work centre and anywhere else you want;
- assistance and support by competent government institutions (health authorities, social work centres, counselling centres) and non-governmental organisations which help victims of violence and crime;
- be acquainted with your role in the police investigation;
- file a pecuniary claim when reporting the crime to the police;
- appeal.
Where else can you get help, support, information?
As a victim of a criminal offence you can get psychosocial assistance and counselling, which is provided by various institutions (medical institutions, social work centres, counselling centres, non-governmental organisations specialising in helping victims of violence). Some organisations can provide help and support during various procedures that follow the reporting of a criminal offence.
You can get more information about these institutions from the police officer responsible for your case.
COUNSELLING AND PRACTICAL ASSISTANCE HELP VICTIMS OF A CRIME TO ANALYSE PSYCHOLOGICAL CONSEQUENCES OF THE CRIMINAL OFFENCE AND ESTABLISH AGAIN THE FEELING OF BALANCE AND SECURITY.
Text prepared by: Mateja Štirn, M. Sc., Criminal Police Directorate
Ministry of the Interior of the Republic of Slovenia, Police
March 2004

130
inst/extdat/baseline/website_course_descriptors06-07.txt

@ -0,0 +1,130 @@
Generic Courses
Courses running to July 2007
Good Practice and Child Protection (3 Hours)
Protect yourself, the young people you are coaching and your employer by understanding and following good coaching practice. Learn about child abuse and how to handle situations if you have concerns.
This workshop will help you, the coach to:
* Identify good coaching practice to promote a positive relationship with children
* Identify sport situations and coaching practice that might constitute either poor practice or possible abuse
* Identify ways of dealing with your own feelings about child abuse and state what constitutes neglect, physical, sexual and emotional abuse
* Recognise the signs and symptoms of abuse and appreciate why reporting it is often so difficult
* Identity appropriate action if a child discloses he/she has been abused
* Identity appropriate action if abuse is suspected and explain the role and responsibilities of other experts (e.g. police, social services)
* Describe appropriate practice that reduces the likelihood of abuse occurring
Equity in Your Coaching (3 Hours)
Everyone should have access to sport, and as a coach, you have an important role to play in ensuring this happens. This workshop will help you to apply and extend your existing skills to meet the needs of present and potential participants.
This workshop will help you, the coach to:
* Explain what equity means and why it is important
* Identify barriers to participation
* Use appropriate language and terminology
* Identify and challenge inequitable behaviour
* Interpret the legal framework that affects coaching
* Identify how they can become more equitable
* Establish where to go for further information
How to Coach Disabled People in Sport (2 Hours)
This workshop tackles all the frequently asked questions posed by sports teachers, coaches and participants about how to work with disabled sports people. This includes a whole spectrum of new ideas for inclusion, the workshop will introduce and offer guidance to any coach involved with disabled people in sport, the emphasis being to introduce coaches to the Inclusion Spectrum and effective practice.
At the end of the workshop, coaches will be able to:
* Determine how to include disabled people in sport
* Select appropriate coaching activities
* Create effective coaching environments
Emergency Aid (3 Hours)
Having an up to date Emergency Aid certificate is a must for any coach. Therefore, if your certificate has just expired or you need to get some basic emergency aid training then book onto this course.
The tutor will run through and give you professional guidance on the following areas:
* Choking and heart attacks
* Cuts and bruises
* Sprains
* Head injuries
* C.P.R
This is a certificated course. Limited spaces available.
Appointed Persons 1st Aid (8 Hours)
This in an extensive overview of first aid practices for sport. It covers the above, but in more detail. Limited spaces available.
* Awareness of personal hygiene/use of gloves/looking after equipment
* Management of the first aid scene/ what to do in an emergency
* Calling the emergency services
* Casualty assessment - primary/ secondary
* Management of the unconscious casualty
* Managing a casualty who is not breathing
* Managing a casualty who has no pulse
* Managing a casualty who is wounded/bleeding/choking
* Managing a casualty who is having a heart attack
* Treating shock
* Miscellaneous injuries and conditions (depending on local conditions)
* Understanding the duties of the appointed person
* Know and be able to use the contents of a first aid kit
* Maintain simple factual records, & recognise the importance of personal hygiene
* Due to the short nature of the course some subjects may not be covered in any depth.
Injury Prevention and Management (3 Hours)
Learn about why injuries occur and how to prevent them. Find out the best way to deal with them if they do happen and how to help players return to training quickly but safely.
This workshop will help you, the coach to:
* Use appropriate strategies to reduce the likelihood of injury
* Assess the severity of an injury or accident and respond appropriately
* Know how to deal with soft tissue injuries
* Assess if a player is ready to resume training or competition
Coach Better Session 1 (3 Hours - Theory)
* Understand the difference between the science of coaching, and the art of coaching
* Explain what sets a ‘high quality’ coach apart from the rest
* Determine what type of coach you are
* Decide how YOU can best improve as a coach
* Create your own ‘learning environment’ around you
* Feel supported in your bid to become a better coach
Coach Better Session 2 (3 Hours - Practical)
* Put Session 1 into practice
* Learn to review every session you deliver
* Save time when preparing and planning sessions
* Make the most of feedback you receive
* Learn lots of games and tricks from your coaching colleagues
Learn by experience, and have FUN…
An Introduction to Long Term Athlete Development (3 hours)
This theory–based workshop is aimed at coaches to enable them to understand the key concepts of LTAD and what it means to them and their practice.
This workshop can be tailored to suit the needs of the sports represented.
By the end of this workshop coaches will be able to
* Identify and recognise the reasons for adopting LTAD
* Identify and recognise the concepts and key principles of LTAD
* Recognise and respond to the implication for coaches and coaching
* Identify appropriate action to integrate LTAD into their coaching
The FUNdamentals of Movement (3 hours - Practical)
This practical workshop explores the concepts of Agility, Balance, Co-ordination and speed. It compliments other coach education resources which may focus on the movement skills of running, hopping, skipping etc. This workshop assists coaches to observe, analyse and coach good movement patterns within their sessions whether multi skill or sport specific.
A pre-requisite for this workshop is that coaches should have an understanding of the Long Term Athlete Development Model and associated player pathway within their sport.
By the end of this workshop coaches should be familiar with the following concepts:
* Agility - dynamic stability, starting and stopping, momentum, acceleration, rhythm
* Balance - establishing a stable core, static stability, exploring centre gravity and base of support
* Coordination - related to disassociating body parts and the coordination of explosive actions including jumping, throwing, striking and kicking
Speed Agility and Quickness (S.A.Q) Taster Session (2 hours) £15
Once thought to be genetic, we now know that the skills required to move laterally, linearly and vertically with speed and precision can be trained and nurtured. Agility is the ability to change direction without the loss of balance, strength, speed or body control, it is fundamental for improved performance in athletes of all standards. Often neglected in traditional training sessions, SAQ Programmes emphasise the importance of agility training to equip athletes with the best methods and techniques for greater quickness, speed, control and movement. Agility training has many other benefits for the athlete including a reduced risk of injury and improved body awareness.
Running Sports Courses
Funding Your Club (3 Hours)
Every sports club could use more money. If you need to know how to raise cash more effectively for your club, then this course will provide you with practical knowledge about generating funds from all kinds of sources. If you need to get more club members, generate more publicity to attract or keep sponsors or promote a specific event for spectators or participants then this is the perfect workshop for you.
A Club For All (3 Hours)
Do you want to make your club as equitable as possible? If so this workshop is perfect for introducing you to the best equitable practices in running a sports club. By the end of the workshop you will be able to define what sports equity means, list the benefits of sports equity for your club, identify equitable and inequitable practice, develop a basic action plan to address equity in your sports club and identify the organisations you can turn to for further advice and guidance on sports equity
For a more extensive list of the range of courses that can be offered as part of the generic programme please visit www.sportscoachuk.org
For more information or to register your interest in a course not currently available, contact Sophie Barratt, Partnership Coaching Development Officer:-
Tel 01962845020 or email sophie.barratt@hants.gov.uk

8
man/tlsh_dist.Rd

@ -16,8 +16,12 @@ distance value
Compute distance between two TLSH objects
}
\examples{
doc1 <- as.character(xml2::read_html(system.file("extdat", "index.html", package="tlsh")))
doc2 <- charToRaw(as.character(xml2::read_html(system.file("extdat", "index1.html", package="tlsh"))))
doc1 <- as.character(
xml2::read_html(system.file(
"extdat", "index.html", package="tlsh")))
doc2 <- charToRaw(
as.character(xml2::read_html(
system.file("extdat", "index1.html", package="tlsh"))))
x <- tlsh(doc1) \%>\% tlsh_finalize()
y <- tlsh(doc2) \%>\% tlsh_finalize()

3
man/tlsh_simple_diff.Rd

@ -9,6 +9,9 @@ tlsh_simple_diff(x, y)
\arguments{
\item{x, y}{two hash fingerprints to compare}
}
\value{
\code{NA} will be returned if \code{x} or \code{y} are not valid hashes
}
\description{
Compute the difference between two character hashes
}

111
tests/testthat/test-dsl.R

@ -0,0 +1,111 @@
c("1FA1B357F78913B236924271569EA6D1FB2C451C33668484552C812D33138B8C73FFCE",
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"F6626653A788337246920399AB1E57EAEB19D0BC23555934D8CC852C350AC6643FFFF5",
"3722A417A7441F7212D32031764B2AEEE729C96CB3915C659889B12C131C775833BBEA",
"DAD1D82BFB2013660E520228F54E22E5EF798A791362A74178D5812C3396CBD27FD5F8",
"61122097328C273521B3025B764FA4D6BB318465D30E4A0028ED99FC936BFA8D7372D9",
"5181C72B571613399B63062B920DA5E17355C129333BCD0194FDE26C39178B9873DBEC",
"A271960B978527B58A6301F9166C25E5D399C92C332989208D19812D330AABD47BBFE6",
"6B82C75FB74C13B229610595332FAAFAF723C1BC1316916C9C1D802C1365F6A927F6DA",
"0171863E9341233EAB334611369C1FE3761C913AE322885574DD35282F5A62F9ABD3D9",
"F202E867DB81033449E242A7B14F25EBF725C1393211897470BED2E82359D2993FBAE8",
"E2F1E60B638A3335682A4157B35F11EAB366A1247265C1E0905D333F23DDEEA813B7D7",
"4FB1663FD308233447220276B64E61E5BB40D32DD3605572689E94BD33DAD7AD2772E8",
"0CB2F727B3D0272653E3016AD81516C3DA3B9149B3040975B47EC278278EB5B63BA7BF",
"A161866FF77463B91F828264B19C18E09F6D85247BF680E5B02E536D038585A07FA7B8",
"8541414FF38513711827423599BD78D37A78D378B304494550B884EA02A392A47FFBDC",
"", "", "A592825B7B5952365703327AB1471ACE6625002DF212CC39A0A9AC383781D6DAFF278E",
"B65144DF581881590D92CEB572FEBBC5AA3201E0C0C586D4FC9D8CB12715A23B914FE1",
"E481852B33C423B545639375535F5AFBB74EC694421183F0A89EC43E735698C11B9AE8",
"5C12E729F30903720143429821CF67F2B75691E8D2720365B86CCA3EF693EE951F4CEA",
"1C52E827BB8813744A5303ABB60D39C1F76981BC7650A6A164DE925DB30EC740377BEA",
"6A82C773A39423714BA30263A56E43D7F77F846C22698960A44DC13D624ADF4437FBEA",
"F3C1722B67C823B156430214A51A95DAEF38E9283320A539FCDE446C3B1D6561B3BBB6",
"3602855BF340635353631252A22F8CDACB14F13DB3927931286CD13D2679E26477BBA6",
"98A2C77FA280037117E30126755D9BCAF72A906C337548B9F85E507C331BA28677BBA6",
"DF12A57B778413B106B34504992D66EAE728C17923665C21F4CC826C370A9B647FEBF9",
"1BC150871A8433368ED351FCA23A18ACF3B1C5B9372A90554C4E4359B6999290B3F6F2",
"5C32E96FF70463252A410264660E22DFE3A54038F3AD8B605C3E901403D6F9B5ABB7FE",
"5702A65FF780237092AA01D5670E21E2E36A942CB3265960945D922C3366FFD837B7FD",
"EA42C71FE64C233A09103236364F77DEAB27886CD3141A65AC1D925D3769F9E037A8E9",
"6DC1D787BB4413790F1102E1AA9E61E9F7500A75B3B24F24C4AED0642742C7E2BF97EC"
) -> baseline_hashes
c(0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
0, NA, NA, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0) -> diff_fwd
c(194, 259, 189, 375, 410, 311, 614, 167, 247, 531, 162, 425,
282, 262, 171, NA, NA, 284, 205, 466, 182, 257, 163, 212, 260,
297, 139, 196, 224, 210, 137, 275, 235, 218, 260, 182, 199, 131,
243, 215, 215, 243, 131, 199, 182, 260, 218, 235, 275, 137, 210,
224, 196, 139, 297, 260, 212, 163, 257, 182, 466, 205, 284, NA,
NA, 171, 262, 282, 425, 162, 531, 247, 167, 614, 311, 410, 375,
189, 259, 194) -> diff_rev
context("DSL interface works as expected")
test_that("DSL interface works as expected", {
tst_dir <- system.file("extdat", "baseline", package="tlsh")
fils <- list.files(tst_dir, full.names = TRUE)
sapply(fils, function(x) {
con <- file(x, "rb")
on.exit(close(con))
tlsh() %>%
tlsh_update(readBin(con, "raw", n=file.size(x))) %>%
tlsh_finalize() %>%
tlsh_hash()
}, USE.NAMES = FALSE) -> hashes
testthat::expect_true(all(baseline_hashes == hashes))
})

122
tests/testthat/test-tlsh.R

@ -1,6 +1,122 @@
context("minimal package functionality")
test_that("we can do something", {
c("1FA1B357F78913B236924271569EA6D1FB2C451C33668484552C812D33138B8C73FFCE",
"45D18407A78523B35A030267671FA2C2F725402973629B25545EB43C3356679477F7FC",
"C8E1E8277B98A6255FA70063B70FBAE1F6618229332C9438084FB331178ADEE53B41D5",
"E951784702042376169012B1BA5A76EAF36092FC3311A595B4856235278F9F973763EF",
"06D29517F780237185070293B60E36FAB735C0F833D66460688DA22D6756E751B7BAEB",
"C081B063DB6455D3411303561428A9FBE1369B047760286686FFA067B2DA70D823DEFF",
"35214031F3C6AEA059EB1ABA870E8C4758D70024C63224B5D4C89354E46315D26BF736",
"E222B667EB006374230721F2620F5283EF3E817A6265462A745DF36933E7690037F7AA",
"7E529567B7C413B61A93119266DD11E2E37A49BCB3718C61B04E8438235ECB7477B3EA",
"4221519BD71126276E6282B9668A6A81FF08C5293735431AA0CE50002B17DAE67FA7D4",
"F502E727F36923366E020362E50EA1F1D76943BC935A4221454DE03C3276D6E5BBF6ED",
"7D514252EBC42331ABD704331B5E5786D319172DD3064C22BD4D82A42B864A91B3B7EC",
"E9E1B7BDEB0873EB275983DEB84150A09731C51453904A40391D7B3A135ABBA4FB7E79",
"EF71831FBB7D13058AC3A3956318C2D9BBBCC25DF3B5499132DE6118377A12D433A654",
"B6A2A377F38617A186C60116725A96DA9BBEC97C73114910E84C817EF30BA64433FBFA",
"D252A527E74823210B530216761F76E6B73BC42D6315AE20E49DD26C2359E6807FBBDE",
"BE22A522F35D13A58B518369911762D3BB71C249F3386A84C49FA2253747CE8827B7FA",
"1971DA5BD348133621131373654F39EBEB18933C63274561487ED169335ACAD17B7AD8",
"1751C967C354133467220270AD2F3CEDF714917DA3568B20582AF42D372681B43375E9",
"29514417E3C8337006414292395E3AA5F627C4782368B938DD69C26FA325FA50376ADB",
"F37197A7BB911376899301B1715E31F2FB68D17CA39991428C2DD1AC32638B9127FECD",
"F271B567761C0379579203A3519F22F5AB20822C73B68E80405D64A57383A7CA6FEAFD",
"A812B413A70917721ED31250734F17FAABBA876C32144A55982CC12C1646DB8D7BFBFA",
"3BC1985B330F037657B603A1424E43E173595E68733A9A54486B612B3387C5CE7BA3ED",
"F522E2336FC023568A838147758957EEF22DD9A833145645DC0783A9260F6F9A3BFEC6",
"5C62C717E78923B100070266320F39D3A73EC678B22556147C9D919E7389E7D177BBE6",
"89A1B98BE70413734A820238F5AE5697FBA5846673139D94D4AC607D321287983FFFA9",
"FA120A3BE7450375C66B8281224E55D6B639815CF3768A111CAE9038378B467C77BBFC",
"23E181177B1533304A4301C27D5A10E6E77AA578B35A1A01B0FEC11457EACAB9B3BBF9",
"BDC1B61FC71C22350EB20A7B324C36D8AE7B88690245ED75CD1CD11D3365BEE427E6A5",
"3A72A61BB35473B91BA38365225DAAF1D7364068B33A0964F46EC1202791C7693FE7EC",
"D3C1A363B355173A82930175626B36E1DBFF8474B3948905684DA2AC834AC68D33F7EE",
"99F1EA07E70927351B2301E2AA0F61E3FB589458736AC9054C5EB12133C3DAD937EEE9",
"D7D1E727E748377142220064964DB1F5ABAD963833210DB5349D823E238EDBE837F7D9",
"CB42A653BB0C3337426362B59A5EB6D0F32A842CF3513A70845DD1A92385EB447B76DA",
"1061964BF2C4223767037275A14B22CCAB7C5934E3245519D4ED51AC9312FA98B3BEE8",
"E112C61FE35033A00B2F4166B74626DAEB26022C73970969742D823C73A56AF533B7F5",
"AD82B823A25013B51AD3017371DD2AD1F37AC1ACA3253C85648DC53C2B57AB9933A7EB",
"5942D71FA381233B496102B5770EA2CBEB15C0BC5369A571A45EC12E3367D7C937B9E8",
"3B71D867960813745AD201D290591CC2932EC22836E1C5A470CF9ACC1B2F8FDD7FBAE1",
"C7D1B73FEB482735479100A57B4D3ED6E7258A3833367AB2AC5CD15C132B67906721F6",
"A7B10837B36C23315F0302B53589A1E6FB78854A33BA8E58C41E926533428F447BA3CD",
"8292E81BFB4423351B1341F2111D79CBBB28436CB3624D34789D9269278296C97FEBEA",
"0292B51BF74413364D6731B1265FA5DFE72EC628F3650A71E8AC802C2258EA493363DD",
"11A1A52753E603564767032A699EB2D3B325813C6150C964306C6BAD37829B483BF9EA",
"DEC1E60BB344033B4EE352D0318E05AEF7A9907957F2CA94D46CC0593A93C78617ABED",
"98028597735813360E564221A68D63D2F328C83A73BF8B2550BDA16C3687C6953FB5EC",
"6861C707E729133966738191C24D27DBB76E5028A3298E5414D75ADB2391C6C933FFEC",
"1582C4137B9833324B638255B10A1FD3A738D19433705CA4B8A9421867EFA7853F67EB",
"F6626653A788337246920399AB1E57EAEB19D0BC23555934D8CC852C350AC6643FFFF5",
"3722A417A7441F7212D32031764B2AEEE729C96CB3915C659889B12C131C775833BBEA",
"DAD1D82BFB2013660E520228F54E22E5EF798A791362A74178D5812C3396CBD27FD5F8",
"61122097328C273521B3025B764FA4D6BB318465D30E4A0028ED99FC936BFA8D7372D9",
"5181C72B571613399B63062B920DA5E17355C129333BCD0194FDE26C39178B9873DBEC",
"A271960B978527B58A6301F9166C25E5D399C92C332989208D19812D330AABD47BBFE6",
"6B82C75FB74C13B229610595332FAAFAF723C1BC1316916C9C1D802C1365F6A927F6DA",
"0171863E9341233EAB334611369C1FE3761C913AE322885574DD35282F5A62F9ABD3D9",
"F202E867DB81033449E242A7B14F25EBF725C1393211897470BED2E82359D2993FBAE8",
"E2F1E60B638A3335682A4157B35F11EAB366A1247265C1E0905D333F23DDEEA813B7D7",
"4FB1663FD308233447220276B64E61E5BB40D32DD3605572689E94BD33DAD7AD2772E8",
"0CB2F727B3D0272653E3016AD81516C3DA3B9149B3040975B47EC278278EB5B63BA7BF",
"A161866FF77463B91F828264B19C18E09F6D85247BF680E5B02E536D038585A07FA7B8",
"8541414FF38513711827423599BD78D37A78D378B304494550B884EA02A392A47FFBDC",
"", "", "A592825B7B5952365703327AB1471ACE6625002DF212CC39A0A9AC383781D6DAFF278E",
"B65144DF581881590D92CEB572FEBBC5AA3201E0C0C586D4FC9D8CB12715A23B914FE1",
"E481852B33C423B545639375535F5AFBB74EC694421183F0A89EC43E735698C11B9AE8",
"5C12E729F30903720143429821CF67F2B75691E8D2720365B86CCA3EF693EE951F4CEA",
"1C52E827BB8813744A5303ABB60D39C1F76981BC7650A6A164DE925DB30EC740377BEA",
"6A82C773A39423714BA30263A56E43D7F77F846C22698960A44DC13D624ADF4437FBEA",
"F3C1722B67C823B156430214A51A95DAEF38E9283320A539FCDE446C3B1D6561B3BBB6",
"3602855BF340635353631252A22F8CDACB14F13DB3927931286CD13D2679E26477BBA6",
"98A2C77FA280037117E30126755D9BCAF72A906C337548B9F85E507C331BA28677BBA6",
"DF12A57B778413B106B34504992D66EAE728C17923665C21F4CC826C370A9B647FEBF9",
"1BC150871A8433368ED351FCA23A18ACF3B1C5B9372A90554C4E4359B6999290B3F6F2",
"5C32E96FF70463252A410264660E22DFE3A54038F3AD8B605C3E901403D6F9B5ABB7FE",
"5702A65FF780237092AA01D5670E21E2E36A942CB3265960945D922C3366FFD837B7FD",
"EA42C71FE64C233A09103236364F77DEAB27886CD3141A65AC1D925D3769F9E037A8E9",
"6DC1D787BB4413790F1102E1AA9E61E9F7500A75B3B24F24C4AED0642742C7E2BF97EC"
) -> baseline_hashes
#expect_that(some_function(), is_a("data.frame"))
c(0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
0, NA, NA, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0) -> diff_fwd
c(194, 259, 189, 375, 410, 311, 614, 167, 247, 531, 162, 425,
282, 262, 171, NA, NA, 284, 205, 466, 182, 257, 163, 212, 260,
297, 139, 196, 224, 210, 137, 275, 235, 218, 260, 182, 199, 131,
243, 215, 215, 243, 131, 199, 182, 260, 218, 235, 275, 137, 210,
224, 196, 139, 297, 260, 212, 163, 257, 182, 466, 205, 284, NA,
NA, 171, 262, 282, 425, 162, 531, 247, 167, 614, 311, 410, 375,
189, 259, 194) -> diff_rev
context("simple interface works as expected")
test_that("simple interface works as expected", {
tst_dir <- system.file("extdat", "baseline", package="tlsh")
fils <- list.files(tst_dir, full.names = TRUE)
sapply(fils, function(x) {
con <- file(x, "rb")
on.exit(close(con))
tlsh_simple_hash(readBin(con, "raw", n=file.size(x)))
}, USE.NAMES = FALSE) -> hashes
testthat::expect_true(all(baseline_hashes == hashes))
testthat::expect_identical(
sapply(1:length(baseline_hashes), function(i) {
tlsh_simple_diff(baseline_hashes[i], hashes[i])
}, USE.NAMES=FALSE),
diff_fwd
)
testthat::expect_identical(
sapply(1:length(baseline_hashes), function(i) {
tlsh_simple_diff(baseline_hashes[i], rev(hashes)[i])
}, USE.NAMES=FALSE),
diff_rev
)
})

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