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Ladies and gents, do you cheer for the bad boys or the nice guys?
Monday, April 2, 2012
Bad Bad Bad Bad Boy, You Make Me Feel So Good
Ladies and gents, do you cheer for the bad boys or the nice guys?
21 comments:
- Kate said...
Everyone loves a bad boy, but I think that we should love good boys more! Otherwise, aren't we encouraging boys to be bad in order to get the girls whilst also trying to encourage girls to only accept the good boys. Great first post! I hope you have one on love triangles - as these pop up everywhere and I HATE them, lol.
- April 2, 2012 at 1:33 AM
- S.P. Bowers said...
I have to admit I've never been attracted to the bad boy. So here's a vote for the nice guy. They never get the recognition they deserve.
- April 2, 2012 at 4:12 AM
- mindthagap said...
I do understand the attraction of the bad boy. I went through a phase in my life where they were the only guys I was attracted to. But I think in the end we all want someone who will love us, not hurt us. So writing and reading about bad boys is a fun outlet, but I'm always gonna root for the good guy!
- April 2, 2012 at 4:42 AM
- Shelley Sly said...
Hi there! New follower here -- I LOVE the name of your blog!
I also really, really like Draco Malfoy, so I wouldn't complain if Hermione had ended up with him. ;)
- April 2, 2012 at 5:34 AM
- Kathleen Valentine said...
As someone who has had a lifelong penchant for bad boys I certainly understand.
- April 2, 2012 at 5:52 AM
- Heather M. Gardner said...
I think it's too black and white. There are bad boys with good intentions. And nice guys with a dark side.
No one is ever one way or the other.
Great post.
- April 2, 2012 at 6:10 AM
as someone who grew up during the 'my so called life' years, i'm a sucker for the fixer-upper. jordan catalano ruined us!
- April 2, 2012 at 7:27 AM
- Cynthia said...
Kate- I actually did a post on love triangles last week- you can find it at readisthenewblack.blogspot.com/2012/03/cliche-love-triangles-vs-interesting.html
S.P.- I agree that nice guys should get more credit.
mindthegap- Sometimes having a negative experience with a "bad boy" will help us better appreciate a "good boy" when he comes along.
Shelley- I felt that Draco secretly wanted to be good, and we sort of see that in the later books. Ultimately, I feel that Hermione is better off with Ron.
Kathleen- You probably have some neat stories to tell about your experiences.
Heather- I hear what you're saying. That's why I put "bad boys" in quotation marks at the beginning of the post.
Gina- I didn't watch My So Called Life but I heard it was a good show.
- April 2, 2012 at 10:51 AM
- Karen Walker said...
Oh, this is a hard question. There's something about those "bad" boys that is so darn hard to resist. But if it's real life we're talking about, I'll take the good guy every time.
- April 2, 2012 at 2:08 PM
- Daisy Carter said...
I can't stand the good girl saving the bad boy then croaking, either! But I recently read "Going Too Far" by Jennifer Echols about a bad girl and a good guy who save each other. Now THAT I loved!
- April 2, 2012 at 3:18 PM
- Lynda R Young said...
I like a bit of bad boy in a good guy. That is, he's outwardly bad but really he's good inside :)
I want my cake AND eat it too hehehe
- April 2, 2012 at 3:27 PM
- Sarah Pearson said...
I cheer for the nice guys. If YA writers want to make their stories true to life then the good girl and the bad guy should have a fling, the bad guy dumps the good girl. Good girl rebounds with good guy then dumps him. Hmm ... not sure a story where nobody ends up happy would really fly!
Also, thank you. I've now got a Gloria Estefan earworm ;-)
- April 2, 2012 at 3:28 PM
- Emily said...
I tend to cheer for whomever is the most realistic. But, in the end, I love the good guys with good hearts. Bad boys might be fun for a bit, but I feel like hearts are usually broken when bad boys win.
- April 2, 2012 at 5:17 PM
- Jennifer R. Hubbard said...
I actually did a post once on some attractive nice guys in YA fiction, for those who tire of the bad boy:
- April 2, 2012 at 5:30 PM
- Journaling Woman said...
Hi, Cynthia,
I'm a bad boy--girl. In my younger days, I went for the bad boys more than the good guys. They were always my friends, though. Now, I feel bad. :)
And to answer your question from over at Journaling Woman, no I haven't read A TALE DARK AND GRIMM. I'll have to do that, but, after April is over.
- April 2, 2012 at 5:42 PM
- Cynthia said...
Karen- I hear what you're saying. =)
Daisy- I haven't read GOING TOO FAR yet. Thanks for the book recommendation.
Lynda- Ah, so it sounds like you want a good boy disguised as a bad one.
Sarah- The scenario you depicted is quite realistic. I wish the nice guy wouldn't get the short end of the stick though.
Emily- I too cheer for the guy with the good heart, not the creep.
Jennifer- I'll check out your link. Thanks for sharing.
Teresa/Journaling Woman- I think when we're younger, we might be enticed by the sense of adventure a "bad boy" offers.
So I've heard a bit from the ladies about their preferences for nice guys/bad boys. All you gentlemen out there, do you have anything to say??
- April 2, 2012 at 6:33 PM
- Honey said...
I completely agree with you on the sappy old story line of good girl transforming bad boy- so cheesy. I'm divided here though on how I feel about bad boys- sometimes there are gray areas and I love complicated relationships, but there are lines that can't be crossed.
- April 2, 2012 at 7:21 PM
- Honey said...
I completely agree with you on the sappy old story line of good girl transforming bad boy- so cheesy. I'm divided here though on how I feel about bad boys- sometimes there are gray areas and I love complicated relationships, but there are lines that can't be crossed.
- April 2, 2012 at 7:21 PM
- Rachel Morgan said...
There's a lot of fan fiction out there on a Hermione and Draco hook-up. Wait, whaaaat?? I had no idea about that!
I'm all for the bad boys (most of them, anyway) but there's one good guy I absolutely love, and that's Cricket from Lola and the Boy Next Door. LOVE HIM!!
- April 3, 2012 at 12:42 PM
- Rachel Morgan said...
Oh and P.S. my blog link --> Rachel Morgan Writes :-)
- April 3, 2012 at 12:44 PM
- Cynthia said...
Honey- There are definitely lines that can't be crossed.
Rachel- Thanks for the book recommendation! I'm heading right over to visit your blog!
- April 3, 2012 at 3:35 PM


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For Kasey/Maelstrom.
What kind of computer paintin, picture fixing thing do you use? What's the name of it? Do you know what I'm talking about?
I'm thinking of looking into purchasing one.
I've noticed that my comic looks better on paper than it does on the computer after I scan it. I've also noticed that your comic looks a lot better than mine.
I guess you're not back yet. I can wait for your return.

subset: commoncrawl


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Work on Will Smith's "Men in Black 3″ has been temporarily halted amid rumors the star clashed with producers about the script.
The movie, which went into preproduction here last month, has been shut down for a second time because of arguments among Smith, director Barry Sonnenfeld and the producers, sources told Page Six.
While Sony studio bosses blame the delay on a change in New York state movie incentives, our source said, " 'Men in Black 3' has gone on hiatus again, this time for two weeks, after having shut down for a week and started back up. Smith, Sonnenfeld and the producers have been fighting. The start date for filming had already been put off."
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text: Second Session of Beef School Scheduled February 14, 2014 06:46 AM Tweet TAGS: Marketing, Overseas December 18, 2014 By University News Release Email By: John F. Grimes, OSU Extension Beef Coordinator A prominent theme that was discussed at great length at last week's 2014 Cattle Industry Annual Convention in Nashville, Tenn., was the need to grow cattle numbers across all segments of the beef industry. The nation's beef cow herd is at its lowest number in over sixty years. A smaller cow herd has obviously yielded a smaller calf crop which has had a significant impact on the entire industry. Tighter supplies of animals have led to a significant price increases with all classes of cattle. Smaller numbers of cattle have also jeopardized industry infrastructure as there have been significant closings of feedlots and harvest facilities in recent months. The bottom line is that we simply need more beef cattle produced in the United States to meet domestic and export demand and preserve a healthy long-term infrastructure for the beef industry. The second session of the 2014 Ohio Beef Cattle School will provide important information to help prepare cow-calf producers to produce more high quality calves to help meet the growing nutritional demands of the world's population. The Feb. 18, 2014 program will feature the topic "Producing More High Quality Calves in a Shorter Amount of Time." Dr. Mike Day, Professor, OSU Department of Animal Sciences and Supervisor of the OSU Beef Center, will address the use of heat synchronization programs, herd sire management, and pregnancy diagnosis as a means to increase conception rates while reducing the length of the breeding season. John Grimes, OSU Extension Beef Coordinator, will review the strategic use of genetics in planned breeding programs to improve fertility and increase calf crop performance. Jeff Fisher, Extension Educator, ANR, OSU Extension - Pike Co., will be teaching the Beef Quality Assurance portion of the Feb. 18 program. In the Feb. 18 session, Fisher will discuss "Carcass Quality Issues, Cattle Handling and Facilities, and Market Cows and Bulls." Individuals that participate in all three sessions of the 2014 Ohio Beef Cattle School will have received sufficient training to qualify for Ohio's Beef Quality Assurance Program. Participants wishing to become certified for the program will pay a $20 fee to complete the process. The Ohio Cattlemen's Association (OCA) will also be participating in the Beef School. During each session, representatives from OCA will update the audience about current beef industry issues and upcoming OCA events. These sessions will follow a similar format used in the past as each session will be broadcast locally via an internet link at a variety of locations around Ohio. If interested in attending one of these host locations, go to the following link to find the list of host locations around the state: http://go.osu.edu/BeefSchool. You can also participate in the 2014 Ohio Beef Cattle School even if you are unable to attend one of the host locations. Those wishing to participate in the school through a high speed internet link from their home may contact John Grimes, OSU Extension Beef Coordinator via e-mail at email@example.com to register. There is a $25 registration fee for this home internet link option which covers all three sessions. Login details will be forwarded upon receipt of your payment and e-mail address. Back to news


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Canine Red Blood CellsThis page contains information on Canine Red Blood Cells for veterinary use.
The information provided typically includes the following:
- Canine Red Blood Cells Indications
- Warnings and cautions for Canine Red Blood Cells
- Direction and dosage information for Canine Red Blood Cells
Canine Red Blood CellsThis treatment applies to the following species:
The Package Insert is considered an extension of the blood and component container labels as the space on those labels is very limited.
No MSDS is required for these products. This Package Insert is supplied to conform with applicable government regulations. This document should be kept on file and readily available to personnel involved in the use of this product.
Blood and blood components are biologic products and, in the form of cellular products, living canine tissue intended for use in the treatment of canine patients. Professional judgment based on clinical evaluations determines the selection of components, dosage, the rate of administration and decisions in situations not covered in this general statement.
WARNING. In spite of serological testing, the risk of transmitting infectious agents to the patient is present. Careful donor selection, care, and available laboratory tests do not eliminate the hazard. Also, septic and toxic reactions can result from transfusion of bacterially contaminated blood and components. Such reactions are rare, but may be life threatening. In addition, blood components may contain certain immunizing substances other than those indicated on the label. For example, plasma may contain red blood cells and platelets as well as plasma. Therefore, this Package Insert as a whole or in part cannot be considered or interpreted as an expressed or implied warranty of the safety or fitness of the described blood or blood component when used for their intended purpose. Use of specific blood components as indicated by the individual patients clinical condition is needed to prevent inappropriate transfusion. Please note that whole blood is rarely considered an appropriate choice for transfusion. See the section Whole Blood - Indications, below.
Autologous transfusion techniques (such as intraoperative salvage and presurgical donation) should be considered whenever feasible in the perioperative setting, to reduce the risks of disease transmission and immune reactions from homologous donations.
Blood and components described in this Package Insert have been collected from canine donors which are maintained in isolated, controlled access colonies. The blood type of each donor is indicated on the product label. The colonies receive on site health care, and all animals are current on immunizations to include: Canine Distemper, Adenovirus type 2, Leptospirosis, Parainfluenza, Canine Parvo Virus, and Rabies.
Blood from donors maintained in controlled access colonies generally carries a lower risk of disease transmission than blood from volunteer donors.
Testing of Donor Blood
Testing of the donor's blood is required before an animal is admitted into the colony as a donor and annually thereafter. All colony donors must test serologically negative for Canine brucellosis, Ehrlichia canis, Borrelia burgdorferi, and Dirofilaria immitis. The label on the container indicates whether the donor is DEA 1.1 negative, DEA 1.1 positive, or DEA 4 only.
Labels contain the following information:
1. The proper name, whole blood or component, including an indication of any qualification or modification.
2. The temperature range in which the component is to be stored.
3. The contents or volume (standard contents, i.e., as prepared according to this Package Insert, is assumed unless otherwise indicated on the label or in Package Insert supplements).
4. The name, address, telephone number and California Biologics registration number (if applicable).
5. The expiration date of the blood component.
6. The donor (serial) identification number.
7. Blood type of the donor.
8. Statement regarding this Package Insert.
The following general instructions pertain to Whole Blood and all the components described in this Package Insert.
1. The intended recipient must be properly identified before the transfusion is started.
2. The plastic blood container must not be vented.
3. Blood and blood components must be administered through an appropriate blood filter. A blood administration set with standard (170-260 µ) clot filter is recommended when administering volumes greater than 50 mL. An 18 micron blood filter (HEMO-NATE® blood filter) is recommended for volumes less than 50 mL.
4. Before use, bags of blood or components should be gently agitated to thoroughly mix contents.
5. No medications or solutions may be added to or infused through the same tubing with blood or components except 0.9% Sodium Chloride, Injection (USP).
6. Lactated Ringer's, Injection (USP) or other electrolyte solutions containing calcium should NEVER be added to or administered concurrently with blood or components collected in an anticoagulant containing citrate. All of the products described below contain and are collected into anticoagulants which contain citrate.
7. Hemolysis may become evident during the storage of components containing red blood cells. Blood and components should be inspected for bacterial growth. If upon visual inspection the fitness of a component is questioned because of, for example, presence of hemolysis, a significant color change in the contents of the blood bag as compared to the tubing segments, floccular material, cloudy appearance or other problems, the component should not be used. Call Animal Blood Resources at (707) 678-7350 for further evaluation. A slight pink tinge to the supernatant due to some free hemoglobin may be present and is acceptable for transfusion.
8. When thawing frozen products in a water bath, care must be taken to prevent contamination of entry ports. The use of watertight protective plastic over wraps (such as ziplock bags) is recommended.
9. Blood components have been prepared by techniques that aid in pre-serving sterility up to the time of expiration. If the container is entered in a fashion that could contaminate the contents of the container for any reason the component expires 4 hours after entry if maintained at room temperature (20°-24° C), or 24 hours after entry if refrigerated (1°-6° C).
10. Blood and components may be warmed to no more than 37° C during transfusion, if warming is clinically indicated for situations such as hypothermia, blood exchange or massive transfusions.
11. Unless otherwise indicated by the patient's clinical condition, the rate should be slow, no greater than 0.11 mL / pound of body weight for the first 30 minutes of the transfusion. The patient should be observed during this period since some life threatening reactions occur after the infusion of only a small volume of incompatible blood. If a transfusion reaction occurs, the transfusion should be discontinued immediately and appropriate therapy initiated. The infusion should not be restarted.
12. Completion of the transfusion should be prior to component expiration or within 4 hours, whichever is sooner. If blood or components cannot be infused in 4 hours, they should be divided and stored appropriately in the refrigerator until needed.
13. A crossmatch should be conducted before every transfusion.
14. The blood type of both the donor and the recipient should be known before transfusing whenever possible. When the blood type of the recipient is not known, only blood from type DEA 1.1 NEGATIVE donors should be given. First time transfusions with donors and recipients of unknown blood types should NEVER be considered safe.
15. Blood transfusions should never be considered safe, even under optimum conditions, and should not be given unless there is no other acceptable treatment.
Whole Blood contains the red blood cells and plasma components of donor blood. Platelets and white blood cells in stored blood are usually nonviable after a few days. The usual single unit of Whole Blood with anticoagulant is approximately 125 mL± with a Packed Cell Volume (PCV) of 35-50%±. This assumes a donor PCV of 40-55%±. Whole blood also comes in Double Units of approximately 250 mL and Quad Units of approximately 500 mL. The actual volume of the whole blood (within 10%) can be found on the label. Currently used anticoagulant solutions for the collection of Whole Blood include the anticoagulants Citrate Phosphate Dextrose Solution, USP (CPD); Citrate Phosphate Dextrose Adenine Solution (CPDA-1); and Citrate Phosphate Double Dextrose Solution (CP2D).
The refrigerated shelf life of the Whole Blood is determined by the type of anticoagulant used: CPDA-1 provides a shelf life of 35 days, CPD and CP2D give a shelf life of 21 days. This expiration date is indicated on the product label.
Whole Blood provides red blood cells to carry oxygen to tissues. It also is a blood volume expander and a source of proteins with oncotic and certain non labile coagulation properties.
Canine Red Blood Cells Indications
Whole Blood is indicated only for those patients who have a symptomatic deficit in oxygen carrying capacity combined with hypovolemia of sufficient degree to be associated with shock. If only the former is present, the component of choice is Red Blood Cells. Whole Blood cannot be considered a source of viable platelets, white cells or of therapeutic levels of labile coagulation Factors V and Vlll.
Depending upon the condition of the patient, transfusions containing red cells may not be necessary even with low hemoglobin concentration. Do not use Whole Blood or other red blood cell components if anemia can be treated with specific medications such as iron, vitamin B12, or folic acid, and if the clinical condition of the patient permits sufficient time for these agents to promote erythropoiesis.
Do not use Whole Blood when blood volume can be safely and adequately replaced with other volume expanders such as 0.9% Sodium Chloride, Injection (USP) or Lactated Ringer's, Injection (USP). Do not use Whole Blood to correct coagulation deficiencies when they can be treated better by appropriate components.
Side Effects and Hazards
The principal side effects and hazards of Whole Blood are:
1. Hemolytic transfusion reactions usually occur when donor red blood cells and recipient plasma are incompatible. Undetected serologic incompatibilities can cause these reactions, but most immediate reactions occur when there is a DEA 1.1 incompatibility. To reduce the risk of transfusion reactions a major and minor crossmatch should be conducted before every transfusion, even when blood is from the same donor and the donor and recipient are the same blood type.
2. The more severe transfusion reactions are characterized by shock, fever, dyspnea, jaundice, cardiac arrhythmias, erratic respiration, salivation, hemoglobinuria, edema, disseminated intravascular coagulation (DIC), abnormal bleeding, vomiting, and urticaria. These reactions may result in death. In anesthetized patients, hypotension and evidence of DIC may be the first indications of a transfusion reaction. Hemoglobinemia, hemoglobinuria and subsequent hyperbilirubinemia are usually detectable. Renal failure may ensue. The transfusion must be stopped. Treatment includes management of shock and the judicious administration of fluids and diuretics.
3. Delayed hemolytic reactions may also occur, usually in patients with antibodies undetectable at the time of transfusion. This type of reaction may mimic autoimmune hemolytic anemia with a positive direct antiglobulin test. The signs may include a progressive unexplained fall in hemoglobin 4-14 days after transfusion or continued anemia despite transfusion therapy, fever, hemoglobinuria and/or hyperbilirubinemia. The usual course of delayed reactions is benign and requires no treatment. Rarely, delayed transfusion reactions may be severe and fatal.
4. Some uncommon causes of acute non-immunologically mediated hemolysis that occur in patients include:
a. administration of a hypotonic fluid
b. bacterial infection of the patient or contamination of the donor blood
c. acute hemolytic anemia from any cause
d. improper handling of the blood, such as overheating or freezing.
When hemolysed blood is transfused, the patient's course is usually benign, although hemoglobinuria, chills, DIC, renal failure and fever may occur. The characterization of and treatment for the infrequent severe reaction are the same as those for an immediate hemolytic transfusion reaction.
5. Transmission of infectious disease may occur in spite of careful donor selection and testing.
6. Bacterial contamination of blood and components is rare. However, the presence of gram-negative bacilli can cause severe endotoxin reactions, including shock, and rarely, death. When a blood recipient experiences chills, high fever or hypotension during or immediately after the transfusion, the possibility that the transfused product may have been bacterially contaminated should be considered. Septic and toxic reactions may be life threatening, and management must be aggressive. Treatment should be initiated immediately after the collection of recipient blood samples for culturing. Treatment may include broad spectrum antimicrobials, vasopressors to maintain blood pressure and urinary flow, and intravenous fluid therapy to maintain fluid and electrolyte balance.
7. Alloimmunization of the recipient to red blood cell, white blood cell, platelet and protein antigens may be a consequence of transfusion. This complication is usually not life threatening, nor does it cause immediate symptoms; however, blood or components for subsequent transfusions MUST BE CROSSMATCHED to reduce the risk of serious transfusion reactions due to alloimmunization.
8. Febrile reactions may occur rarely and are usually caused by antibodies that agglutinate leukocytes.
9. Allergic reactions manifested by urticaria, wheezing or other angioedematous reactions may occur rarely in recipients. The exact cause of these reactions is unknown; however, they are less frequent when Red Blood Cells are used instead of Whole Blood and may be prevented in patients with a prior history of such reactions by premedication of the patient with an antihistamine. Anaphylactic reactions manifested by bronchiospasm, dyspnea and pulmonary edema may occur in rare individuals. Immediate treatment with adrenaline and corticosteroids is indicated. These patients are not good candidates for further transfusions.
10. Circulatory overload reactions manifested by pulmonary edema occur when excessive volume is administered. This is a particular risk in older patients, in small patients and in patients with chronic severe anemia when there is decreased red blood cell mass and increased plasma volume. Immediate treatment for pulmonary edema should be instituted. Use of Red Blood Cells and careful monitoring of the transfusion volume will minimize the occurrence of these reactions. This is due to the fact that an average Double Unit of Whole Blood contains about 28 mEq of sodium, whereas the equivalent amount of red blood cells in a Single Unit of Red Blood Cells, Adenine-Saline Added, typically contains between 12 and 15 mEq of sodium.
11. Iron overload with resultant hemochromatosis is rare but may occur in patients given repeated transfusions over long periods of time.
12. Clinically significant depletion of coagulation proteins and platelets is a very rare complication of massive transfusion (defined as replacement of more than one blood volume in less than 24 hours). Careful monitoring of patients reveals that reduction of clotting factors below hemostatic levels is unusual but dilutional loss may occur. Treatment with specific components to replace reduced coagulation factors may be useful when bleeding is related to their depletion. If excessive bleeding occurs subsequent to a transfusion, the possibility of a hemolytic reaction complicated by DIC should be considered.
13. Micro aggregates consisting of fibrin, white cells and platelets may develop during storage of blood. The smallest of these particles will not be retained in a standard clot filter (170-260 µ).
14. Metabolic complications of transfusions can occur when very large amounts of blood (equal to or greater than the patient's blood volume in a few hours) are rapidly infused, or when the patient has sever liver or kidney disease. Following are examples of metabolic complications:
a. Hypothermia with the risk of cardiac arrhythmia may occur in rapid, massive transfusion with cold blood or when cold blood is administered through a central venous pressure line. Hypothermia may complicate other metabolic changes and offset oxygen release from hemoglobin. Warming the blood during its passage through the transfusion set to no more than 37° C can prevent this complication.
b. Citrate toxicity due to complexing of ionized Calcium by the anticoagulant in the blood is very rare. The calcium stores of the body are large, and citrate anticoagulant is usually rapidly metabolized. Symptoms can range from muscle tremors to cardiac arrhythmia, and even cardiac arrest. In the absence of underlying pathology contributing to hypocalcemia, most citrate reactions require no treatment other than slowing or discontinuing the transfusion.
c. Acidosis, which may occur initially during massive transfusion, rarely requires treatment. The citric acid is rapidly converted to pyruvate and bicarbonate, with subsequent metabolic alkalosis.
Dosage and Administration
Whole Blood should not be used unless donor and recipient are of the same blood type or the donor has been blood typed and is known to be DEA 1.1 negative. Crossmatching should be done even when donor and recipient have been blood typed and are known to be of the same blood type. The above criteria should always be met unless withholding blood might result in loss of life. The volume of a transfusion depends on the clinical situation. One mL of whole blood contains enough Red Blood Cells to raise the PCV approximately 1 percentage point per pound of body weight.
The rate of transfusion after an initial slow drip (0.11 mL per pound of body weight over a 30 minute period) should be as fast as tolerated. In an animal with a normal state of hydration, whole blood may be infused at a rate of 10 mL per pound of body weight per 24 hour period. This rate may be significantly increased in hypovolemic patients. Due to the wide range of infusion rates, close monitoring of the patient is essential to determine the rate which is appropriate for that individual, and this rate may need to be adjusted accordingly throughout the transfusion. If the patient requires a slow transfusion rate, then consideration should be given to the transfusion of Red Blood Cells rather than Whole Blood.
Components of Whole Blood are described below.
The component Red Blood Cells is prepared by centrifugal or gravitational separation of the red cells from the plasma.
The usual unit of Red Blood Cells has a PCV of 70-82%±. This assumes a donor PCV of 40-55%±. Red Cells come in Single Units of approximately 125 mL, and Double Units of approximately 250 mL. Some platelets and or white blood cells may have been removed during processing and are nonviable due to refrigerated storage. Red Blood Cell components may be prepared from Whole Blood collected in CPDA-1, CPD or CP2D. RBCs which are not resuspended on Adenine-Saline solution have the same shelf life as the whole blood from which they are removed: CPDA-1 provides 35 days, CPD and CP2D provides 21 days. Red Blood Cells resuspended on Adenine-Saline solution have a shelf life of 42 days and are so identified on the label. The expiration date is indicated on the label.
For Red Blood Cell suspensions prepared with Adenine-Saline solutions, see "Red Blood Cells, Adenine-Saline Added."
This component increases the oxygen carrying capacity of the recipient's blood by increasing the circulating red blood cell mass.
Canine Red Blood Cells Indications
Red Blood Cells is the component of choice for virtually all patients with a symptomatic deficit of oxygen carrying capacity. This component may be used to help restore blood volume following significant hypovolemia without significant red cell mass deficit.
Do not use Red Blood Cells when anemia can be corrected with specific medications. See "Whole Blood, Contraindications."
Side Effects and Hazards
Side effects and hazards of Red Blood Cells (including disease transmission, bacteremia or endotoxemia, and hemolytic transfusion reactions) are similar to those for Whole Blood. However, the incidence of allergic reactions, circulatory overload and metabolic complications is lower because removing plasma reduces volume and the quantity of metabolites and antibodies. The risk of disease transmission remains the same.
Dosage and Administration
The dosage and administration of Red Blood Cells are similar to those for Whole Blood. Immediately before infusion, 30 - 100 mL of 0.9% Sodium Chloride, Injection (USP), may be added to Red Blood Cells. Do not add lactated ringers or any other fluids. When diluted in this manner, the flow rate approximates that for Whole Blood. Red Blood Cells stored in Adenine-Saline (AS) solution do not need further dilution. Modifications of Red Blood Cells are described below.
For this component, whole blood is collected in the standard manner, usually in CPD or CP2D anticoagulant. After removal of most of the plasma the Adenine-Saline solution (AS) is mixed with the red blood cells. Red Blood Cells, Adenine-Saline added, has a PCV of 60-75%±. Typical additive solutions consist of glucose, adenine and sodium chloride in water for injection (USP). Additive Solutions formula one (AS-1) and five (AS-5) also contain mannitol as a red blood cell stabilizing agent. Adenine-Saline formula three (AS-3) contains additional citrate and phosphate and does not contain mannitol.
Units of Red Blood Cells containing Additive Solutions will be labeled as such and the label will indicate which Adenine-Saline solution has been used in preparing the component. A Single Unit contains 100 mL+ of Red Blood Cells in addition to 50 mL of AS, a Double Unit contains 200 mL+ of Red Blood Cells in addition to 100mL of AS. This extra fluid volume should not be included when determining the volume of RBCs needed for transfusion, but must be considered as part of the patients total fluid requirement. Red Cells, AS added, have a shelf life of 42 days.
Actions, Indications and Contraindications
These are identical to those for Red Blood Cells.
Side Effects and Hazards
These are the same as those for Red Blood Cells. One unit of AS-1 Red Blood Cells contains 0.375g of mannitol. The amount of mannitol in approved additive solutions is far below that used to achieve a diuretic effect. It is unlikely that any side effects of the mannitol would be observed.
Dosage and Administration
The dosage and administration of Red Blood Cells, Adenine-Saline added, are essentially the same as for Red Blood Cells, except that because of the predilution with saline, Red Blood Cells, Adenine-Saline added, will have approximately the same flow rate as Whole Blood. No dilution of this component is necessary before or during administration. For patients at risk for circulatory overload, it may be desirable to use Red Blood Cells which do not have Adenine-Saline solution added or to concentrate Red Blood Cells, Adenine-Saline added, by centrifugation or sedimentation before transfusion. (See "Whole Blood, Side Effects and Hazards, Circulatory Overload Reactions.")
Frozen Plasma consists of the anticoagulated clear portion of blood that is separated by centrifugation or sedimentation no later than 5 days after the expiration date of the Whole Blood. Frozen Plasma may be stored refrigerated for up to 5 days after the expiration date of the whole blood from which it is removed. This freeze by date is indicated on the plasma carton. Frozen Plasma comes in three sizes: a mini unit which contains 50-90+ mL of Frozen Plasma, a standard unit which contains approximately 120-145 mL± of Frozen Plasma and a double unit which contains approximately 240-265 mL± of Frozen Plasma. These ranges are due to differences in donor PCV's. All stable coagulation factors are present.
Plasma components for transfusion may be prepared from Whole Blood collected in all approved anticoagulant solutions except Heparin Solution.
Frozen Plasma contain plasma proteins, including nonlabile clotting factors such as fibrinogen, Factor VII and Factor IX. Frozen Plasma does not contain the nonlabile clotting Factors V and VIII.
Canine Red Blood Cells Indications
These components are indicated for the treatment of stable clotting factor deficiencies, such as Warfarin poisoning, and plasma protein deficiencies. Note: Plasma is not the first treatment of choice for protein replacement or volume expansion. See contraindications.
Do not use Frozen Plasma when coagulopathy can be corrected more effectively with specific therapy, such as vitamin K.
Do not use Frozen Plasma for replacement of labile coagulation factors such as Factors V and Vlll, including vonWillebrand factor (vWf).
Do not use these components when blood volume can be safely and adequately replaced with other volume expanders such as 0.9% Sodium Chloride, Injection (USP) or Lactated Ringer's, Injection (USP).
Side Effects and Hazards
As described for Whole Blood, side effects and hazards may include febrile, hemolytic and allergic reactions; circulatory overload; and transmission of infectious diseases. If massive volumes of plasma are used, citrate toxicity, hypothermia and other metabolic problems may occur.
Antibodies in the plasma may react with the recipient's red cells, causing a positive direct antiglobulin test, possibly hemolysis and, rarely, noncardiogenic pulmonary edema.
Dosage and Administration
A minor crossmatch should always be performed before plasma is administered. Plasma should be DEA 1.1 compatible with the recipient's red cells.
The volume transfused depends on the clinical situations and patient size. Some literature recommends 2 mL to 5 mL per pound of body weight up to 20 mL per pound of body weight. Dosage should be guided by close patient monitoring. Do not use the Plasma if there is evidence of container breakage or of thawing during storage. Plasma may be thawed at a temperature between 30° and 37° C using gentle agitation. Use a watertight protective plastic overwrap (such as a ziplock bag) if a waterbath is used. Microwaves are not recommended for thawing plasma.
Fresh Frozen Plasma (FFP) is separated and frozen within 8 hours of collection of whole blood. A Unit of Fresh Frozen Plasma contains the labile plasma coagulation Factors V and Vlll (including vWf). Platelets, if present, are not viable. A standard unit contains approximately 120 mL to 145 mL± of Fresh Frozen Plasma. A double unit which contains approximately 240-265 mL± of Fresh Frozen Plasma. A mini unit contains approximately 60 mL to 90 mL± of Fresh Frozen Plasma. These ranges are due to differences in donor PCV's.
FFP contains plasma proteins including all coagulation factors both stable and non-stable.
Canine Red Blood Cells Indications
Fresh Frozen Plasma is indicated for use in control of bleeding in patients who require replacement of labile plasma coagulation Factors (V and VIII including vWf) when simultaneous blood volume expansion is required or not a problem. FFP may also be used in cases where Frozen Plasma is indicated. FFP is indicated for patients with thrombotic thrombocytopenic purpura (TTP).
Do not use FFP when coagulopathy can be corrected more effectively with specific therapy, such as vitamin K. Do not use FFP when blood volume can be safely and adequately replaced with other volume expanders such as 0.9% Sodium Chloride, Injection (USP) or Lactated Ringer's Injection (USP).
Side Effects and Hazards
The side effects and hazards of FFP are similar to those for Frozen Plasma.
Dosage and Administration
The dosage and administration of FFP are the same as for Frozen Plasma. FFP should be used as soon as possible but no more than 24 hours after thawing (stored at 1°-6° C) when administered as a source of labile coagulation factors. Do not refreeze.
A reference list is available upon request from Animal Blood Bank Inc.
Animal Blood Resources International, PO Box 1118, Dixon CA 95620
(800) 243-5759 International
(707) 678-7350
Summary Chart of Blood Components
Major Indications
Not Indicated For
Special Hazards
Rate of Infusion
Whole Blood
Symptomatic anemia with large volume deficit
Restoration of oxygen carrying capacity, restoration of blood volume
Condition responsive to specific component. Labile coagulation factors deteriorate within 24 hour after collection.
Infectious diseases; septic, toxic, allergic, febrile reactions; circulatory overload
For massive loss, fast as patient can tolerate
Red Blood Cells
Symptomatic anemia
Restoration of oxygen carrying capacity
Pharmacologically treatable anemia, Coagulation deficiency
Infectious diseases; septic, toxic, allergic, febrile reactions
As patient can tolerate but less than 4 hours
Red Blood Cells, Adenine-Saline added
Symptomatic anemia
Restoration of oxygen carrying capacity
Pharmacologically treatable anemia, Coagulation deficiency
Infectious diseases; septic, toxic, allergic, febrile reactions; circulatory overload
As patient can tolerate but less than 4 hours
Fresh Frozen Plasma
Deficit of labile and stable plasma coagulation factors and TTP
Source of labile and non-labile plasma factors
Condition responsive to volume replacement
Infectious diseases, allergic reactions, circulatory overload
Less than 4 hours
Liquid and Frozen Plasma
Deficit of stable coagulation factors
Source of non-labile factors
Deficit of labile coagulation factors or volume replacement
Infectious diseases, allergic reactions, circulatory overload
Less than 4 hours
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NAC No.: 1398000.3
|Every effort has been made to ensure the accuracy of the Canine Red Blood Cells information published above. However, it remains the responsibility of the readers to familiarize themselves with the product information contained on the US product label or package insert.
Copyright © 2019 Animalytix LLC. Updated: 2019-01-22


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CAMBRIDGE, Mass. – Dan Hyatt and Grant Iwamoto homered and Kiel Jindra pitched eight stellar innings to help MIT sweep a double header against Babson College on Saturday at Briggs Field. MIT won the first game 5-3 then shutout the Beavers 4-0. With the victories, the Engineers leap-frog Babson and regain control of first place in the New England Women's and Men's Athletic Conference (NEWMAC).
Jindra pitched eight innings of shutout baseball in game two, allowing just three hits and striking out six batters. After working out of a first inning jam, the freshman right hander could not be touched by the Babson hitters and picked up the win, evening his record at 1-1.
MIT scored a pair of unearned runs in the sixth inning, which saw Babson make two errors. Ricardo Perez knocked a bases loaded single to left field which plated James McKinney and Jonathan Rea. McKinney, who had two hits in the game, was on base again in the eighth inning when Iwamoto, the other Engineer with a multi-hit game, slammed a line-drive homerun over the fence in left field.
Torre Swanson came on and pitched a perfect ninth for MIT. Kyle Lyon pitched seven innings for Babson and takes the hard-luck loss, surrendering just the two unearned runs. Austin Dadio pitched the eighth and served up Iwamoto's shot.
MIT took advantage of a fortuitous opportunity to take the lead in game one. With two Engineers on in the third and MIT down 1-0, Babson third baseman Chris Kucher could not handle a fouled pop fly that would have ended the inning. Given a second life, MIT catcher Dan Hyatt took the next pitch and deposited it over the left field fence. Hyatt had three hits in the game, driving in four runs and scoring once.
The visitors tied the game in the top of the fifth, an inning that included a double by Chris Ahern and an RBI single by Billy Miller. Each of them had two hits in the game and Miller collected his second RBI. In the bottom of the frame, Hyatt delivered again, singling home Rea before scoring himself on a wild pitch and putting MIT up for good. Rea scored two runs and stole a base in the game one victory.
A two run lead was all that Engineer pitcher Henry Zhu would need. The sophomore pitched two and two-thirds innings of perfect ball, striking out three batters and earning his second victory in as many decisions this year. He came on in relief of MIT starter Aric Dama, who allowed just two earned runs in four and a third innings while fanning six batters. Ahern, who pitched and batted for Babson, took the loss after giving up five runs on seven hits in five innings of work.
MIT (11-3, 5-1 NEWMAC) will continue its conference play on Monday when it travels to Worcester for the first of three games against WPI. The Beavers (12-4, 5-2 NEWMAC) will play a non-conference game Sunday against Worcester State.


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Education and Educational Psychology: Elementary Education
Dr. Adeline Merrill, Chair
WS 250, Westside Classroom Building
(203) 837-3267
(203) 837-8413 (fax)
Ana Cangialosi, Department Secretary
WS 249, Westside Classroom Building
(203) 837-8510
(203) 837-8413 (fax)
|A. Merrill, Chair
|J. Burke
|K. Burke
|K. Campbell
|T. Canada
|J. Caruso
|M. Daria
|M. Delcourt
|M. Gilles
|N. Heilbronner
|R. James
|G. Lomas
|B. Rabe
|D. Shaw
|M. Wilson
Education Department Mission Statement
The School of Professional Studies and the Education and Educational Psychology (E&EPY) Department are recognized by the Connecticut Department of Education as the principal units for the university with regard to teacher education preparation, serving to coordinate all the university's teacher education degree and related programs.
The mission of the department is to prepare candidates for careers in teaching. We believe in initiating and maintaining professional relationships with the broader educational community and are committed to the continuous support and development of cooperative projects and services with area schools and community agencies. We embrace the broader mission of WCSU to empower students to "… attain the highest standards of academic achievement,… personal development, and ethical conduct."
PROGRAM DISCLAIMER: Please note that Connecticut teacher certification regulations are subject to change due to legislative proposals and mandates, and that the information in the catalog may not reflect the most recent modifications in the WCSU Education program. Therefore, it is imperative that students check often with their advisers and attend Education Department information sessions for updates and new requirements.
Important note for all Music Education and Health Education majors: Only the Elementary Education degree program is detailed in this part of the WCSU Undergraduate Catalog.
- For students seeking a Bachelor of Science degree in Health Education (B.S., PK – 12): Information for this education degree is listed in this catalog in the Health Promotion and Exercise Sciences section.
- For students seeking a Bachelor of Science degree in Music Education (B.S., PK – 12): Information for this education degree is listed in this catalog in the Department of Music section.
Transfer Students
- Before meeting with Admissions or an adviser, transfer students should download, print and read the Education section from the online undergraduate catalog available on the WCSU website: http://www.wcsu.edu/academics/programsheets/. Bring your program sheet to every meeting with an adviser.
- It may take more time for transfer students to complete the Elementary Education program at WCSU because some electives taken at other colleges/community colleges may not transfer into the Education major. Because of the demanding coursework in the Elementary Education program at WCSU, the number of courses taken as free electives is restricted. (Please consult Elementary Education program sheets for information related to free electives.)
- Grades from previous colleges or universities will be calculated when determining the cumulative 3.0 GPA or higher (subject to change based on state mandates) for admission to and retention in the Education program. However, in order to graduate as an Education major from WCSU, students must maintain a 3.0 GPA (subject to change) which is calculated solely on grades earned at WCSU.
Marsha Daria, Coordinator of Elementary Education Program
WS 307, Westside Classroom Building
(203) 837-9359
(203) 837-8413 (fax)
Learning Outcomes
Candidates in the elementary teacher education program must demonstrate achievement of the following learner outcomes:
- Demonstrate academic competence in their selected fields;
- Know the historical, social, economic, political, comparative and philosophical foundations of education;
- Understand the variety of patterns of human growth and development;
- Value and infuse cultural diversity;
Demonstrate proficiency in and working knowledge of the Common Core State Standards that will establish what Connecticut's public school students should know and be able to do as they progress through Grades K-12. The following links will guide elementary education majors to a clear understanding of the standards that shape the professional role of the Connecticut teacher:
a) 2010 Common Core of Teaching (CCT)
b) Connecticut Code of Professional Responsibility and
- Demonstrate a spirit of inquiry, the use of critical thinking skills, and the habits of the reflective practitioner;
- Demonstrate the ability to incorporate appropriately the use of technology in instructional practices;
- Possess the knowledge and skills to successfully plan, implement, and evaluate classroom differentiated instruction to effectively maximize students' learning potentials, including the use of instructional technology and literacy;
- Demonstrate comprehensive knowledge and skills for effectively assessing all school children's learning in the classroom;
- Conduct themselves at all times in a professional and ethical manner as students, classroom teachers and as school leaders, and embrace the professional values and commitments according to the Connecticut Code of Professional Responsibility;
- Possess classroom management skills that will assist students to take responsibility for their own behavior while maintaining a classroom that is conducive to learning;
- Continually improve their professional growth through the practice of inquiry and reflection as a classroom teacher and leader.
Program Summary
Elementary Education students will become dual majors: they will major in Education AND they will major in a content area offered within the School of Arts and Sciences; students must select an academic major in arts and sciences in addition to completing their professional education courses. Students must select one of the following academic majors.
*Elementary Education (grades K-6) with Academic Arts & Sciences Majors in:
American Studies
Mathematics (see note below)
Political Science
Social Sciences
NOTE: Option to Minor in Mathematics
At least 17 credits to include MAT 171 or 181, MAT 182, MAT 222, MAT 242 and at least one of the following: MAT 211, MAT 251 or MAT 363. Additionally, MAT 105 and 106 are required, as they are for all elementary education certification students.
Elementary Education Content Area courses — See specific content area program sheets listed on the WCSU website
Exams: Required for Eligibility for State Teacher's Certification
In addition to the Education program coursework, the following three exams are required:
CT Foundations of Reading
A passing score on this reading exam is a requirement for Elementary Education state certification. It is strongly recommended that Elementary Education students take this reading exam at the end of their student teaching semester. Additional information is available online at http://www.ct.nesinc.com
Candidates must pass a Connecticut state mandated basic skills examination (PRAXIS I) in mathematics, reading and writing, or must obtain a waiver from the State Department of Education by presenting a combined score of 1,100 or more with no less than 450 on either the verbal or math subtest.
If the SAT was administered prior to March 31, 1995, the candidate must present a combined score of 1,000 with at least a score of 400 on both the verbal and the math sections. It is the student's responsibility to apply for this waiver. (Students may present a passing score on a similar test for another state with which Connecticut has certification reciprocity agreements.)
Information concerning the PRAXIS I exam and waiver information is available in the Office of the Dean of Professional Studies, Midtown campus, 123 White Hall, (203-837-8575) or in the Office of E&EPY in Westside 249.
Call (203) 837-8510. Go online to the Educational Testing Service for detailed information about PRAXIS I: http://www.ets.org/praxis/about/praxisi/content
Although not a graduation requirement, passing scores on appropriate PRAXIS II exams are necessary for program completion and subsequent recommendation for teacher certification. The exam tests the essential subject area knowledge unique to each certification teaching area.
- Elementary Education students should take PRAXIS II while student teaching
- Students will not be recommended by WCSU for state teacher's certification until passing scores on PRAXIS II are received and filed with the university's teacher education certification officer, the Assistant Dean of the School of Professional Studies, who is located in White Hall 003C. Detailed information on PRAXIS II testing is available online from the Educational Testing Service at http://www.ets.org/praxis
- Once a student has completed all his/her bachelor's degree teacher certification requirements and passed PRAXIS II, the university's teacher certification officer will file with the Connecticut State Department of Education (CDE) the necessary documents for the student's receipt of CDE teacher certification.
Declaring an Education Major
At the end of the freshman year, students may apply to enter the Education Department. All freshman students who wish to become Education majors must demonstrate a cumulative GPA of 3.0 or higher (subject to change based on state mandates) upon completing 30 credits.
Students who fail to meet this grade point average requirement will not be eligible to declare an Education major. Once accepted as Education majors, students must continue to maintain a cumulative GPA of 3.0 or higher (subject to change based on state mandates) in order to remain in the Education program. Admission into the professional development and student teaching semesters during the senior year are also contingent on the 3.0 GPA or higher standard (subject to change based on state mandates).
Criteria for Professional Teacher Education Program Acceptance
The Elementary Education program at WCSU is rigorous and not all candidates applying for professional program admission are accepted. Students seeking admission to WCSU's elementary education certification programs must have completed and met the following criteria:
- Pass a Connecticut state mandated basic skills examination (PRAXIS I) exam- See detailed requirments for this exam in a previous section.
- Present at least a 3.0 cumulative average (subject to change based on state mandates) for undergraduate courses taken prior to professional program acceptance (approximately 90 credits and reflecting courses in progress). All work done both at WCSU and other colleges will be considered in the computation of the cumulative grade point average. Note: Students with less than a cumulative 3.0 GPA (subject to change based on state mandates) will not be admitted to or retained in the program.
- Complete the university's general education requirements (42 semester-hour minimum) in communication, humanities, social and behavioral sciences, natural sciences and mathematics/computer science, and exercise science, as well as complete a writing intensive course. Students should refer to their concentration area program sheet for a list of specific courses that meet individual degree program criteria.
- The courses below must be completed with a minimum grade of "B." If a student receives grades in these three courses that are lower than a "B," the student will be blocked from student teaching, with likely suspension and possible dismissal from the Education program.
- HPX 215 Health Issues in the Schools (Grades PK-12)
- ED 206 Introduction to Education
- EPY 203 Child Development in the School [Note: students who choose to fulfill the course requirements for EPY 203 Child Development in Schools by taking PSY 210 Child Psychology must complete the one credit, 15-hour school observation requirement by taking EPY 201.]
After all of these criteria have been met, then students must fulfill these additional requirements for admissions to the Professional Development Semester (PDS):
- Prepare and present an essay demonstrating a command of the English language and explaining the reasons for enrolling in the teacher education program, emphasizing experience relevant to teaching.
- Present at least two letters of recommendation from persons outside the university who are able to testify to the candidates' suitability as a prospective teacher.
- Participate in an interview by a teacher education faculty team, which will assess candidate's personal attributes and perceived teaching dispositions.
Submission Deadline Dates Applying for Professional Program (Professional Development Semester – PDS)
Elementary Education candidates apply for PDS for the next semester in either the spring or fall semester of their junior year. The submission deadline date for fall semester admittance into a professional teacher education program is noon on April 1, and the submission deadline date for spring semester admittance is noon on November 1. Students must have all of their materials submitted to the elementary education program coordinator by the deadline date. It is the student's responsibility to insure that all materials are submitted by the deadline date. Once materials are received, students are contacted for an interview. Only complete files will be reviewed for PDS.
Reapplication Process if Denied Program Acceptance
If the interview team from the professional program recommends that a student not be admitted to the teacher education program, the student may reapply for admission one semester after the notification of denial. Students have the right to review a copy of the completed interview form.
Suggested Course Sequence
NOTE: At this time, we cannot provide more specific course requirement details due to changes from the Connecticut State Department of Education and pending state legislation; course sequence decisions will be contingent on these state mandates. Therefore, you MUST meet regularly with your assigned Elementary Education adviser and attend ALL information sessions.
The Elementary Education program is demanding, so it is important for students to adhere to the suggested course sequence in order to complete the program in four years. General education requirements should be taken during the freshman year and sophomore year. Education foundation courses should be taken in the recommended sequence. Some education courses have specified prerequisites and GPA requirements; please see course listings. Student teaching courses and the field components must be taken in the sequence specified.
Student Teaching Process — See Student Teaching Handbook:
- Students are not eligible for student teaching course work unless they have received professional program acceptance.
- During their last year, students enter the student teaching phase of the program. In order to register for student teaching elementary education majors must present a 3.0 cumulative GPA or higher (subject to change based on state mandates) for all courses taken in their academic and professional education course work. The student teaching requirement for elementary education majors consists of one full semester (70 contact days) of supervised teaching.
- Elementary student teaching (ED 341) is offered only in the fall and spring semesters; applications must be approved by the Arts & Sciences content area advisor and the chair of the E&EPY department.
- Applications must be filed in the Office of E&EPY by April 1 for following fall semester placement and November 1 for following spring semester placement (application forms available in Education office, WS 249).
- During the student teaching semester, students must concurrently register for ED 341 (Student Teaching) and ED 340 (Assessment of Teaching Strategies); students should not register for any other courses during the student teaching semester; students are also advised not to work during this semester due to the high time commitment required of planning lessons and grading student work after official school hours.
- Students are responsible for providing their own transportation to and from the school to which they are assigned for student teaching.
Student Teaching Grading Policy
Students earning less than a "P" grade in student teaching may be required to complete additional student teaching and/or course work before receiving a recommendation for graduation and certification.
During their last year, elementary education majors enter the student teaching phase of the program. In order to register for student teaching in an elementary school, which is offered in both the fall and spring semesters, students must present at least a 3.0 cumulative GPA (subject to change based on state mandates) for all courses taken in their academic and professional education course work.
During the student teaching semester, students must concurrently register for ED 341 (Student Teaching) and ED 340 (Assessment of Teaching Strategies); students should not register for any other courses during the student teaching semester. Students are also advised not to work during this semester due to the high time commitment required of planning lessons and grading student work after official school hours.
Students earning less than a "P" grade in student teaching may be required to complete additional student teaching and/or course work before receiving a recommendation for graduation and certification. Students must present at least a 3.0 cumulative GPA (subject to change based on state mandates) in academic and professional required courses to graduate in the elementary education programs.
Dismissal from the Student Teaching Experience
On occasion, difficulties may arise during the PDS Clinical Experience or during the Student Teaching semester. In these instances, Elementary Education Coordinator, PDS liaison or Student Teacher Supervisor works with the student and other school or university stakeholders to resolve these situations. Note: the Elementary Education coordinator, the PDS liaison and the student teacher supervisors are WCSU Department of Education faculty members.
Every effort is made to assess the situation quickly and to establish a plan of action. Based upon the specifics of the situation, the student may: (1) be reassigned to a different PDS or student teaching placement; (2) be removed from the clinical school experience by the chair of the department. Students will be informed in writing of decisions regarding their status and may appeal these decisions to the Dean of the School of Professional Studies.
See the Student Teaching Handbook for specific details.
Student Teacher Dismissal Appeal Process: The student teacher has the right to submit a written appeal within seven days of a notification of dismissal, to the chair of the E&EPY department, the coordinator of student teaching, and the university supervisor. The affected student also has the right — within two weeks of the hearing date — to appeal, in writing, his/her dismissal to the Dean of Professional Studies. See the Student Teaching Handbook for specific details.
Dismissal from the Professional Teacher Education Program
Strict guidelines for admission to, and retention in, the teacher education certification programs are part of academic excellence. Students who fail to meet or maintain established admission and retention criteria will be suspended from the program. Students may be given one year according to the school's academic calendar to retake a course and regain good standing for consideration of readmission with the exception of ethical issues, felonies and violations of the professional code. At the end of one year, students will be dismissed if their GPA has not met the 3.0 minimum standard (subject to change based on state mandates) which includes all WCSU and transfer credits.
- Dismissal from the Education department program by the E&EPY Department Chair may occur when a student fails to maintain the academic standards of the university and department (see this catalog, "Good Standing: WCSU Student Handbook, "Student Rights and Responsibilities," WCSU Student Teacher Handbook), and/or when a student in class or the field is considered inappropriate for the teaching profession, based on behavior which is not consistent with the standards of ethical conduct and professional behavior prescribed by the Connecticut Code of Professional Responsibility.
- In such cases, discussions take place among the student, faculty involved, and department chair. The Chair has the authority to make final decisions. Decisions reached are communicated in writing by the Chair to the student in a timely fashion.
- The student may appeal these decisions to the Dean of the School of Professional Studies or employ the university process for appeal. The university maintains guidelines for student rights and responsibilities and judicial procedures which can be found in the WCSU Student Rights and Responsibilities Handbook. The department adheres to these guidelines in all such matters and may establish additional responsibilities based upon professional training criteria.
Professional Education Fees
- TK 20. Each student in the Education Program is required to obtain a Tk20 license. Tk20 is a comprehensive data management system used to collect, store, and analyze the results of selected assessments. These data are used to improve the degree and certificate programs in education and to provide evidence to external accrediting bodies that accreditation standards have been met. Information on obtaining this license is at http://cthe.wcsu.edu (see link in lower left hand corner). The license fee is $103.
- Fingerprinting and Background Check. Effective July 1, 2010, Connecticut House Bill 6901 stipulates that local or regional boards of education must fingerprint individuals seeking placement in the district for the purpose of completing educator preparation requirements in nonpaid, noncertified positions (e.g., student teachers, interns, observations, etc). A criminal history background check is also required in accordance with chapter 166, sec 29-12a. Courses with clinical experiences that require proof of fingerprinting and background check include: ED 206, EPY 203, ED 341. Contact the Regional Education Service Center, Education Connection, at (203) 791-1904 or (860) 567-0863. There is a fingerprinting/background check fee payable to Education Connection.


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IC Health Month: Learn about the health benefits of Irish moss
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A Superior Court judge in Solano County recently ruled in favor of voter-approved Measure E, which voters passed in 1984. The measure prevents Solano County landfills from accepting more than 95,000 tons per year of waste from outside the county. The ruling requires county officials to uphold voter-mandated limitations on landfill use.
According to a press release from the plaintiffs, the county has not enforced the provisions of Measure E since the early 1990s, when the Board of Supervisors and its County Counsel determined that Measure E was unconstitutional. The Sierra Club, the Sustainability, Parks, Recycling and Wildlife Legal Defense Fund and the Northern California Recycling Association sued the county in response, and Judge Paul Beeman ruled that Solano County must once again follow the Measure E mandate.
Duane Kromm, a former county supervisor and member of the Sierra Club, said: "Solano county voters were very clear that they did not want their county to be a cheap dumping ground for the region's cities. This victory ensures that communities will be able to exercise their right to manage limited landfill resources moving forward."
Since the early 1990s, when the county stopped enforcing Measure E's limitations, up to 85 percent of the total waste disposed of within the county has been trucked in from outside of the county.
The issue of reinstating Measure E arose, in part, from the Potrero Hills Landfill's proposed expansion into Suisun Marsh adjacent to Suisun City. Potrero Hills brings in as much as 1 million tons of garbage annually into its Suisun City site, with most of the trash coming from beyond Solano County. Potrero Hills contends the expansion was required to handle Solano County's waste. This need for expansion would have been avoided had the county continued to enforce Measure E over the past decade.
Judge Beeman also ruled that the permit issued in June 2009 for Potrero Hills still stands. The permit would allow for the expansion of the landfill and acceptance of out-of-county garbage at a rate greater than allowed by Measure E. Plaintiffs intend to continue litigation to address the permit issue.
"Rulings like these will send a signal to the waste management industry that it's time to start taking waste reduction seriously," says Robert "Perl" Perlmutter of Shute, Mihaly & Weinberger, attorney for the Sierra Club on the case. "The will of the voters comes first when making long-term waste management decisions that will affect land use and water quality into the future."


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BMPIRE necesitaba un nuevo diseño de página web y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 75 diseños de 25 diseñadores freelance.
We are a new Aviation Company aimed at providing flying enthusiasts a one stop place for Aviation information and events in Texas. We would like to have a very creative/detailed design while still having a clean look.
The website is located at texasaviation.com, and the current website displayed is the basic joomla layout. Please do not make the design mirror/look the same as the joomla layout. I love creative and good designs.
We are targeting all audiences, from those looking to charter aircraft, to pilots, aviation mechanics and those looking for flight training.
To start we will have Flight School reviews, Forums, & Events located throughout the state of Texas.
Eventually we are looking to secure aircraft in each major city and offer fractional ownership to members of the website as well as manage charter aircraft.
Anyone and Everyone interested in Aviation or the concept of flying, mainly those located in the state of Texas.
We are also targeting a new segment call "LSA" or "Light Sport Aircraft" which allows individuals to purchase brand new aircraft for barely over 100K and get your pilots license for around $3,000.
I am looking for a very creative look that makes the viewer say "wow" or "this site looks great" when you first view the page.
I do not want the web-design to be overwhelmingly busy. I prefer a simple layout over clutter.
I would like links for "Flight Schools" ; "Resources"; & "Community" Possibly an area for people to submit there email address to join a newsletter. I do not have preference where the sign in/sign up box is located, however I would prefer this be on the top of the screen somewhere.
I do not have any color requirements, but I will definitely let you know if I like your color combinations.
I will provide you all the feedback you will need to help you create a very clean and creative design. If you have any questions do not hesitate to ask.
Thank you all for your effort and hard work!!!


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Every Bullfrog Spa Part on this site is shipped direct to us from the Bullfrog Spa Factory. WE DO NOT SUBSTITUTE!
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HiMy name is Linda Morin. Yesterday I attended a geo- caching workshop hosted by CDEM (bilingual municipalites).As President of the Crow Wing Trail and as Vice - President of the Manitoba Recreational Trails Association - I see the value of incorporating geocaching and wayfinding as a means of promoting our trails and getting trail users out on the Trans Canada Trail.The problem is many of our trail builders are unfamiliar with this sport and think it is too technical. I was wondering if you would be willing to participate in a workshop about geo caching at the MRTA annual workshop being held on March 10th in the Whiteshell.Please contact me via email firstname.lastname@example.com
I received this note and am passing it along to whomever is our promotions leader. I had an idea that we could possibly focus on hiding along several trails in co-operation with the above mentioned associations for our next May Blitz Event. If we have their blessing we could have a total blast and access to great trail maps etc. I will leave it in the hands of our worthy and wonderful MBGA exec.
I will contact Linda. If we have the resources (Roger) we can definitely help them with their workshop.
Thanks, Queen!


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TUSTIN, CALIFORNIA -- Do NOT shop here! Worst customer service EVER!!! They are nice and helpful when you're making a purchase but when you go back because the center diamond is loose in the ring THEY set, you are NOTHING to them! Anthony, the "manager" had the worst customer service I have ever encountered and put his hand in my face to stop talking! Austin, who was supposedly Anthony's "manager" REFUSED to give us the information of who his boss was! Unprofessional! Stay away! You are nothing after your purchase!
TUSTIN, CALIFORNIA -- I ordered for the very first time online. I loved my .40 ct. Sapphire diamond silver necklace. Looks great on me and my husband loved it and now I ordered the sapphire earrings to go with the necklace. Thank you for a beautiful necklace and I'm shopping with you again.
VILLA PARK, ILLINOIS -- I purchased a diamond from here back in March, I had it set in my mothers setting, I was not happy with how it was set. It was too low. I dropped it off and left it to have a new head put on it. When I picked it up it didn't look quite right to me, it is a Tiffany setting. But there wasn't much I could do.
I was just looking through pictures and found a picture of the original ring and I was right - the ring was switched, because that the sentimental value of this item is priceless and I am extremely upset with the fact that my Mother's ring is gone. This happened in March of 2010, I have been going back and forth with them and their response is for me to go and spend more money on a setting I like. I really want to start a class action lawsuit against them and would like anyone interested in being involved to contact me.
TUSTIN, CALIFORNIA -- My fiance and I purchased a 5500$ ring that has an I3 diamond in the center... basically it's the bottom of the barrel for diamonds although they advertise 2 ct diamonds GIA certified and they guarantee that your ring will appraise for double the purchase price... Well that's **!! I've been to several places and they've all told me my ring isn't even worth 1000$!! I am going back to see if they will rectify the situation but I am still angry because they're supposed to disclose the quality of the diamond they are selling you... They're a bunch of crooks. STAY AWAY!!!
My girlfriend is getting married and we ran across this site and I wanted to share our experience. We bought our rings in April of 1999 from the Jewelry Exchange and have been extremely happy with that purchase and smaller ones too. My husband's ring is just a plain band but mine has almost 1.5 carats of small diamonds and a 1 ct center diamond with papers. Sure the rings get scratched up with wear, gold is a soft metal but we take them in and have them cleaned and polished for about the price of a car wash and they look brand new again!
Next year is our ten year anniversary and I can't wait to upgrade to that bigger diamond! My husband upgrades my diamond earrings every Christmas, that policy is great cause you can spend whatever you can afford, the policy is NOT that you have to spend twice as much like one place we checked out. Go see for yourself, ask all your question up front before you purchase, we did and found everything either posted in the store or on the receipt.
One year my husband couldn't find his receipt for the exchange and knew I would be looking for those diamond earrings but he went in and they were able to look it up with no problem, boy was he excited, he was so proud of himself that he pulled it off! Another part we like is that we see the same employees there year after year, for us that says a lot about a company. We told one lady that we really like that we would ask for her when we came back next and she said "that is really nice of you but if I am off that day don't worry about it, we're not on commission, you do whatever works best for the two of you."
My sweet hubby just said "I'll call to make sure you're going to be here" and he will! We have never been pressured and are always offered that jewelers thing to magnify the diamonds up close. It's true they don't have a refund policy but we have never had a problem exchanging.
TUSTIN, CALIFORNIA -- I went to The Jewelry Exchange in Tustin Ca, to buy a 5 year anniversary gift for my wife. I went in with the intentions of buying a nice diamond and ruby heart pendant I saw on their website. When I requested to see the item the young lady that was helping me said she would have to grab it from the back (awkward - it didn't bother me it gave me time to look around). She brought out the pendant 5 minutes later, it was not what I expected (a bit too small) so she helped me find a different item.
I ended up getting a ruby and diamond ring for $2,375. I had the ring sized down to a 4.5 which cost an additional $40 and took about 5 hours. NOT BAD for a sizing job from my shopping experience. Overall I'm pleased with my purchase and will most likely shop here again.
NORTH RANDALL, OHIO -- I am writing this on behalf of my fiance who had a horrible experience purchasing a ring at the jewelry factory also called the Jewelry Exchange. He had gone there after seeing commercials stating high quality and low factory direct prices. Like most men, it was the first piece of jewelry he was buying and he didn't know much about the process. He picked out the stone and ring setting, and paid in full. They informed him it will go out to be set and sized in a few days and be back in 2 weeks.
He had felt a little funny about the purchase and while he was at the mall later that day, stopped at another jeweler just to talk to someone about engagement rings to ensure his purchase was a good one. He found out they should have showed him the diamond under a microscope and did not. And there were a number of other things they should have done that made him very skeptical about his purchase. He ended up buying the ring at Kay instead and figured he can just cancel his other order.
So a few hours after ordering, he called and asked about the ring, they told him it's there... nothing has been done with it, so he said that's great because I would like to cancel the order. They then as they were laughing told him "OK we will cancel it, but we don't do refunds for any reason, so you can come pick it up in pieces if you want." (Yeah they said that.)
When he bought the ring the man told him no returns, which was fine however he had never even received the ring yet. And they do have a no refund policy upon further investigation, but this is ridiculous and unfair to consumers and should not be allowed. They don't care about serving their customers, they only care that they have your money... then they are done with you whether you are happy or not. My fiance is now stuck paying for a ring he doesn't even have. This is very frustrating for us, being a young couple just starting out in life. Things are hard enough, and this company is making it even harder.


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Thursday, January 28, 2010
J.D. Salinger
Somehow, I still loved it. While Holden was certainly whiney and stuck up, and a pain in the butt at times, he was also very relatable, and I still found him a sympathetic character. Maybe what really pushed my sympathy over the edge was the title of the book itself and how it played out in the novel.
If you haven't read the novel and want to be surprised by what the title means, STOP READING HERE!
Basically, this is the way it goes...
In Chapter 22, when Phoebe asks Holden what he wants to do with his life, he replies with his image of a "catcher in the rye." Holden imagines a field of rye perched high on a cliff, full of children romping and playing. He says he would like to protect the children from falling off the edge of the cliff by "catching" them if they were on the verge of tumbling over.
The way this whole scene meshes with the novel is just breathtaking. I remember being so touched by this image that it really "made" the whole book for me.
I haven't read any of Salinger's other work. I started Nine Stories, and I'm certain I'll come back to it, but I might try Franny and Zooey first.
Anyone else have fond memories of Salinger's work?
14 comments:
I know that supposedly this is a teenager's book but there is something to be said for reading books like this when you are older. In 9th grade I had no idea of how beautiful and poignant that piece of the story and the title are. I did like Holden though.ReplyDelete
I loved this the first time I read it in high school. But when I re-read it a few years ago, I really really appreciated it so much more. I think there's a little Holden Caufield in all of us!ReplyDelete
I was saddened to see this today as well.
Let me know when you are going to try Frannie and Zooey. I've wanted to read this for years. Maybe we could buddy read it?? Any time. I'm game!
Nine Stories is one of my favorites; I always prefered it to Catcher. :-) friends of mine named their cats Franny and Zooey- cute.ReplyDelete
I just read The Catcher in the Rye a few months ago. Hard to believe that I made it to the age of 46 having not read it. I enjoyed it but didn't quite understand how it had become a classic. My almost 16 year old son is reading it now and he loves it. I'm thinking I waited until I was too old to read it. The angst of being young was too dim a memory for me! haReplyDelete
John Green's vlog yesterday, of him reading that passage, drove me to tears <3ReplyDelete
Nicole, great point. It's always interesting to get new perspectives on these types of novels as we move through our life at various points. So much changes with perspective.ReplyDelete
Stephanie, I know there's some Holden in me!! Especially when I was younger, but he still pops up once in a while. I will keep you posted on Frannie and Zooey. I would love to do a buddy read! In fact, let me see if I can find an ebook copy. And I'm sure my library has one otherwise.
Marie, I'll have to bump Nine Stories up on my list because I hear and read endless good things about it. And I love the cat names! :)
Kathleen, and that angst dimming is not a bad thing! The teen years are such a turbulent time. It's good that this book can be a comfort to so many during those years.
Nymeth, I just tried to watch it here at work, and my speakers aren't working. Dangit! I'll definitely take a look when I get home tonight.
I am one of those weird people that didn't really like this book... I hate when that happens, but I guess it happens.ReplyDelete
It happens to the best of us, Kailana. I remain one of the only people in America who truly hated my Lovely Bones reading experience. lolReplyDelete
- Anonymous1/29/2010 8:52 PM
I loved Catcher and The Rye, even though the teacher I had who 'made' us read it asked this question, the only question, for our final exam: "Where was Holden at the beginning and the end of the book?" Apparently, he was in the psych ward, but at fifteen, I was most interested in his take on life: sarcastic and very to my liking. I picked up Franny and Zooey, hoping that it would be as enjoyable to me, but sadly, it wasn't. I wonder how it would appear to me now, thirty years later...ReplyDelete
- Anonymous1/30/2010 8:02 PM
I might be one of the few people that made it through high school and college without reading this book.ReplyDelete
Every time I drive past a cemetery I think of Alfie, and the rain falling on his stomach as everyone runs back to their cars.ReplyDelete
Sad for America to lose such an icon.
Bellezza, I'd be interested to know how you feel about it 30 years after the fact, too. I remember being shocked by the ending having forgotten that he was in any kind of institution in the beginning of the book.ReplyDelete
Softdrink, I read it on the tail-end of college, but I definitely had to pick it up on my own. I wasn't one of those students who had it assigned.
Very sad, April. I bet his book are climbing up the best seller and Amazon lists again, though. :)
I loved Catcher in the Rye as well, and I also have not read any of his other work. Have you read that they may have found a safe of unpublished work?ReplyDelete
Jenna, I have heard that! I'm curious if we'll see any of Salinger's work posthumously or if he had an airtight legal gag on that material, too. I wouldn't be surprised if he did!ReplyDelete
Thanks for taking the time to comment! Blogger has been a beast lately, so I hope you do not have any troubles leaving your thoughts.


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When Rogue begins to question all that she's been taught, things begin to fall apart. AU after the events of X2, Magneto/Rogue.
Rated: R
Categories: X2, AU
Characters: Magneto, Rogue
Genres: Drama, Shipper
Warnings: None
Series: Ideology
Chapters: 16
Wordcount: 51983 - Hits: 45646
Complete?: Yes - Published: 03/12/2007 - Last Updated: 03/12/2007