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Statement of Dennis Van Roekel on Education and The Fiscal Year 2011 Budget
March 17, 2010
Submitted to the Committee on Appropriations
Subcommittee on Labor-HHS-Education-Related Agencies
United States House of Representatives
Chairman Obey, Ranking Member Tiahrt, and members of the Committee, thank you for the opportunity to speak with you today about education funding for fiscal year 2011.
As a 23-year veteran classroom math teacher, I have the great honor of being here today representing 3.2 million members who all believe in the power of education to transform lives. NEA members include teachers and education support professionals, higher education faculty and staff, Department of Defense schools' educators, students in colleges of teacher education, and retired educators across the country.
My testimony today will touch upon the President's budget proposal and strategic investments the federal government can make to maximize student achievement, ensure every student the opportunity to excel, and jumpstart the economy. In particular, I will address overall funding levels, investment in core programs such as IDEA and Title I, innovation, and the role of competitive versus formula grants. I will also discuss the need for investment in education jobs to jump start local economies and keep schools fully staffed with teachers and education support professionals at a time when many students and families are experiencing great stress. Overall, we agree with the President about the need for additional investments in education. However, we must raise a red flag concerning the proposed shift away from formula grants and toward competitive grants – a shift that will cause great instability among states already struggling with budget crises. I will address this issue further later in this testimony.
The public education system is critical to democracy. Its purpose is to:
- Maximize the achievement, skills, opportunities and potential of all students by promoting their strengths and addressing their needs; and
- Ensure all students are prepared to thrive in a democratic society and diverse changing world as knowledgeable, creative and engaged citizens and lifelong learners.
However, today, students' success in school depends in large part on the zip code where they live and the educators to whom they are assigned. We must address these opportunity gaps if we are to strengthen our economy, prepare our students to compete, and build the educated workforce necessary for the 21st Century.
We have an interdependent, rapidly changing world, and our public school system must adapt to the needs of the new global economy. Every student will need to graduate from high school, pursue postsecondary educational options, and focus on a lifetime of learning because many of tomorrow's jobs have not even been conceived of today. Our public schools need a wholesale transformation with the resources to match our commitment. We cannot leave a generation of students behind by continuing to deny them the best education this country has to offer.
Fiscal Year 2011 Budget
Overall investment in Education
The President's budget request for 2011 includes a significant increase in funding for education -- reflecting an understanding that education fuels success for our students and for our nation. Research shows an inextricable link between investment in education and economic strength (See attached "Education as an Economic Driver"). We are encouraged that, while the budget proposal freezes the overall level of discretionary spending (apart from national security and mandatory entitlements such as Social Security, Medicare and Medicaid), education receives a 7.5 percent increase, or approximately $3.5 billion.
We believe Congress should, in its Budget Resolution, provide for at least the increase in education called for by the President. The President and Congress have demonstrated their commitment to children and our nation's future with recent historic investments in education. The President's budget plan demonstrates our mutual beliefs that a country that makes education a priority is bound for economic success.
We support the President's effort to make college more affordable for more Americans, and the proposed investments in early childhood education. We commend the House for passing the Student Aid and Fiscal Responsibility Act (SAFRA), which will provide significant investments for both post-secondary education and early childhood learning as well as resources for K-12 school modernization. We hope the Senate will move quickly to pass this landmark legislation.
Higher Education
We thank the House and Administration for focusing on the need for investments, expansion, and improvement in post-secondary education. This focus, which will help augment student access, persistence, and success in higher education, is essential to our nation's economic stability. Simply put, investing in postsecondary education helps ensure the well-educated citizenry so essential to our nation's future well-being. Economic independence and the ability to prosper financially are linked to educational attainment, as evidenced by decades of data. While the link between education and earnings has long been established, the gap in earnings for people with differing levels of education has grown in recent years. In 1980, full-time workers (ages 25-34) with a bachelor's degree or higher earned on average 1.25 times more than those with only a high-school diploma; by 2006, this ratio had increased to 1.7. With each year of postsecondary education completed, earnings tend to increase.
At a time when a college education has become even more important, students and their families are scrambling to pay for it. With the President's proposal, relief may be in sight for people struggling to repay student loans. NEA supports the President's plan to transform the federal student loan program and make college more accessible for a greater number of Americans.
We are pleased to see substantial increases in the Pell Grant program in the President's proposal. We must restore the purchasing power of the Pell Grant. When the Pell Grant program was first created, the maximum grant for the poorest students covered 77 percent of the cost of a public four-year college. Today, it covers only 35 percent.
We also applaud the President's efforts to revitalize community colleges, which we know are part of the road to success for many families. We must continue to invest in this valuable resource. To ensure students' needs are met, we hope the Administration follows up with a renewed investment in faculty and staff at colleges and universities.
Early Childhood Education
We also commend the House and the Administration for supporting investments in early childhood learning, particularly the over $9 billion early childhood investments included in SAFRA. Four decades of research show that high-quality early learning provides the foundation for building a strong workforce for future generations. Children's learning begins well before they enter school, and the transition to school must be founded on strong school readiness. Quality early childhood education is a key predictor of a child's future educational achievement and emotional development.
We are very pleased that SAFRA makes significant investments in comprehensive, high quality early childhood education. In particular, we support provisions that would:
- Build an effective, qualified, and well-compensated early childhood workforce by supporting providers with degrees in early education and providing ongoing professional development opportunities; and
- Promote parent and family involvement by developing effective outreach strategies.
We are also pleased that the President is proposing to increase funding for Head Start programs that provide education, health, nutrition and parental involvement services to low-income children and their families. The proposed significant increases for Head Start and Early Head Start are projected to continue providing services to the 64,000 additional children and families served through the American Recovery and Reinvestment Act.
Democrats and Republicans have increased state preschool funding by more than $2 billion and enrollment in state-run pre-k programs has grown by more than 330,000 since 2004. Despite these impressive funding gains, less than 30 percent of the nation's 3- and 4-year-olds are served by publicly funded early education. Worse, almost half a million children from low-income families are among those being left behind. Federal action, such as that in SAFRA, is needed urgently to reinforce states' progress and accelerate the growth of early learning programs. (Fund Early Childhood Education, Susan K. Urahn, Forbes, October 7, 2009.)
Support for Core Programs
Although the President has proposed an overall increase for education, the funding levels proposed for core, foundational programs, such as Title I and IDEA, are considerably less than what is necessary. In 1965, as part of his War on Poverty, President Lyndon Johnson signed the Elementary and Secondary Education Act (ESEA) to reduce inequity by directing resources to poor and minority children and signed the Higher Education Act (HEA) to provide more opportunities and access to postsecondary opportunities for lower and middle-income families. Poverty is still an issue in this country, and unfortunately we still have schools that lack resources, committed and effective leadership, and enough great teachers and education support professionals to reach every student. Schools in struggling communities too often have high dropout rates, and the cycle of poverty continues.
The federal government must be engaged in these issues, and must begin by fully funding programs such as Title I and IDEA – programs that are critical in providing necessary and sustained funds to schools serving disadvantaged students and special populations. We are also calling on Congress to require that states develop "adequacy and equity" plans that would measure and address disparities in educational resources, opportunities, programs, and quality among communities and districts. Additionally, the federal government should reserve a portion of funds to provide intensive support to struggling schools and provide research, assistance and guidance to foster sustainability of high-quality education programs, even in times of economic hardship.
Federal investment in these core programs is particularly critical in this economy. State budgets typically lag any national economic recovery by a year or longer and, as a result, budget gaps will continue into fiscal year 2011 and beyond. For many states, 2011 will mark the third consecutive year in which budget balancing actions will be needed to close sizable budget gaps.
While the budget proposal calls for a $250 million increase to the Individuals with Disabilities Education Act (IDEA), it still falls dramatically short of the government's promise to fund IDEA at 40 percent of the excess cost of educating children with special needs. The American Recovery and Reinvestment Act got us closer than ever to meeting the federal government's commitment, but those funding levels are not sustained beyond 2011. IDEA is essential, yet it remains badly underfunded, placing further strain on state and local budgets that already are at historic shortfalls. We strongly urge this committee to increase IDEA funding substantially in 2011 and put us on a path to finally fulfilling the 40 percent pledge.
NEA shares the Administration's goal of fostering innovation and reform to close the gaps in achievement and opportunity in our nation's schools. Our members have been part of numerous successful, targeted efforts to create optimal conditions for student learning and to develop and implement successful strategies to turn around struggling schools.
While NEA supports the overarching goals of Race to the Top and its inclusion in the federal budget, the Administration must provide more detailed guidance and clarifications on how the program affects state and local laws, policies and agreements affecting school personnel. We urge the Administration to conduct a comprehensive evaluation of the first phase of Race to the Top with input from national, state and local stakeholders, and make necessary course corrections. In the interim, we recommend the $1.85 billion proposed for Race to the Top and Investing in Innovation in this budget be directed to Title I, IDEA, and English language learners.
Competitive Vs. Formula Grants
The President's proposed budget shows a decided trend toward more competitive grant programs. When compared to fiscal year 2010, competitively awarded funding in the budget proposal would increase by $4.9 billion, or 68 percent. State formula-allocated funding would be reduced by $1.4 billion – or 3.6 percent. Non-formula funds would grow to almost one-fourth of all discretionary funds in 2011 from less than 16 percent in the current year.
We are concerned about the consequences of such a dramatic shift. NEA recognizes the complementary nature of formula and competitive grants. Formula grants provide a solid foundation for the resources needed to ensure a quality education. Competitive grants spur innovation. But, while federal formula grant programs are always important, they have never been more so than in today's difficult economic climate. Providing some level of certainty to states and local school districts through formula-driven federal aid offers stability in an otherwise rapidly deteriorating fiscal environment, particularly for high-need urban schools and small, rural districts.
We would also like to raise a concern regarding the proposed elimination of a funding stream for Parent Information Resource Centers (PIRC). We all know that parents and caregivers are students' first teachers. We need to support their involvement in students' education and encourage their involvement in school activities and plans. PIRCs are the only federal program dedicated to increasing family engagement. The program annually serves 16.4 million parents, primarily within low income and Title I communities, where the achievement gap is the greatest. PIRCs play a key role inimplementing or collaborating with other programs to deliver parent training and other resources to many minority and recent immigrant families. Without this funding stream, parent education and parent outreach programs for these communities could be lost.
Supporting Effective Educators
A growing body of research confirms what school-based personnel have known for years—that the skills and knowledge of teachers and education support professionals (ESPs) are the greatest factor in how well students learn. In turn, the presence of strong and supportive school leaders is one of the most important factors for recruiting and retaining accomplished teachers and ESPs. But for too long, we have neglected the most important factors in ensuring a strong and healthy pipeline of qualified educators. Today, the average person will change jobs between three to five times in a lifetime. Half of all teachers leave the classroom after five years. Fewer schools have experienced educators. As an entire generation of educators enters retirement, there is an urgent need to address all aspects of working in public schools. It is time to elevate the profession.
The federal government must assist states to help seed future generations of educators at the earliest stages of undergraduate education and teacher recruitment all the way through teacher placement and retention. In particular, it is clear that we need a bold new center of excellence to bring prestige to the teaching profession: a national education institute to attract top college graduates and second-career professionals from across the country.
Also, we know that even the best teachers struggle to perform well without the presence of an effective instructional leader. Primarily principals and other administrators, school leaders could include other colleagues who serve as mentors and coaches. Federal policies, therefore, must foster well-prepared and effective administrators as well as leadership skills within school professionals of different ranks and positions. And it is time that we recognize and support education support professionals, without whom no school would be able to succeed.
Finally, we must ensure that great educators exist in every school, whether high- or low-achieving. The federal government must develop policies and provide funding that enables struggling schools and districts to offer incentives and conditions that will attract and retain the best educators in the nation.
The Success of the American Recovery and Reinvestment Act
Federal education funding is a priority, and never more so than now, as the nation moves out of a deep recession, spurred along partly by action taken last year by the White House and Congress to pass the American Recovery and Reinvestment Act. As the U.S. Department of Education has recently reported, more than 300,000 education jobs – teachers, principals, librarians, and counselors – have been directly supported by Recovery Act dollars, along with almost another 100,000 public service positions, including corrections officers, public health personnel, and construction workers. The Congressional Budget Office has noted that the impact goes even further, to include all the jobs that were created or retained indirectly as the stable incomes from Recovery Act-funded jobs boosted demand for products and services.
Last month, Christina Romer, head of President Obama's Council of Economic Advisers, stated that fiscal relief to states under the American Recovery and Reinvestment Act has been "one of the triumphs" and has had "more bite than we would have thought." This observation coming from the CEA Chair affirms the economic value to the nation of this aid and reinforces the need to continue such assistance.
Behind the numbers, however, are the very real impacts on education. For example:
- School district officials in New York City told the Government Accountability Office (GAO) that Recovery Act funds helped the city reduce a total education budget gap of nearly $1.46 billion to $400 million for the current school year and avoid teacher layoffs.
- In the small, rural school district of Jasper-Troupsburg in upstate New York, district officials said they were facing a budget gap of $250,000. Without the Recovery Act, the district would have been forced to cut teachers' salaries and reduce work hours, as well as lay off 8 to 10 teachers of out of a staff of 60.
- Similarly in Charlotte-Mecklenburg, North Carolina, school officials told the GAO that Recovery Act funds enabled the district to compensate for cuts in state and local funds and to retain education jobs.
- Officials at the Arlington Elementary School District, a rural district in Arizona comprised of a single school, said that the IDEA Recovery Act funds would help the district add a special education teacher to the one they currently have due to the addition of three new students with disabilities. Without the IDEA Recovery Act funds, the school would have had to draw funds away from general education needs, which would have meant combining classes and eliminating a position.
- Likewise, in Weldon City Schools in North Carolina, officials reported that IDEA Recovery Act funds allowed the district to create teaching and teaching assistant positions for severely emotionally disturbed students. Without these funds, officials said they would have had to lay off two special education staff and would have been unable to provide the intensive support for students with special needs.
- Montgomery County, Maryland public schools report that Title I Recovery Act funds enabled them to decrease class sizes, increase reading and math support by maintaining teacher levels, increase support for English for Speakers of Other Languages programs, and expand programs in high demand, including full-day Head Start to promote early childhood education.
- Conway Public Schools in Arkansas directed most of its Recovery Act funds to facilities. Some projects have already been completed, such as new light fixtures that are more environmentally friendly and retrofitted HVAC systems, enabling the district to save on future energy costs. Using Title I Recovery Act dollars, the district financed a six-week summer enrichment program that served 125 struggling students in K-4; and the plan is to continue the program for the next two summers serving even more students.1
In addition, Recovery Act funds were used to mitigate tuition increases at public universities in at least 31 states. The U.S. Department of Education has reported that the University of Massachusetts was able to rebate a $1,500 fee increase and instead employ the standard annual increase to cover the cost of inflation. At the University of Minnesota, an expected tuition increase was cut by about half. The Minnesota State College and University system, which includes the state's community colleges, reduced a planned tuition increase from five percent to two percent. In Virginia, Recovery Act funds kept tuition increases to the lowest rate since 2002.
The Need for Additional Investments in Education Jobs
What is too often lost in the discussion on the Recovery Act is how much worse the economy and employment picture would have been in its absence. The Economic Policy Institute has documented that the rate of job destruction from the beginning of the recession in December 2007 to the passage of the Recovery Act was 50 percent greater than even the severe recession in the early 1980s. Economists have estimated that without the Recovery Act, the unemployment rate would now exceed 11 percent rather than the current 9.7 percent, a loss of at least another 1.2 million jobs. Of course, an unemployment rate of 9.7 percent is unacceptably high, and more needs to be done to drive it down.
States are now preparing their fiscal year 2011 budgets, and the budget picture is looking bleaker than for the current year. According to the Center on Budget and Policy Priorities, state budget deficits for 2011 are estimated to be $180 billion. Additional federal aid to the states is urgent, modeled on the Recovery Act's State Fiscal Stabilization Fund, but targeted to jobs exclusively. Absent such aid, greater spending cuts and higher taxes and fees will result and will be a drag on the economy at the worst time. This could lead to a double-dip recession, leaving permanent scars on the economy for years to come. We have received many first hand-reports from our affiliates about the devastation facing public education in the next budget cycle:
- Kansas is facing an $85 million hole in this year's budget. And, for the 2011 budget, legislators are facing a budget gap of over $400 million. There is a call in the Kansas House of Representatives to balance the 2011 budget by first taking large cuts to public education while sparing the social safety net and public safety programs. In addition to making more cuts to public education in the allotment process, the Governor minimized those cuts by advancing ARRA funds reserved for 2011 into 2010. This action, while good for now, exacerbates the budget difficulties for 2011. Without either significant movement in the state on the tax and revenue side or additional federal aid, K-12 schools will be facing a 7.1 percent "cliff" at the start of the 2012 school year.
- Idaho's Joint Finance-Appropriations Committee (JFAC) has set the FY 11 Public Schools Budget. It represents a $128.5 million decrease in total revenue over last year, or an average 7.5% cut for any school district that will experience student growth and an 8.5% cut for any school district that will experience a decrease in student population. Many valuable and important programs are on the chopping block for the next school year. Districts who counted on state funding to provide for classroom supplies will have to make tough choices about whether to spend money on those supplies, student transportation, Gifted/Talented teacher training, maintaining health insurance benefits for employees, or a variety of other options.
- Montana reports that if the state loses Recovery funds, there is simply no way the university system will be able to recover without massive cuts to instructional budgets. A cut of this magnitude would represent just over 15 percent of all state support for higher education. Tuition would need to rise by roughly 12-16 percent per year to make up for it.
- In North Carolina, the General Assembly has already penciled in an additional $304.7 million "discretionary" cut for local school districts for the 2010-11 academic year. This cut, combined with the weak classroom protection language used in the budget from 2009, will likely translate into more than 6,000 education jobs lost next year.
- California is projecting as many as 20,000 education layoffs due to the budget crisis.
- In Indiana, the governor is cutting $300 million from the current school budget year. Up to 5,000 teacher layoffs are anticipated.
An Education Jobs Fund offers a particularly effective way to jumpstart economic recovery. Saving an education job involves no wait time to draw up contracts or acquire materials. A fund that would extend state stabilization aid will help put more faculty into higher education classrooms, including those at community colleges (where enrollments have increased as much as 40-50 percent), so that students can get the education they need to get back to work. It will also help keep schools fully staffed with pre-k through post-secondary teachers and education support professionals at a time when many students are experiencing great stress. A recent University of California study found that children in families where the head of the household had lost a job were 15 percent more likely to repeat a grade. A January 2010 report from the bipartisan First Focus Campaign for Children found that 1 in 7 children are living with an unemployed parent, nearly a doubling of children in just over two years.
A significant impediment to the nation's economic recovery would be another round of public sector layoffs and cuts in state and local spending on goods and services contracted out to the private sector. School enrollments continue to rise in many parts of the country regardless of the economic climate, which is compounding the effects of reduced state aid for local education budgets. Overall, enrollment for public preK-12 is projected to reach 50 million students in the fall of 2010, or 246,000 more than the prior year.
So far, school districts have been coping by closing schools during breaks, cutting energy costs, changing bus routes, and even shifting to four-day weeks, but the next round of cuts will reach directly into the classroom. The result: more teacher layoffs, larger class sizes, and the elimination of school counselors, music and art classes, extracurricular activities, and summer school programs. Leaving states to cut education more deeply to balance their budgets without additional federal aid is short-sighted. Lessening the quality of education a student receives today as a result may prove irreversible. Long-term productivity growth and a higher standard of living are dependent on an educated workforce.
We commend the House for passing the Jobs for Main Street Act, which includes $23 billion for an Education Jobs Fund. This critically-important fund will save or create an estimated 250,000 education jobs over the next two years. The bill also included $4.1 billion to finance school construction, rehabilitation, or repair; and $300 million for the Federal Work Study program which, along with institutional matching funds, will support 250,000 low- and moderate-income students who work while attending college. Equally important, the bill will help provide stability in the classroom for students across the country. We continue to call on the Senate to move quickly on an Education Jobs Fund.
We also commend Education and Labor Chairman George Miller for introducing a new bill last week that would provide $75 billion to local communities with grants that can be used to support education and public service jobs. We particularly appreciate that this bill also includes the $23 billion from the Jobs for Main Street Act, to help save some 250,000 education jobs. We thank Chairman Miller for taking this opportunity to remind the Congress of the need to act quickly to enact this urgent funding.
Transforming America's public schools is a daunting task. It will take the concerted efforts of all stakeholders and the commitment to continue the effort until every student has access to a great public school. At the core of this effort is ensuring the fiscal stability of the educational system so that the energy of stakeholders can be spent on how best to serve students.
We know the road to economic stability and prosperity runs through our public schools, and we know that every student deserves the best we can offer. It is now time to deliver. NEA stands ready to do its part.
Thank you for the opportunity to provide this testimony.
1Fiscal Stability Allows for Long View on Stimulus, Education Week, February 10, 2010.


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About 10 years ago my mom completed a beautiful fan-shaped family tree she'd bought through Martha Stewart (like this one). I've always loved it, but knew I would never do it. Mainly because of my handwriting. My mom has gorgeous, even handwriting and the completed chart is a masterpiece.
In December I was at one of my favorite funky craft fairs called the Beehive Bazaar in Provo, Utah and saw this family tree version that spoke to me. I loved the colors and the simple, graphic design. And I felt like the style would work with/conceal my messy handwriting. So I bought the kit.
After sitting in my craft room for a few months, I finally got it out last week and assembled it. I. Love. It. It was really quick and easy to put together. All I needed was a pair of scissors, a Pigma pen, a frame (fits perfectly in an 18″ x 24″ frame – I got mine for 40% off at Michael's) and the names of our progenitors.
I love the finished look. For now I hung it on a wall in our family room/eating area because I just love to look at it. At some point I may frame some pictures of ancestors to hang around it and relocate them all to a bigger wall.
I already had copies of my and my husband's family trees, so the project moved quickly. If you haven't researched your family tree, there are lots of free resources on the internet to help you do that. (Family Search is a great place to start.) It's so rewarding.
Personally I love knowing my roots. Especially because so many of them worked so hard and sacrificed a lot to give their posterity the blessings that I now reap. Whenever I feel like my life is hard, I think of them, and then I buck-up. The woman above is my great-great-grandmother named Ida Hunt Udall. She was a cultured, educated, musically-talented woman who ended up raising her family on the Arizona frontier. She is one of my heroes.
Whenever she has something she needs to get through she tells herself,
"I'm a Viking. I can do it."
I loved learning more about my husband's ancestors as I put this tree together. These are his grandparents whom I adore. His grandfather passed away a few years ago. My kids call their great-grandma Nonna – 'grandma' in Italian. Both of them were born to parents who emigrated from Italy during the early 20th Century. Both had siblings who had been born in Italy before the families left. Both of their mothers never really learned English and worked hard taking care of their large families.
A couple of years ago I was visiting the Lower Eastside Tenement Museum in Manhattan. (Such an awesome place!) One of the tiny tenement apartments had been restored to look like it did when an Italian immigrant family lived there in the 1930's. I started tearing-up thinking that this was my own childrens' heritage. My husband's great-grandparents lived in Portland, Maine, not Manhattan, but so much of their lifestyles would have been similar.
Happy researching!

subset: commoncrawl


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Lemonade Stand
Description: Welcome to Lemonade Stand! Your goal in this game will be to make as much money as you can within 30 days. To do this, you've decided to open your own business -- a Lemonade Stand! You'll have complete control over almost every part of your business, including pricing, quality control, inventory control, and purchasing supplies. You'll also have to deal with the weather, which can be unpredictable. Unfortunately, the weather will play a big part when customers are deciding whether or not to buy your product. Other factors which will make or break your business is the price you charge. Customers are more apt to pay higher prices when the product (your lemonade) is more in demand - When the weather is hotter. As the temperature drops, and the weather turns bad (overcast, cloudy, rain), don't expect them to pay nearly what they would on a hot, hazy day. The other major factor which comes into play is your customer's satisfaction. As you sell your product, people will decide whether or not they like it, and how much they like or dislike it. As time goes on, they'll start to tell their friends, neighbors, and relatives (hence, your 'popularity'). Sell a good product for a good price, and you'll build business over time; overcharge for inferior products, and you'll be out of business sooner than you'd think. Another more direct form of customer satisfaction affecting sales takes place directly at the stand. As customers buy your product, you'll see some tell you what they think by the bubbles over their heads. If customers are enjoying their product, others are more likely to buy. If they're expressing their dissatisfaction, other customers are more likely to take their business elsewhere.
Category: Social Studies
Note: This game requires Java. If game does not load, try installing the newest Java Runtime Environment. As of January 2014, you will need to modify the Java security settings to continue to play our Java Games. Please read more on our blog to learn how to make these changes.
Game Spotlight
Play games, win ourWorld money, and get clothing and accessories to create your own style.


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Reds pick up Chapman in 10th, win sixth straight
Phillips hits go-ahead sac fly after Fish tie it; Latos dominant for 8 1/3
MIAMI -- National League RBI leader Brandon Phillips drove in two key runs Thursday night to help the Reds win their sixth straight and complete a series sweep of the Marlins.
Phillips, who drove in five runs in the series, brought home the go-ahead run with a 10th-inning sacrifice fly to push Cincinnati past Miami, 5-3, before 16,680 at Marlins Park.
The 32-year-old second baseman, who leads the Majors with eight game-winning RBIs, hit a sixth-inning solo homer to give Cincinnati a 2-1 lead. Reds starter Mat Latos had been dominant to that point, and he surrendered just one run -- on a Juan Pierre leadoff homer -- through eight innings as he looked to be on the verge of a complete-game win.
Latos entered the ninth having thrown just 84 pitches, but the 25-year-old ran into trouble when Adeiny Hechavarria smacked a one-out triple to right. Reds manager Dusty Baker called for Aroldis Chapman to protect the 2-1 lead and finish off the game.
"I really wanted to finish it, but it seems like there is always something down here in Florida that happens and I can't finish," Latos said. "It is what it is. We got the 'W' and that's all that matters."
Baker wanted to see his starter finish off the second complete game for the Reds in the series after Homer Bailey went the distance Tuesday night. The veteran manager actually expected it heading into the bottom of the ninth.
"Latos was dealing," Baker said. "His pitch count was low. He had that young man, who got an infield hit off him earlier, at 0-2 before the triple. At that point, we had to go get Chapman and we thought we were out of it."
Chapman struck out pinch-hitter Placido Polanco, but rookie Marcell Ozuna blasted a triple to the deepest part of Marlins Park that pushed home Hechavarria and tied the game at 2. Latos is still winless in seven career starts against the Marlins.
"I'm happy with the way we battled and continued to compete and grind it out," Marlins manager Mike Redmond said. "We tried everything. We used almost all our guys. We bunted. We tried everything to score some runs and still came up short."
The Reds wasted little time getting their offense going in extra innings. Pinch-hitter Donald Lutz singled off Marlins closer Steve Cishek to lead off the top of the 10th. Shin-Soo Choo followed with a walk. Following a sacrifice bunt by Zack Cozart, the Marlins chose to walk Joey Votto to load the bases and pitch to Phillips.
The All-Star second baseman hit a Cishek slider just far enough that Pierre could not make a play on Lutz, who was tagging up from third. The sacrifice fly brought Phillips' RBI tally to 36. It was the second time this season that he hit a sacrifice fly to help beat the Marlins in extra innings. The veteran hit a walk-off sac fly in the 13th inning on April 20 -- also off Cishek -- to beat Miami, 3-2, in Cincinnati.
"We wanted to win the game in nine, but a win is a win," Phillips said. "This was a team effort. I'm proud of our team. We could have just put our heads down and just went with the flow. I'm proud of us, because we went out and tried to get the job done. The guys got in scoring position for me, and I just had to do my job and try to drive them in."
While Phillips put the Reds in the lead in the 10th, right fielder Jay Bruce delivered a pair of key insurance runs. Bruce, who drove in the club's first run in the fourth inning, doubled home Choo and Votto and gave the Reds enough cushion to survive the Marlins adding a run in the bottom of the 10th on a Matt Diaz pinch-hit RBI single.
"We came back," Baker said. "Lutz got a big hit and they helped us with a walk. Cozart executed and then Brandon came through before a big, big hit by Jay Bruce to get us those insurance runs."
Baker was happy with how his team responded to the adversity they faced late in Thursday's game. The veteran manager believes there are only two ways to react in that situation, and he feels his team responded correctly.
"They have no choice," Baker said. "You either roll over and die and hang your head or you come back and keep fighting. That's what this team is about."


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FLEFF Intern Voices
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Tuesday, April 15, 2014
Blog post by Blaize Hall, TV-R, '15, Georgia, VT
The festival has run its course, the guests have gone home, the posters have been taken down, and the blogging is over - mostly. Two weeks later, the energy of festival week has dissipated, but the impact remains. Three films impacted me in unexpected ways, and cause my mind to wander back to Cinemapolis in my spare...
Sunday, March 9, 2014
Dissonance has surrounded my relationship with FLEFF.
Sunday, March 9, 2014
Blog posting by Kimberly Capehart, Documentary Studies and Production '16, FLEFF Blogger, Cherry Hill, NJ
As I'm sitting in the Philadelphia International Airport awaiting a connecting flight to Chicago, in the midst of my intense...
Wednesday, March 5, 2014
Being a FLEFF blogger has absolutely been one thing above all else: challenging. I have read and reread critical film festival theory books, such as Film Festivals and Activism, as I have become immersed in this historical and forward moving industry. I have written and rewritten blogs while attempting...
Tuesday, February 18, 2014
Blog posting by Kimberly Capehart, Documentary Studies and Production '16, FLEFF Blogger, Cherry Hill, NJ
Hello FLEFFers!
The blogging team has been busy interviewing and writing for the past couple of weeks, but we've also been doing quite a bit of learning. In order to more fully understand our position in the festival world, we've been reading a number of...
Friday, May 10, 2013
Blog posting written by Shawn Steiner, Film, Photography, and Visual Arts '13, FLEFF Intern, Elkridge, MD
It's been a good three years since I started college and I haven't missed a single Finger Lakes Environmental Film Festival. I was a blogger my freshman year, a willing participant under Dr. Zimmermann's tutelage my sophomore year and yet again a blogger this year, my junior/senior...
Tuesday, April 23, 2013
Blog posting written by Shea Lynch, Documentary Studies '13, FLEFF Intern, Glens Falls, New York
I would like to thank everyone that was apart of FLEFF 2013!
It was one of the best years yet and we had one of the most engaged intern teams, both bloggers and interns. It's time to say goodbye as I...
Thursday, April 18, 2013
Blog posting written by Erica Moriarty, Documentary Studies and Production '16, FLEFF Intern, Houston, Texas
"Stories are at the core of understanding people."
Liz Miller's words during the Transmedia Workshop stuck with me during the entire week of FLEFF. Now more than a week later, I find...
Monday, April 15, 2013
Blog posting written by Andrew Ronald, Film, Photography & Visual Arts '15, Mahopac NY, Social Media Manager
This 16th annual Finger Lakes Environmental Film Festival has come and gone, and let me just say it was such a powerful experience.
Being a blogger has allowed me to develop my own voice, communicate my own thoughts, and fully immerse in the festival's...
Monday, April 15, 2013
Blog posting by Chloe Wilson, Television-Radio '14, Ashland Massachusetts, Festival Blogger
It's hard to believe that FLEFF was only a week ago. It's such a jam-packed week so, for me, it takes a long time to process all of the things I learned and all of the...
Tuesday, February 26, 2013
Blog posting by Kimberly Capehart, Documentary Studies and Production '16, FLEFF Blogger, Cherry Hill, New Jersey
As a freshman in college, lots of things in the past 7 months have seemed intimidating.
It was intimidating to start all over at the bottom of the social food chain in a brand new school. It was intimidating to...
Saturday, February 23, 2013
Blog posting written by Andrew Ronald, Film, Photography & Visual Arts '15, FLEFF Social Media Manager, Mahopac, NY
Although FLEFF is just a little over a month away, there is so much that has yet to happen. And there is so much to be excited for. At this point in my FLEFF-tastic journey, I have had a lot to reflect...


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I just found this totally awesome website that uses books and their covers to create fashion inspiration boards. I just LOVE this idea. So I decided to create one for the incredibly badass book by Nick Harkaway that I finished a few days ago. Angelmaker is a little bit steampunk, a little bit art deco, and a lot of classy criminal cool (yes, that is a thing; read the book). I started working on a fashion board for the hardcover and ended up with one for the paperback as well.
The Kensington Satchel | $198 at Madewell
Citizens of Humanity Corduroy Jeans in Cumin | $95 at Piperlime
Like a Boss-y Jacket | $180 at ModCloth
Bumble Honey Bee Entomology Earrings | $28 at Etsy
Sabine Boudoir Sequin Cami | $75 at Piperlime
Steve Madden Troopa Boots | $100 at Piperlime
Steampunk Clockwork Ring | $145 at Etsy
What I love about the era that Angelmaker inspires is its decadence, its boldness. Fashion of the time wasn't afraid to wear black and brown in the same outfit or pair gold and silver accessories. Below is the fashion board I put together for the paperback edition:
Tartine Satchel | $325 at J. Crew
Sabine Pear Shaped Drop Earrings | $22 at Piperlime
20 Gauge Thin Winchester Brass Bullet Necklace | $25 at Etsy
Rhyme Los Angeles Studded Vegan Leather Jacket | $89 at Piperlime
Chinese Laundry Danger Zone Cap Toe Pumps in Jade | $89 at Piperlime
Fan Favorite Dress | $53 at ModCloth
Nick Harkaway's crime-filled adventure novel is sharp, innovative, and well-told. I thoroughly enjoyed the story, complex though it seemed at times, and some of the images were so clear in my mind, I felt like I was watching a movie (on that note, a movie version of this story would be killerrrr). I recommend it to fans of tommy guns, smart, sensual women, blind pugs, despicable Asian villains, clockmakers, trains, espionage, leagues of classy criminals, underground London, and automata. Yeah, I know.


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Italian design brand Casamania has previewed a new chair by designer and architect Fabio Novembre. Inspired by the car brand Abarth (the auto-sport division of Fiat), the piece is suggestive of automobile design in both its form and choice of materials.
Polycarbonate and die-cast aluminium are used to express dynamic lines that refer to the speed and aerodynamics associated with car-racing. The seat element sits on a reverse cantilever base. The chair will be shown in April at the Milan Furniture Fair as part of Casamania's new collection.


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Want to teach at the 19th Annual Tatting Days and Workshop (April 17-18, 2015)? Apply now! Deadline is Friday!
Teacher Application Deadline: This Friday, November 7th, 2014!
Time to start/finish up your application! I am looking forward to workshop and will be finishing my own application too!
Have you:
- Designed a new and/or unique pattern or project?
- Developed a new technique or updated an old one?
- Updated an old pattern with modern techniques?
- Found a pattern or technique that you would like to share?
- Re-invented the wheel?
If you answered yes to any of these questions, we are interested in hearing from you. We are now accepting applications for teaching at our 2015 workshop, April 18-19.
Click here for our 2015 Call for Teachers document and here for the 2015 TEACHER APPLICATION
The Shuttlebirds Tatting Guild, of Spokane WA, is now accepting teacher applications for our 19th Annual Tatting Days and Workshop. Our theme for 2015 is "A Touch of Victorian Charm", and the workshop will be held on April 17-18.
General Information:
We are seeking a mix of creative projects and a variety of techniques for all skills levels.
Patterns do not need to relate to our theme.
Original, and/or patterns that are fun, funky, innovative, quirky, or unique are preferred.
Permission to use material copyrighted by others is required.
Patterns, and/or variations thereof, must not have been taught at a previous Shuttlebirds workshop.
A list of some suggested techniques from previous workshop attendees is provided below as a courtesy.
There will be a total of 5 class periods with a maximum of 8 classes per period.
There will be 2 class periods on Friday and 3 on Saturday.
All classes will be 2 hours in length.
Class size will be 12-15 students.
Classes must be designated as either:
project class – the emphasis is on teaching the pattern, not technique(s)
technique class – the emphasis is on teaching the technique(s) used to complete the pattern used
Skill Levels:
- Beginner knows the basics – rings, chains, picots, joins and reading patterns.
Intermediate knows and is comfortable with the above, plus two shuttles, split rings/chains, beads
Advanced knows and is comfortable with all of the above and ready for more.
Suggested and/or Requested Techniques:
Roll tatting Pearl/Maltese Tatting Alternate Thread Inverted/Dutch tatting
Hyperbolic Celtic weaving Interlocking Rings Balanced Double Stitch
3-D Cluny Tatting with wire Tatting with metallic thread
Teacher Requirements:
Teacher must indicate if they wish to teach full time, 5 classes, or part time, 2 or 3 classes.
Full time teachers must submit a minimum of 3 complete class proposals.
Part time teachers must submit a minimum of 2 complete class proposals and agree to teach a minimum of two periods.
Provide clear and close-up photo(s) of tatted piece for each proposed class (jpg files) with plain white or light colored background, and without any props.
Provide a short, current teacher biography and photo.
Be willing to accommodate at least 12 -15 students per class.
Teachers using patterns copyrighted by another tatter must obtain written permission from the designer and provide a copy of same to STG.
Teachers using original patterns agree to provide a copy of their pattern and class handouts to STG for inclusion in their library.
Provide a copy of any homework required to be completed before the class no later than Dec. 31, 2014.
Provide a separate and completed class model for display for the duration of the workshop.
Teacher Compensation:
Full time teachers will be paid $550.00 for 10 hours of teaching.
Part time teachers will be paid $40.00 per teaching hour.
In addition, teachers will be provided:
5 meals during the workshop (2 on Friday, 3 on Saturday).
Up to two vending tables (5.5 ft rnd).
Housing with STG member if requested.
Registration fees will be waived.
Shuttlebirds will provide:
Copies of class handouts, if master is provided by March 20, 2015, as a PDF or Word document, or reimburse for handouts (one per registered student per class plus 1 for STG) with receipt.
Regular updates to teachers, approx. every 2-3 weeks, with student count, and names & emails if requested.
Transportation to/from Spokane airport, if needed.
Transportation between your motel and the workshop, if needed.
All other travel expenses will be the responsibility of the teacher.
Application deadline is Friday, November 7, 2014
Notification of accepted applications will be made on Sunday, December 7, 2014.
The class pictures and teacher names will be posted to our website and Facebook page on December 14, 2014.
Shuttlebirds Tatting Guild reserves the right to cancel the 2015 tatting days and workshop for insufficient classes and/or registrations.
All questions should be directed to firstname.lastname@example.com.
Previous Classes
Here are pictures from some of last year's amazing classes!


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Be as specific as possible when reporting issues and *ALWAYS* include the full version number of the application you are using and your exact *CAMERA MODEL*
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If the quintessential Canadian can make love in a canoe, wouldn't the perfect West Coast type go for yoga on a big, fat surfboard?
It gets you outdoors, on the water, closer to nature and you can do a cat stretch, says Kristy Wright Schell, the first Metro Vancouver instructor to run regular lessons in SUP yoga, short for standup paddleboard yoga.
"People want to be outside the four walls of the yoga studio," she says.
Her company, Stand Up Paddle Vancouver, had about 25 clients for yoga in its first year, 50 last year and this year she's expecting 200 people will take yoga lessons at the original location near the Vancouver Maritime Museum in Kitsilano, and two new spots in White Rock and Steveston.
It still draws a crowd on Saturday morning as locals and tourists alike stop to watch.
"People ask, 'What's happening out there? Are they doing yoga on the water?' " says Wright Schell. "And tourists tell me, 'If I'm going to try it anywhere, I'm going to try it here.' It's very Vancouver to be doing yoga on your paddleboard."
Standup paddleboarding has gained momentum in the last few years, expanding from its roots in Hawaii to any place that's warm enough to get out on the water. It morphed out of the surfing scene — said to be a way to still have fun even when the conditions aren't perfect for big waves — and new converts are often looking for a workout that challenges the whole body. The legs are engaged by standing on a moving object, the arms through paddling and the core abdominal muscles are at work keeping you out of the drink.
Fitness promoter Katrina Mijares tried her first four lessons last year and wants to bring her daughter along this summer.
"What makes a big difference is that you're out there on the sea. You're so in touch with nature and you have a calm feeling of being on the water."
That's despite the fact that she's nervous in deep water because she's not a great swimmer. "I was challenged by it. It's something that I'm proud of."
While there are no trade figures available for Canada, Mark Kelly, the product manager at Mountain Equipment Co-op who oversees paddling equipment, says national SUP sales have grown "exponentially" over the last three years.
A Colorado-based market research firm, Leisure Trends Group, noted a 104-per-cent increase in U. S. standup paddleboard sales from April 2011 to April 2012, dropping back by 14 per cent by this April.
The jury is still out about the staying power of SUP in general with plenty of hardcore surfers and kayakers calling it just plain silly. But there are a lot of new manufacturers out there, so it's possible SUP yoga will be the next niche to explore. There are already a number of big, padded, super-stable boards, says Kelly, and some have a place to safely stow the paddle while not is use.
"I expect there are going to be boards for all sorts of things. There are boards now with a holder for a fishing rod," he said.
Deep Cove Canoe and Kayak in North Vancouver is offering regular SUP yoga lessons on Sunday mornings for the first time this year and its school director Mike Darbyshire says he was a skeptic at first.
"Some people call it the rollerblading of the seas" says Darbyshire — a trend that's bound to peak and crash.
But he says SUP yoga could appeal — even to hardcore athletes — because it's not easy.
"I'm not a big yoga person at all, but it's actually a challenge. It's not just about inner peace. It's about balance for me."
Don't let that scare off newcomers, however. SUP yoga instructors prefer to keep their clients on the board, rather than in the Pacific Ocean. They eek out sheltered locations, use anchors to keep the boards from drifting away and offer lessons before or after peak afternoon winds.
Deep Cove's SUP yoga instructor Sam Dewar walks clients through easier sitting or kneeling poses on the board before taking on more difficult standing ones for which she advises a wider stance than on land.
(In my very limited experience, a lot of shaking and trembling precedes a tumble out of a standing pose and the board's wide enough that you'll probably land on it. If you're making a lot of ripples as your board wobbles uncontrollably, that's probably time to take a break, a few deep breaths and start over. Hey, you can always lie down on the board and be at one with the water in a corpse pose.)
You don't have to go for the advanced poses to get something out of SUP yoga, says Wright Schell.
"What people should know is that doing yoga on the board doesn't mean standing on your head or on one leg. It means bringing it down to basics.
"Even doing a forward fold engages more muscles. As soon as you get on an unstable surface, where you have to balance, it mobilizes at those smaller muscles."
Classes including board rental run between $35 and $45, with discounts offered for buying a package of lessons. Some companies will put on custom classes for people who put their own groups of three or more people together.
It's a fair weather activity limited to the summers in B.C., but Stand Up Paddleboard Vancouver takes its classes to an indoor pool during the winter.
Oh, and yoga's not only hitting the water on the West Coast, both Wright Schell and Dewar have taught classes in Lake Ontario.
"A lot of people think it's just another yoga trend, but once they try it, they love it. It's outside and it's a pretty good workout," says Dewar.
Standup Paddleboard Basics
• An offshoot of longboard surfing in Hawaii, it was popularized by big-wave surfing celebrityLaird Hamilton who sells his own line of boards.
• Mere mortals can increase their chances of staying on the board by starting with one that's wider and thicker. A board with a greater overall volume will be more stable than one that's smaller.
• Like surf boards, they generally have a foam core, covered with fibreglass or plastic. There are also inflatable standup paddle boards.
• Boards run anywhere from around $900 to more than $2,000.
• Personal Flotation Devices or PFDs are required for paddleboarding in Canada.
Source: Mark Kelly, MEC


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We are here to help students access and prepare for Higher Education in West Yorkshire!
Here you'll find events such as open days, help choosing a course, and tips on application writing. We also provide advice on student finance, living away from home and insight into what to expect from Higher Education.
Don't think that Higher Education is for you? Read our Myth Buster guide to clear up any misconceptions about further study.
The role of teachers, advisors, parents, carers and guardians is crucial in supporting students and potential students to access Higher Education. Whether supporting someone by raising attainment, helping them to make informed choices, or by providing practical information and guidance, Go Higher West Yorkshire can help.
We've compiled a list of resources, including lesson plans, videos, links to useful websites, quizzes and other activities, to help support learners' attainment and aspirations, inform their choices about courses and careers, and to guide them through the application process and other practical issues on their journey to Higher Education.
If you would like to arrange a visit to your school, or require information about an event, contact the Go Higher West Yorkshire team!
The journey started in schools, colleges and universities, doesn't end at graduation.
Exposure to the world of work is key to developing employability skills and securing a job.
That's why we work collaboratively with employers and industry experts, supporting our partners to equip their students for the changing economy.
We provide a single point of contact for information on our 13 Higher Education Provider partners, to help with access and preparation for studying.


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Explorer surrounds your iPhone in a durable, flexible silicone synthetic rubber jacket for grip and shock absorption. Beneath that is a layer of shatter-resistant polycarbonate for structural strength. Control buttons are covered by molded-in silicone surfaces, while ports and connectors remain open and accessible. The package includes a separate installable screen protector.
- Dual-material construction combines the best qualities of both
- Shaterproof polycarbonate inner layer
- Extra-grippy shock-absorbing exterior
- Touch-through screen protector included
- Allows easy access to Multi-Touch display
Griffin Explorer (Survivor Slim) for iPhone 5 5s SE Turquoise.
- Price: $34.98 - In stock


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Submitting an XML Feed of your jobs
If you have your own website displaying your jobs, one of the easiest ways to interface with us and have all your jobs displayed with no additional effort required on your part is to create an XML feed. Careers.Global can automatically import and update your jobs on a daily basis. This ensures that your jobs are always current and reflecting what you are recruiting for.
The following job posting services already provide interfaces to our career portal, however we are certainly not limited to just these.
In theory we can support any type of XML feed, so if you have an existing feed just send it to us. However to ensure that your feed will work, please note the mandatory fields in the example below. If you need to create a feed from scratch, we suggest you use the following format:
Please note that fields marked with * should be included if possible. Those not marked with * are optional.
<?xml version="1.0" encoding="UTF-8" ?> <jobs> <job> <company><![CDATA[Your Company Name]]></company> <reference><![CDATA[Your Reference Number]]></reference> * <title><![CDATA[Job Title]]></title> * <sector><![CDATA[Sector]]></sector> * <profession><![CDATA[Profession]]></profession> * <url><![CDATA[Job Display URL]]></url> * <country><![CDATA[Country]]></country> * <state><![CDATA[State]]></state> <city><![CDATA[City or Location]]></city> * <postcode><![CDATA[Postal Code]]></postcode> <brief_description><![CDATA[Brief Description]]></brief_description> * <description> <![CDATA[ complete job ad content including HTML formatting ]]> </description> * <contract_type><![CDATA[Employment Type]]></contract_type> * <salary><![CDATA[Amount Paid]]></salary> * <salary_frequency><![CDATA[How Paid]]></salary_frequency> * <currency><![CDATA[Currency Code]]></currency> * <application_email><![CDATA[AApplication Email]]></application_email> <phone><![CDATA[Application Phone]]></phone> <apply_url><![CDATA[Application URL]]></apply_url> </job> <job> <company><![CDATA[XYZ Employer]]></company> <reference><![CDATA[K4-22743]]></reference> * <title><![CDATA[Consultant Gastroenterologist]]></title> * <sector><![CDATA[Healthcare and Medical]]></sector> * <profession><![CDATA[Medical Specialist]]></profession> * <url><![CDATA[http://www.yoursite.com/view_job.php?id=12345]]></url> * <country><![CDATA[United Kingdom]]></country> * <state><![CDATA[West Yorkshire]]></state> * <city><![CDATA[Leeds]]></city> * <postcode><![CDATA[LS1 2YH]]></postcode> <brief_description><![CDATA[We are looking to appoint a Consultant Gastroent... ]]></brief_description> * <description> <![CDATA[
We are inviting applications for the position of Consultant Gastroenterologist

Located in our facility in Leeds ... ]]> </description> * <contract_type><![CDATA[Full Time]]></contract_type> * <salary><![CDATA[60,000]]></salary> * <salary_frequency><![CDATA[per Month]]></salary_frequency> * <currency><![CDATA[SAR]]></currency> * <application_email><![CDATA[[email protected]]]></application_email> <phone><![CDATA[+1-555-754-3010]]></phone> <apply_url><![CDATA[http://www.yoursite.com/job_application.php?id=12345]]></apply_url> </job> ... </jobs>
Feed content
The feed needs to contain all of your jobs and not just your new jobs. If a job is not in the feed we won't list it.
Update frequency
Your feed needs to be updated at least once a day, preferably just before midnight. Ideally the feed directly connects to your database, so it is always up-to-date.
For optimal processing and to minimise delays in activating your feed, please note the following.
- Country should be in the format of the full country name, and NOT abbreviated - "Australia" rather than "AU"
- Currency should be in the three character international standard - "AUD", "USD", "GBP", "AED" etc.
- Phone field should not contain any alpha character (letters). Use the country code if possible. If the submitted field contains "Call UK Toll Free 0845 111 1111" the feed will not work as it contains characters that are not permitted.
Make sure you use the correct encoding - in the example all our data needs to be encoded in UTF-8. If you cannot handle this encoding, try ISO-8859-1 if your data was written in a West-European language that uses Roman letters, ISO-8859-2 for Central European languages, Windows-1251 for Cyrillic-based languages, ISO-8859-7 for Greek, GB2312 for Simplified Chinese and Shift_JS for Japanese. Don't forget to specify the encoding at the top of your feed.
Use of reserved characters in data - characters such as <, >, ', " and & are not allowed to appear standalone in data records unless those are protected by a CDATA declaration. Those characters need to be encoded (< becomes <, > becomes >, ' becomes ', " becomes " and & becomes &)
HTML entities in data - HTML entities such as é that stands for é should not appear in the data. You can either use the character directly or use the &#nnnn; or &#xhhhh; format.
Is this as clear as mud? Don't panic! If you or your technical team need support or further details, please feel free to contact us.


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No timetable on when Martinez will return to lineup
HOUSTON -- Astros outfielder J.D. Martinez started their recent road trip with the team, but he finished it on his couch.
So it's safe to say that Martinez, who sprained his left wrist on July 26 against Toronto, was happy to rejoin his teammates in the clubhouse before Monday's game against the Red Sox.
"I wasn't able to finish the trip with the team," Martinez said. "I've been bored going crazy with nothing to do, just sitting around when I'm not working out. It's nice to shoot the crap and catch up with everybody."
Manager Bo Porter said Martinez will do his rehab in Houston, but it's unclear if the 25-year-old will need a Minor League rehab stint before coming off the disabled list for a second time this season.
"I haven't had time to sit down with [trainer] Nate [Lucero} and map out his progress, but I know J.D.'s working hard and he'll be around the park while we're here," Porter said.
Martinez said the team's medical staff is playing the injury "by ear" and gave a rough timetable for dealing with the sprain.
"They said if you have to put a time frame on it, usually you can start swinging the bat after two weeks and then maybe be game ready two weeks after that," Martinez said. "The day I'll be able to do my exercises without pain is when I'll know I'm ready to swing."
According to that progression, Martinez would be taking batting practice by this weekend and potentially be ready for game action by late August.
However, Martinez could find himself part of a suddenly crowded Astros outfield when he returns to health despite Justin Maxwell's recent departure via trade.
Robbie Grossman is hitting almost .500 since being called up in Martinez's place, Trevor Crowe is nearly finished with his rehab stint after a shoulder injury in late June, Brandon Barnes is entrenched in center and Chris Carter is the team's best power bat.


text: Rematriculation If you have already studied at HSG, please use the rematriculation form to enrol or apply for the chosen degree programme. Use the rematriculation form if at the University of St.Gallen you began a Master's or Bachelor's programme and would like to continue this following a break. successfully passed the Assessment Year and would like to continue your studies at a Bachelor's level following a break. did not pass the Assessment Year the first time round and would now like to try and enrol a second time. successfully completed a Bachelor's degree course and would like to continue your studies at a Master's level in one of the following programmes: MBI, MiMM, MUG, MAccFin, MEcon, MIL, MLaw, MLE. (Please observe the admission requirements for the relevant Master's programme) successfully completed a Master's programme at HSG and would like to apply for another Master's programme or a Ph.D. degree course. Autumn semester application period: 1 February - 30 June Spring semester application period: 1 September – 30 November Ph.D. programmes: See admission website of the individual programmes. start rematriculation You apply via online application if at the University of St.Gallen you have successfully completed a Bachelor's degree and wish to continue your studies at the Master's level in one of the following programmes MBF, SIM, MOK, MiQE/F, MIA, MCS. You can only apply for ONE of these programmes per registration/application window. For information on admission requirements and the application procedure, please refer to the admission page of the respective programme. MBF, SIM, MOK, MiQE/F, MIA Application deadline: October 1 - April 30 MCS Application deadline: October 1 - March 31 Start the online application


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UCLA receiver Nick Pasquale hit by car, killed
UCLA receiver Nick Pasquale was hit by a car and killed while walking in San Clemente early Sunday morning. He was 20.
The Orange County Sheriff's Department said Pasquale was struck about 1:30 a.m.
It wasn't immediately clear whether Pasquale was trying to cross the busy multi-lane street in a residential neighborhood. Sheriff's Lt. Gary Strachan said the car's driver stopped, called authorities and stayed with Pasquale until they arrived.
The accident is under investigation. Strachan said no one was arrested.
Pasquale, a redshirt freshman, walked on at UCLA last fall after playing at San Clemente High School, where he was a three-year starter. The 5-foot-7 receiver earned the nickname "Pacman" from his teammates while participating on the scout team in practices last season and again this summer, preparing his more heralded teammates for games.
"This is a tragic loss," UCLA coach Jim Mora said. "Nick was an outstanding young man who had a positive impact on everyone who knew him. He was a great teammate who was loved and respected by his entire team. Our thoughts are with the Pasquale family."
UCLA said Pasquale played in the final offensive series in its season-opening victory over Nevada on Aug. 31, although his name and No. 36 jersey didn't appear on the participation report. The 16th-ranked Bruins were off this weekend, and many players went home to see their families.
Mora joined hundreds of Pasquale's friends, family members and fellow football players in Tritons jerseys at San Clemente High School's football field Sunday night for a sunset vigil to honor Pasquale, whose father wore UCLA gear.
"I love all of you guys for coming out here and supporting Nick and my wife and my family," Mel Pasquale told the gathering.
UCLA plays at Nebraska on Saturday. Mora has closed the upcoming week's practices to the media, but Pasquale's teammates reacted on Twitter as the news of his death came out Sunday morning.
Star linebacker Anthony Barr said Pasquale "was one of my roommates this summer - just a fun loving dude who truly appreciated life and lived every day to the fullest. I don't get it."
Dietrich Riley, a former UCLA safety whose career ended due to injury this summer, tweeted that Pasquale "took every snap on the scout team. Never complained."
"Love you PACMAN. Brother for life. Bruin for Life," Bruins guard Xavier Su'a-Filo tweeted. "The definition of a true team player. Came to practice every day ready to work and give his all for his teammates."
"The UCLA family lost a wonderful young man who represented the university, his team and his family well," UCLA athletic director Dan Guerrero said. "Our hearts go out to the Pasquale family, and we will do everything we can to assist and support them, as well as his teammates, as they go through this unthinkable tragedy."


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Rock Band is between publishers. Guitar Hero is taking a long sleep. In short, the "expensive plastic instrument" music game bubble has finally burst. Which isn't stopping Ubisoft from releasing one!
Amazingly/inexplicably, the publisher tonight revealed Rocksmith, a Guitar Hero clone which uses a real electric guitar instead of a replica.
"Guitar Hero is a party game. Rocksmith is a music experience", Ubisoft tells The Hollywood Reporter, pointing towards the fact that the game comes not with bundled plastic instruments but a jack that allows users to plug a real electric guitar into an Xbox 360 or PS3.
With an angle that Rocksmith can help people actually learn how to play a real guitar, Ubisoft says "We will create a new generation of guitar players", and also reckons it will be easier to get songs for the game because bands will appreciate the fact players are being taught how to play an actual guitar.
It'll feature songs by bands and artists like the Rolling Stones, David Bowie, Nirvana and the Animals.
If you don't have, you know, an electric guitar just lying around, Ubisoft is also looking at releasing a $200 bundle that includes a real one.
So the answer to reviving a genre that died because people got bored of large, expensive peripherals is to release a product which uses something only a fraction of consumers will already own? And if they don't own it, then they can get...an even larger, more expensive peripheral?
Best of luck with that!


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Now, that's something we can do with CDK's IsotopeFactory (with thanx to John for these "stable" URIs!), but I did not want to propose using something arcane as a command line, so was wondering if it could be done in Bioclipse. So, I had to figure out how to create Java objects in JavaScript, a skill I once had but lost.
But, I regained it after some googling and ended up with this code:
It's an image as I had to make one for MyExperiment.org where the source code can be downloaded.
The key JavaScript calls as importPackage() and importClass(), and I am sure there are some things that can be optimized here (please leave a comment if you have a better solution), but once I have the IsotopeFactory, I iterate over all elements and for each ask all isotopes (yeah, I think there is some API methods missing here :). And for each isotope I test if it matches (within a certain error) the search mass, and if it matches, reports the mass number, element symbol, and exact mass (using the js manager).


text:
The diplomacy of water
Water and the West: The Colorado River Compact and the Politics of Water in the American West (Second Edition)
Norris Hundley Jr.
433 pages, softcover: $24.95; hardcover: $60.
University of California Press, 2009.
Norris Hundley's book Water and the West has long stood as the classic account of the epic negotiations to divide up the Colorado River's water. First published in 1975, the book quickly went out of print. Yet it is such an essential history of the river's politics that, for the last several years, it's been hard to find a used copy for less than $150.
Now, Water and the West is back, in a second edition with a new preface and epilogue. Many good books on the topic have followed in its wake, but Water and the West remains the single most important source for understanding the origins of (and the seemingly incomprehensible political gyrations behind) the 1922 Colorado River Compact. Hundley's painstakingly assembled account of the Compact negotiations was drawn, in part, from a long-lost set of minutes that he rediscovered. It was like unearthing the Dead Sea Scrolls of the Colorado.
Hundley calls the negotiations "a pioneering venture in interstate diplomacy" that yielded "an alleged peace treaty" between the seven Southwestern states. That peace treaty was important in its own right, but it was also a significant departure from the way water had traditionally been "done" by white Westerners. Since the mid-1800s, the doctrine of prior appropriation -- i.e., the first to put water to use gets the right to it -- largely reigned supreme. But prior appropriation is a crude system, little more than a legally sanctioned version of the old playground dictum: I was here first, so I win.
The Compact was an effort to find an alternative, because prior appropriation would likely have left the majority of the seven states bone-dry and sniffling like bullied second-graders. Back in 1922, California gave every indication that it might use all the water in the river. Through the Compact negotiations, the six other states managed -- using equal measures of coercion and persuasion -- to reach a negotiated division of the river's water.
It was a remarkable achievement, and yet, as Hundley demonstrates, the Compact was also an imperfect agreement that sparked "the beginning of a special kind of war," marked by subsequent disagreement and legal fights. Today, as climate variability and global warming threaten to push the Compact past its limits, Water and the West is more important than ever.


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From the Herald-Tribune
By Shannon McFarland
VENICE — A protest planned to take place outside a Saturday auction was canceled after the owners of Bay Indies mobile home park agreed to avoid raising some homeowners' rents by as much as 22 percent.
Just before 5 p.m. the night before the planned protest, homeowners heard Chicago-based Equity LifeStyle Properties decided to stick with a negotiated 3 percent rent increase for 2013. Homeowners planned to protest outside an auction Saturday as ELS tried to sell 21 vacant homes.
Eleanore Warren, a homeowner who was facing a 19-percent rent increase, from $687 to $820 a month, said although they got the news at the last minute, they were delighted with the agreement.
Families who bought homes there last spring expected to see the 3 percent rent increase next year, but were outraged when they discovered steep increases for 67 new homeowners.
Feeling they were falsely informed about the negotiated increase, residents rallied neighbors who live in the 1,300 homes at Bay Indies, as well as residents of six other ELS-owned mobile home parks in Sarasota and Manatee counties.
"The 67 people felt quite unjustified that this happened to them," Warren said. "We're happy for another year."
At Bay Indies, lot rents cover cable television and lawn, street and recreation maintenance, which may all vary depending on the location or lake views. Residents pay their own insurance and utilities.
Warren said her husband, Allan, was still at the Saturday auction at the clubhouse, but instead of protesting, he was keeping the peace and spreading the word to anyone who had not heard about the agreement.