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Soccer in America is still constructing its infrastructure, and we need engineers. People to build the institutions that will support the weight. One of those engineers is here, with us. If you've watched a game in a bar in Chicago you probably already know him.
Tall, beer in hand, iconic rockabilly hat - that's the ubiquitous German Cowboy. His name is Mike Knueppel, and he's been in Chicago since 2005. You'll find him often at the far side of the bar in Cleo's on Chicago, sometimes in the back room, rarely on the patio, but you can always pick him out by his trademark collection of kits, dozens and dozens of them, all with COWBOY 57 on the back.
We were driving to Toyota Park on Wednesday night talking about all those jerseys. I once saw him change from a German kit to an American one at halftime of their friendly in June. How can one support ALL the teams? What happened to loyalty?
"I wear the shirt of who's playing," he said. "But mostly if they have a German player."
This was hard to take. Aren't we supposed to live and die for a club? That means hating other clubs, wishing harm on strangers in other colors, "You ain't got no history," all of that.
But he was saying something different. You watch because, first of all, you want to watch the game. The game is primary. Then, you have your local allegiance. His is German and Hamburger SV (He founded Hamburger SV Supporters Chicago with a few others.) He cares most of all about the German national team and he's willing to wear shirts of teams he "can live nicely without," as he says, like Bayern Munich, because of some of their players.
"I even bought a Bayern Munich shirt recently," he told me. "I mean I really shocked their supporters, they know I don't like that team, but as a fellow German I support them internationally."
I said, "This is troubling. You support players as they come and go? They're moving around constantly. It's like rooting for mercenaries."
"I don't support only the players. That's why I have COWBOY (or VAQUERO for Real Madrid) on my shirts with my birth year. At least I know that won't change. But first you support your local club."
That's fine too, but the logic breaks down again because what about the organizations with detestable front offices or ownership groups? (I'm thinking about even some of our Chicago teams' history.) You can't just support a team willy-nilly.
"It's true," he said. "But you have to support your location."
And Americans supporting European teams in places they may have never even seen in person?
These to me are the tough questions of support and fandom. What exactly are we doing supporting these teams, all over the world? Thankfully, seated in Toyota Park to watch our shared, indisputable, actual home team, we could lay the question aside for 90 minutes or so.
Fun game, too, right? Nice how the rain broke and the night warmed up. Dilly Duka more than deserved the standing ovation he got as he came off in the 87th. The Cowboy and I enjoyed watching him absolutely terrorize Quakes right back Steven Beitashour.
The night was beautiful. Leaving the stadium, I was mumbling about how we fans deserve these nights. Those cold, grinding results early in the season were tough. You could feel the fans' relief at the result. No disappointment this time. Wednesday night was even better because of the challenge and drama; San Jose wouldn't die, but the Fire earned the three points with three beautifully worked goals. "They won, that's all that matters," the Cowboy said. "Fans love the win."
There's a long story for how the Cowboy got to Chicago, a story including four weeks at the Presidential towers in 1987, karaoke, his wife Sharon, the city of Seattle, software programming - it's a story that he might tell you if you see him at Cleo's. He's not afraid to share.
And in some ways, it's fitting that he's around. The Cowboy embodies the 21st century globalized soccer paradigm. He can watch his Bundesliga, follow die Mannschaft, and participate in the growth of soccer in America, all from a comfortable neighborhood bar in Chicago. His work developing Cleo's website and social presence has made it one of the primary soccer locations in Chicago and turned heads nationally. Maybe most importantly, his unofficial freelance soccer ambassadorship has brought people from all over the world together.
You'll see him meeting with local supporter clubs (some of which he founded himself) like those of Dortmund and Hamburg, as well as Section 8, the Fire, ESPN, and just last week, in the beer garden, you would've seen him watching Uruguay and Italy in the Confederations Cup with Hamburg's senator of the interior and highest ranking police officer.
Ever since he convinced Cleo's to let him fix up their site and control their Facebook page, and with the blessing and help of Stephen behind the bar, the Cowboy has been our handyman, fixing up games and posting schedules so we can watch American and European soccer at our ease. "I wanted a bar where I know them and they know me and I get there they put the drink on the bar," he said. "Where I can watch all the games and they'll open early."
In other words, it's not really about the fanaticism of watching games. Going back to our conversation about supporting clubs, it became clear to me that the whole "it's what's on the front of the jersey, not the back of the jersey" thing is cheesy and doesn't apply - just having a jersey is what matters. In this way, the Cowboy is critical in experience-making. He's not an owner of the bar, or even an employee - he's one of us. His work setting up games and events at Cleo's, with just watching the game as the goal, means that there's less pressure to know esoteric European stadium statistics, or to spew hatred for teams thousands of miles away.
Maybe that's the answer about why we support who and how. Maybe we just support the game. Watch the game for the game's sake. Love the game. Talk to people. Drink beer. Amen.
Ben Schuman-Stoler is a contributor to Chicago-Fire.com. Follow him on Twitter @bsto.


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text: Slideshow this gallery! FOLLOW NEWSFILTER NOW ON TWITTER! NOT IN MY ASS, NOT IN MY ASS!!!!!!! She even legal? India is FUCKED UP Ah, ROOFIED? Bitch gets sexually assaulted,was she asking for it? Gangbang goes WRONG! D-STROYED!!!!! WTF? Indian girl gets molested on video Comments Its rare you find a chick to be so sensual who can gobbl... How much Dick can one girl Deep Throat? Let's find out Some of the best tits and asses you'll find, period These chicks take pride in their Dick taking abilities She couldn't find her dildo, used her brush instead The best thing that wakes you up is your dick in a chick... These chicks wanna show you their pussies The happiest cock sucker you'll ever find.


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Sunday Brunch: Eggs Sardou (New Orleans-Style Poached Eggs With Creamed Spinach, Artichokes, and Hollandaise)
How to make the best meal of the week even better.
Editor's note: Each Saturday morning we bring you a Sunday Brunch recipe. Why on Saturday? So you have time to shop and prepare for tomorrow.
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If there's one thing you can say about New Orleans chefs, it's that they know how to do brunch right. They'd better, given the number tourists and locals, who wake up every weekend morning craving brunch. Let's just say that on Sunday mornings, the Hollandaise runs as freely as the cocktails did on Saturday night.
Eggs Sardou was created in the 19th century at Antoine's, in the French Quarter, but it's still just effective a hangover cure as it was back then. It's made by topping creamed spinach with artichoke hearts warmed in butter, along with a couple of poached eggs and some Hollandaise sauce. Think of it as eggs Benedict's greener-but-just-as-rich cousin.
I'm not going to lie: the classic recipe is not simple. Not only does it involve creaming spinach, but it also requires you to poach eggs and make a perfect Hollandaise sauce—something that even seasoned brunch cooks occasionally struggle with. Fortunately, we've got a solution to all those problems.
Start with the easy part: creaming the spinach. I sauté a mixture of shallots and garlic before adding flour and milk to form a béchamel (for eggs Sardou, the nutmeg in the béchamel is typically replaced by a couple dashes of hot sauce), and then add chopped spinach, allowing it to wilt. That spinach will slowly simmer and soften in the creamy sauce while we work on the artichokes, eggs, and Hollandaise (alternatively, you can make the spinach the day before and reheat it just before serving).
For the artichoke hearts, I use canned whole artichoke bottoms, carefully drained, and reheated in a skillet with just a bit of butter. The goal is to warm them through without browning.
Making Hollandaise by hand can be a daunting task—it can go wrong any number of ways. Our Foolproof Hollandaise uses a bit of science and the power of a hand blender to create a rich, creamy, thick, and light hollandaise that's indistinguishable from the real thing in just 2 minutes. As for those poached eggs, we've also got a foolproof method that uses a fine-mesh strainer to create perfectly-shaped, liquid-yolked eggs. The best part? Those eggs can also be pre-cooked the day before: just store them in cold water in the refrigerator and reheat by dropping them into a bowl of hot water for a few minutes before serving.
Once the elements are in place, the rest is simple: pile the creamed spinach onto the plate, top it with the warmed artichoke hearts, place a poached egg in each artichoke, spoon on the Hollandaise, and dig in.
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A few weeks ago, Times Higher Education—a weekly magazine known for its global university rankings—reached out to me to see if I was willing to share my experience as an international student here in the UK. I wrote a short note outlining some of the reasons why I'm studying social policy and my highlights to date. It looks like it was published yesterday (and apparently picked up by the public relations department at LSE):
…like many of my colleagues, I wanted the London experience while I was still in my twenties. Perhaps this was because I read that many of my fellow Canadians who studied at the LSE went on to make great contributions to society, and I had simply mixed up causation and correlation.
They also wanted to know what I've found to be most difficult. For me, this has less to do with the experience itself, and more with the act of "putting life on hold," back home. I suspect quite a few students struggle with this, especially those who have already started their careers, are a few years older or are in committed relationships (check, check, check). Luckily, having four weeks off around Christmas and another four around Easter makes this a bit more tolerable, but uprooting oneself is still a challenge. Full article here.


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Under the front stairs of Charles H. Milby High School is a place that, almost 35 years after I graduated, still casts a spell on me. For no obvious structural reason, the bottom portion of a newel post from the second floor protrudes a foot down into the space above the intersection of two first-floor hallways. A tall youth could probably touch it if he jumped. For the first three years of the 1960s, I passed under this pivot point at least a dozen times a day.
Upstairs was my homeroom, with students whose last names ended in As and Bs and Cs. The hall below led to the back of the school with its playing fields and tennis courts. Out back was an 88-seat theater that the drama teacher and students had converted from what administrators called a temporary building, but which everybody else called a shack. The yearbook and the school newspaper were produced in another shack nearby. Behind a door down the hall from the newel post, a narrow stairway descended to an eye-burning swimming pool with a locker room that must have been deteriorating since World War II. Just under the newel post, the floor ramped down slightly onto one of Milby's first additions, probably built after the war, where speech classes were held. I learned to write there, spending hours after school in my sophomore year perfecting my opening debate speech.
I and my classmates were East End kids, products of the postwar baby boom, though no one pointed this out at the time. We lived in the rapidly filling blue-collar and middle-class neighborhoods around Park Place and Broadway and the Glenbrook golf course, and in the new subdivisions that grew up off Reveille Road near Houston's first shopping mall, Gulfgate. We also came from the older neighborhoods of Harrisburg and Magnolia Park and Manchester. Just north of
Milby on Broadway were the docks of the Houston Ship Channel, and when the wind blew from the east, it carried the smell of the refineries and chemical plants where many of our fathers worked, often for one company their entire lives, watching dials, turning valves, fixing things, making things. Our mothers, for the most part, didn't work, and with the exceptions of weekends and summers, neither did we.
When I graduated in 1963, I had known some of my classmates since I was five years old, had sung hymns in Methodist Sunday school with them, gone camping in Boy Scouts with them, played a thousand after-school pickup games with them; I had danced with and courted and resented and envied and loved them. Living in the East End was like living in a small Texas town. Some of our parents had gone to Milby too, even had the same teachers as we did, and several of our teachers were Milby alumni. We were like a family -- not always happy, of course, for inevitably we had our share of rivalries and hatreds. But we were intimates, bound together by place and time.
Milby was not racially integrated then. That wouldn't happen until the '70s. Blacks from our side of town went to Yates or Wheatley. With few exceptions, Hispanics seemed to stick to themselves. Or did we stick to ourselves? It had to have been daunting to be Hispanic and encounter the confident, blond- and brown-haired, blue-eyed tribe that dominated the school. Now that ethnicity has been reversed. The East End is Hispanic, and so is Milby.
During the last 35 years, Milby's physical plant has grown enormously. The student body has doubled. With 3,600 students, it is the largest high school in the Houston Independent School District and one of the two or three largest high schools in the state. Its sheer size inhibits the intimacy I experienced.
Many of the students are too busy working after school to participate in the extracurricular activities that were so essential to my education. The Future Farmers are no more. The band is tiny. The Coed Cadettes, a girls' marching team that was a mainstay of Milby almost from the year it opened, has dwindled to a handful of students. The Girls' Booster Club was disbanded in 1994 for lack of interest and has only recently been reconstituted as a coed pep squad.
But the basketball team that began winning after World War II keeps on winning -- for the last 25 years with African-American athletes. The debate team went to the state finals last year. And Milby still has dedicated teachers and administrators, some of them alumni, some who have been working there for ten, 20 or 30 years.
I went back to Milby for a couple of weeks recently, not just to see what had changed. That would be obvious. What I wanted to see was what had continued. An expression of William Faulkner's kept buzzing in the back of my mind: "The past is never dead. It's not even past." What is it that still shimmers when I walk beneath that newel post dropped so improbably from above? Perhaps it would reveal itself.
Milby High School still smells the same, of plaster dust and chalk and perhaps that stuff the janitors sprinkle on the floor and then sweep up with their push brooms. It has sustained seven additions in its 70-plus years, with every addition creating new eccentricities. The nasty swimming pool locker room has been upgraded. The old auditorium has been turned into an impressive, high-vaulted library with 30,000 titles and a raft of software. The second-floor gym has been divided into a reading room and computer lab, but in the narrow hallway you can still see the old maple basketball floor, and high on the brick walls hang steam radiators.
That second-floor gym was there in March 1926, when 13 teachers and 212 students walked from the old Harrisburg High School a few blocks south to a new building at 1601 Broadway and the corner of Old Galveston Road. Built for $180,000, Charles H. Milby High School featured a Romanesque facade, with three arched portals for an entryway topped by an ornamental balustrade. The new high school had been named for a prominent Harrisburg businessman who had died the year before. Milby had been an important advocate for the creation of the Houston Ship Channel. His imposing, galleried brick house on Broadway overlooked the docks only a few blocks north of the new school. Too expensive to restore and maintain, the Milby house, where four generations had lived, was torn down in 1959. Today the lot is overgrown with weeds and Chinese tallow trees.
So far, that has not been the high school's fate. If anything, the school district has invested in Milby, adding more classrooms and shops, building a new gym and auditorium, buying up property behind the school and moving the football field and track to accommodate the new classrooms. The expansion was needed to accommodate the growing Hispanic population in the East End.
When I was at Milby, Hispanics accounted for around 10 percent of the school population. Now the school is 85 percent Hispanic, 7 percent African-American, 4 percent Anglo and 3 percent Asian. Hispanics are already the dominant ethnic group in HISD, and within the next few years the district will have a majority of Hispanic students. How district administrators and board members -- who are primarily Anglos and African-Americans -- deal with Milby will to some extent indicate the future of the district.
The district's worst blunder concerning Milby came in 1988, when then-superintendent Joan Raymond appointed the first outsider as principal of the school, which has had only five principals. Milby's founding principal, W.I. Stevenson, didn't retire until 1960. He was succeeded by an amiable, low-key speech teacher named Roscoe Bayless, who had served Stevenson for many years as an assistant principal. When Bayless retired in 1971, he was succeeded by Claude Brinkley, a well-liked coach at Milby who had been Bayless's assistant principal. These men had run the school pretty much like benign parents, letting the teachers go where their inclinations led them.
Raymond, whose high-handed ways led to her departure as superintendent after only three years, forced Brinkley into early retirement and gave his job to Michael McClellan, an administrator who had followed Raymond to Houston from Yonkers, New York. McClellan spoke Spanish and was married to a Hispanic, but he had no roots in the community. He abolished the vocational classes in refrigeration, electrical trades and home economics, deeming them condescending to his Hispanic clientele. From then on, McClellan declared, Milby would be a "colegio preparatoria." McClellan believed in improving student self-esteem through slogans and blocked the dignified arches of the front entryway with a huge sign proclaiming "Through these doors walk the best students in HISD."
To make sure that the teachers knew who was boss, he moved them around from classrooms they had used for years. He demoted department heads and recruited his own, expecting them to report to him what teachers were saying. Some department heads resigned their appointments in disgust, and for the first time in years, Milby began having teacher turnover problems. Raymond's successor, Frank Petruzielo, pushed McClellan out in 1992 and replaced him with Richard Vasquez, a former assistant principal at Milby. Once again, Milby was being run by one of its own.
Vasquez is an easygoing former coach who grew up in the East End and starred as a basketball player at Milby's archrival, Austin High. After playing ball at San Jacinto Junior College and the University of Florida, he coached at Bellaire for ten years, not very successfully, he points out. Tired of the long hours and the obsessiveness required for coaching, Vasquez turned to administration. His philosophy as a principal, he says, is to find teachers who care about kids and provide them the support to teach. Just managing 3,600 students, let alone educating them, is a daunting task, but the hallways are clean and quiet and the hordes of students seem to make their transitions from class to class smoothly and effectively.
One day I sat with assistant principal Milton Morgan at the back of the cafeteria, watching him handle lunchroom duty. A former football coach, Morgan has spent the last ten years at Milby. He has a booming voice and a no-nonsense manner and he seemed in constant motion, talking, waving, warning one boy to tuck in his shirttail, telling a girl to clean off the table as she left, asking the kids standing around a table and getting loud to break it up and move on.
We were sitting at the lunch duty desk when a tearful girl walked up with her mother and Richard Martinez, a military retiree who spends nearly every day at the school enforcing discipline as a parent volunteer. Martinez had singled the girl out because her skirt was too short, and she protested the "unfairness" of the way the school's dress code is enforced. Some things never change. When I was in school, the dean of girls kept a sweater in her office to cover low-cut blouses. And sandals were forbidden, toes being sexy. (In retrospect, it seems that adults didn't want us to miss out on anything.)
The girl's mother defended her daughter to Morgan, saying she had never been in trouble before and that she was a good girl. She then turned to Martinez, and demanded he speak Spanish to her. There followed an intense exchange in Spanish between the two of them while the daughter sniffled and Morgan watched. At the end, Martinez apologized.
The student had a point. As I scanned the crowded lunchroom, it was easy to pick out other skirts that were shorter than two inches above the knee. Because class pictures were being taken, all the cheerleaders were wearing their uniforms that day, and their skirts broke at mid-thigh. There were girls displaying cleavage, girls with blue jeans that seemed painted on, and girls wearing form-clinging blouses that left little to the imagination. By comparison, the girl in trouble seemed positively demure.
So one thing had stayed the same. Schools are still driven by process as much as results. Every boy must tuck in his shirttail. When I was at Milby, it was a matter of neatness, of showing respect, of acting grown-up. Now, shirttails worn outside have become a symbol of gangs, and a potential hiding place for weapons. None of the students or teachers I talked to said they had ever seen a weapon at school, and they say they feel safe there, though a boy was shot in the cafeteria in 1991.
Such incidents give Milby a reputation for toughness, probably much of it undeserved. Students tend to regard the concern over their clothes with weary disdain, as a form of harassment from adults they must put up with. Vasquez believes it is only a matter of time before Milby solves the constant hassle by requiring school uniforms.
Two or 3 percent of the students cause most of Milby's problems, Morgan said, echoing a theme I would hear from other administrators and teachers. And the kids who are most at risk are in the freshman class. There were no freshmen at Milby when I went to school. Ninth graders were assigned to junior high schools, which created problems when tough, bitter teenagers, aged 14, 15 and even 16, mingled with small, vulnerable 12-year-olds.
Now the ninth graders have been moved to the senior high schools, where they present Milby's biggest learning and discipline problems. Many of these students come to high school two grade levels behind in reading and math. They are the ones, for the most part, who are wearing baggy jeans and letting their shirttails out, and some, if they are not in gangs, are aping the behavior of gangs. Their graffiti had to be blasted off the back of the school building before classes started this fall. These are the kids who are about to drop out.
One of the worst misrepresentations in Texas school statistics is the way dropout rates are reported. They are calculated by comparing the number of dropouts against the entire school population, resulting in rates of anywhere from 3 to 6 percent, numbers that seem so low as to be innocuous.
The completion rate is much easier to understand, and can readily be discerned in a school, a school district or the state by simply comparing the number of freshmen to the number of seniors. Invariably, freshmen significantly outnumber seniors. Sure, it's not scientific; some children drop out but complete GEDs, others will move elsewhere and finish their high-school work.
But these are the numbers that Milby teachers live with. For the past several years, the school has had 1,300 to 1,400 freshmen, but it graduates only about 500 to 600 seniors, not many more than when I was in school with about 1,900 students. One teacher who kept the students in his homeroom class over four years says he started with 38 freshmen and finished with only 12 seniors.
Using my high-school yearbook photos, I counted 710 sophomores in 1961; three years later, 528 seniors had their photos taken. Judging who was Hispanic by their last names, I found 101 Hispanic students in my sophomore class, but by senior year, 35 of them were gone. Of the 609 Anglos, 66 disappeared. So about 90 percent of the Anglos completed school at Milby back then, compared to 65 percent of the Hispanics.
If anyone was alarmed about this disparity at the time, I don't recall hearing about it. But then many of us were goal-driven students, with absolutely no thoughts of dropping out of high school. And many of us were going to be the first children in our families to complete college.
By the time we got to high school, the rougher kids seem to have dropped away. In the files on Milby at the Texas Room of the Houston Public Library, I found a 1962 newspaper story about four Milby boys who bought beer at a Telephone Road convenience store and instead of going to the football game, got drunk, threw eggs at a woman and broke her glasses, then peeled rubber in front of a cop car on the La Porte freeway, and were chased at speeds of 75 mph before crashing into a tree in the front yard of a nearby neighborhood. Their names were not printed in the story and I haven't the foggiest idea of who they were. They probably missed a good football game, because we won district that year.
It was a more innocent age. Now when you go to an HISD football game, two guards scan you with a metal detector before you can enter the stadium. After a Milby game against Pasadena a few weeks ago, one of the Milby cheerleaders, Jorge Cisneros, got into a scuffle with some classmates who had heard a rumor he was talking trash about one of them. Cisneros is a trim, athletic kid who walks with a little bit of a swagger. I took an instant liking to him when I saw him at the pep rally earlier that day, with his face painted blue and gold. Where did that come from? I wanted to know.
"Do you know wrestling?" he asked. He had based his facial paint on that of a contemporary wrestler named Sting. I looked blank. Wrestling is very popular in Mexico, and Jorge, who is originally from Monterrey, must have felt he had asked one of those cultural questions that couldn't be understood by an outsider.
Later I realized that I did know wrestling. Hadn't Mike Conti, the old city auditorium announcer, lived right across the street from me? And it wasn't unusual to see the late Paul Boesch, the king of Houston wrestling in the '50s and '60s, walking his German shepherds near his house off Broadway. I knew wrestling, all right, but it was a different generation. I wondered if Jorge knew that one of the most famous of early television wrestlers was a 1938 Milby graduate, T.G. Waggoner, better known in the '50s as "Gorgeous George."
Jorge is a wrestler too. He says when the kid started picking on him after the game, he took him down with a wrestling move, only to get pummeled by the guy's three sidekicks. Jorge took a couple of stitches in his head and had a scab from a ring that caught the corner of his mouth, but says it was all a misunderstanding, and it was all straightened out.
Jorge Cisneros has better things to do than worry about smalltime arguments. He's bent on getting accepted to Annapolis. He spent his first three years at Milby in Junior ROTC, only to lose the top post of battalion commander to a girl. He knew tumbling, so he went to cheerleading camp and decided to give it a go for his senior year. He wants to be a yell leader at Annapolis. He's also in other clubs: National Honor Society, yearbook, English Honor Society. Jorge knows how to build a resume and how to set goals.
Cisneros's female counterpart is Nina Soliz, the student body president, and, as school mascot, one of the 27 varsity cheerleaders. While other clubs have diminished at Milby, cheerleading has not. It has become a sport of its own, with competitions sponsored by two national cheerleading companies. When I was at Milby, cheerleaders were screened by a teacher committee but elected by the student body, and they were popularity contests. We never picked any real duds as cheerleaders by this method (in fact our squads regularly won competitions), but we probably excluded some pretty good kids from getting up in front of us and showing off. Cheerleaders are still screened, but only by the teacher/sponsor, Christian Sanders, one of the few male cheerleading coaches in the area.
Nina Soliz is the youngest of four children and hopes to go to the University of Houston and study mechanical engineering. Her mom, who is part Apache Indian, had little education and grew up working in the cotton fields in Arizona, and she is always pushing Nina. Her attitude, says Nina, is "always think you're the best, and don't let the negative talk bring you down." Soliz is a bit on the chunky side, she admits, and felt discriminated against when she didn't make cheerleading the first time she tried out. "But," she says, "when I want something I'll work for it till I get it."
When she saw that the girl wearing the Milby Buffalo costume didn't seem to be doing much at the games, she decided to try out for the position. She says she paid an Astros mascot $200 for two hours to teach her the tricks of the trade. Now she has won competitions for her work and is eligible for a scholarship at UH as a mascot. When I talked to her in the cheerleading room, she was painting a nicely done poster with a freehand sketch of her opponent's mascot, a mustang. "Nobody could draw," she said, referring to the other cheerleaders, who seem to be mostly a slender bunch, very attentive to their makeup, "so I got mad and taught myself."
I interviewed other student leaders at Milby. Olga Serpas is the girl who beat out Jorge Cisneros for the job of battalion commander of JROTC. She says that when she came to Milby from Deady Junior High, she was "just a little hoodlum," but when she saw an upperclassman in his uniform with a chest full of decorations, she decided to become like him. "Only I would have more," she says.
When in uniform, Olga tucks her long hair in a bun. In civilian clothes, she wore an ankle-length maroon dress, with brown mules, and at her throat, two medallions, one an enamel Winnie the Pooh and the other of Our Lady of Guadalupe. If anyone is responsible for her success, she says, it is her mom, who left her with her grandmother in El Salvador, emigrated to Houston and saved her money cleaning houses for three years before sending for her. Olga could probably help out by working after school, but her mother won't let her.
Ruth Quinones wears her hair long, too, for she is a Pentecostal, and serious about her religion. An outstanding student in the vocational educational program in medical studies, she says she would have to think hard about going to medical school, but she is considering a career as a physician's assistant. Her dad is from Puerto Rico, and her mother is from Panama. They divorced when she was 12, and, feeling protective of her, they put her in a Christian academy for grades six through nine, years when children are most vulnerable.
She doesn't wear makeup. "I think makeup is a mask," she says. "It says I don't like the way God made me." She plans to keep herself pure for her husband, who she thinks will be a missionary. She knows that her religious seriousness sets her apart from other students. I want to know why, when it seems hard to miss the point that education is a key to success, so many kids are dropping out. "Maybe they don't know or they don't choose to know," says Quinones.
Like other outstanding students, she credits her drive to her parents. Although they are divorced, she is close to her father. She believes that daughters lean on their fathers and sons on their mothers, but divorces can be hard on girls. "I guess that's why we see so many teen pregnancies," she says. "The girls look to their boyfriends for that love they didn't get."
I wonder what I would have made of Ruth Quinones if I had met her in high school. She reminds me of one of my classmates, a high academic achiever with a straight-A average, utterly absorbed in her religious faith, which set her apart from teenagers who wanted to be part of the crowd. It seemed to some of us that she was a little too sure of her Baptist faith as the answer to all the problems in the world, and I and some of my friends made fun of her.
So much is made of ethnic differences these days that I wonder if too much isn't being made of them. I look at these kids, admittedly the leaders, and I see the same qualities that drove my generation: supportive parents, a vision of the future and determination sometimes fueled by anger.
For some of my crowd, success meant leaving Milby, getting as far away as possible from Houston. In our derisive moments we thought of ourselves not as the Milby Buffaloes, but the Milby channel rats, regarded with contempt by the kids from the other side of town whose parents were the lawyers and doctors and engineers and business leaders who ran the city.
There is a certain kind of energy to be derived from that sort of class-driven inferiority complex, an anger that can create a drive to either succeed or rebel. It seemed to us that Milby was always getting the short end of the stick. When the district decided to experiment with offering a class in philosophy, the teacher was assigned not to our school, but to Lamar, the school for River Oaks kids. After our innovative football coach, Gil Bartosh, took us to the state quarterfinals in 1962, he was transferred to one of the new high schools on the other side of town, and Milby sank back to losing.
But it was the suspension and resignation of my speech teacher, Neal Parker, in spring semester of my sophomore year, that hurt the most. That incident has entered the history books. According to David McComb's Houston, A History and Don Carleton's Red Scare: Right-Wing Hysteria, Fifties Fanaticism and Their Legacy in Texas, Parker was a political martyr.
Parker was a Milby graduate who became a national collegiate debate champion in the late '50s at UH. His goal was to create a winning speech program at Milby. He was determined to prove that East End kids could hold their own with the west-side kids from Bellaire and Lamar.
Parker was a Kennedy-style liberal, a Democratic precinct chairman. In a blue-collar neighborhood with plenty of union members, that shouldn't have been all that odd. But Parker was also a wit and occasionally a smart aleck. He was particularly critical of the witch-hunting mood of the country under Joe McCarthy and the House Un-American Activities Committee. (Amazingly, Milby's drama club produced a professionally staged production of Arthur Miller's play The Crucible, a parable about anti-communism, in its little theater.)
Parker's speech and American history classes became the concern of a member of the Minute Women, a band of ultraconservatives who were going to root out improper thinking wherever they found it. The school board suspended him while the charges were investigated, and Parker subsequently resigned in April 1961.
Such a resignation probably wouldn't attract any attention from the news media today, but then it made all the three daily papers. Many of us felt that Parker was the victim of the very witch-hunt he had ridiculed. The students in the speech classes were upset. It seemed to us as though the teacher we needed most, the one who made school both the most fun and the most intellectually engaging experience, had been taken from us in spite. He died of lung cancer a dozen years or so ago, nursed in his final illness by a Milby graduate.
The current speech teacher, Robert Myers, is not likely to have the same problem. Last year Myers was named Milby's best teacher. He is a spirited young black man with a background in radio broadcasting, and he has some of the jaunty irreverence that kids should relate to if they can keep up with him. His speech class records the morning announcements, along with music, quotations and a thought for the day. Some of the teachers call it a bit too much like Good Morning, Vietnam. I visited his class and saw him draw out kids by building on his knowledge of radio and advertising. At 35, he can still whip them one-on-one on the basketball court, and goad them into speaking up in class. He is a blur of energy, dividing the class into groups, one to write a slogan for Milby radio, another to design a logo, a third to practice the morning announcements, another to work the recording equipment.
As he reads the morning announcements, he flips from the humorous to the earnest without dropping a beat. It's the anniversary of the death of Jimi Hendrix, and so he requests "a couple of seconds for Jimi ... okay, that's enough." His thought for the day (Myers is also the weekend pastor of a small church) is "Love works in ways that are wondrous and strange, and there is nothing in the world love cannot change." And he means it.
Myers hands an announcement for a student to read aloud, but the boy doesn't want to do it. "Be a man," Myers says, "suck it up." The boy looks spooked, embarrassed. "That's why you've got my class!" Myers talks to them about inflection, tells them that to read on the air, they've got to make it sound alive. "I want personality. Remember," he says, "you're not disc jockeys. You're called air personalities." The boy reads.
They listen to the morning broadcast of the announcements they had recorded earlier. "Hector!" says Myers, turning to another student, "that's Hector. You sound good, man. Give me a little love, guy," he says bumping fists with Hector. "Give me a little love."
He improvises a speech about an auto-truck accident on the Ship Channel bridge that almost killed him two days before. He was shaken up badly. "Then they tape me," he concludes, "physically taped this brother to a wooden board. I was crying. I'm a brother, but I was crying."
Then he gives them a quiz on the key points he has made in the speech, because he reminds them the most important thing in debate is listening. It's "PBT." P is for Pay attention. B is for Block out distractions. T is for Think about what was said. They may need this sometime when a cop stops them for driving under the influence of melanin. "I'm not going to be easier on you than the world," he says. "When you get stopped, I want you to be able to debate with that cop in a calm and rational manner."
It is easy to see what Myers was doing; he was teaching out of the pure force of his personality and his love of the children. Milby has always had a stock of such teachers -- teachers who pushed students to get out front, to practice, practice, practice, and to perform.
It took me almost no effort to find such teachers. There was Gail Williams Stevens, a social science and economics teacher who has taught at Milby for 20 years, and for eight years before that at the feeder junior high, Deady.
Gail graduated from Milby with me. We talked a while in her classroom, very likely the one where I went to homeroom. She opened her gradebook and showed me the entries she has made concerning her seniors. It seemed that at least two-thirds of them were working 25 to 30 hours a week. They had no time for extracurricular activities. But when prom night arrives, they may come to her for instruction on the proper use of silverware and other matters of etiquette. She won't be an economics teacher then. She'll be their mom.
There is Lee Martinez, the young baseball coach, who says he's seen a drop in school spirit and extracurricular participation since he graduated from Milby in 1989.
"What kills me is the low participation here," Martinez says. "It kills me. I want it back."
Back to 1989.
Martinez blames the low turnout in part on "no pass, no play," a rule he says he wouldn't necessarily change. But there are kids who won't even go out for clubs and other activities because they expect they'll be failing something. And because the school is more security-conscious than ever, the clubs must meet in the cafeteria instead of classrooms. No student is supposed to be in the halls after 3:45 without a teacher. The burden of rules seems far heavier today than in my time.
Out in the boys' gym I talked to Milby's legendary basketball coach, Boyce Honea, class of '59. The new boys' gym is festooned with gold and blue signs denoting 12 district championships in the last 19 years, and seven victories in the annual 32-team J.C. Tournament. Under Honea, Milby has produced nine high-school All-Americans, and in the last 23 years the Buffs have won 559 games while losing only 212. Honea's players have a good chance of winning state this year, and the college recruiters have been coming down to look at his seniors. He has been teaching at Milby since midterm of 1967, and has been head basketball coach for 24 years.
Honea's gray hair is closely cropped; he wears jeans, a red polo shirt and walking shoes. He seems to have a constant smile, and he smiles with his eyes, not just his mouth. He talks in a slow, patient East End drawl.
Honea said he's preparing a talk about coaching for a conference, where his theme would be "sticking with it." Coaches are too quick to jump from school to school, he said, as if coaching were the only thing. A coach should be a teacher first, and if he couldn't teach without coaching, he ought to find another line of work.
For years, Honea has been conducting summer basketball clinics. The result is that by the time some players come to Milby, he has been coaching them for ten years. Education, he seems to be saying, is about patience and persistence. And about not screaming at kids. He used to have a hot temper, but after a spiritual conversion many years ago, he has learned better.
"You can't get the respect of kids by screaming at them, especially in front of their peers." His strategy, he said, is basic, to get them to "visualize things," to project into the future the consequences of their actions now.
So he is concerned about what may happen to Milby three years from now, when the district plans to open the new Cesar Chavez High School two miles down Old Galveston Road. The $40 million school will draw most of its students from the traditional Milby neighborhoods. Milby will shrink and absorb some spillover students from Austin High. Honea is worried, he said, not just about what the new arrangement might do for his basketball program, but for Milby as a whole.
He is forming a committee to encourage the district to rethink its plans and consider having Chavez accommodate grades ten through 12 while turning the old Milby campus into a ninth-grade campus. Such campuses are being used in Clear Creek and Deer Park districts to stem the flood of ninth-grade dropouts. "What we're saying," said Honea, "is don't split our neighborhood, split our school."
Such a change might possibly involve transferring all the Milby traditions to a school named for the nation's most celebrated Hispanic labor leader. Could it possibly involve renaming the Chavez school for Milby, an Anglo businessman few people remember much about? It is a little chilling to think of the ethnic tensions that might come into play. Milby already has two alumni groups, one dominated by the older Anglo alumni, the other a Hispanic group.
When I was in Milby, my former debate partner Jose de la Isla reminded me, there were two proms. One was the main prom, attended by all who wished to attend. The other was a much smaller Hispanic prom, attended by entire families of the graduating seniors. It was a world I knew nothing about. In looking through my senior yearbook, I counted 200 familiar names and faces. Only four of them were Hispanic.
The one I remember most vividly was Aurora Martinez, who, in our sophomore year, before any of us had ever heard the word Chicano, wrote a speech about racial discrimination. The opening challenge to her usually Anglo audiences and contest judges was to imagine they had awakened one morning with a different color of skin -- not that of a Negro, but that of a dark brown Mexican. She then proceeded to explain how life would be different.
Some analogous question was lurking in back of my mind. Suppose I had awakened one morning in a bedroom in River Oaks, and my father had attended an Ivy League school, and was certain to send me to one also? The only certain thing, it seemed, was that anyone as articulate and intelligent and determined as Aurora Martinez was going to make it. The first person we needed to save was ourself.
And so we left. The Anglos, for the most part, scattered to the west or farther down the Gulf Freeway to Clear Lake and Friendswood. But some of my classmates, such as Gail Stevens and Boyce Honea, have stayed and persisted, as have Lee Martinez and Bernard Jackson.
Jackson, who graduated in 1967, is the head of the English department. He resisted coming back to Milby for a long time. "It was too much like Welcome Back, Kotter," he said.
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But ten years ago he did come back, and he has never regretted it. In my yearbook survey of the ethnic makeup of my classes, I would not have realized that Jackson is Hispanic. His father was Anglo, but his mother was a Mexican immigrant. He grew up in the Harrisburg area and remembers getting swats for speaking Spanish in his elementary school playground. And here he is teaching English literature to seniors.
There are those who argue that Hispanic kids need an education that reflects more of their Hispanic culture. Milby probably needs more teachers who are fluent in Spanish. And I don't know if it's going to be any easier teaching One Hundred Years of Solitude than Macbeth. But I do know that a student can get an education at Milby if he or she wants it.
Something is still alive and vibrant in this rambling old campus, whose growth is marked and measured in its architecture. Milby has changed, it is going to change more, and I want it to change. There is something shimmering and shining there, but it's not under the newel post. It's in the eyes of those teachers who have persisted through all the changes, devoted to students for decades.
The opening of the school song goes "Milby, Fair Milby, your sun shall ever rise ..." Some of the students might not get it yet, but they will. Some things, like the way a teacher insists on the best from a student, last forever. That's the past that is never past.


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January 1 is just around the corner. 2013 can be YOUR year. Dream something BIG and dare something NEW for 2013!
Is this going to be the year that you get in shape and lose the extra weight or are you going to put it off AGAIN? Quit making excuses and do something about it! Now!
What should you do? Check out this list.
1. Go to the gym almost every day. Rest when you need to. You know that, so do it. Keep tracking your food intake. Make these healthy habits into a lifestyle. It's just who you are.
5. Forget the steady state cardio workouts. Embrace weight training and high intensity short intervals. Believe this - steady-state cardiovascular work will not lead to fitness.
The body uses three distinct energy pathways, each employed based on the demands placed on the body. Two of these systems (the lactic acid system and the glycolytic system) are called into play when the rate of muscle contraction exceeds the body's ability to produce contractions using oxygen. The key to the fitness level you are looking for (and the rocking hot body) is not found in long cardio sessions. Skip the mindless machine workouts and old 80's aerobics and step classes. Waste of time except for the very deconditioned.
6. Mental focus is more critical to success than physical ability.You have to get your head in the game and make a real comittment to changing your life. If you can't do that, forget it. You will fail.
7. You do not need a complicated piece of exercise equipment. In fact, the more complicated it is, the less effective.The most effective tools for building lean muscle tissue and shedding fat are simple. They have few or no moving parts, and they don't plug into the wall. These tools require effort to use. You've got to pick them up off the ground and hoist them around. They don't give you a place to sit, and they don't read your heart rate every ten seconds. If your exercise routine involves blinking lights, vibrating seats, or mounted televisions, you're doing yourself a disservice. Find the stuff that's simple, heavy and made of metal. It's the true route to fitness.
8. Find a trainer or friend to help you. Having someone to guide you is a huge bonus. A good trainer will recognize your weaknesses and develop a plan to address your specific needs. Left to your own devices you will probably choose the activities that you like the best or that are most convenient. But, is that what you really need?
I have classes every day of the week except Sundays. I also offer one-on-one personal training. Contact me for details. I would love to work with you!
Kathy Wilson
I love fitness! I love an intense workout that leaves me sweaty and exhilerated! Crossfit has become my passion. I teach a lot of "Boot Camp" and "Crossfit style" workouts at my home gym. Crossfit is known for it's onstant variation and intensity. Both elements are right up my alley and they should appeal to you too if you want to become leaner, stronger and more athletic. We are all athletes!
I am a Level 1 certified Crossfit Coach and I also hold various personal training certifications. You can check out my qualifications on my profile page at www.ideafit.com/profile/kathy-wilson-1
Beginning a Crossfit style or Boot Camp style workout can be daunting because of the intensity and the number of exercises and skills. Yes, you will develop new skills! A positive for your body and your mind! You'll learn Olympic lifts, gymnastics, innovative stretches, kettlebell exercises, medicine ball work and a new respect for your abilities. Every workout is different, but challenging. There is always a new skill to learn while you work on mastering previously learned stretches or exercises. Here are a few tips to help you get started with any exercise program:
1.) Virtuosity: Strive to do every rep correctly, every time. Virtuosity is the pursuit of perfection. Be a virtuoso of exercise! Crossfit describes virtuosity as doing the common uncommonly well. Practice is the mother of all skills! You must practice.
2.) Consistency: Get in the habit of working out. Once in while is not good enough to see any real results. Enough said.
3.) Intensity: Go hard! Minimize the amount of time you spend resting during your workout. The less you rest, the stronger you'll become. The juice is worth the squeeze.
4.) Nutrition: Eat enough calories to support vigorous exercise. Not eating is not a solution. Avoid alcohol, starch, and sugar like poison. Eat lean meats, vegetables, fruits, and good fats. Fat is necessary for athletic performance--get it from almonds, avocados, olive oil, and fish oil. Set up your environment for success. Clear all the crap out of your pantry and fridge and never ever buy it again.
5.) Sleep: Sleep is essential to your athletic development. When you sleep, you heal. Progress is a constant give and take between breaking down and building up--exercise breaks you down and sleep builds you up. Sleep at least 8 hours every night. It really is important!
6.) Rest: Don't exercise every day. You'll burn out and increase your chances of developing an injury. Schedule rest days after every two or three days of heavy training. Don't be a slave to your exercise program. Listen to your body. Rest after your workouts - not during them!
7.) Your trainer and your gym: Spend money on quality trainers and gyms. A few hundred bucks here will be money well spent. You will progress faster. Be picky about the advice you follow. Check out your trainers qualifications and ask questions. Choose your gym carefully. Don't believe everything you read on the internet. Do you really need to pay for all that equipment, sauna, pool, etc that you will never utilize? Use your own body as your machine!
8.) Comfort: Get out of your comfort zone. It's what you do when you thought your couldn't do anymore that really counts. Stay away from the famaliar path. Approach new skills as an opportunity to learn, not an opportunity to fail. The best athletes in the world spend all day working on their weaknesses, not reinforcing their strengths.
9.) Goals: Write down your goals and work to meet them every day. Look back over your progress, and change what needs to be changed.Keep a food log and an exercise log. Simple, but effective.
10.) Stress: Your body doesn't distinguish between training stress and life stress. Minimize life stress to maximize your progress. Do Yoga. Meditate. Take time to enjoy your family and friends. Smell the roses along the way!
Nothing I have said is new or novel. Simple tips to make the most of your workouts and your life. You are an athlete. Train like one. I hope to see you in a class or personal training session soon.
Our workouts can teach us a lot about ourselves and the people around us. There are always lessons to be learned. Here are a few things I have learned from my own workouts and from training my clients.
1. I have learned to be a healthier person.
2. I have learned to be grateful for my good health. Cherish it. It could be gone in a minute.
3. I have learned to enjoy trying new things and traveling to new destinations. I love meeting new people and forming new friendships.
4. I have learned to be confident to feel good about myself when I succeed.
5. I have learned to accept my short comings and failures. Embrace your failures and work hard to overcome them. It's ok to fail. A good workout will humble you and pinpoint your short comings.
6. I have learned that when things get hard, keep going. Never give up.
7. I have learned to be confident in my abilities, in spite of my age, weaknesses, or my situation. Do not let the negative comments from your critics cause you to doubt yourself. We all have critics who want to pull us down.
8. I have learned that some of the best friendships have been forged in the gym. You get to know a more authentic and genuine person while sweating together. The workout breaks down the usual social barriers that keep us from connecting to one another.
9. I have learned to be adaptable. When one door closes, another door opens. There is always a way.
10. I have learned that I have all that I need to be the best person I can be. I always had it, even if I didn't realize it. Don't wait to start living life to it's fullest, start today. There will never be a better time.
Work for a cause, not applause. Live life to express, not impress. Don't strive to make your presence noticed, strive to make your absence felt.
Kathy Wilson
Are you looking for a workout that will transform your body? Want to lose some weight and tighten up around the middle? Are you short on free time for exercise? Need help putting an effective workout together? My my new Fit Lite classes are your answer.
I will put together an effective workout that will give you real results in 30 to 45 minutes. I will guide you through every exercise. You just need to show up and I will help you with everything else. Short, fun workouts with a few like-minded friends. Just what you need to get started on your new fit body. You could be looking tighter and toned - better than you have in years.
Rates are reasonable for all budgets. Small groups meet on Wednesdays and Fridays at 10:15 a.m. and Tuesdays at 6:00 p.m.
Please contact me by email or phone for details. I would love the opportunity to help you!
It's summer! Time for a change of pace from your same old gym routine. Get out in the sunshine and put your fitness skills to use. Challenge yourself with a new workout or new location. I will be offering outdoor boot camps at Southeastway Park through the summer and fall seasons. Please check here or my facebook page for updates and schedules. I will be offering Boxing classes in my gym on select Saturdays. I would love to workout with my friends every Saturday. But, let's be honest. I need time to go camping, hiking, biking in the sunshine too!
If you are ready for a change of pace or just want to get started on a fitness routine, please contact me. I offer classes for beginner to advanced level exercisers. I recently added a new class, Fit Lite. Fit Lite meets on Wednesdays and Fridays at 10:15 a.m. for 30 to 45 minutes. I designed the class as a easy way to get into fitness or to get back to fitness after a long absence or injury. The class has been very popular and a lot of fun.
I continue to offer my intermediate to advanced level workouts on Tuesdays and Thursdays at 9:15 a.m. and 6:00 p.m. The class is called the Fitness Protection group. The classes are really kicking some serious butt! Everyone is experiencing measureable improvements in strength and weight loss too.
Boxing is available on Wednesdays at 9:00 am. Always a challenge and great for stress reduction! Of course, one-on-one personal training or small group training is available. Please contact me to set up an appointment. I would love to help you realize your dreams!
Have a wonderful summer!
Do you really know about the credentials of your personal trainer or fitness instructor? Are you making a wise investment in your gym membership or personal training package? Be wary!
The "corporate" gym mentality is changing the fitness business. Many corporate gyms hire fast talking sales staff to sell personal training packages and gym memberships. The sales staff sells the package and hands off the client (you) to a trainer you have never met. The sales person is rarely a trainer, despite their claims. The sales staff usually has quotas they need to meet and are willing to make promises to a potential client to secure the sale. The trainer has the job of attempting to met the expectations that the sales person has promised the new member. After the gym and the sales person have taken their cut the trainer gets the remainder (sometimes as low as $10-$12 per hour). What fitness professional wants to work for that kind of hourly rate?
Do not fall into this trap. You are buying the services of a "here-for-now-gone-tomorrow" trainer. What happens if you do not like your trainer? What do you do if your trainer leaves?
There are plenty of complaints about these business practices. It's nothing new. But, greed can drive gym owners and managers to continue the practice. The gym and sales staff can potentially earn 75% of the personal training fee. Of course, it also drives the good trainers out of a job. What legitimate trainer wants to spend a lot of money and many hours keeping on top of the latest education and staying current with certifications to earn just $10 per hour? Hardly a wise career choice.
Here are a couple of questions to ask your trainer or instructor (taken from a recent IDEA article):
What is your exercise and educational background? Are you certified by a nationally recognized organization?
To properly design a safe and effective workout, a personal trainer should have a good grounding in exercise technique, including exercise physiology, anatomy and injury prevention. A four-year degree in a fitness-related field or certification—or, preferably, both—indicates the personal trainer knows at least the basics of conducting a quality session. Be certain that your trainer has an actual nationally recognized certification. You can check it out here on www.ideafit.com.
What is your level of personal training experience? How do you keep current on the latest personal training techniques, research and trends?
Fitness is a fast-moving field, and you want to be able to rely on your personal trainer for current information on fitness, exercise and healthy lifestyle activities. Membership in a professional association such as IDEA is one way to tell the personal trainer is staying abreast of the latest information on a variety of important topics.
Will you keep track of my workouts and conduct regular fitness assessments?
A legitimate trainer will chart your progress and have a plan to help you meet your goals in a reasonable manner. If it sounds to good to be true, it probably is. Look for a trainer with great credentials, references and lots of experience. A good trainer can help you get in the best shape of your life and make an impact on your future.
Make a wise investment.
To burn more body fat, burn more total calories! Make a healthy lifestyle change to incorporate exercise into your daily life and eat sensibly. Log your food intake and do some self-analysis. Do you need to reduce your portion sizes? Make healthier food choices? Do you eat 3 balanced meals per day along with a couple of snacks? Drop some unhealthy habits and replace them with habits that are more in line with your weight loss goals. Take a walk instead of sitting in front of the tube eating. Make the behavior changes that support the new healthier, leaner you!
The best possible exercise combination is cardiovascular exercise along with weight training. Do some longer cardio workouts at a moderate intensity once or twice a week. On the other days, alternate some challenging cardio intervals with weight training to maximize your calorie burn.
Regular cardio exercise will turn your body into a better fat burner. Some of the physiological and metabolic adaptations that occur with cardiovascular exercise which enhance fat metabolism are listed below:
Your body improves your cardiovascular system with exercise by increasing the number of capillaries that deliver oxygen and extract oxygen. This helps from a cellular level to burn fat more efficiently.
The sensitivity of muscle and fat cells to epinephrine is enhanced, leading to improved release of fatty acids into the blood and within the muscle where fat is in its triglyceride storage form.
Your improved circulatory system aids in the delivery of fatty acids to the muscle. Also, the amount of fatty acids your body will allow to enter the muscles is increased, making fat more available as fuel.
An improvement in the specialized protein transporters that admit the fatty acids into the muscle cells makes the fat more readily available.
The mitochondria, sometimes referred to as the cells "fat-burning furnaces," increase meaningfully in number and size. Again, the changes happen at the cellular level before you see and feel the results. Your body is masterful at adapting to the demands placed on it.
There are only 3 sources for weight loss. They are from water, muscle tissue or fatty tissue. Regular weight training helps to preserve your muscle tissue. Also, regular and challenging weight training workouts will build and enhance your muscles improving your metabolism. Additional muscle tissue will burn more calories, even at rest. The "after burn" or excess post-exercise oxygen consumption (EPOC) refers to the number of calories expended above resting values after a workout. Both cardiovascular and weight training programs may elicit EPOC, but weight training will expend more calories over a longer period of time (the actual number depends on the exercise intensity).
Be consistent with your program. Make exercise and healthy eating a habit. If you must miss a few days for illness or other obligations, get back to it as soon as possible. Do not make excuses or indulge yourself. Stay on track. Small, daily changes add up to significant, measureable changes. Enjoy your new leaner body and increased self confidence along the way. Don't wait until you reach your goal weight. Reward yourself all along the journey. You deserve it!


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F-78-R-1 2/08-12/10 c.1
FEDERAL AID GRANT NO. F-78-R-l
FEBRUARY 1,2008 through DECEMBER 31,2010
State: Oklahoma Grant Number: F-78-R-l
Grant Program: Sport Fish Restoration
Grant Title: Assessing Freshwater Pollution Incidents and Sportfish Kills Due to
Natural and Anthropogenic Causes
Grant Period: February 1, 2008 - December 31, 2010
Project Leader: William Ray
I. Project Objective:
To assess and document potential threats, sportfish kills, associated habitat damages, and/or
actual pollution events.
II. Summary of Progress
A. Introduction
Historically, fish kills have been a consequence of localized ecological damage, and have caused
significant recreational and economic losses to sport fish in Oklahoma reservoirs and rivers. In
some cases, pollution that caused fish kills has been a factor in the consideration and/or issuance
of human consumption advisories. Fish kills continue to occur and require an Oklahoma
Department of Wildlife Conservation (ODWC) response.
Fish kills can result in significant ecological, recreational and economic impacts, and thus the
need to document such cases is imperative. Fish kills are usually indicators of localized aquatic
conditions that damage ecological communities and systems. Mortality and injury to sport
fish can result from both anthropogenic activities and natural causes. Human-induced fish kills
are usually the result of pollutant discharges or physical changes in the ecosystem such as
dewatering and habitat alterations. Negative effects to sport fish due to natural causes may
include low dissolved oxygen, lack of water, extreme temperatures, disease, parasites, nuisance
species and toxin producing algal blooms.
In order to adequately assess damages caused from human actions and natural causes, laboratory
and technical procedures must be implemented that include standardized methods for
investigating sport fish kills and assessing damages to natural resources the sport fish rely on for
reproductive viability and survival. Laboratory services, development and implementation of
standardized fish kill investigation protocols, database management procedures, and appropriate
training for all involved personnel are necessary to achieve the goals set forth in the agency's
mission statement and state and federal statutes.
B. Methods
Proactive approaches may include cooperation with other resource agencies, regulatory agencies,
or interested parties to identify sportfish concerns and reduce the risk of potential impacts
through education and information. Sportfish concerns can be factored into several state
permitting processes by ensuring that the state's water quality standards adequately consider the
needs of sportfish habitat as well as the formation of working groups that actively address issues
related to nuisance species and their effect on sportfish populations (i.e., golden alga blooms).
Some approaches will require both reactive and proactive responses, which include database
management and training. Future trends that could affect the overall health of sportfish may
include continued loss of habitat and an increase in potential for short and long term pollution.
The use of both approaches will help to elucidate existing and potential threats to ecological
communities and systems while providing resolutions that are consistent with the state and
federal statutes.
The following activities are necessary in order to carry out the project's objective. Such
activities will be implemented by Fisheries Division personnel, other ODWC staff, or other
contract service providers as deemed necessary by the primary investigator.
1) Implement laboratory analyses for water quality and fish tissue analyses. Such
analyses will be used to determine the cause of a fish kill and environmental trends and/or
gradients that could result in sportfish injury or mortality. Laboratory analyses will be
accomplished by both ODWC personnel and through cooperative agreements and contracts with
other agencies, universities or contractors.
2) Develop and implement standardized investigative protocols. These protocols will
provide guidance to ODWC personnel concerning standard operating procedures for fish kills.
The protocol will address emergency response protocol, call down procedures, investigative
techniques, equipment and supplies, chain of custody for laboratory analysis, forms, database
requirements, valuation of fish kills and final incident reports.
3) Establish a fish kill database. The database will include specific information related to
each case such as temporal and spatial information that will enable a more efficient utilization of
the data.
4) Cooperate with state, federal and other entities. As a result of major or chronic fish
kills caused from nuisance species, disease, parasitism, natural resource damages, and habitat
alteration, interagency cooperation and working groups will be essential as issues arise that need
a unified response.
5) Train personnel in fish kill response. Training opportunities will include correct
identification of the causative agent and assessment of monetary values associated with injuries
to sportfish and related habitat.
C. ResultslDiscussion
The ODWC has successfully worked with other state regulatory agencies on various issues
related to water quality and fish kills across the state. ODWC staff coordinated with the
Oklahoma Department of Environmental Quality (ODEQ) on two kill complaints in Oklahoma
City metro area and conducted investigations to determine cause of fish mortality.
Fisheries Division staff investigated multiple fish kills resulting in death or impacts to sport fish
species throughout Oklahoma. Staff investigated a fish kill on the Deep Fork River resulting
from an oil spill and coordinated with ODEQ and Corporation Commission on clean-up actions.
ODWC coordinated with ODEQ and ODWC Law Enforcement personnel regarding fish kill at
the Enid wastewater treatment plant. Environmental Program staff consulted with SW Regional
fisheries biologists, ODEQ, and Caddo County game warden on a fish kill near Cyril and
investigated a fish kill at residential a pond in Oklahoma City. Additionally, Environmental
Program staff coordinated with regional fisheries biologists on fish kills in Lake Lawtonka,
Hudson Lake, and at Johnson's Pond in Moore and assisted numerous landowners with questions
and concerns regarding fish kill on or adjacent to private property.
Equipment was purchased to be used in fish kill investigations including handheld GPS units,
D.O. meters, and a digital camera. This equipment is used by regional fisheries biologist and
technicians to collect accurate data needed to properly assess the causes of fish kills within their
respective regions.
ODWC and state fish kill investigation protocols were discussed and reviewed with ODEQ and
contact information was updated for response actions. Coordination continued with Oklahoma
Fisheries Research Lab on development and design of an SQL database for fish kill
investigations than occur within Oklahoma.
Consultation was made with the USFWS about conducting fish kill training for ODWC and
additional appropriate state personnel and internal revisions continued of fish kill investigation
The ODWC has successfully participated in several fish kill investigations across the state and
continues to improve coordination between various state and federal agencies to better address
and access the ecological, recreational and economic impacts on the aquatic community.
An ODWC manual addressing standard operating procedures for investigations offish kill events
is undergoing revisions and internal review. This manual will serve as the ODWC guidance
document providing procedures for conducting and documenting responses to future fish kill
event. It will also direct ODWC field staff and improve effectiveness and consistency in fish kill
investigations. Upon approval by administrative staff, this document will be distributed to field
staff. Coordination continues with USFWS staff at the National Conservation Training Center to
try to schedule statewide training for this upcoming year (2011). Through updating contacts and
additional coordination efforts, progress continues to be made in synergizing Oklahoma state
agencies, interstate agencies and federal agencies. This will provide an effective mechanism for
responding to pollution events causing fish kills. As a result, the ODWC was able to respond to
potential and/or substantial environmental threats with confidence and credibility.
D. Conclusions/Recommendations
Continue to assess and document potential and actual sport fish kills.
III. Significant Deviations: None
Prepared by: _
William Ray, Environmental Biologist
Fisheries Administration
/,Oklahoma Department of ildlife Conservation
John Stafford
Federal Aid Coordinator
Oklahoma Department of Wildlife Conservation
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- From the President
(Rochester, NY)— Hawking, the first-ever autobiographical documentary about physicist Stephen Hawking, premieres Wednesday, January 29, 2014, 10:00-11:00 p.m. on WXXI-TV. The film offers rare insights into Hawking's life, past and present, aided by a cast of stellar contributors and Hawking fans, including astronaut Edwin Eugene "Buzz" Aldrin, Jr., actors Jim Carrey and Benedict Cumberbatch, mathematical physicist Sir Roger Penrose and entrepreneur Sir Richard Branson.
Hawking tracks the physicist's life story, told largely in his own words. It includes dramatic accounts of his life from childhood through university; intimate footage of Hawking today, including his home routine and his work life at the University of Cambridge; archival footage; and candid comments from family members, friends and colleagues. Computer-generated imagery illustrates some of Hawking's remarkable discoveries, such as the nature of black holes and the so-called "Big Bang" theory that explains the origins of the universe.
"This film is a personal journey through my life, told in my own words, that shows the story of how I became who I am today. It has been a lot of fun and also very strange to see myself depicted in so many ways," said Hawking. "I think it is important to realize we only have a very short time alive and should make the best of it. Despite my disabilities, I will always keep wondering about the mysteries of the universe."
In addition to photos and archival footage of his childhood, the film also depicts the difficult aspects of his life, especially his battle to communicate through his computer, a process about which he meets regularly with technology experts. In addition to the A-list contributors who are also his fans, interviewees include Hawking's ex-wife Jane, past and current students and graduate assistants, nurses and his literary agent, among others.
Stephen Hawking became paralyzed due to motor neuron disease, but his intellectual brilliance, his refusal to quit and his trademark dry wit — all showcased in Hawking — have propelled him to international fame and celebrity. He has sold more than 10 million copies of his groundbreaking book A Brief History of Time, spoken before thousands of people at sell-out live shows and appeared on iconic TV shows such as "The Simpsons" and "Star Trek." He counts as friends many of the most famous people on the planet. He has met with the pope, experienced zero gravity, received the Presidential Medal of Freedom and much more.
"We are thrilled to bring this exclusive program about Stephen Hawking to PBS as part of our science and natural history Wednesday night programming," said Beth Hoppe, Chief Programming Executive and General Manager, General Audience Programming, PBS. "Hawking opens up a new window into his life and achievements as never before and we're proud to be a co-producer of this film."
"Through Hawking's own words, as well as those closest to him, PBS viewers have an opportunity to get a fresh perspective on one of the greatest scientists of our time," added Ben Bowie, Executive Producer. "We are honored to have had the opportunity to film and capture the most intimate details of Stephen Hawking's life."
Producer: Darlow Smithson Productions
WXXI is the essential, life-long educational media resource for the Greater Rochester area. WXXI puts the community first with programming that stimulates and expands thought, inspires the spirit, opens cultural horizons and promotes understanding of diverse community issues. Log on to wxxi.org for more information about our services and programs.


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speakonitgod wrote:United States military interrogators often blast music at detainees in Iraq, Afghanistan and Guantanamo Bay as forms of torture. According to the British law group Reprieve, the top songs used include 3 tracks from Eminem including "Kim," "The Real Slim Shady" and "White America." Legendary rappers Dr Dre and Tupac made the list along with rockers Aerosmith, Rage Against The Machine, Metallica and Nine Inch Nails.
Artists are now fightings back. On the 60th anniversary of the Universal Declaration of Human Rights, musicians are uniting to join the Zero db (zero decibels = silence), a project launched today by Reprieve, a charity representing over 30 prisoners in Guantanamo Bay. I suggest that they level Guantanamo Bay, but they keep one small cell and they put Bush in there ... and they blast some Rage Against The Machine," Tom Morello said, the guitarist for band. For more infomation, visit www.ZeroDB.org
Music Used By Military For Torture
• AC/DC - Hell's Bells
• AC/DC - Shoot to Thrill
• Aerosmith
• Barney the Purple Dinosaur - theme tune
• Bee Gees - Stayin' Alive
• Britney Spears
• Bruce Springsteen - Born in the USA
• Christina Aguilera - Dirrty
• David Gray - Babylon
• Deicide - **** Your God
• Don McLean - American Pie
• Dope - Die MF Die
• Dope - Take Your Best Shot
• Dr. Dre
• Drowning Pools - Bodies
• Eminem - Kim
• Eminem - Slim Shady
• Eminem - White America
• Li'l Kim
• Limp Bizkit
• Matchbox Twenty - Gold
• Meat Loaf
• Metallica - Enter Sandman
• Neil Diamond - America
• Nine Inch Nails - March of the Pigs
• Nine Inch Nails - Mr. Self-Destruct
• Prince - Raspberry Beret
• Queen - We are The Champions
• Rage Against the Machine - Killing in the Name Of
• Red Hot Chilli Peppers
• Saliva - Click Click Boom
• Sesame Street - theme tune
• Tupac - All Eyes on Me
Thats weak... if they truly want to torture prisoners, they would be playing some clay aiken on their ears... or that song bigstrand tortured us with a couple weeks ago ..aaahh.


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As the first Saturday of May looms on the horizon, its echo of past glories fills the air. If you've ever been in the Central Kentucky area near Derby season, you understand the excitement and colorful celebration that permeates the local environs. Personally, I've never been to the Derby - for, pretty much, two reasons only: money and a touch of snobbery. Yes, I will admit that I am not wealthy enough to purchase a new gorgeous outfit complete with elaborate hat to wear for one day, let alone purchase decent tickets in the stands. Here is where the snobbery comes in: I have never had a desire to attend the Derby by standing in the in-field. I know this is supposed to be one of the biggest parties of the year.....and the liquor flows just as freely in this giant grassy area surrounded by the track, but the weather gamble is just too much for me to consider spending any time there. Either the weather is great, and usually hot by early May - which means you roast with these beer crazed fans. Or, the weather is cold and rainy which makes it a muddy beer crazed fest. Either way, I prefer watching the race at home.....some years with a local group having a party, or other years, simply racing inside to turn on the tube just before post time.
However, I do have one special Derby memory that I can share: I got to personally meet Secretariat when I was about 12 years old. My family had not yet moved to Kentucky and while on a visit to Mamma & Pappa Watts' farm in Bourbon County, we met a woman at the Duncan Tavern (DAR Headquarters in Paris) who had been invited to visit with Secretariat in his retirement on Claiborne Farm. He was such a massive animal that we were all intimidated to stand next to him. The caretaker wanted to sit my 2 year old little brother on his back, but Mom would have none of that nonsense! I'm sure she had visions of that wild stallion racing off with her precious baby - after the powerful display of him racing down to the gate and skidding to a halt when we first arrived, I don't blame her at all! I'm also sure that Secretariat sneezed some beautiful green snot on her white skirt in retaliation. Horses are sensitive you know! One lesson learned that day.....he LOVED peppermint lifesavers!
To best celebrate this rich tradition, I have pulled some 18th century newspaper clippings from the Kentucky Gazette, published in Lexington (1795, I believe). I have also included a brief history of the industry which I wrote last year for a small online exhibit. Enjoy!
In 1775, George Rogers Clark extolled the beauty of Kentucky with the statement: "A richer and more beautiful country than this I believe has never been seen in America". With the 18th century pioneer migration into Kentucky, the horse was a natural accompaniment. By 1789 the horse population of Kentucky had risen above the human population by 607 to make the horse population of the time 9,607. Not only were the pioneer conditions difficult enough to require the work of horses, but the gentle rolling bluegrass landscape was perfectly suited to the breeding and development of champion bloodlines.
By the late 18th century, racing a favorite horse was a widely accepted activity and only grew in popularity as a focus on the bloodlines developed. Along with the horse industry grew the development of large farming estates which solidified a hugely successful agricultural economy. Breeding horses for stamina and speed seemed to naturally evolve with the culture of the young state, with racetracks popping up in several surrounding counties.
Thoroughbreds first entered the territory by way of Virginia, with the first English bred Thoroughbred, Blaze, arriving here in 1797. Throughout the first half of the 19th century Kentucky horsemen continued to breed and race successful lines of Thoroughbreds. By 1850, the most famous of all 19th century racehorses, Lexington, was bred by Dr. Elisha Warfield and after an illustrious career nationally "begot more champions than any other stallion and led the nation's sire list for a longer period than any other in history." (Wharton p.27) Ironically, the bones of Lexington are a current source of issue as Kentucky is seeking to have them returned to the state from their current residence in the Smithsonian.
After the conclusion of the Civil War, the sport of racing horses had a quick decline as the sport was dominant in the south. However, it was not long before wealthier men of the northeast, familiar with the racing traditions of Europe, soon brought this sport back into popularity by building racetracks in the north. With Kentucky remaining the top breeding state in the country, it was only natural for a track to be built here in Kentucky which had not suffered the same level of war devastation as the rest of the south. By 1875, a new Louisville track called Churchill Downs was inaugurated with a new race, known as the Kentucky Derby.
For more information on this subject:
Book: The Horse World of the Bluegrass by Mary E. Wharton & Edward L. Bowen (1980)
Book: The Thoroughbreds by Barbara Berry (1974)
Website: http://www.allhorseracing.com/kentuckyhorseracing.aspx
For more about the bones of Lexington: http://www.kentucky.com/181/story/725923.html
Could this Possibly be Wood Betony? - While coming back down the mountains at Newfound Gap Tennessee, my friend and I pulled over to snap a couple of pics alongside the roaring and beautiful s...
8 years ago


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- Carousel button
Petite 8" toothpick skinny jeans in medium wash
Size & Fit
- Midrise.
- Fitted through hip and thigh, with a superskinny, ankle-length leg.
- Front rise: 8"; 26" inseam;10" leg opening (based on size 25).
Product Details
Our skinniest style, the toothpick is lean, cropped and a little bit sexy—not to mention our best seller people ask for by name. This pair features a supersoft denim with a touch of lyocell (think leggings-level comfort). Bonus: Our Perfecting Pockets™ which are so much more than front pockets—they lift you up, hold you in and make you look pretty perfect.
- 44% cotton/42% lyocell/13% poly/1% elastane.
- Zip fly.
- Traditional 5-pocket styling.
- Machine wash.
- Import.
- Online only.
- Item J2363.


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1. splatter - noun
· the noise of something spattering or sputtering explosively; "he heard a spatter of gunfire"
Synonym(s): spatter, spattering, splattering, sputter, splutter, sputtering
Hypernym(s): noise
2. splatter - noun
· a small quantity of something moist or liquid; "a dab of paint"; "a splatter of mud"; "just a splash of whiskey"
Hypernym(s): small_indefinite_quantity, small_indefinite_amount
3. splatter - verb
· cause or allow (a liquid substance) to run or flow from a container; "spill the milk"; "splatter water"
4. splatter - verb
· dash a liquid upon or against; "The mother splashed the baby's face with water"
Synonym(s): spatter, plash, splash, splosh, swash
Hypernym(s): scatter, sprinkle, dot, dust, disperse
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Unscramble.net is the free tool to unscramble letters and words for games like Text Twist, Words with Friends, Scrabble, Word Scraper, and of course the ever popular Jumble newspaper puzzle. It is also great for homework problems that frustrate many parents and students. Unscramble.net provides one and two word unscramble solutions from its extensive 280,000 word list that includes technical, medical and slang words. There is no limit to the number of letters entered for one word unscrambles and the site also provides for rhyming words and dictionary definitions for many of the unscrambled words. Two word unscramble results are provided in two formats for easy comprehension by the user. There is no limit to the number of word combinations provided whether for one or two word unscramble solution sets.
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No. 10 Lady Flames turn tables on No. 1 Miami in rematch
January 24, 2014 | Lynchburg, Va.
A day after recording both assists in Liberty University's ACHA Division I women's hockey team's 4-2 loss to Miami (Ohio) University, junior forward Amanda Grainger assisted one go-ahead goal and scored another in Friday's rematch, a 4-3 victory over the No. 1-ranked team in the nation at the LaHaye Ice Center.
"It was a good win, we needed it," Liberty Head Coach Paul Bloomfield said. "The girls actually played 60 minutes of hockey. They didn't lose momentum and kept coming back. It was great. There was fire in the hole. They wanted it and finally, we got some desperado, where they were saying, 'We've got to do it.'"
With 10:58 left in the third period, Grainger gathered the loose puck of a shot sent through the crease by freshman forward Courtney Gilmour and deflected on net by senior forward Nikki McCombe and converted the putback past Miami senior goalie Dana Lovin from a tough angle near the left post for a 3-2 lead.
"Grainger's goal was just nothing short of hard work," Bloomfield said. "That just happened because she didn't quit. That's her strength, scrappy and a hard worker around the net."
Less than two minutes later, Carrie Jickling added an insurance goal with a backhanded rebound of a shot by fellow sophomore forward Catharine Burrell, who returned from an injury suffered at Miami last year, to extend Liberty's lead to 4-2.
Liberty's second line, made up of Grainger, McCombe, and freshman forward Courtney Gilmour, was especially effective in the two games against the Redhawks, with Gilmour scoring the game's first goal just two and a half minutes after the opening faceoff.
Miami freshman forward Katie Augustine, who scored the game-winning goal for Team USA against Japan in the bronze medal game of last month's World University Games in Italy, assisted the equalizer with just under 2:00 left in the first period. Her shot from the high slot was deflected in by junior center Lindsey Ellis.
The game remained tied for nearly 19 minutes before Liberty junior defenseman Madi Fischer launched a shot from the high slot and Grainger pushed the rebound through to McCombe, who finished from the left crease for a 2-1 advantage.
Miami outshot Liberty 31-26 for the game, but Lady Flames sophomore goalie Kristina Toppazzini made 29 saves, holding Rachael Booth, the leading scorer in ACHA Division I, scoreless. However, another freshman forward, Jordan Hanson, knotted the game at 2-2 for the Redhawks eight minutes into the third period. She stole a cross-ice pass as Liberty transitioned out of its defensive zone and finished a one-on-one with Toppazzini with a left-handed wrist shot.
Grainger put the Lady Flames (10-8-4) back on top to stay 54 seconds later and Jickling's final goal held up as the game-winner after Miami freshman left-winger Kaley Mooney's slapshot found the five-hole with less than a minute left in regulation.
The Redhawks (18-2-2) pulled Lovin for the final 52.5 seconds, giving them a five-on-four edge, but Liberty's defense tightened and closed out the one-goal win.
"Yesterday, we outplayed them, but we just gave up some mistakes and they capitalized and today, we really played better," Grainger said. "We all played 60 minutes and when they got their last goal in the final minute, we didn't give up. When they pulled their goalie, we just kept going."
Liberty assistant coach Justin Forth predicted before Friday's game that it would determine whether or not the Lady Flames made it back to the ACHA DI National Tournament, where they finished runner-up last season. Only the top eight teams in the final rankings advance.
"Rankings come out Sunday night and this has got to help us," Bloomfield said.
"Hopefully, this brings us up in the rankings and we can make it to nationals," Grainger added. "Now we have momentum going into the next weekend when we play Northeastern."
The seventh-ranked Huskies, who tied and defeated the Lady Flames Nov. 2-3 in Boston, visit the LaHaye Ice Center next Saturday at 5:30 p.m. and Sunday at 9:45 a.m.


text:
|Oracle Workflow User's Guide
Release 2.6.3
Part Number B10285-02
Oracle Workflow sends a notification to a role when the Workflow Engine executes a notification activity in a workflow process. The notification activity may designate the role as being responsible for performing some human action or may simply relay process-related information to the role. To successfully deliver a notification to a role, the role must be defined in the Oracle Workflow directory service.
As a member of a role, you can view a notification using any one of three interfaces depending on your role's notification preference setting in the Oracle Workflow directory service. You can receive an e-mail for each individual notification, receive a single e-mail summarizing all your notifications or query the Workflow Notifications Web page for your notifications. If you choose to receive an e-mail for each individual notification, you can also choose the format in which you want to receive the e-mails. See: Setting Up an Oracle Workflow Directory Service, Oracle Workflow Administrator's Guide and Setting User Preferences.
Each notification message can include context-sensitive information about the process and directions on how to respond to the notification, if a response is required. The message can also include pointers to Web URLs and references to Oracle Applications forms that allow the user to get additional information related to the notification.
As a notification recipient, there may be occasions when you will not be able to view or respond to your notifications in a timely manner. Rather than create a bottleneck in a workflow process, you can take advantage of the Automatic Notification Handler to define rules that direct Oracle Workflow to automatically manage the notifications for you.


text:
Phillips Chosen For Award, Aug. 8, 2005
Congratulations to Dr. Fred Phillips, Professor of Hydrology, for being selected as one of two 2005 recipients of the Kirk Bryan Award for Excellence by the Geological Society of America. The award is given annually in recognition of outstanding contributions to the interdisciplinary field of Quaternary geology and geomorphology. Dr. Phillips will receive the award during a ceremony at the GSA Annual Meeting this October in Salt Lake City.


text:
Welcome to bayareakiteboarding.com
San Francisco Bay Area kiteboarding safety, access, information, reviews, forums, and classifieds.
San Francisco Bay Area Kiteboarding Lessons
Lessons are essential for anyone interested in getting into the sport. There are a few different outfits offering lessons in the San Francisco Bay Area at different riding locations, all of which focus on safety and providing you with a solid understanding of the basics to get you started. Getting lessons is money well spent and will get you up and going on the water ASAP. Click on images to visit websites for more information.
Kitopia provides kiteboarding lessons at Sherman Island.
Kite415 provides lessons at San Francisco, Brisbane and Oyster Point.
Helm of Sun Valley teaches lessons at 3rd Avenue.
Santa Cruz Kitesurfing provides kiteboarding lessons in Santa Cruz.
Kite Naked/Benicia Kite and Paddle Sports provides lessons in Benecia
Wind Over Water provides kiteboarding lessons at Coyote Point and the Coast.
Edge provides kiteboarding lessons at Sherman Island.
Sheldon provides kiteboarding lessons at Sherman Island.
Boardsports School provides lessons in Alameda and at Coyote Point.
Get lessons, be safe!


text:
Margaret and her girlfriends went shopping yesterday and had a grand time. They caught some good sales, had a great lunch at the new Italian restaurant, and headed for home before rush hour. And somehow each came home with a new pair of shoes – even Sally, who swore she wasn't a shoe collector, but yet fell in love with a pair of pumps and had to get them. Each stumbled across the perfect pair of shoes at the perfect price, even in the perfect color! Oddly enough, each not only found a different type of shoe, but also a different color (and different size too, but we're not going into that!). Determine the full name of each girlfriend, the type of shoe each one purchased, and the color of each new pair of shoes.
1. Nancy Barlow didn't buy the boots.
2. Ms. Parker bought the green shoes.
3. The pumps were not pink.
4. The boots were brown but weren't purchased by Ms. West.
5. Sally's last name wasn't Stevens. Clarisse didn't buy the flats.
6. Margaret's last name wasn't Parker but she did get the sandals, which weren't black.
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Last Update
October 31, 2011


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Contact ARC Spider
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We are available from 8:30am - 5:00pm Monday-Friday EST.
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If you have a content based web site, we can add a customized version of the Arcspider search results that will match the look and feel of your exiting site. All you need to do is add a search box to your site to begin offering this service. The cost to join is free, and you get paid on a revenue share basis for all product sales made through your links. To see an example in action please visit Chef2Chef.net. As we have done for Chef2Chef.net, our search results can also be customized to include only products that are relevant to your site content, in this case restaurant and food preparation equipment. To learn more, contact us at +1.734.971.1210.
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