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Number: 113-3
Date: June 5, 2013
Senate Judiciary Committee Reports S. 744,
Border Security, Economic Opportunity, and Immigration Modernization Act
On April 16, 2013, Senator Schumer (D-NY) introduced S. 744, the Border Security, Economic Opportunity, and Immigration Modernization Act. On May 21, 2013, the Senate Judiciary Committee reported the bill with amendments, by a vote of 13-5. The bill now moves to the full Senate for consideration.
S. 744, as reported by the Senate Judiciary Committee, includes the following provisions of interest to the Social Security Administration (SSA).
Title I—Border Security
This title does not contain any SSA-related provisions.
Title II—Immigrant Visas
Registered Provisional Immigrants
The bill would establish a new "Registered Provisional Immigrant (RPI) Status" for aliens present in the United States on or before December 31, 2011. RPI status would be valid for 6 years, and would be renewable. In addition, the bill would:
- Authorize RPI individuals to work in the United States. Further, under the bill, RPI individuals would be considered lawfully present. Thus, they would be eligible for Social Security numbers (SSNs) and cards, and would meet the lawful presence requirements for title II of the Social Security Act.
- Prohibit RPI eligibility for Federal means-tested public benefits, including Supplemental Security Income (SSI).
- Allow RPIs to transition to legal permanent resident (LPR) status, provided they meet certain requirements, such as proving regular employment during RPI status. SSA records, among others, would constitute evidence of employment.
- Exempt RPIs (and LPRs who transitioned from RPI status) from criminal liability for deceiving SSA about their true identities or for using SSNs on the basis of false information given to SSA.
- Require SSA, in coordination with the Department of Homeland Security (DHS), to implement a system for assigning SSNs and issuing Social Security cards to RPIs.
- Would require DHS to provide SSA information (from RPI applications) necessary to assign SSNs to such individuals; the Commissioner would also be permitted to use this information to administer SSA programs, as permitted under the Privacy Act and other applicable Federal laws.
Blue Card Status
The bill would establish a new "Blue Card Status" for current undocumented workers who perform agricultural work. In addition, the bill would:
- Authorize Blue Card holders to work in the United States and would consider them lawfully present on a temporary basis. Thus, they would be eligible for SSNs and cards, and would meet the lawful presence requirements for title II of the Social Security Act.
- Prohibit Blue Card holders from receiving Federal means-tested public benefits, including SSI.
- Exempt Blue Card holders from criminal liability for deceiving SSA about their true identities or for using SSNs on the basis of false information given to SSA.
Nonimmigrant Agricultural Visas
The bill would create a new visa category—the W visa—for nonimmigrant agricultural workers coming to the United States to perform temporary work (essentially the current H-2A visa category), and would repeal the current H-2A visa category. In addition, the bill would:
- Grant work authorization to W visa holders, who would thus be eligible for SSNs and cards.
- Make W visa holders ineligible for Federal means-tested public benefits, including SSI.
Other Nonimmigrant Visa Categories
The bill would make changes to numerical visa limits as well as the V and K visas, among others, and would extend the Iraqi and Afghan special immigrant visa programs.
Title III—Interior Enforcement
Mandatory Employment Verification
The bill would require DHS, in consultation with SSA, to establish a mandatory system of employment eligibility verification (the System). The bill would repeal the current E-Verify system effective upon enactment, but would provide for its continued use until the System is fully functional.
In addition, the bill would:
- Require DHS to issue interim regulations implementing the System no later than 1 year after enactment; such regulations would be effective immediately upon publication. DHS, in consultation with SSA and the Attorney General (AG), would publish final regulations "within a reasonable time" after the interim regulations.
- Phase-in mandatory participation as follows:
- Current Workforce
- Would require Federal contractors to use the System, as already required under the 2008 Federal Acquisition Regulation.
- Would grant DHS discretionary authority to require verification of the current workforce for employers—
- in critical infrastructures (which are required to participate in the System no later than 1 year after regulations are published); and
- who demonstrate a pattern or practice of violations of immigration laws, and who are already required to participate in the System with respect to newly hired employees.
- New Hires and Employees with Expiring Work Authorization
- Would require all employers to use the System for new hires and employees with expiring work authorization using the following schedule:
- Effective upon enactment and as already implemented, or no later than 90 days after enactment, whichever is earlier. Federal agencies and departments in the executive, legislative, or judicial branches.
- 1 year after regulations are published. Critical infrastructures.
- 2 years after regulations are published. Employers with more than 5,000 employees.
- 3 years after regulations are published. Employers with more than 500 employees.
- 4 years after regulations are published. All other non-tribal employers.
- 5 years after regulations are published. All employers owned by, or entities of, the government of a Federal-recognized Indian tribe.
- Would require all employers to use the System for new hires and employees with expiring work authorization using the following schedule:
- Would permit DHS to require early participation by an employer who has violated certain immigration laws.
- Would allow early voluntary participation by any employer.
Initial Verification Process
The bill would require DHS, in consultation with SSA, to establish a mandatory verification System. The System would work as follows:
- Allow (but not require) DHS, in consultation with SSA, to either develop protocols to notify individuals via email or mail when his or her information is processed through the System, or develop other electronic processes to help prevent potential identity fraud.
- Require employers to confirm the identity and employment authorized status of an individual via the System within 3 business days of employment, or, for noncitizens with expiring work authorization, within 3 business days of the expiration of work authority.
- Require the System to immediately provide the employer (1) a confirmation of an individual's identity and employment authorized status, or (2) a further action notice.
Contesting a Further Action Notice
The bill would establish the following further action notice resolution process:
- Within 3 days—The employer would notify the individual of the further action notice and any procedures specified by DHS for contesting such notice.
- Within 10 business days—The individual may contact the appropriate Federal agency to contest the further action notice. DHS may require the individual to appear in person to verify his or her identity and employment eligibility. An employer may not terminate employment during this period. DHS, in consultation with SSA and other appropriate Federal agencies, shall specify procedures to verify information provided to contest a further action notice.
- Within 10 business days of contesting the further action notice—The System shall provide a confirmation or nonconfirmation. DHS may extend this time period for good cause.
Authority to Modify the System and Document Verification Requirements
The bill would:
- Authorize DHS, in consultation with SSA and the AG, to issue regulations implementing, clarifying, and supplementing the requirements related to the System.
- Allow DHS, in consultation with SSA, and after providing an opportunity for public comment on the notice published in the Federal Register, to modify:
- The information an employee must present to an employer;
- The information an employer must present to the System; and,
- Procedures followed by employers with respect to verification.
- Require DHS to notify employers of all changes made to documentation requirements and the System.
Employment Verification System Enhancements
The bill would:
- Require DHS, in consultation with SSA, to establish a secure self-verification procedure (similar to the already extant E-Verify Self Check) to allow a worker seeking to verify his or her employment eligibility to contact the appropriate agency and, in a timely manner, correct or update his or her information.
- Require DHS, in consultation with SSA to establish, within 18 months of enactment, a program to allow an individual to temporarily suspend or limit the use of his or her SSN or other identifying information under the System (similar to the planned E-Verify Self Lock), and to notify each individual being verified in the System that he or she can limit the use of his or her SSN, and how to do so.
- Require DHS and SSA to establish procedures for identifying and handling situations in which an SSN is subject to "unusual" multiple use in the System, or is suspected to have been compromised by identity fraud (similar to the planned E-Verify Fraud Alert).
Administrative Appeals
The bill would establish a process for appealing a nonconfirmation of employment eligibility. This process would:
- Allow individuals to file an administrative appeal with DHS or SSA, as appropriate, within 10 business days of being notified of a nonconfirmation.
- Provide that filing an appeal would stay the nonconfirmation and employment termination unless DHS or SSA determines that the appeal is frivolous or filed for purposes of delay.
- Require DHS and SSA to develop procedures for resolving administrative appeals.
- Specify that DHS and SSA accept additional evidence if submitted within 10 business days of filing the appeal.
- Require DHS and SSA to resolve appeals within 20 business days after the individual has submitted all evidence and arguments.
- Authorize DHS and SSA to extend the appeal filing and evidence submission periods.
- Not authorize the award of any damages, fees, or costs.
ALJ and Court Review
The bill would:
- Permit individuals to file a complaint with a Department of Justice Administrative Law Judge (ALJ) within 30 days of an adverse final determination by SSA or DHS, which would stay the nonconfirmation.
- Authorize the ALJ to terminate the nonconfirmation stay, resolve claims of identity theft, compel by subpoena the attendance of witnesses and presentation of evidence, and reverse the decision of DHS or SSA.
- Authorize the ALJ to order SSA (or DHS) to pay an individual lost wages and reasonable costs and attorneys' fees if he or she finds that the final nonconfirmation determination was erroneous based on agency negligence. Such payments would not come out of the OASDI trust funds.
- Permit individuals to seek review in the U.S. Court of Appeals within 45 days of the ALJ decision.
Public Campaign and Funding
The bill would:
- Require DHS, in consultation with SSA, the AG, and others, to conduct a public information campaign to educate employers, employees, and the general public about rights and responsibilities related to the System. Requires action not later than 3 months after enactment.
- Authorize appropriations of $40 million for each of the fiscal years 2014 through 2016 for the System and the required public education campaign. This appropriation is not earmarked for any specific agency or department.
Miscellaneous Provisions Related to the System
The bill would:
- Require DHS, in consultation with SSA and other Federal and State agencies, to develop policies and procedures to ensure protection of personally identifiable information (PII) contained in the records associated with the System, and develop and deploy privacy and security training for Federal and State employees accessing these records.
- Require DHS to make arrangements allowing employers and employees to use Federal government facilities or other available locations to access the System.
- Require SSA, DHS, and the Secretary of State to update their information "in a manner that promotes maximum accuracy" and provide for prompt correction of erroneous information in the System.
- Prohibit use of records or information contained in the System for any purpose other than employment verification, or to ensure appropriate use of the System.
- Require DHS, in cooperation with SSA, the AG and other relevant agencies, to establish a Joint Employment Fraud Task Force, which would include personnel of various agencies, including SSA's Office of the Inspector General.
Social Security Act Amendments
The bill would:
- Codify SSA's role in the System.
- Require SSA to compare name, date of birth, SSN, and available citizenship data to confirm their validity; determine the correspondence of the name, date of birth, and SSN; determine whether the name and SSN belong to an individual who is deceased according to SSA records; determine whether the individual is a U.S. national; and determine whether the SSN is not valid for employment.
- Prohibit SSA from releasing an individual's Social Security information to employers, except for notices of confirmation/nonconfirmation and the reason for a further action notice.
- Restrict the issuance of replacement Social Security cards to 3 per year and 10 per lifetime, codifying in the Social Security Act requirements now contained in the Intelligence Reform and Terrorism Prevention Act of 2004.
Social Security Card Changes
The bill would:
- Require SSA to make changes to the Social Security card to make it "fraud-resistant, tamper-resistant, wear-resistant, and identity theft-resistant." (These terms are not defined in the legislation, and are thus subject to the Commissioner's interpretation.) Related provisions would:
- Require SSA to begin preliminary work to administer such cards within 180 days of enactment and only issue Social Security cards conforming to such guidelines within 5 years of enactment.
- Require DHS, in consultation with the AG and the Secretary of Defense, to submit an expenditure plan to Congress that would describe the steps SSA plans to take to create the new card, including the type of equipment needed to produce it; total estimated costs for completion and a fiscal year breakout of detailed costs; the number and type of personnel needed; a detailed production schedule; and, operations and maintenance costs.
- Appropriate, from the Comprehensive Immigration Reform Trust Fund established by the bill, such sums as may be necessary to SSA for FY 2014 for the purpose of implementing changes to the card—designated as exempt from statutory PAYGO—to remain available until expended.
SSN and Card Criminal Penalties
The bill would:
- Establish new criminal penalties for Social Security number and card fraud, including fines, imprisonment for not more than 5 years, or both, for:
- Possessing or using a number or card obtained from the Commissioner fraudulently;
- Falsely representing a number as one's own; buying or selling numbers or cards;
- Altering, counterfeiting, or forging a card or using or distributing such a card; and,
- Acquiring or producing a number or card that purports to be an SSN or card.
- Require SSA to disclose certain information from SSA records to Federal law enforcement agencies investigating social criminal violations related to Social Security card and number fraud. Such requests must be in writing.
Reimbursable Agreement between SSA and DHS
The bill would:
- Require DHS and SSA to enter into and maintain a reimbursable agreement, effective for fiscal years beginning on or after the date of enactment, which would provide funds for the full costs of the Commissioner's responsibilities, including systems and operational costs.
- Require advance reimbursement on a quarterly basis, as well as annual cost accounting and reconciliation, which would be reviewed by DHS and SSA's OIG.
Title IV—Reforms to Nonimmigrant Visa ProgramsThis title does not contain any SSA-related provisions.


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I agree with dutchgirl and Ucan:
A) They always behave better for a visitor, and
B) they love a showy rountine!
If you don't feel you can do the counting down effectively, do you have a smartboard? You could put a visual countdown timer up there. (But I do like the control of doing it myself.)
Thank you for sharing the experience here. I learnt something new from it too!
This is a great thread that will help many teachers. I have found random pat time,consistency in everything and body language to be the top areas as far as priority when you have a tough class. I have silent signals and do not do a lot of talking to get the class doing what they need to do at dismissal and entry to the class.
Today went pretty good. Instead of expecting the students to just "do" an established procedure, I explained the steps and expectations. We did a lot of practicing for getting stuff put away, getting out materials, cleaning up, lining up, passing in papers, and callback signals.
Morning went smoothly, though the time is a little tight due to awkward schedules. Students go straight to specials classes. Then they come into my classroom with full backpacks at about 8:40 and immediately six of them get pulled out for intervention, speech, etc. Today they were not allowed to leave until their backpacks were put away.
At issue is some students who think, "ten seconds to get your notebook out" means, "play around for ten seconds and then consider thinking about maybe getting something ready if you bothered to listen to the instructions and you feel like doing work today". A lot of transition time was spent getting eight or nine individual students to follow simple instructions like that.
Walking in a line was fine as usual (a big change from last year) but they still needed help getting in line and staying in line at the beginning.
The afternoon is still rough, though. Despite our daily readaloud, students are still hyper from running around outside for the next two hours. It's like a different class before lunch and after lunch. I suspect that my tolerance for noise is weakening at that point and it just seems louder, but the class is definitely less responsive to the callback signal in the afternoon
Getting ready at the end was done one table at a time with emphasis on "watch how Silver table does it. They're going to do an excellent job". I also timed each one on a stop watch for competition, which worked. Enough time was still left to practice standing up without talking, lining up without talking, then returning to their seats when they chose not to meet those expectations.
The same thing will happen tomorrow, so after a couple of weeks of this, the procedures should be re-established.
It sounds to me like the kids don't respect you. Until they do, you will continue to have problems.
Tomorrow I'm not going to make a lot of changes to the procedures, rather I'll reinforce the same procedures in place from the beginning of the year. The main problem is the quiet signal which is no longer being respected: "Class-Class" should be responded with, "yes, yes" but only two or three students actually do so. "if you can hear my voice clap once..." is also used and is also no longer effective. Lining up and walking quietly in class is actually much better than last year, so it won't need a lot of work.
Coming in from recess still needs work. The students prefer to stand around talking in 115° Arizona sun rather than get in a straight, quiet line and come into the air conditioned building. It takes several minutes to get everyone in line without someone popping back out to socialize. Now that temperatures have dropped below 100°, I expect more difficulty. Last year we spent ten minutes walking back and forth in the hallways each day before they finally chose to follow expectations.
Each classroom has a ceiling-mounted LCD projector, a computer and a document cam. I do a lot of powerpoints through the day. Bellwork is on a slide because I can type quicker and neater than writing on the whiteboard. phonograms and sight words are also displayed via slideshow, with a student advancing each slide so I can circulate the classroom as the class reads them aloud. Small-group choices, spelling words, writing prompts, and daily math word problems are also used via the computer and projector. Occasionally I'll show a youtube video when appropriate (my farm kids thought the New York Subway was a sandwich restaurant and needed to see an actual underground train station). The language arts curriculum also comes in a PowerPoint version but requires a lot of modification, and I haven't seen an improvement compared with not using it. Whiteboard work is more interactive.
During most of the day I use the document camera for whole-class assignments using personal whiteboards, or as we walk though a workbook or math problem together. I've also connected my old iBook and camera to the projector so we could do stop-motion animation as a class for Fun Friday. For science, I've demonstrated programming the Mindstorms robots, and we use a publisher's interactive website for social studies.
So, what exactly will you be doing differently on Monday morning (tomorrow)? With all the good ideas you've received, what's your plan? If you expect things to change with you in charge, you will need to have a flawless plan - not more trial and error.
What can you do with technology the moment students walk into your classroom? Do you have a laptop with PowerPoint installed? Do you have access to an LED projector that can be kept in your room? Do have a cable to hook-up the laptop to the projector? Do you know how to prepare a simple PPT presentation for each of your lessons? Show your students what you can do with technology. Time's running out!
There are some good ideas here. Thank you all for putting up with me. If this were an easy problem to solve, it would've been solved already.
The reading time prior to clean up is a good one. While mornings are not too bad, the students never really calm down from lunch recess. They remain wired until dismissal two hours later. I've been having silent reading time just to give myself a break from the noise (the "silent" part is hard to enforce, though). Moving the time so it ends with clean-up will be a good experiment.
I can identify two or three of the problem students. Perhaps removing them will help identify the others. I've got the quiet kids in the back of the room, so maybe some of them are causing problems.
What I mean by a "reset" is treating the class as if it's beginning school year again, and doing nothing but practice procedures for a week or two. That means getting behind in curriculum. I did this last year returning from Christmas break, but it backfired. We ended up practicing procedures for the rest of the year. The disruptive students remained disruptive, I couldn't tell who they were, students saw that I was unable to stop the disruption and became off-task. That's why it's my last resort.
The classroom procedures were established at the beginning of the year become less and less effective as time goes on. It starts with call-back signals and quiet expectations, because there's no way to practice being quiet, nor is there a way to enforce the expectation. Once that goes, the other procedures start falling down as well. Practicing these procedures "until they get it right" results in practicing until we run out of instruction time
I'm not intimidating at all. Imagine the guy from "Blues Clues" trying to give a withering stare. I've depended on enthusiasm for the subject being taught.
I see what I can do with technology. It's really limited in my school, being a cart I have to "check out" ahead of time, and requiring 45 minutes to get everyone logged in with machines that work.
Before you try another strategy, plan on removing the 5 or 6 ringleaders from the room. Make arrangements with other teachers (one in each class) to babysit while you attempt a different approach. Leaving them in the room will only invite failure once again. After the class has learned the new procedures you can bring the brats back in and hopefully they will get with the program. If not, have their parents sit in your classroom - it works wonders. Good luck!
Proximity, redirection, reseating students, buddy rooms, losing recess, and calling parents have not been effective. There has be something else I'm missing.
Let's think about this. It sounds like you've tried everything imaginable without success. You also admit to having lost your spark with this class -
many of us would probably be feeling the same way after months of failure. Yet, you report that another teacher can achieve amazing and immediate results with the your students.
My speculation: Based on my own similar experiences, I would like to offer a "shot in the dark" which may help explain what's going on. Throughout most of my career (until I figured out a solution), I encountered challenging students who were extremely rude and disrespectful to me. Like you, no matter what I did or said, I was unable to change their attitudes and disruptive behaviors. It was my wife who pointed out to me that I just didn't have the right facial features needed to establish authority in my classroom. Looking in the mirror, I could see that maybe she was onto something - my baby face didn't command attention from my students. You know how some colleagues make you feel when they give you their stern, disapproving look? I dare say that even my ethnicity may have been a contributing factor. Could it be that you also possess the same physical disadvantage(s) as I?
Solution: Since I couldn't muster/master that same commanding look even with much practice in front of a mirror, I turned to alternative gimmicks to help me with classroom management - TECHNOLOGY! All kids love anything having to do with technology, so I flipped my classroom to include as much of it as possible: iPads, laptops, SmartBoard. It took a while and involved some trial and error, but now all I have to do is threaten to withdraw tech privileges and even the most challenging student is unrecognizable in class. As teachers, it's sometimes necessary to look beyond merely what we do and how we do it - in other words, the medium often influences the way the message is perceived. In this case, the medium is the message.
Lesson learned: While some teachers have the "look" and others have musical or dramatic talents to get their students to behave properly, those of us with baby faces and "soft" demeanors must rely on other means to achieve the same results.
Not sure what you mean by procedures "reset"? Consider: 1) Sit down and make a list of all the procedures/rules you will need to create a learning environment - hand signals, passing papers, line up, entering room, free time, drinks, pencils etc. You should come up with about 20. Then prioritize (1-20) the list with "must have, first" to "this can wait". Put the list on the board or a chart. As students master each procedure/rule check it. The list becomes the "lessons" you will teach until they get them right. My first, must have was always entering the room since this sets the stage for all that follows. 2) Don't wait for students to cause a problem then react by doing procedure or rule over. That's reactionary management. Anticipate when/where a problem may occur and head it off at the pass by practicing before the procedure starts. Example 1: You ask students to pass papers forward. Most do but some see this as a sign to disrupt. You stop everyone and start over (reactionary). Example 2: You start by reviewing procedure for passing papers as carefully as any review lesson - input, modeling, checking for understanding, guided practice, teach your partner. Then you have students perform by passing papers(proactive).
I know what you are thinking: "Yeah, but what if some students still try to delay instruction by goofing off?" And they will. Just to see if you are for real or a fake. Testing the teacher is a right of passage for some. It was for me. If you expect it and have a plan to cut if off before it starts management will begin to head to the back burner where it belongs. Most stress and heading to the medicine cabinet comes from constantly reacting to little disruptions all day long. Proactive teachers don't think, "What kind of consequence should _____ receive for doing _____ ?" They think, "What can I do to prevent _____ from occurring in the first place?"
Although worrying about the innocent suffering due to the few is a valid concern when it comes to practicing over and over it pales when compared to the lost instructional time the innocent suffer every period, every day until June because the teacher must constantly stop instruction to deal with discipline. Fred Jones - "Pay your dues up front or pay all year long. Either way you will pay." Michael Linsin - "If it's one or two students deal with them individually. If it's more than a couple it's whole class." Something else: Like a well-taught math lesson the precision and design of the dismissal lesson (or any procedure) will have a lot to do with how many times one practices. Fast-sloppy and kids will pick up this isn't that important. Jones - "If there is one piece of advice I could give to teachers it would be 'slow down'."
Consequences should be logical not punishment. If a student is disrupting neighbors he/she should be removed so others can get their work done. Missing recess is punishment. Some teachers have success with sending students to a colleague's classroom separated by as many grade levels as possible like 1st to 6th. It has to do with playing to your audience. A packet of self-directed work should be prepared in advance and students should not be allowed to return to class for a minimum of 30 minutes. Of course both teachers need to collaborate in advance to iron out details and it should be reciprocal.
Two questions: 1) Do you have an afternoon recess? 2) Can you keep them in during afternoon recess?
If you can, then I would change the timing of when you get ready to go home by establishing a quiet reading time 15 or 20 minutes before afternoon recess depending on your class size. During the quiet reading time, I would send 1 or 2 students to get their mail and load their folders or binders and I would make a point of watching behavior and not using the time to finish tasks of my own. When sending out students, I would go to their seat and give a silent signal that it was their turn. After the folders are loaded, they go in the backpack and the backpacks go back to wherever they're kept. Allow no talking. After all, others are reading.
Be affirming to the ones who are doing great, either right on the spot for younger students or at a private time with older students. Ex: "Student, I noticed yesterday that you have a real knack for organizing papers quickly. I was impressed."
Those who are too slow to load their backpacks get to finish at recess. The floor around their seat needs to be cleaned up before they can go to recess. If you can't let students go down the hall by themselves, then take the whole class but bring the stragglers back with you to finish their tasks. That way, the cooperative students are not held hostage by the uncooperative ones. The consequence is a natural one since they have chosen to use packing up time as their play time.
When you get to the end of the day, they just need to collect coats and backpacks and back to their seats. Plan an engaging activity for the left over time like Silent Ball, Spelling Sparkle, Guess Who.
Most classes also enjoy "One Minute Conversations". You write a few topics on slips of paper like: Spiders, Long Hair, Rocks, Pizza, Snow, etc. and call on a student who selects one of the topics. They need to talk for 1 full minute about the topic without using fillers like umm, uhh, etc. Attention getting students tend to love this activity. Some classes also like riddles or jokes as a calm yet enjoyable way to fill any left over minutes or you could read aloud to them.
It sounds like there are a few students who are using closing time as a power struggle or just a game to be played. I would switch up the rules to the game.
Thank you all for the suggestions. I will attempt a "procedures reset" on Monday.
However, how do I avoid a power struggle with the class? Last year a reset (following instructions by the admin and the curriculum coach) only resulted in some unidentified students purposely messing up so we could practice lining up a 5th or 6th consecutive time. They got a sense of power out of disrupting the lesson, so repeated practice actually encouraged the bad behavior.
Practicing more than a few times means the entire class is getting punished for the actions of only 5 or 6 students. In my experience, this has always resulted in losing the support of the rest of the class. They become united together against me.
I lost my enthusiasm (which the kids picked up), the students lost their enthusiasm, and the rest of the year was miserable. Behavior didn't improve, either. Students learned that the procedure practice was more enjoyable than doing the math work, so they used behavior to prevent instruction.
I'm doing a reset only as a last resort. So, how can procedures be enforced without losing support of the class?
Yes, I could use some suggestions for consequences. Proximity, redirection, reseating students, buddy rooms, losing recess, and calling parents have not been effective. There has be something else I'm missing.
You have been given great advice! You have to go into it with an attitude of "we will practice until it meets my expectations". Think it through - what exactly you want it to look like. List the steps on a chart so they can see the expectations and you can refer to them. Then practice with them until it meets your expectations. If it doesn't, then explain what needs to be corrected until it meets the expectations. You have to have an attitude of "we will work on this until it is right and I will not give up". You can do this - get tough!
I believe I have a positive relation with the students.
A positive relationship between you and your students is not measured by their willingness to share things with you (e.g. what I did on Saturday) or their waving to you as you drive by. More accurately, it is reflected in their respect for you - or lack thereof - as the authority figure in the classroom. (This will probably ruffle some teachers' feathers, but who cares!) Contrary to what you may have been told, you must earn your students' respect and vice versa. You report that most of your students tend to simply ignore your directions - this clearly demonstrates their disrespect for you as a teacher. Based on what you've written, I would conclude that you do not have a positive relationship with your students.
The students don't seem interested in competing.
I have never met a 3rd grade class that didn't like competitive activities. It's most likely how you set up the competition that causes it to fail. Perhaps you would consider letting a 2-3 of your top students have the privilege of setting up a fun academic activity with a competitive element. No prizes, points, or tickets needed.
I believe the problem is that consequences are not severe enough to change a student's behavior.
A major obstacle in your efforts to change student behavior is the absence of clear and meaningful consequences. You have expressed confusion about what to do when multiple consequences fail to change a student's behavior. Both MissESL and GreyhoundGirl have expressed the importance of practice, "A hundred times if necessary". Pick the consequence carefully to ensure that it gets everyone's attention - the more severe the better. Ask us for suggestions, if you don't know what is guaranteed to work. Stick with one consequence until you get the desired result - if you give up too soon, students will view you as a failure and will continue their bad behavior with renewed vigor. Your students are actually modeling what you should be doing - be tough and don't compromise.
Have you decided what will you be doing differently on Monday? I'm just guessing, but I think you could probably benefit from practicing your "mean teacher look" (actually more like an emotionless poker face) in the mirror before returning to the classroom. I learned not to smile when discussing serious issues like misbehavior. Good luck!
Have them practice on their time. Bring them in during recess to practice this routine. I guarantee theyll do it right the first time. Tell them if they do it right during dismissal they can come in again.
Walk the room to determine whos talking. We all know who our talkers are. Keep in close proximity to them.
Send only a few out at a time to get their things. This will cut down in the chaos.
Ive read your responses to other posters and Im going to be really honest - it sounds like you have given up.
Most of your responses are Ive tried and it doesnt work.
Try again. And again. Change your delivery, your tone of voice, change your posture, your volume, until it does work. Change your approach. Youve gotten TONS and fantastic advice from so many others on this thread!
And the not being able to isolate who is talking? Then stop everyone. Sometimes a whole group consequence is necessary. Someone is talking and I asked for no voices, so we all have to start over. A hundred times if necessary.
Be tough. Dont compromise or negotiate. You know what you want, start demanding it. And make them stop and practice, stop and practice, stop and practice until it happens.
Maybe the students are picking up on your vibe that "nothing works" with them. I've read a couple of your posts here and they usually ring pretty close to "when I try that, it doesn't work" for many scenarios and suggestions given to you.
How long have you been teaching? Do you feel you have really connected with your students and built some sort of positive relationship with most of them?
Some of your language (check in/check out, etc) sounds like PBIS. Is that a system you have school wide on your campus? Is there some sort of school wide tickets or money that is used to promote expected behaviors?
I'm not sure what grade you teach. I teach first grade and when our end of day is struggling I offer special stickers to students who are packed up and quiet sometimes. I also try to give them an incentive of watching 3-4 minutes of Peep and Chirp (a science related cartoon) that they love if we can pack up very efficiently and quietly.
I agree with dutchgirl and Ucan:
A) They always behave better for a visitor, and
B) they love a showy rountine!
If you don't feel you can do the counting down effectively, do you have a smartboard? You could put a visual countdown timer up there. (But I do like the control of doing it myself.)
As I mentioned earlier, sometimes the smallest details can make all the difference. If you stuck to 30 seconds without slowing the count, that may have been enough to nix your efforts. Elementary students often respond to affectation in speech - this may well explain the different outcomes that you witnessed. Try saying it exactly the way the coach said it and see what happens:
"ten......... niiiiine...... eight... seven.. siiiiiiix... fiiiiive........foooooouuurrrr. .................threeeeeee.... ..............................t woooooo........................ ..............one.............. ..............and..... we're done!" Be sure to increase the pauses as students near the end.
You might even add some animated, exaggerated gestures (e.g. sweeping arm movements with head back, looking up to the ceiling). How about a LOUD gong or other unexpected sound to signal when time is up? It's all about showmanship!
This isn't a new strategy. I've been doing this since the beginning of the year, expecting students to increase in speed. They haven't. It still takes 20 minutes.
Then my coach came in to show me a "new procedure" which turned out to me identical to what I had been doing all along. The only difference was the students followed her directions immediately, while I'm mostly ignored.
My time was 30 seconds. The coach's time was about 30 seconds, because she counted slowly from ten: "ten......... niiiiine...... eight... seven.. siiiiiiix... fiiiiive........foooooouuurrrr. .................threeeeeee.... ..............................t woooooo........................ ..............one.............. ..............and..... we're done!" and she increased the pauses as students neared the deadline. I stick to 30 seconds without slowing my count, so the time is about the same.
There are several students off-task, but I can't tell who they are. There are so many students moving, that it's impossible to pinpoint sources of noise or disruption
The class is noisy during this time, but there is no way to enforce quiet, because it's impossible to determine who is making noise.
I've tried competitions with time. As with all strategies, it works the first two or three times, but then become less effective after that. The students don't seem interested in competing.
Something that might help is to think of your kids' behaviors the same way an athletic coach does and to get your kids thinking about themselves as team mates who have to accomplish a task to "win." When you ask them to do something, stop them as soon as you see a mistake in the procedure. Smile and laugh about it, but have them start over. Challenge them to see if they can do their clean-up or their going-home transition more efficiently than they did the day before or the time before. Use expressions like, "That was pretty good. I think we can be great, though. What do you think?" Bonus: you can record their times in a spread sheet and use it for a math activity (if that's applicable). At their core, kids want to please the important people in their lives. Good luck!
When I was still in the classroom,I would often use competition to get students to do things quickly and properly. This worked especially well to minimize wasted time when transitioning between different activities and during clean-up at the end of the day. If your students are seated in groups, set up a competition to see which group can get ready the fastest (with all supplies put away, all trash on the floor picked up, etc.). I used a digital timer on the screen which added to the excitement. You will be amazed at how peer pressure automatically kicks as each group strives to be the first to finish and take their place at the front of the line at the door.
Whenever you try a new strategy, especially with classroom management, it's important to stick to the details as much as possible. I noticed that you deviated from your coach's 10-second countdown by tripling the time allowance! If you are intent on replicating the results, you need to do it exactly the way the strategy was modeled.
I would say it's because one kid starts talking or fails to comply in some small way, and gets away with it. Even a whisper grows into more talking and distraction and eventually disruption. Really really watch and the moment you see one kid even whisper when doing your procedure, remove him from the group to stand in the hall or at the back wall. My guess is that you've taught the procedures, you've gone over the expectations, but somewhere along the way you are not enforcing. What do you DO when a kid talks after you've said no talking? Or if a kid does something else when you said clean up the floor under your desk? For some reason they think you won't do anything about it when they don't comply. Is it because YOU are not taking non-compliance seriously enough? It's an easy trap to fall into and, I'm totally speaking from experience.
"I was just asking her what the homework was."
"I was just throwing away my tissue."
"I was just sharpening my pencil."
"I was just showing you my picture."
These all seem like perfectly innocent and respectable behaviors - EXCEPT that they are doing something OTHER than what you instructed and require. When they do the above, for example, you can't just SAY something to them. In fact it's best if you don't SAY much at all. You have to DO something. Mark the behavior sheet, keep in five minutes at recess, give in class time out, phone call home, etc. depending on the frequency, severity, attitude, etc. If you're having to make the whole class practice procedures endlessly, when you've already made the instructions crystal clear, then something else is wrong. At that point it's not a need for practice, it's a need for enforcement. Just do it with a calm cool demeanor and as little discussion as possible.
I teach second grade, and I think you're really on the right track. I just think you give them way too much time, so they waste it. Counting down from thirty is very different from counting down from ten! I would say try lowering your countdown number, because kids like the "rush" - it feels like a competition.
Also, start your dismissal procedures much earlier so that you build in time to make them do it the right way. In the beginning of the year, my dismissal allowance is THIRTY MINUTES! And we need it because we drill the non-negotiables into their heads. I can, have, and will continue to make them go back and do it again and again until they show an understanding of expectations. Showing an intolerance for the behavior you consider undesirable (talking, mess, etc.) and making them practice until they do it the way you expect is frustrating but it works. They don't want to do it over and over again any more than you do!
You can assign a cleaning captain for your tables and/or your room. Their job will be to inspect the tables and floor for messes before dismissal.
Here is my own procedure (remember we started with 30 minutes...):
T-10 minutes: Planner - I initial as kids finish
Kids pack up - read a book while they wait
T-5 minutes: put up chairs and clean up the floor
T-3 minutes: bus kids line up
T-2 minutes: walking kids line up
T-1 minute: bus kids are dismissed and car kids line up
Blastoff: I walk everyone else out
I saw HALL on Pinterest a few years ago and I use it faithfully! I did add an S, though, because we have stairs. It's helpful for getting kids ready to leave the room:
H - Hands at your sides
A - All eyes forward
L - Lips closed
L - Low speed (keeps class from stretching out a mile down the hallway)
S - Soft feet on the stairs
Kids always behave better for a visitor, especially when you're there watching. They relax more with you, because they're more familiar with you.
Have you had a class talk about the different results? Share what you observed and get their ideas. They may surprise you.
Well, Im not there, but off the top of my head:
1) clear expectations
2) go over everything beforehand
3) sometimes its a matter of how one carries oneself...self-confidence for lack of a better term.
My curriculum coach came in at 3:00 to demonstrate end-of-day procedures for my third-grade class. Her procedure was nearly identical to mine. I'm baffled as to why it worked for her but takes ten minutes for me.
She had the kids clean up the floor up while she counted down slowly from ten. When she got to zero, the students were in their seats and the floor was clean.
She dismissed two tables at a time to get their stuff from cubbies and go-home folders, then return to their desks. When everyone was in their seat, they lined up by transportation method. The whole thing took four minutes.
I have the kids clean up the floor while I count down from 30 seconds. It's the same amount of time, but afterwards, the floor is still not clean and half the class is still out of their seats. I'll count down from 20 to get everyone back in their seats. However, some students are still fooling around, so it takes a bit longer to get everyone seated again.
The students are directed to clean up the floor again. When a table is done, I'll let them get their stuff. Otherwise, they have to pick up paper, eraser bits, pencil shaving, snack wrappers, and other things they chose not to pick up the first time.
Immediately, there is a bottleneck when they get their stuff. They have backpacks in cubbies and go-home folders in three different locations (ten students per location). It takes so long for a student to find his folder, and get the stuff out, that students from the first table are still there when the last table arrives.
After four or five minutes, most students are sitting back down. Some have still neglected to clean their area, but have gotten their stuff anyway without my notice. Others are still trying to get backpacks loaded, while a few students have forgotten to check their folders. It's now almost time to line up, and my four Check-in/Check-Out students return after checking-out with their mentor teacher. They quickly proceed to socialize instead of getting ready to leave.
We stand up quietly. When the class chooses not to, students have to sit back down and practice that expectation again. After three times, we have to line up anyway because we can't miss the bus. They're directed to line up quietly. When they choose not to do that, they are directed to return to their desks and try it again. That usually takes once but sometimes three times before it's time to walk out the door.
We're now dismissing from class. Some students are still sitting down because they forgot to stand up and get in line, or because they're trying to shove things into backpacks or desks.
The procedures are almost identical, but the results are vastly different.

subset: commoncrawl


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Your secret weapon if you want to break the double-digit barrier and lose 10 pounds--or more? Strength training. Adding resistance builds muscle and helps you burn more calories during (and after!) your workout, says Tom Holland, author of Beat the Gym. In fact, researchers found that women who did strength training increased their resting metabolic rate (the calories your body needs to get through the day) for as long as 16 hours post-exercise.
Do 10 reps of each move, going from one exercise to the next with no rest; then take a one-minute break. Do three circuits total. Follow this metabolism-revving, total-body routine two or three times a week.
To add to the burn and help you lose 10 pounds more quickly, do this routine in addition to this cardio workout, two times a week: Using your cardio of choice, warm up for eight minutes. Then, speed up to your comfortably hard pace and hold it steady for 10 to 15 minutes. Then slow back down and recover at a conversational pace for five minutes. Repeat one or two more times. Breezing through? Up your tempo time to 20-minute segments, and repeat two or three times.


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How do I get my iPhone fixed?
Apple offers many ways to get support and service for your iPhone. Choose the one that's best for you. Our support articles might answer your question. Or we can help you repair broken screens, replace batteries, and fix other issues.
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Contact us to get advice from an Apple support expert. We'll help you fix your issue or set up a repair. Before you contact us, be ready with your iPhone serial number and your Apple ID and password.
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Art Index Retrospective is a bibliographic database that cumulates citations to Art Index volumes 1-32 of the printed index published between 1929-1984. The database cites articles from periodicals published throughout the world. Periodical coverage includes English-language periodicals, yearbooks, and museum bulletins, as well as periodicals published in French, Italian, German, Spanish, and Dutch. It also indexes reproductions of works of art that appear in indexed periodicals.
The Art Index indexes approximately 400 or so journals in the areas of Advertising Art, Antiques, Archaeology, Architecture and Architectural History, Art History, Computers in Art, Crafts, Decorative Arts, Fashion Design, Folk Art, Graphic Arts, Industrial Design, Interior Design, Landscape Architecture, Motion Pictures, Museology, Non-Western Art, Painting, Photography, Pottery, Sculpture, Television, Textiles, and Video.
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Indexes over 500 core design and craft journals Also includes information on over 50,000 designers, craftspeople, studios, workshops and commercial firms.
The name BHA has been used informally to refer to a group of databases: RAA, RILA, BHA, and IBA. The data available on the Getty Web site as of April 1, 2010, comprises two databases: BHA and IBA. BHA (Bibliography of the History of Art/Bibliographie d'histoire de l'art) covers the years 1990-2007; the Getty Web version includes all records with abstracts in French or English and all subject terms in French and English. IBA (International Bibliography of the History of Art) covers 2008 and part of 2009; the Getty Web version includes all records with abstracts in English and all subject terms in French and English. A third database will be added to the Getty Web site during the coming months: RILA (Râepertoire de la litterature de l'art), which covers 1975?1989.
Searchable database of digital images and associated catalog data, with new image collections added several times a year. ARTstor covers many time periods and cultures, and documents the fields of architecture, painting, sculpture, photography, decorative arts, design, anthropology, ethnographic and women studies, as well as many other forms of visual culture. Users can search, view, download and organize images.
Art & Architecture Complete is a comprehensive bibliographic database that provides cover-to-cover indexing and abstracts for academic journals, magazines and trade publications with full text for many periodicals and books, as well as selective coverage for a number of other publications. An image collection is also available.


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Israel News - Stay Informed, Pray Informed
Palestinian leader Mahmoud Abbas insists that current US-driven peace talks with Israel have not reached an impasse, as claimed by many media outlets, while at the same time the Hamas terror organization with which Abbas seeks reconciliation is calling for war against the Jews.
"The negotiations are difficult, but they haven't reached a dead end. They are still in the initial stage and we have enough time to further deal with the main issues that turn out to be difficult," Abbas told Germany's Deutsche Welle television.
The same Abbas who now seems ready to take things slow was less than a year ago hollering, along with other Arab leaders and Western officials, that time was running out for a peace deal.
Many Israelis look at the current low-level talks that don't seem to be going anywhere and are coming to believe the Abbas regime is exploiting the situation to extract more Israeli concessions before ultimately leaving the negotiating table. That has long been the practice of the Palestinian leadership.
Meanwhile in Gaza, Hamas Prime Minister Ismail Haniyeh is playing no such games, and on Saturday called for a new intifada, or terrorist uprising against Israel.
A Hamas website later claimed credit for a "terror tunnel" recently discovered by Israel. The tunnel ran a length of over two miles under the Gaza border, exiting near a small Jewish village in southern Israel. It was filled with explosives and other weapons.
Hamas was voted into power by a majority of Palestinians in the 2006 legislative election, and Abbas has repeatedly sought reconciliation with the group after it violently seized control of Gaza a year later.
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Basic Information
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Ultimate mp3 download destination
Posted 07 February 2010 - 01:59 PM
Providing Food, Care and More:
Students would go hungry without them: the Student Services associations are responsible for running the dining halls and cafeterias. But there's more to their work than just providing food. The Student Services look after the needs of the students social, economic and cultural. They also run the residence halls and child care centers at the colleges. Furthermore, they fulfill important advisory functions: ranging from social advice to support for handicapped students. Every student pays a fee each semester to the Student Services.
There are some Student Services which offer special service packages for foreign students. These include a room in a dormitory, tutoring, cultural advice and, if you want, lunch at the student cafeteria (Mensa), athletics and language courses. These packages cost between 150 and 320 euro a month.
Likewise the Student Union (AStA) makes life easier for the students. In Bavaria, this body representing the interests of all students is known as the "Studentische Sprecherrat". A foreign students' department is also generally attached to the AStA. This department deals with the needs of foreign students, organizes cultural and political events and is also on hand for advice in legal matters.
Committed students of a study group come together in student bodies to represent their fellow students' interests. During the introductory week, students from earlier semesters take freshers through the city and university, cinemas, libraries, bars and the cafeteria if desired a good early opportunity of meeting other students. Such events are almost always held in the week before the semester begins. The dates are announced on the notice board, the info board of the specialist institute. In addition, for those who do not mind working up a sweat: many new people can be met during college sport
Posted 07 February 2010 - 02:00 PM
i got pretty good knowledge abt the educational system in germany
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Kira Pancotti
For Kira Pancotti, a love of sports has not only driven her to be a successful athlete, it has also helped her discover a potential career.
Kira, a junior forward on the women's soccer team, spent last summer interning with the Aberdeen IronBirds—the Ripken Baseball-owned single A affiliate of the Baltimore Orioles.
Kira's internship placed her in the club's sales and marketing department, where she performed a variety of duties. "My responsibilities included group sales prospecting, making cold calls to sell group ticket programs, sales database management, developing theme nights, providing fan assistance during games as well as many other aspects of baseball operations—including pulling the tarp when it rained!"
A career in the sports world makes perfect sense for Kira, a history major who grew up watching football and baseball games with her father and whose affection for sports grew from there.
"When I started playing soccer competitively, I was drawn to the excitement and camaraderie," says Kira. "I realized I wanted to stay involved in sports after leaving college. My sophomore year, I took a marketing class with Dr. Terry Scout. I really enjoyed the class and set out to combine it with sports. I was then fortunate enough to find an opportunity with Ripken Baseball."
It would be easy for Kira to market her own team—the women's soccer team enjoyed its most successful season in seven years in 2009 and is a team on the rise. Kira's dedication—and that of her teammates—have helped make that possible.
"The women's soccer team has made tremendous strides in the past few years. The team has dedicated so much time and physical and emotional energy to turn the program around. It is nice to see some of that translate into improved play on the field and some additional wins. For me, the improvement shows that hard work and team dedication to a common goal can create a winning environment."
The change in the team's fortunes have not gone unnoticed—and the support both Kira and her team receive on campus has been invaluable.
"It's a nice feeling walking around campus and having other students and faculty congratulate you on a win. All the athletes on campus know each other, and the support from all the members of various teams is something I really enjoy."
Among her team's top scorers, Kira was one of five Shorewomen soccer players to earn Centennial Conference Academic Honor Roll recognition last year. In addition, she is one of six Presidential Fellows on her team.
"For me, success in the classroom and success on the playing field go hand in hand. The self-discipline and determination I rely on to succeed in the classroom are the same qualities I use to garner success on the playing field. Success breeds success, so when I do well academically, it motivates my athletic endeavors, and vice versa."
With that perspective, perhaps the NCAA will be offering Kira a marketing position.
Campus Involvement
- Major: History
- Varsity Athletics: Women's Soccer
- Admissions Tour Guide
- Dance
Hometown and high school? Briarcliff Manor, NY/Briarcliff HS


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When I reviewed my amazing little Link figma last month, I was missing one thing for my photoshoot: a cat.
This is Moire, one of Japan's most famous internet cats (though of course not the most famous), messing around with a Link figma.
If Beyoncé can advertise the DS, this is about as fitting an equivalent for Nintendo action figures as you could hope for.
ゼルニャの伝説 [Moire, thanks Lovely Things!]


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Don't get ahead of yourself. YouTube as it stands today is innocent -- it is trying to comply with the law. Viacom is saying they got there on the shoulders of willful infringement.
The reality is that it's five minutes to upload copyright content (note that *all* uploaded content is copyrighted), but it takes much longer to determine whether something is infringing (i.e. copyrighted *and* uploaded without permission). The latter is what takes two weeks, because the copyright holder has to get a lawyer to draft a letter compliant with the DMCA, send it to YouTube, and have the video removed.
When discussions btw the founders indicate the intent to exploit that time gap to build traffic using known infringing material, this arbitrage loses it's innocence.
All this complaining about how hard it is tell when something is infringing is BS. Seriously. How much infringing content exists on Ars?


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An A-list "Superstar" has been accused of raping 80's child star Corey Haim (pictured above).
RadarOnline has made the explosive claims, which they say have been confirmed by multiple sources who are threatening to out the paedophile.
In the article, journalist Dylan Howard calls the "superstar sexual predator" one of the "most recognisable faces in the industry".
However, the site isn't naming names as yet – although they haven't ruled out doing so.
Haim, who starred in the likes of Lucas, Watchers and Murphy's Romance, died of a drug overdose in 2010 at the age of 38.
Corey Haim with Corey Feldman
According to RadarOnline, in the final years of his life, Haim had told how the "powerful actor" who raped and abused him had gone unchecked for decades.
They describe the anonymous star as a "household name" who is "revered by millions".
It's not the first time the site has reported stories of "anonymous" actors.
In November 2015, RadarOnline published a similar report about a "Hollywood Superstar's Desperate Battle With AIDS Revealed".
The story turned out to be true with Charlie Sheen admitting it was him in an interview just two weeks later.
Corey Haim and Corey Feldman in 2004
It's not the first times allegations of abuse have been made in relation to Haim and fellow 80's star Corey Feldman.
Childhood friends, Feldman has spoken of how they were both raped. He claims Haim was just 11 when he was first raped by a "Hollywood Producer".
Feldman said it was this sexual abuse that saw Haim turn to drugs.
According to RadarOnline, the "superstar" of their report is responsible for a second instance of abuse during Haim's mid-teens.
Photos: Getty


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May 20, 2008
2008 Postseason Awards and Honors
MACON, Ga. - After shattering records for a team in its first year in the Atlantic Sun, Florida Gulf Coast racked up the hardware with Jason Peacock, Richard Bleier and head coach Dave Tollet winning the league's top three individual awards, the conference office announced on Tuesday.
The Eagles became the third team in A-Sun history to win a regular-season championship in their first year in the league and the first to win the title in the one-division alignment. At 25-8, the Eagles established the record for the most conference wins by a program in their first year in the A-Sun, breaking the record set in 1999 when Jacksonville finished its first year at 22-8.
Bleier, a junior from Davie, Fla., was a unanimous selection as the Pitcher of the Year and also earned a spot on First Team with a unanimous vote. He led the A-Sun in ERA (2.19), innings pitched (90.1) and complete games (four). He shared the top spot in wins with seven and ranked fourth in strikeouts with 76.
Peacock finished with the sixth-highest batting average in A-Sun history, producing a .434 mark while reaching base at a .525 clip. He increased his production during conference play, hitting .466 with a .566 on-base percentage.
All told, Florida Gulf Coast saw eight of its players earn some level of recognition. In addition to Bleier and Peacock, reliever J.J. Crumbley and outfielder Ozzie Borrell made the First Team. Pete Woodworth, who tied Bleier atop the A-Sun with seven wins and freshman second baseman Mikel Alvarez landed on the Second Team. Alvarez, right-hander Richie Erath and left-hander Chris Sale all earned spots on the All-Freshman team.
Lipscomb, the top seed in the Atlantic Sun Baseball Championship Presented by Progress Energy, had a pair of representatives on the First Team. The battery mates of Brandon McClurg and Caleb Joseph made the First Team. For Joseph, 2008 marked a second-straight appearance who ranked in the top six in home runs (tied for fourth, 14), total bases (fourth, 136), slugging percentage (fifth, .618), RBI (tied for sixth, 53) and doubles (tied for sixth, 18).
McClurg, led the Bisons staff posting a 6-5 record while sporting a sparkling 2.70 ERA, third in the A-Sun and leading the conference with .230 opponent's batting average. The right-hander hurled a no-hitter against Kennesaw State on March 29, the first in the league since Florida Atlantic's Mickey Storey no-hit Campbell in 2006.
Belmont junior Carlo Testa made history in earning a spot on the First Team as both a pitcher and a position player, a first in the 28-year history of All-Conference teams in the Atlantic Sun. The junior southpaw tied for fifth in wins with six and ranked seventh in strikeouts with 64 while hitting .389 with a league-best seven triples.
Stetson, who again will serve as the host for the A-Sun Championship, landed a pair on the First Team and Robert Crews broke up the Florida Gulf Coast stranglehold on the individual awards, claiming the Freshman of the Year honor. Crews also found himself on the Second Team, one of three freshmen to earn a spot on an All-Conference team (Alvarez and Mercer designated hitter Joe Winker) and one of two named on all 22 ballots for the All-Freshman team (Winker). Crews led all A-Sun freshmen with a .367 batting average while hitting six home runs and stealing 10 bases.
Justin Bass earned his second First-Team selection by finishing second in the conference in hitting, .414, and leading the A-Sun in hits, 94; runs, 61; doubles, 27; and total bases, 156. One year after earning spots on the Second Team and the All-Freshman team, the Hatters' Casey Frawley made the First Team after finishing fifth in runs with 56 and tying for fifth in hits with 83. On March 29, the shortstop totaled 12 total bases against the Mercer, the single-game high in the conference (5-for-6, two home runs, one double).
The Hatters' Jeremy Cruz lost out to Peacock at first base for the First-Team but registered First-Team numbers, namely a .712 slugging percentage that led in the A-Sun as well as 15 home runs and 85 hits both placing second the conference and a .401 average, which rated third.
ETSU's Anthony Russell earned the nod at third base after leading the A-Sun in home runs with 21 and RBI, tallying 62. Kennesaw State's Jacob Robbins landed on the First Team at second base after hitting .362, 10th in the A-Sun, and tying for second in runs scored with 57. His 42 walks led the league.
The Atlantic Sun Conference is a 12-member league committed to Building Winners for Life, with a focus on academic and athletic integrity and a balance between the two for the student-athlete, and maintaining a high level of sportsmanship. Headquartered in Macon, Ga., the A-Sun encompasses six of the top eight media markets in the Southeast. The A-Sun consists of some of the most dynamic private and public institutions in the region: Belmont University, Campbell University, East Tennessee State University, Florida Gulf Coast University, Gardner-Webb University, Jacksonville University, Kennesaw State University, Lipscomb University, Mercer University, University of North Florida, University of South Carolina Upstate and Stetson University.


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On Thursday, Jets G.M. John Idzik reached out to cornerback Darrelle Revis in the wake of reports that owner Woody Johnson wants to trade Revis. Idzik told Pro Football Talk that Revis reacted well to the explanation that Idzik needs time to get acclimated to the roster.
Still, anything other than an unequivocal statement that Revis remains firmly in the team's short-term and long-term plans should raise eyebrows. Change the team and the player to the Patriots and Tom Brady or the Vikings and Adrian Peterson or the Saints and Drew Brees and a lukewarm it's-too-early-to-know assessment becomes jarring.
It's less jarring here because of the realities of the Revis contract. Revis will be a free agent after the season (unless he holds out and prevents the last three years of his deal from voiding), and a source familiar with his thinking tells PFT that the player understands what's happening.
Revis realizes that owner Woody Johnson doesn't want to pay Revis market value.
So if the philosophical decision has been made to not pay Revis close to what he could get when he becomes a free agent, the question becomes whether the Jets should part ways with him sooner and get more value than whatever compensatory draft pick the Jets would receive in 2015. The fact that the Jets have gotten the word out that they're thinking about trading Revis means that the phone will ring and the Jets will find out what they could get in return for not having Revis during a season in which expectations will be low.
Regardless of how it gets worked out, it needs to get worked out sooner rather than later. The situation already has become a major distraction, and it will continue to be a major distraction until a resolution is reached.
The thing that will keep it from being resolved quickly is the status of Darrelle's knee. Any contract or trade package negotiated now and finalized at the start of the league year in March would involve a leap of faith being taken that Revis will be ready to go and as good as new come September. Absent conditional picks and conditional contract terms, it will be hard to work out a deal that works for each of the three legs of the stool: the Jets, Revis, and the team to which he'd be traded.This video is no longer available. Click here to watch more NBC Sports videos!


text: The "big island" is located 15 km off the northwest coast of Madagascar in the Mozambique Channel, Africa takes the wind and the blue of the Indian Ocean to shake in a biodiversity unique in the world and make it a sort of destination outside the beaten track, ideal for those who are torn between Seychelles and Mauritius, known as other goals established in the third ocean. Is generally known as the "Island of scents" thanks to the great cultivation of coffee, vanilla, cinnamon, and cocoa. To make a truly unforgettable trip are stringly recommended excursions into the middle of the island and the surrounding islands, rich of vegetation, with transparent water and pristine coral beaches.


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Unlike other injuries, there is no visible evidence of noise-induced hearing loss [NIHL]. It is not traumatic or usually even noticed when it occurs. Rather, hearing impairment accumulates over time, its effects realized long after the damage has been done. Worse, noise-induced hearing loss is permanent and irreversible. However, with proper education, it is 100% preventable.
In this section you'll find several resources to help you learn about hearing conservation – a hearing protection glossary, information on upcoming seminars, downloadable presentations by Brad Witt, Audiology and Regulatory Affairs Manager for Howard Leight, and the Sound Source™ article series, addressing topics in hearing protection and conservation.
Introducing Sound Source™, Howard Leight's article series addressing topics
in hearing conservation and hearing protection.


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Christian Villanueva was acquired by the Cubs for Ryan Dempster at the trade deadline in 2012. He wasn't the top prospect we all wanted (Randall Delgado), but I was fairly excited by the pickup. I almost always prefer positional prospects to pitchers; partly due to TINSTAAP, but mostly because successful position players are (on the whole) usually more beneficial to a team than pitchers. If we're getting a lottery ticket, I'll take the lottery position player almost every time.
A cursory glance of Villaneuva's minor league stats leaves a good amount to be desired. 20-year old prospects should clean up A-ball, and Villanueva only hit the league for a .278/.338/.465 line. He did show a good amount of power, though; 30 doubles and 17 home runs in 529 PA isn't at all shabby, and adding 32 SB (with 6 CS) he earned himself a fringe top-100 spot on Baseball America's list.
I don't think he did enough to stay on that list in 2012. Instead of moving to AA at some point in his age-21 season, Villanueva played A+ leagues exclusively (Carolina League to Florida League). He outplayed both leagues, but barely: the average line in the Carolina League (where he spent the majority of the year) is .257/.327/.390 (and the average age is 22.5); he hit .285/.356/.421. He only walked 34 times in 520 PA, though, which is pretty depressing.
I don't have access to advanced metrics, so I'm going to work off scouting reports mostly and what I can glisten from his stat sheet. Sickels praises his gap power (a claim evidenced by his high doubles total). Other reports I've seen say he has an average hit tool and about average power. He's got room to grow, though: a 5'11", 160 lb frame screams room to bulk up and put some hurt on the baseball.
From the youtube clips I've seen, he's got a pretty tight swing without a ton of excess motion. It almost looks like he's got a hitch to his swing, though. He's not the fastest player, either. One of the cheesecake scouting reports gushed about his speed, but looking at him, I don't see it.
The scouting reports are all pretty unanimous in praise of his 3B defense. There are even whispers of a toolkit that would enable him to play 2B (in which case he becomes a much, much better prospect). I don't care a ton about the errors at the lower levels. If Villaneuva can be even an average 2B, his bat makes him a pretty legitimate threat there. If he ends up being an above-average defensive 3B, he'll get by too.
Villanueva should start the season at AA.
That means either Cerda is moving up to AAA to play 3B behind Vitters Cerda was taken in the Rule V draft (h/t to GW), so he's essentially got the job to himself unless Lake stays in AA (which would be a bad sign). If Villaneuva hits the Southern League like he hit the Florida League (I'm looking for a wOBA around .360 – .365), he'll be right on track. If not, he's got a pretty dim future. In the best case, Villanueva is agressively promoted to AAA when Vitters leaves and he gets 200-300 PA there. Christian is a player I'll be watching closely in 2013.


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This new, regular feature on NHLNumbers will share interesting stats-related posts from around the web almost every day.
Welcome to edition number 13 of the rebooted Number Chains. In this space you will be able to find the best analytical hockey writing from around the internet on a close-to-daily basis. Subject matter will include statistical evaluation, financial analysis, contractual issues, and (sometimes) closely-related tangential works. If you have something you would like to submit for a future edition (your writing or that of someone else) feel free to send it to me via Twitter @JoshL1220 or leave a comment.
Jesse Spector's series of crazy lockout-ending ideas continued yesterday with his craziest idea yet: play hockey while negotiating. He goes on to explain:
Get back on the ice, start collecting ticket revenue again, start selling merchandise again, and put the game front and center instead of posturing, browbeating, and greed. It's not only the best way to set about repairing the NHL's image, which believe it or not still has not hit rock bottom, it is the best way to make a deal.
Every observer agrees that the best chance to make progress on a collective bargaining agreement is to take negotiations out of the public eye. What better way to do that than to bring back hockey and move the CBA backstage?
It actually isn't a bad idea. Unfortunately, as Jesse points out, Donald Fehr suggested as much in September. Since the players suggested it the chances of the owners going along with it are slim to none.
More #fancystats, fan insulting, and mediation fail after the jump.
* At Leafs Nation Cam Charron helps Leafs fans keep from pushing Nazem Kadri into a river while wearing cement shoes.
* Roy MacGregor of The Globe and Mail published a story titled "Professor Rips NHL For Treating Fans As 'Stupid'". It could have been more accurately titled "Professor Rips NHL For Treating It's Stupid Fans As If They're Stupid".
* Mike Harrington of The Buffalo News published a story about the pointlessness of the NHL's lockout stance. Unfortunately the only thing I took away from it is yet another baseless comparison of the Phoenix and Dallas hockey markets.
* Did you hear the story about how the man that mediated the NFL labor situation last year volunteered to mediate the NHL lockout? Katie Strang has it at ESPN.com
* Finally today Tyler Dellow used a Jim Rutherford quote and a chat session as a springboard for a study of how stay-at-home defensemen develop.
November 20. Fin.


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As the man generally regarded as the father of the automated switchboard, Peter Theis knows he has a lot to answer for.
"I'm the guy who did it, yeah," 70-year-old Theis said. "I am ultimately to blame. I'm Dr. Frankenstein."
It's a bit more complicated than that, of course. The technology that many consumers believe serves no purpose but to prevent them from reaching a living, breathing service rep is in fact an electronic stew of a variety of systems.
But it was Theis who, in the early 1970s, cobbled together the nuts and bolts of what's known today as interactive voice response, which is what allows a computer to respond to touch tones or spoken words with seemingly endless corridors of automated options.
"When I invented it, I knew this would be huge," he told me. "My goal was to improve the efficiency of call centers. I never thought that people would misapply the technology."
I've been wrestling with automated switchboards as I try to set up phone service, TV service, Internet service and every other service for our new house in Los Angeles (a.k.a. the money sponge).
Time Warner Cable's machine hung up on me no fewer than three times before I finally got through to a human being who could answer a few questions.
Verizon's automated switchboard pummeled me with about a dozen questions before connecting me to a real person, who then asked me to repeat the exact same information.
And for a textbook example of how automated switchboards can be so bamboozling that callers may hang up in frustration before getting anywhere close to a human being, try dialing the L.A. city clerk's office at (213) 978-1133.
Don't you just love how virtually every recorded message begins with a warning that the menu has recently changed, so don't do anything until you sit through the whole spiel? Or how the system is invariably programmed to not offer access to an honest-to-goodness service rep until the very end of the process?
So what dark corner of hell is responsible for this diabolical technology? That would be Cedar Rapids, Iowa.
This is where engineers at what was known as the Collins radio division of Rockwell International -- today it's part of a company called Aspect Software -- faced a challenge from Continental Airlines to come up with some way for passengers' calls to be more efficiently funneled to reservation agents.
Continental reportedly first brought its request to AT&T; in 1972. The telephone giant said it would take at least eight years to build such a system. So Continental went instead to Collins, which did the work in just two.
What the engineers at Collins came up with was a system called automatic call distribution, which places calls in a queue and routes them to particular destinations. Collins' system is what makes call centers in India and elsewhere possible. It's the backbone of the modern automated switchboard.
"It really revolutionized the industry," said Gary Barnett, chief technology officer of Aspect Software, which has grown into a leading provider of both automatic call distribution (ACD) and interactive voice response (IVR) systems. "ACD is about getting you to the right person to talk to."
Before Collins' breakthrough, Barnett said, more primitive systems existed to route calls to company reps, but they did little if anything to streamline the process or improve a caller's experience.
"The significance of ACD is that it was much more intelligent about calls when they came in," Barnett said. "It could also glean information about you as a caller from data in the back-office system."
Although ACD set the stage for automated switchboards, it was IVR -- the interactive "face" of such systems -- that created the electronic black holes that all too often define consumers' experiences with the technology.
A recent call-center industry survey found that one of the things people hate most about automated switchboards, aside from deliberately being kept from reaching a human being, is having to repeat the same information, first to the machine and then to the service rep.
A quarter of all consumers who were asked to repeat themselves as a result of using an automated switchboard say they'll do less business with the company, the survey found.
I told Theis, the inventor of interactive voice response, how displeased many people were with his creation. He said it was not his fault. Instead blame the companies that use automated switchboards to hinder, not help, communication with customers.
"These companies are flat-out saying they don't give a damn about callers," Theis said. "That's just plain wrong."
His company, ConServIT in Lindenhurst, Ill., is trying to remedy this with new technology that's designed to make automated switchboards sound more lifelike. But Theis isn't optimistic that companies want to make things easier for consumers.
Just the opposite, in fact.
"I don't see things getting any better," Theis said. "It's corporate arrogance."
He added wistfully: "This wasn't what I intended."
Consumer Confidential runs Wednesdays and Sundays, and frequently in between. Send your tips or feedback to email@example.com. To see recent columns, visit latimes.com/lazarus.


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Recently, the kind folks at Ezekiel sent me two loaves of their new Flax bread to try out, and review. As you may know, I am sort of a carbo freak. I love bread more than just about anything else in the whole world, but I try to monitor my intake so that I am not just eating bread products all day long. I especially love freshly baked bread. Sometimes I make my own, other times I go to the excellent bakery just a few blocks from our house. However, there is also a time and place in this world for sliced sandwich bread this like stuff.
I think my favorite thing about this bread from Ezekiel was its really great nutritional profile. In addition to being full of flaxy goodness, it had just 80 calories and 5 grams of protein for every slice. A couple pieces toasted up in the toaster oven makes for a pretty great breakfast or afternoon snack.
Also, I like that this bread lasted a good couple of weeks in the fridge - unlike bread from the bakery, which looses its luster within pretty much a day or two. Over the weeks, I put my Ezekiel bread to all sorts of good uses: grilled cheese sandwiches with Daiya cheese, as buns for my veggie burgers, toasted with avocado slices and lime juice, toasted with Heidi Ho Chia Cheese sauce... It was awesome to have this bread on hand to throw together a healthy and satisfying meal or snack. I noticed at the store that Ezekiel has loads of other varieties and flavors, so now I'm interested to check them out.
this is me, surfing on a piece of bread
What's your go-to for sandwich bread? Do you have a favorite variety of Ezekiel bread?