text:
Northside and Camden County will play on Saturday for the Class AAAAA championship.
Is this also for the title of "football program of the decade"?
Let's look at the candidates:
Northside: 121-13 record this decade, two state titles, two runner-up finishes, but is it significant that the titles were won in Class AAAA, below the highest level?
Camden Couty: 120-13 record this decade, two state titles, but are Camden's W-L record and playoff draws enhanced from playing in the state's weakest Class AAAAA region?
Lowndes: Three state titles and six championships in the state's toughest region, but does that make up for having only 106 victories this decade and a 2-4 record vs. Camden County?
Buford: 137-7 record this decade and five state titles, with a sixth possible, but how do you compare AA vs. AAAAA?
Is there another program that deserves consideration? Parkview? LaGrange? Charlton County?
As far as the other finals, there are no great surprises that I see except Clarke Central. Great job by Leroy Ryals in reviving a program that hasn't been in a title game since 1992. Sandy Creek also deserves some recognition. An early loss conspired to keep this team out of the limelight until it counts.
All the finalists from AAA down have been ranked No. 1 or No. 2 at some point this season. I'd say Sandy Creek is a solid favorite to win AAAA, but the rest of the finals are toss-ups.
December 6th, 2009
1:57 pm
Hey Todd Holcomb,
I mentioned that a few weeks ago about Camden County and Northside Warner Robins.
December 6th, 2009
1:59 pm
There are other teams that are in other classifications, and years ago that have accomplished this, and deserves recognition as well who have done this.
December 6th, 2009
2:11 pm
Todd States:
Camden Couty: 120-13 record this decade, two state titles, but are Camden's W-L record and playoff draws enhanced from playing in the state's weakest Class AAAAA region?
Come on now, you know better. Camden County Football program is so great, that I strongly believe that it wouldn't matter what Region they played in, the end results would more than likely be the same. Look at it. They have beaten great football teams / programs in all Regions in Class AAAAA this decade. Camden County this decade have beaten good football teams out of every Region in Class AAAAA. That says a lot. In my opinion, Camden County is the best football team this decade in Class AAAAA.
December 6th, 2009
2:21 pm
Todd States:
Is there another program that deserves consideration? Parkview? LaGrange? Charlton County?
I can add a few just thinking about it. It does not compare to the competitiveness against the States Highest Classifications in my opinion but they do have several accomplishments. I would probably have to research. But here a few teams.
Class AAAA in the 80's
Valdosta. 4 State Titles
Class AAA in the 90's
Central Thomasville. 5 State Titles
Class AA in the 80's
West Rome 4 State Titles
Class A in the 80's
Lincoln County 4 State Titles
December 6th, 2009
2:50 pm
I'm getting an early start, but here are my predictions for the winner of the State Title at the "DOME".
Class AAAAA
Camden County vs Northside Warner Robins:
Two teams with great Defense. Defense wins games.
This will be a fight to the finish.
Winner: Camden County
Class AAAA
Sandy Creek vs Clarke Central
Sandy Creek has definitely surprised me this year beating a Perennial Power such as Griffin, and has earned my respect. However; Clarke Central has been around for years and has a great coach there. Clarke Central does have history in winning, and have 3 State Titles under their belts.
Winner: Clarke Central
Class AAA
Peach County VS Gainesville
This will definitely be another HUGE showdown when these face off to each other:
Gainesville has a great football program, and Peach County has a great football program as well.
This will be another fight to the finish. Both teams has winning history.
Winner : Peach County
Class AA
Buford vs Calhoun
Buford has earned their respect this year, and Calhoun, well everyone knows how good Calhoun is.
Winner: Calhoun
Class A
Savannah Christain vs Wilcox County
Two South Georgia Teams.
Savannah Christian is a private school out of Savannah, Georgia. Wilcox County is out of Rochelle, Georgia. Savannah Christian has 7 GISA State Titles out of dating back from 1975 to 1984 Wilcox County was the No. #2 seed out of Region 2-A and have earned their respect by making it to the finals.
Winner: Savannah Christian
Okay, there you have it. Good Luck Teams:
December 6th, 2009
4:04 pm
AAAAA This game will be won on the sidelines ……. it will take all 4 quarters..Northside will win
December 6th, 2009
4:07 pm
i would love to give it to lowndes, really would, great program, coach, players. good D1 talent. and i would give it to them untill you look at the head to head against camden and then you cant give it to them because camden has showed that they are the better team. hate on camdens region and who they play, but at the end of the day in the playoffs they get it done.
December 6th, 2009
4:49 pm
Without a doubt, the hands down winner is Georgia Tech. They have proven to be one of the areas best HS programs. Certainly best in the city of Atlanta at times. You would think people would want to come see them play. The stadium is right off the MARTA line and the various specials they run to sell the place out are amazing.
Again, GA Tech gets my vote.
December 6th, 2009
4:52 pm
You are right, but I those were off the top of my head. I haven't researched them.
December 6th, 2009
4:54 pm
December 6th, 2009
5:07 pm
How many teams outside of Camden County and North Gwinnett H.S. have even dared to venture outside the state for quality competition on a regular basis. Camden County has taken on good teams from Florida and great teams from Alabama and South Carolina who went on to be eventual state champions. The Wildcats have to go out of state because everyone from Metro is afraid of them. And those who are invited to the Classic cringe when they here the matchup is against Camden County. They are the AAAAA team for the 1990's with out a doubt!
December 6th, 2009
5:11 pm
North Gwinnett…..before Bob sphire we were NOTHING. Now look at us? We will get a state title here soon.
December 6th, 2009
5:39 pm
Region Champs: 2001-2009
State Semi-finalsist:2002,2003,2007,2008
State Champs: 2003,2008
State Play offs: 2000, 2001,2002,2003,2004,2005,2006,2007,2008,2009
Georgia State Record: 58 straight regular season victories. Began 9 Oct 2000. Some prominent programs during this streak Brookwood, Parkview, Ware, Charlton, Lowdnes, Walton. 20 shutouts, 2337 points scored, 439 points allowed. These are the facts.
December 6th, 2009
5:46 pm
Look, Todd. You keep talking about weak region play and playoff slot draws. Lets look at this season. Camden goes on the road travels 6 hours and beats North Gwinett 35-0. Did they have some advantage there. They have to travel to the Dome again 6hours to play Northside. What advantage is there. When they won the championship in 2002. Where were they…oh yeah they played Valdosta in Valdosta.
They won last year after traveling 6hours hours to the Dome.
Sorry but I dont see traveling to top teams stadiums and playing them or traveling 6hours to the dome as some kind of advantage. And if a weak region schedule was indicating they should not be playing the lowndes counties and Newnans and North Gwinnetts and all the other teams that supposedly "Earned their win with tough region play….then why does Camden not get blasted out in those games? Why because they are good, because they belong.
Funny how Metro Atlanta teams have excuses for losing. What is North Gwinnetts excuse? Well we had to play Camden County at Home? And Camden had to travel six hours so that gave Camden an advantage?
What was Newnan's excuse last year? Well Camden had to travel 6 hours to the Dome, so Camden has an advantage.
When will the AJC and this state just admit that Camden County has a great program, and quite trying to justify why they win and other teams lose?
Do they have the greatest program of the decade? Probably not…but it is one of the top 3-5. Add Lowndes, Northside WR and Buford.
December 6th, 2009
5:46 pm
Camden is in Region 3AAAAA and can you name a team in Georgia that would play a team like Hoover, Alabama and then send the team up to the Corkey Kell Classic for thge first game of the season as well as shop for teams outside of the region to make us work harder! Coach Herron has done and incredible job coaching and building this progam up despite our location in the state! Respect comes whem you really look at the class by which the program is built! Oh by the way, Hoover just won the 6A State Championship in Alabama!
December 6th, 2009
5:48 pm
Actually, Todd, only three of Northside's five title game appearances were in AAAA. Their first appearance, in 2001against Parkview was in AAAAA. The three in AAAA were the 2005 loss to Statesboro, and the 2006, 2007 wins against Marist and Ware Co., respectively.
December 6th, 2009
5:50 pm
Statesboro. Two titles, three runner-ups, beat NS in 04 and 05. Maybe not the best, but pretty strong.
December 6th, 2009
5:53 pm
"Buford: 137-7 record this decade and five state titles, with a sixth possible, but how do you compare AA vs. AAAAA?"
Buford yes!..What difference does the classification make? You act like Class A are baginners and 5A are the pros. If you can dominate, your classification does not matter. And Buford has played out of state teams over the last few years and dominated. It you are 2A and you play for a title in 2A, then you are playing schools of the same student body size. This means we all only have less than 1000 students to choose from to play. Take a 5A school with 4000 students….a lot more kids to select from. So, no matter what your class, a champion is a champion.
December 6th, 2009
6:00 pm
And Dawgs will soon be the best football team in Shreveport, La. Maybe?
December 6th, 2009
6:14 pm
I say give it to all 4 of them.
Good argument for each.
All are deserving.
Camden and Lowndes (assuming Camden should win this year) will have had equal amounts of state championships. If not, then you would have to say Camden would have been the first to lose to Northside in a AAAAA state title game. Something not even Parkview did….at the Mac.
In fact, if Parkview had not of fallen off so bad since Lowndes went up and beat them in the Big Orange Jungle in 2004 then you might have to include them in the argument.
Obviously Camdens won/loss record would not have been any better than Lowndes if they had of played in 1AAAAA for the whole decade. But then on the other hand Lowndes might have had a few more losses as a result also.
Northside, Warner and HOCO…get your butts back into Region 1AAAAA where you now belong. The travel will be less and the money from gates will be better, unless you think Bainbridge and Columbus schools are going to travel all that way with a big fan base.
Plus, going to see a game at Cleveland Field and The Concrete Palace is
just simply better than the alternatives. Not to mention Brodie Field, the Hog Pen and Sardine (is that a fish?) stadium.
December 6th, 2009
6:18 pm
Todd, I would say you have them in the correct order.
Northside #1
Camden #2
Lowndes #3
Buford Who?
Since Northside has the most wins (121) and is 1 – 1 against Camden in the last 10 years, and Camden has an unfair advantage (big school and weak region) Northside is already the best program of the decade. But to be fair, lets call Saturday the tie-breaker, winner takes all, State Champion and program of the decade.
December 6th, 2009
6:18 pm
This is like comparing apples and oranges and it is my opinion……it's just the AJC's way of starting another controversy. AJC, stop it and start writing real sports articles.
December 6th, 2009
6:23 pm
Statesboro beat Northside in 2004 but the referee gods beat Northside in 2005.
December 6th, 2009
6:25 pm
Believe me, Northside fans want to stay in 1AAAAA. But unfortunately we dont get a vote.
December 6th, 2009
6:29 pm
Northside, Camden and Lowndes will be happy to play you next year, come on down.
December 6th, 2009
6:34 pm
This question is VERY EASY….The team with the most championships is the team of the decade!!! Therefore, its Lowndes with its 3 titles. Now if Camden wins this weekend, its a tie between them and Lowndes!!! I know Buford has 5 titles, but to me their titles are skewd b/c they limit their enrollment just to remain in AA…..they should be forced to play up by the GHSA(but thats another story). End od story, end of arguement, period!!!
Come on folks, I have always said that the object of the game is to win the Championship!!! All those regular season wins mean nothing if you to have the titles to show for it!! Just look at pro football and all of their teams of the decades…they always measure them by the number of championships won. Dallas was the team of the 90's b/c they won titles, not the Buffalo Bills, even though they won a bunch of games. I could bring up example after example of how teams of the decades have been named. So again, its Lowndes and possibly Camden. Its doesn't matter if Camden has beaten Lowndes 20 times….what matters is championships!!!
December 6th, 2009
6:37 pm
Lets make a deal, if both Lowndes and Camden will build another high school to level the playing field, we will stay up.
December 6th, 2009
6:42 pm
Size matters, even in Football!
December 6th, 2009
6:43 pm
Sports fan 31313,
Its not Central Thomasville, its THOMAS COUNTY CENTRAL(TCC). But you are correct, we were the team of the 90's with our 5 championships!!!!!!
December 6th, 2009
7:04 pm
Todd, et al,
I hate to break it to you jock sniffers but this decade isn't over until next year. The first decade of the 21st century is 2001-2010. 2000 is part of the twentieth century you idiots. For those AP jocks out there, this is because we start counting with the number 1 not 0.
December 6th, 2009
7:11 pm
Us jock snifers and Todd say a decade is 10 years, any 10 years, in this case the last 10 years(1999 to 2009).
"In English, "decade" can also be used to specify any period of ten years."
See http://en.wikipedia.org/wiki/Decade
December 6th, 2009
7:14 pm
Most of us jock sniffers did manage to graduate, even though we probably made a C- in math.
December 6th, 2009
7:16 pm
So we know you failed math and english. How are you in football knowledge?
December 6th, 2009
7:17 pm
Us idiots and inquiring minds want to know?
December 6th, 2009
7:21 pm
Hope Santa brings you a dictionary for Christmas
December 6th, 2009
7:29 pm
2 of Northside's state title games have been in AAAAA. 2001 and this year.
December 6th, 2009
7:32 pm
Hey nhs (northside high school):
"Us jock snifers and Todd say a decade is 10 years, any 10 years, in this case the last 10 years(1999 to 2009)."
uh, that is 11 years.
December 6th, 2009
7:35 pm
I think sportsfan31313, haha, and brian are all missing TH's main point when he talks about Camden playing in a weak region. It can be compared to the SEC. When you play strong teams almost every week it makes a huge difference in not only your W-L record but injuries, attitude, etc. Your season can go to "pot" fast when these things start adding up. 1-AAAAA is a prime example of this. Look at Northside, beaten by WR this year, just squeaked by Lowndes and Colquitt. Oh, and don't forget Valdosta. That is a murderous schedule. When you just play a great team such as Hoover or a team from FL once or twice a year, and you have patsies the rest of the season, you don't have all those intangibles to worry about. Make sense? You know it does.
December 6th, 2009
7:37 pm
And using NHS (northside high school) calculation of a decade
it is Lowndes hand down. 4 state championships in a (NHS) decade.
I like it!
December 6th, 2009
7:39 pm
TNGADAWG don't forget Northside's "squeaking" by Tift this year also.
December 6th, 2009
7:45 pm
Lowndes!!!! Give NS Warner Robins 10 years in this region and see how many wins they get. Most of their 121 wins came in AAAA. I don't want to even hear about Buford and the sissy classification they play in. As for being 2-4 against Camden, how many state titles do they have? Camden plays in a pansie region and Buford plays teams like Fitzgerald, would like to see them against the likes of Lowndes, Warner Robins, NS Warner Robins, and Colquitt Co. ( notice I didn't even mention Valdosta).
December 6th, 2009
7:46 pm
I told you I made a C- in math. Really, I started counting from Dec 31 1999, so the 1999 foottball championship for Lowndes does not count.
December 6th, 2009
7:46 pm
Pretty sure Northside Warner Robins was AAAA in 2001.
December 6th, 2009
7:48 pm
Too bad Lowndes did not squeak by Northside and Camden this year. How is basketball going down there?
December 6th, 2009
7:48 pm
All Northside has to do is petition the high school association to stay in 1-AAAAA like Valdosta did.
December 6th, 2009
7:51 pm
With us leaving 1AAAAA, 1AAAA will the toughest region next year, sorry.
December 6th, 2009
7:55 pm
yo, agree to some extent. If NS had played the 2nd half like they did the first half, that game would have gone into the L column as well. You are right, because Tift is good even when they have an "off" year. When I said "squeakers" I was talking mainly about final scores. Good point, though. Region 1-AAAAA is without a doubt the SEC of GA high school football. Would love to live to see the day when all the "big boys" from AL-GA-FL competed in a regional classification week in and week out. That would be something. Bet the colleges and pros would like it too. You just know they could get a good TV deal as well. Do not be surprised if it happens in the future.
December 6th, 2009
7:55 pm
Charlton County has done very well in AA for the size of the school, but I think we will be even better back in 1A.
December 6th, 2009
7:56 pm
Next year, Valdosta will lose to Lowndes and Lowndes will lose to Camden, if some north georgia team doesn't beat them first. AAAAA is just so predictable.


text:
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The Coach Mystique
Meryl is a member of The Motley Fool Blog Network -- entries represent the personal opinion of the blogger and are not formally edited.
The Coach Shopping Experience
I have experienced the Coach (NYSE: COH) mystique first hand, observing customers swoon over the products, watching in awe as one customer after another passed the ultimate test – whipping out their money and purchasing merchandise. I am definitely missing something when it comes to Coach products. I have never been a fan of big handbags and do not even like Coach styles or designs.
Not far from my home are two Coach stores, a full-price retail store and an outlet. The retail store does more than its share of mall business; there may not be many people walking around, but there are always people inside Coach.
Walk into a Coach outlet and you are in the middle of a mob scene. On the slowest shopping days the outlet store is busy. On the busiest shopping days there is a line out the door. One customer leaves, another is allowed in those hallowed halls. Inside the store everything is in disarray and there is a constant commotion. People – overwhelmingly women - mill all around, grabbing merchandise, rummaging through piles of goods on shelves and on tables, throwing products on various piles, not paying attention to where the merchandise belongs.
The casual observer might mistakenly believe products are given away until they peek at the price tags. The smallest items, including things like key chains for instance, are well into double-digit dollars. Price tags rapidly move into triple digits. Yet despite this, Coach is more affordable than most designer bags. This strategy has proven profitable for the company and their investors.
Coach Stock
Coach stock peaked at over $51 in May 2007 before the financial crisis, then plunged to just below $14 in February 2009. The stock abruptly took an about face, steadily moving up, thanks partly to management doing a commendable job containing costs (though it didn't hurt that a lot of women could not resist buying a Coach product, recession or not). The stock traded in the $70s earlier in 2012 and currently trades in the mid-$50s range.
I sold Coach shares months ago but am considering buying again. Coach should continue to do well as the economy improves. But what about Coach's financial numbers? Here are a few impressive ones: 21.81% profit margin, 31.74% operating margin, 12.00% quarterly revenue growth and 3.53 diluted earnings per share. TTM (trailing twelve month) P/E is 16.21. The chart below shows that the company managed to maintain profit and operating margins during tough economic times. You'll also notice that the company has paid a dividend since 2009.
COH Profit Margin TTM data by YCharts
What about the competition?
Various companies manufacture handbags and other accessories, competing for consumers' dollars. Ralph Lauren (NYSE: RL) markets men's, women's, and children's clothing and accessories, as well as home furnishings, bedding, tableware, and other related products. The company has successfully grown its business since the depths of the recession. Recent numbers include a positive profit margin of 9.97%, 15.36% operating margin, 4.40% quarterly revenue growth and $7.26 diluted earnings per share. TTM P/E is 22.76.
Fifth & Pacific (NYSE: FNP), formerly known as Liz Claiborne, owns the Juicy Couture and Kate Spade brands, as well as a long list of other retail product lines. Fifth & Pacific's most recent numbers indicate a negative profit margin (-6.63%), negative operating margin (-4.28%), negative quarterly revenue growth (-6.50%) and negative diluted earnings per share ($0.98).
The following chart compares revenues and EPS for the three companies since the end of the Great Recession.
COH Revenue TTM data by YCharts
*Earnings per share diluted trailing twelve months
Investment Prospects
Fifth & Pacific has a long line of popular brand names, but most likely some are not doing well, hurting the entire company. Management needs to review brands and product lines, eliminating poorly performing ones.
Prada is a well-known, reputable name. However there is currently not enough financial data available to reach any conclusions on whether or not individual investors will benefit from owning the stock.
Coach and Ralph Lauren appear to be good investment prospects. Both companies survived very difficult times for retailers during and immediately after the Great Recession. They are prepared to benefit from recovering economies in the United States and overseas.
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text:
Tuesday, January 12, 2010
Present: Chris Monterio, Chairman, Joan Griffin, Vice-Chairman, Mark Branoff, Treasurer, Mary Lee Underhill, Corresponding Secretary, Carl Heidenblad, Director, Diane Mayr and Lois Freeston, Assistant Directors.
Excused: Anne Marie O'Neil, Norman Boutilette, and Carolyn Webber.
The meeting was called to order by Chris Monterio at 7:08 p.m.
MINUTES: Mark Branoff noted that the New Hampshire Library Law mentioned on page two was incorrectly cited. It should read,
"RSA 202-A:11-b".
The minutes were accepted as amended.
FINANCE: There was no report for December since the end-of-year report is not complete. That report will be reviewed next month. As of November 30th, 91.67% of the year had elapsed and 85% of the budget had been spent.
Carl reported
Statistics: Circulation in December numbered 15,238 loans; a 7% increase over last year. 211,294 items were circulated in 2009, a 5.4% increase over 2008. There were 499 Internet users; more than in November, but fewer than last year when Internet use had an increased demand due to the ice storm. There were 5,671 visitors recorded by the people counter. Fewer people visited the Library on Sundays in December.
Building: Sally D'Angelo is working on suggestions for space layout in the workroom area.
Lighting: Changes must be made in the lighting and ceiling over the circulation desk.
Boiler: Three burner tubes in the boiler need to be replaced.
Technology: One Communications will change the phones back to POTS service. The Follett software installation has been delayed
2010 budget: Copies of the new budget were given to the Trustees.
Trustees: MOTION was made by Mark and seconded
That the Board elect J Gross posthumously as TRUSTEE EMERITUS.
The motion passed unanimously.
There was discussion regarding honoring other trustees and further discussion of the four vacancies that will be available on the Board in March.
Director's Evaluation:
MOTION was made by Chris and seconded that the Board ENTER non-public session in accordance with RSA 91-A:3
Chris polled the Board: Mark, "yes"; Joan, "yes"; Mary Lee, "yes".
After discussing the compilation of responses submitted by the members,
MOTION was made by Chris and seconded that the Board EXIT the non-public session. Chris polled the Board: Mark, "yes"; Joan, "yes"; Mary Lee, "yes".
The next Trustees' Meeting will be held February 9, 2010 at 7 p.m.
The Winter Book Sale will be held on Saturday, February 6, 2010.
The meeting adjourned at 8:05.
Respectfully submitted,
Mary Lee Underhill
Draft subject to approval


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PUMA Runner Jermaine Gonzales ran to victory in the 400m with a blistering time of 44.40. The time established a new Jamaican national record, erasing the 13-year mark of 44.49 set by Roxbert Martin on June 21, 1997, at the National Stadium.
Jermaine's performances in the 400m this year have established a FAST and impressive progression. In May he ran 45.52 at the Daegu Colorful Pre-Championships Meeting. He followed that in June at Rabat Meeting International Mohammed where he clocked 45.06. On July 16 at Lausanne Athletissima he ran 44.72 and then lowered that mark at the Meeting AREVA last week with a time of 44.63.
Now with a time of 44.40 Gonzales is poised for a FAST future.
Some FAST "Gonz" Facts:
- Jermaine and Usain are very close friends. They appeared in PUMA advertising back in 2003.
- "Gonz" is coached by Jamaica great Bert Cameron. Bert was a World Champion at 400m in 1983 and won a silver in the 4x400 at the 1988 Olympics.
- Like Usain, Jermaine was very strong as a Junior, winning bronze at 400m in both the World Junior and World Youth Championships.
- Jermaine also won a bronze at the Commonwealth Games in 2006.
Congratulations to Jermaine!
Full results from the Monaco Diamond League Event HERE.


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Where in the world in Casey Kasem? His daughter thinks he may be at an Indian reservation in Washington state. KHQ spoke with the Eastern Washington tribes on Tuesday and they said that they have not been contacted by any law enforcement agency in regards to the whereabouts of Casey Kasem. The Department of Social and Health Services said they have no reason to believe Kasem is in Eastern Washington.
On Monday a California judge ordered an investigation into Kasem's whereabouts and gave a temporary conservatorship until the next hearing later this month.
Lawyers in Spokane told KHQ Tuesday that family disputes over health care decisions are common when are person is determined to be incompetent. The legendary 82-year-old radio show host is battling Parkinson's disease. Family law attorney Bevan Maxey said that typically the spouse would get guardianship rights, but not always.
Sometimes because of age or because of unwillingness or improper motives or behavior, they would pick somebody other than the spouse," Bevan Maxey said. "But normally, under most circumstances if the spouse was competent, they would pick the spouse."
After the ruling his daughter should be in charge of his health care decisions at least for the time being, but as of right now she doesn't know where her dad is located. When we receive an update on his location we will let you know.


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Unemployment, Inflation, and Wages in the American Depression: Are There Lessons for Europe?
AbstractIn this paper, we consider whether there are lessons to be drawn from the experience of the American economy during the 1930's for the current European situation. The comparison reveals some important differences: In particular, the persistence of American unemployment in the 1930's reflected to a much greater degree a sequence of large destabilizing shocks, and much less a low-level equilibrium trap, than does modern European unemployment. The self-correcting tendencies of the 1930's U.S. economy were probably much stronger than is generally acknowledged. However, the experience of the Depression era confirms the modern observation that the level of unemployment does not much affect the rate of inflation--an observation that, we argue, is consistent with macro theory. The Depression experience also supports the impression that political factors are important in real wage determination.
(This abstract was borrowed from another version of this item.)
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Bibliographic InfoArticle provided by American Economic Association in its journal American Economic Review.
Volume (Year): 79 (1989)
Issue (Month): 2 (May)
Pages: 210-14
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Other versions of this item:
- Ben Bernanke & Martin Parkinson, 1989. "Unemployment, Inflation, and Wages in the American Depression: Are There Lessons for Europe?," NBER Working Papers 2862, National Bureau of Economic Research, Inc.
ReferencesReferences listed on IDEAS
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- Peter Temin & Barrie A. Wigmore, 1988. "The End of One Big Deflation," Working papers 503, Massachusetts Institute of Technology (MIT), Department of Economics.
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Cited by:
- Alfonso ARPAIA & Nicola CURCI, .
"EU labour market behaviour during the Great Recession,"
Working Papers, Department of the Treasury, Ministry of the Economy and of Finance
wp2010-6, Department of the Treasury, Ministry of the Economy and of Finance.
- Alfonso Arpaia & Nicola Curci, 2010. "EU labour market behaviour during the Great Recession," European Economy - Economic Papers, Directorate General Economic and Monetary Affairs (DG ECFIN), European Commission 405, Directorate General Economic and Monetary Affairs (DG ECFIN), European Commission.
- Arpaia, Alfonso & Curci, Nicola, 2010. "EU labour market behaviour during the Great Recession," MPRA Paper 22393, University Library of Munich, Germany.
- Robert A. Margo, 1993.
"Employment and Unemployment in the 1930s,"
Journal of Economic Perspectives,
American Economic Association, vol. 7(2), pages 41-59, Spring.
- Robert A. Margo, 1992. "Employment and Unemployment in the 1930s," NBER Working Papers 4174, National Bureau of Economic Research, Inc.
- Christina D. Romer, 1991.
"What Ended the Great Depression?,"
NBER Working Papers
3829, National Bureau of Economic Research, Inc.
- Romer, Christina D., 1992. "What Ended the Great Depression?," The Journal of Economic History, Cambridge University Press, Cambridge University Press, vol. 52(04), pages 757-784, December.
- Antonio Spilimbergo & Steve Symansky & Olivier Blanchard & Carlo Cottarelli, 2009.
"Fiscal Policy For The Crisis,"
CESifo Forum, Ifo Institute for Economic Research at the University of Munich,
Ifo Institute for Economic Research at the University of Munich, vol. 10(2), pages 26-32, 07.
- Antonio Spilimbergo & Steven A. Symansky & Carlo Cottarelli & Olivier J. Blanchard, 2009. "Fiscal Policy for the Crisis," IMF Staff Position Notes 2008/01, International Monetary Fund.
- Blanchard, Olivier J & Cottarelli, Carlo & Spilimbergo, Antonio & Symansky, Steven, 2009. "Fiscal Policy for the Crisis," CEPR Discussion Papers, C.E.P.R. Discussion Papers 7130, C.E.P.R. Discussion Papers.
- Price V. Fishback & William C. Horrace & Shawn Kantor, 2001. "The Impact of New Deal Expenditures on Local Economic Activity: An Examination of Retail Sales, 1929-1939," NBER Working Papers 8108, National Bureau of Economic Research, Inc.
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text: I wasn't able to make this past weekends Urban Model Awards in DC to hang with my at her baby shower (2 at a time…really!!…sheesh), but luckily Will was able to me there to represent for us. Congrats to all the Rosa, Bubbles Marisa, Tammy, Renny, Nick and all of this year's winners.


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At A Glance
- June 8 - June 13: 10:00am - 3:30pm
- June 14 - October 2: 9:00am - 3:30pm
- Purchase scenic lift ticket at Basecamp.
- Adult (18-69): $16/person
- Senior (70+): $13/person
- Junior (11-17): $13/person
- Children (10 and under): Two Free with paying Adult
- Day Bike Haul Ticket: $33/person
All rates are subject to change. Please add 3% tax.
Scenic Lift Ride
Even when the skis get stored, the bull wheel continues to turn. Big Sky's scenic lift ride provides our summer visitors with a bird's eye view of the surrounding mountains. Bring your mountain bike along for some high-altitude riding or ride the scenic lift round-trip for optimum leisure. There are many trails on the mountain and around the area to enjoy, including the summit of Lone Peak for the very adventurous. The scenic lift operates during the summer season, weather permitting. Tickets may be purchased at Basecamp.
Call Us: (406) 995-5769
Email: email@example.com


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i-POP / MoCo Party !
Posted by Singapore on April 9, 2010 under Singapore Via: MobileMonday Singapore
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The Monroe County Sheriff's Office has announced that its K-9 team was recently given bullet and stab-protective vests by Vested Interest in K9's Inc.
Vested Interest in K9's Inc. is a nonprofit organization located in East Taunton, MA with a mission to provide protective vests to working dogs of law enforcement and related agencies throughout the United States.
The sheriff's K-9 unit will receive two ballistic vests thanks to Vested Interest and a nationwide Groupon event that raised more than $335,000. Each vest costs $950 and has a five-year warranty. Vested Interest will provide more than 350 law enforcement dogs nationwide with protective body armor in memory of K-9 Rocco of the Pittsburgh Police Department, who sacrificed his life in the line of duty back in January.
Deputy Rob Moody with K-9 partner Ranger, and Deputy Jeremy Peters with K-9 partner Jack, were the lucky recipients of the protective vests. Deputy Moody has been with the Monroe County Sheriff's Office for 11 years and has been working with Ranger for six years. Deputy Peters has been with the sheriff's office for nine years and has been working with Jack for five years.
"Our K-9 partners put their lives on the line every day for us", said Moody. "It is nice to know they will be protected while in the line of duty. Without the help of organizations, like Vested Interest in K9's Inc, we could not adequately protect our working dogs from harm. We thank them for this generous donation and for helping other agencies like ours in these tough economic times."
The Monroe County Sheriff's Office was not the only local agency to benefit from the Groupon event; K-9 units from the Toledo Police Department and Ottawa County Sheriff's Office also received protective gear.
Monroe County Sheriff Dale Malone, along with Moody and Peters, would like to pass on their appreciation to Vested Interest in K9's Inc. Click here to learn how you can help support the organization.
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11 U.S. Code § 1520 - Effects of recognition of a foreign main proceeding
(a) Upon recognition of a foreign proceeding that is a foreign main proceeding—
(1) sections 361 and 362 apply with respect to the debtor and the property of the debtor that is within the territorial jurisdiction of the United States;
(2) sections 363, 549, and 552 apply to a transfer of an interest of the debtor in property that is within the territorial jurisdiction of the United States to the same extent that the sections would apply to property of an estate;
(3) unless the court orders otherwise, the foreign representative may operate the debtor's business and may exercise the rights and powers of a trustee under and to the extent provided by sections 363 and 552; and
(4) section 552 applies to property of the debtor that is within the territorial jurisdiction of the United States.
(b) Subsection (a) does not affect the right to commence an individual action or proceeding in a foreign country to the extent necessary to preserve a claim against the debtor.
Source(Added Pub. L. 109–8, title VIII, § 801(a),Apr. 20, 2005, 119 Stat. 141.)
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" These are critical games for us, each one down the stretch here. The next game is always the most important game. "
- Rick Nash
" It's exciting to be part of a playoff race for the first time in my career. There's lots of pressure to win every night. It's a cliche but the next game always becomes the next most important game. "
- John Moore
" We have to comer back (Wednesday) with a better effort, a better performance, plain and simple. This time of year there's no time to look back and dwell on things. You have to immediately look ahead and prepare for that next challenge. "
- Ryan Callahan
With only nine games left on their 2013 schedule, the Rangers are still battling for their playoff lives. And several players have emphasized that down the stretch of the season the most important game on the schedule is the next one you play.
To that end the Rangers host the Maple Leafs tonight after dropping a 4-3 decision to the Leafs in Toronto on Monday.
BlueshirtsUnited.com caught up with Rick Nash, John Moore and Ryan Callahan to discuss the importance of tonight's contest.
See what Nash, Moore, and Callahan have to say, then share your comments below.


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Crosslake carolers to meet Dec. 20
Area singers are invited to join a group that will sing Christmas carols for Crosslake shut-ins and area retirement home residents.
Anyone interested should meet at Crosslake Lutheran Church at 6 p.m. Thursday, Dec. 20, to carpool. Caroling will conclude at Pine View where refreshments will be served.
Everyone is welcome to join the group, which has been a Crosslake tradition for more than 40 years.
For more information, call "Dodo" Fraser at 218-692-4056.
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NORTH SPOKANE-- Costco and other big box stores that sell liquor will face new competition soon. The country's largest, independently-owned liquor retailer hopes to bring its business to Spokane.
People should be able to buy booze near the North Point Plaza shopping center soon.
Total Wine opened a store in Bellevue Washington Thursday.
The retailer touts itself 'Costco's worst nightmare'.
In a phone interview a company spokesperson explained, "We are extremely competitive with Costco. For us we want to always be the price leader as does Costco…when we say we are going to bring it to Costco, we're gonna compete on price"
Total Wine says it also competes on selection offering 13,000 different alcoholic beverages.
Bud Kirihara, owner of Millwood Liquor off East Trent, says it's difficult to compete with the buying power of the big box that gets alcohol cheaper with bulk purchase.
Total Wine and More hopes to open in Spokane by early fall.


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Genitope Corp.
Biological Products Except Diagnostic Substances CA, United States
| OTC Markets: GTOP
Similar to: ALLENEX AB, Bebra Biogas Holding AG, BioTime, Inc.
Genitope Corp. is a biotechnology company, which is focused on the research and development of novel immunotherapies for the treatment of cancer. Its Immunotherapy products are designed to utilize the immune system to combat diseases such as cancer. The company's product, MyVax a Personalized Immunotherapy is in the pivotal Phase 3 trial for the treatment of follicular non-Hodgkin's lymphoma. The firm intends to manufacture commercial quantities of MyVax Personalized Immunotherapy. The company was founded on August 15, 1996 and is headquartered in Fremont, CA.


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Medicare Prescription Drugs Plans (Medicare Part D)
Understanding Your Coverage
What is Medicare Prescription Drug coverage (Medicare Part D)?
Medicare prescription drug coverage (Part D) is insurance provided by private companies that provide voluntary outpatient prescription drug coverage for people on Medicare. Part D became effective in 2006 and is administered through private plans that are approved by the U.S. Federal Government through CMS (Centers for Medicare and Medicaid Services).
Medicare prescription drug coverage (Part D) is available to everyone entitled to Medicare Part A and/or enrolled in Part B. The Medicare drug benefit should help reduce prescription drug costs and help protect against higher (catastrophic) costs in the future. Once you have Medicare prescription drug coverage, you will pay some of the costs and Medicare will pay some of the costs. Your costs will vary depending on the plan you choose.
Who is eligible for Medicare Part D?
Anyone who lives in the geographic service area and is entitled to Medicare Part A and/or enrolled in Medicare Part B is entitled to Medicare prescription drug coverage, regardless of income. No physical exams are required. Nobody can be denied for health reasons.
How do I get this coverage?
You'll need to enroll in a Medicare Part D plan offered in your area. There are two types of prescription drug plans available:
- "Stand alone" Part D plans that cover only Part D prescription drugs
- Medicare Advantage Prescription Drug Plans (MAPD) plans, which cover medical and prescription drug costs.
What if I already have prescription drug coverage?
You can only be enrolled in one Medicare Part D plan each year. You should talk to your plan, benefits administrator or insurer before making any changes. You will be notified about any changes in your current coverage so you can decide if you should join a Medicare Part D plan or switch from your current Part D plan.
Will everyone get the same coverage?
No. While each plan must offer coverage that is at least as good as the "standard" Medicare Part D benefit, coverage and costs can vary.
You may receive assistance with your out-of-pocket costs if your income is limited, if you are in a state pharmacy assistance program, or you have employer or union-sponsored retirement coverage. Refer to the Extra Help section for more information.
Are all drug plans the same?
No. There could be differences in monthly premium, deductible, covered drugs, copay or coinsurance levels and the pharmacies that you can use. Some plans offer supplemental benefits, such as additional prescription drug coverage in the coverage gap. To determine which plan is best for you, compare plans in your area to learn what your benefits and estimated costs will be.


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I. Mission
II. Program Components
Career Advising/Counseling
Career Information
Employment Services
Graduate School Services
Experiential Education and Career Exploration
III. Program Management
IV. Organization
V. Human Resources
Leadership by Career Services Managers
Professional Positions
Pre-professional Positions
Student Employee and Volunteer Positions
Support Staff and Technical Positions
VI. Financial Resources
VII. Facilities and Equipment
VIII. Technology
IX. Campus and External Relations
X. Employer Relations and Recruitment Services
XI. Legal Responsibilities
XII. Equal Opportunity, Access, Affirmative Action, and Diversity
XIII. Ethics
XIV. Program Evaluation, Assessment, and Research
Appendix A: History of Professional Standards for Career Services
Appendix B: Feedback
In 2008, a NACE College and University Standards and Assessment Committee was appointed and one of the charges was to review and propose revisions to the 2006 edition of The Professional Standards for College and University Career Services and the Professional Standards Evaluation Workbook. The work of that group is reflected in this publication.
Members of the committee included:
Sam Ratcliffe, chair, Virginia Military Institute; Kelley Bishop, Michigan State University; Mike Cahill, Syracuse University; Mark Case, College of William and Mary; Deb Chereck, University of Oregon; Joan Gamble, Terra Community College; Alan Goodman, Catholic University of America; Marcia Harris, University of North Carolina; Mary Kordys, BP; Ken Rogers, Dominion Enterprises; Marv Roth, University of Pittsburgh; Carol Trigg, University of California – Los Angeles; and Mimi Collins, National Association of Colleges and Employers.
The 2009 edition of The Professional Standards for College and University Career Services was approved by the NACE Board of Directors in July 2009.
Application of professional standards in career services
The use of professional standards in career services is intended to facilitate excellence in the creation, maintenance, and delivery of programs and services. Professionally derived standards, representing the perspectives of diverse practitioners and promulgated under the aegis of a professional association, provide an exceptional opportunity for practitioners to engage in processes of self-assessment and self-regulation that are internally motivated and directed.
The philosophical position of the committee was that good methodologies:
The Professional Standards for College and University Career Services were written broadly to reflect variations in career services provided by individual colleges and universities. Some standards may apply to several functional areas within career services; overlap does exist. Not every standard will apply to every career services office or school. Therefore, their use should be interpreted according to the circumstances of the individual institution.
The standards were written to reflect an institution's responsibilities for career services. Some program components may be provided by the institution in a department other than career services. Individual career services offices may not have responsibility for certain programs or services identified as career services within these professional standards, however, the institution does bear final responsibility for delivery of career services, in whatever fashion they are administered within the institution. Evaluators may be required to collect and evaluate data from several different offices at an institution in order to conduct a thorough evaluation.
The standards pertain to programs, not staff members. They reflect dimensions of career services that affect program performance and quality. To localize the standards, individual institutions and career service offices should provide examples of how they are meeting or not meeting each applicable standard.
A companion workbook, the NACE Professional Standards Evaluation Workbook, is available for those who wish to evaluate their career services offices against the standards.
A history of the use of professional standards is included as Appendix A.
Please note: References to "students" throughout this document should be interpreted to mean "students and other designated clients."
The National Association of Colleges and Employers (NACE) Professional Standards Committee is pleased to present the revised Professional Standards for college career services practitioners.
This revised edition places emphasis on two distinct categories with respect to the organization of campus career services offices: (1) Services deemed essential to be included in every career services office are indicated in boldface and contain the designation "must" in the text. (2) Services that are important for practitioners to consider including, for greater enhancement of the office's internal/external value to stakeholders, receive the designation "should."
It is intended that this emphasis on essential and important services and activities for inclusion will more clearly help practitioners to prioritize their organizations' focus and direction in the years to come.
Career services must support the mission, academic and experiential programs, and advancement of the institution to promote student learning and student development. Within this context, the primary purpose of career services is to assist students and other designated clients in developing, evaluating, and/or implementing career, education, and employment decisions and plans.
Specifically, career services should help students and other designated clients to:
Career services must consider the needs of all students of the institution when designing the program and delivering services.
As career issues are addressed by different units within the institution, career services should provide leadership to the institution on career development concerns and linkages and/or coordination among career-related programs and services where appropriate.
Career services must incorporate student learning and student development in its mission.
Career services must develop, record, disseminate, implement, and regularly review its mission and goals.
Career services should develop positive relationships with employers and other external constituencies.
Career services should support the institutional outcomes assessment and other relevant research endeavors.
The key program components of the career services function must be clearly defined, designed, and implemented in alignment with:
Career services must work collaboratively with academic divisions, departments, individual faculty members, student services, employers, and other relevant constituencies of the institution to enhance students' career development.
Career services should promote career development for students as integral to the mission of the institution.
Career services staff should provide information on programs and services through institutional print and electronic media, campus publications, presentations, outreach, and orientation programs.
Career services should provide information on career and employment topics and the ethical obligations of students, faculty, employers, and others involved in the employment process.
The institution must provide career advising/counseling to assist students and other designated clients at any stage of their career development.
Career services should offer career advising/counseling services that:
Career services must help students and other designated clients make career choices based on accurate self-knowledge and information about the world of work. Career services should recognize that career decision making is inextricably linked to additional psycho-social, personal, developmental, and cultural issues and beliefs.Career services should help students obtain, evaluate, and apply occupational, educational, and employment information.Career services should help students establish short-term and long-term career goals.Career services should help students explore career options through internships, shadowing experiences, summer and part-time jobs, cooperative education, and/or other career-related activities.Career services should assist students with career issues relevant to the individual, e.g., dual careers, sexual orientation, disabilities, and so forth.
Career services must make current and comprehensive career information accessible to students and other designated clients as they explore and make career decisions.
Career information should include the following categories:
Career services must provide resources to help students and other designated clients assess and relate their interests, competencies, needs, expectations, education, experience, personal background, and desired lifestyle to the employment market.Career services should provide information on current and projected employment opportunities and employers to ensure that candidates have the widest possible choices of employment. Career services should provide information on graduate and professional academic programs and other continuing education programs.Career services should use information technology to give students, staff, and other designated clients access to the Internet and other computer resources. Career information should be conveniently available in a variety of media appropriate for different learning styles and special needs.Career information resources must be accessible and organized with an appropriate system that is user-friendly, flexible, and adaptable to change. Career information facilities should be staffed with persons who have the appropriate counseling, advising, and information technology competencies to assist students in accessing and using career information.
Career services must assist students and other designated clients in:
Career services should develop and maintain relationships with employers, alumni, and other entities that provide career development and employment opportunities for students and other clients.
Career services must assist students and other designated clients in:
The institution must provide experiential education programs that include student employment and/or cooperative education, work-based learning, apprenticeships, internships, volunteer jobs, service learning, and shadowing experiences.
Career services should provide, or work closely with other departments that provide, experiential education opportunities.
Career services should help students develop strategies for finding and pursuing financial resources to support experiential education options.
Experiential education programs should help students obtain career-related experiences with organizations that provide adequate supervision and opportunities for students to reflect upon their learning and career development.
An institution must appoint, position, and empower a leader or leadership team to manage career services and align career services with the mission of the institution and the needs of the constituencies served. If career services are offered by several units, the institution must designate a leader or leadership team that will be responsible for coordinating the institution's programs and services for students. Such leadership is necessary to ensure adherence to institutional and unit missions and to enhance program effectiveness and efficiency.
Programs and services must be structured purposefully and managed effectively to achieve stated goals.
Evidence of appropriate structure should include current and accessible policies and procedures; written job descriptions and regular performance reviews for all employees; functional workflow or organizational charts; facilities appropriate for career services functions; and defined service standards.
Evidence of effective management should include strategic and operational planning processes; clearly defined areas of responsibility; effective communication practices; decision-making and conflict resolution procedures; accountability systems; sound fiscal management practices; and proof of continuous improvement.
Review processes for policies, procedures, and budgetary issues must be defined and occur on a regular basis.
Career services leaders should coordinate efforts with other career services providers in the institution to integrate career services into the broader educational mission. Key constituencies of career services should be identified and their needs reflected in the mission and goals of the unit. Priorities for services should be defined.
Career services leaders must be advocates for the advancement of career services within the institution.
The external and internal organization of career services, including its place within the institution, must support its mission. To help ensure student learning and development, career services must be purposefully structured to achieve stated goals. Such structure must include current policies and procedures, organizational charts, clearly stated expectations for services delivery, and written performance expectations for all employees.
Career services should be structured to ensure effective functioning of student services.
Staff titles, roles, and reporting lines should support the efficient and effective delivery of career services and programs.
Career services must be organized to develop positive relationships with students; academic, administrative, and student affairs colleagues; employers; and alumni.
The external organization e.g., reporting lines of career services within the college/university should provide optimal visibility and institutional support. The unit to which career services reports should allow for efficient and effective delivery of career services within the institution.
The internal and external reporting relationship of career services should support related student outcomes that are reflected in the departmental mission statement.
Career services must have am adequate number of qualified professional and support staff to fulfill its mission and functions. Career services must embrace fair employment practices and must be proactive in attracting and retaining a diverse staff. Career services must institute hiring and promotion practices that are fair, inclusive, and non-discriminatory. Programs and services should employ a diverse staff to provide readily identifiable role models for students and to enrich the campus community
Career services must be staffed by persons who, in combination, provide the core competencies to perform primary program functions effectively. Primary program functions and their related core competencies and knowledge domains are defined below.
Professional staff members must have the requisite qualifications and competencies to perform effectively in their defined roles with career services constituency groups and other specialized functions.Career services must develop and maintain job descriptions for all staff members and must provide regular performance appraisals. Career services must have a regular system of staff evaluation and must provide access to professional development opportunities, including in-service training programs and professional conferences/workshops.Salaries and benefits for staff must be commensurate with similar positions within the institution, in similar institutions, and in the relevant geographic area.All staff members must be trained in legal, confidential, and ethical issues related to career services. Career services professionals must engage in continuing professional development activities to keep abreast of the research, theories, legislation, policies, and developments that affect career services. Staff training and development should be ongoing to promote knowledge and skill development across program components.
Effective and ethical leadership is essential to the success of all organizations. In career services, that leadership comes from members of the management team, including the director, associate directors, and assistant directors.The institution must appoint, position, and empower career services leaders at various levels within the administrative structure to accomplish the stated mission and goals.Career services leaders at various levels should be selected on the basis of formal education and training, relevant work experience, personal skills and competencies, relevant professional credentials, as well as potential for promoting learning and development in students, applying effective practices to educational processes, and enhancing institutional effectiveness. The institution must determine expectations of accountability for leaders and fairly assess their performance.Leaders in the career services unit must exercise authority over resources for which they are responsible to achieve their respective missions. Career services leaders must:
Career services leaders should identify and find means to address individual, organizational, or environmental conditions that inhibit goal achievement. Career services leaders should promote campus environments that result in multiple opportunities for student learning and development.Career services leaders must continuously improve programs and services in response to changing needs of students and other constituents, and evolving institutional priorities.If career components are offered through multiple units, the institution should designate a leader or leadership team to provide strategic direction and align career services with the mission of the institution and the needs of the constituencies served. Career services leaders should coordinate efforts with other units in the institution providing career components to integrate career services into the broader educational mission. Key constituencies served by each unit are clearly identified and reflected in the mission and goals of the unit. Careers services leaders must be advocates for the advancement of career services within the institution.Career services leaders must participate in institutional decisions about career services objectives and policies. Career services leaders must participate in institutional decisions related to the identification and designation of students and others served. Decisions about students served should include type and scope of services offered and the fees, if any, that are charged.
Career services professional staff members must hold an earned graduate degree in a field relevant to the position they hold or possess an appropriate combination of educational credentials and related work experience. Professional staff members must have the requisite qualifications and competencies to perform effectively in their defined roles with students, alumni, faculty, administrators, and employers, as well as in highly specialized functions, such as career and employment counseling, employment opportunities, cooperative education, internships, work-study, graduate school advising, computer technology, and so forth.
Degree or credential-seeking interns should be qualified by enrollment in an appropriate field of study and by relevant experience.
These individuals must be trained and supervised adequately by professional staff members holding educational credentials and related work experience appropriate for supervision.
Student employees and volunteers must be carefully selected, trained, supervised, and evaluated. They must be trained on how and when to refer those in need of assistance to qualified staff members and have access to a supervisor for assistance in making these judgments.
Student employees and volunteers should be provided with clear and precise job descriptions, pre-service training based on assessed needs, and continuing educational development. Training should include customer service, program procedures, and information and resource use.
Each organizational unit must have administrative and technical staff adequate to accomplish its mission. Such staff must be technologically proficient and qualified to perform their duties, knowledgeable of ethical and legal uses of technology, and have access to training.
Each organizational unit must have administrative and technical staff adequate to accomplish its mission. Such staff must be technologically proficient and qualified to perform their duties, knowledgeable of ethical and legal uses of technology, and have access to training.
The level of staffing and workloads should be adequate and appropriate for program and service demands.
A technical support person or support service should be available to maintain computer and information technology systems for career services.
Career services offices must have dependable sources and adequate funding to ensure achievement of its mission and goals. Career services must demonstrate fiscal responsibility and cost effectiveness consistent with institutional policies and procedures.
Career services should cultivate outside sources of funding for special projects, scholarships, and programs that help fulfill the office's mission. These sources, or sponsorships, may include but are not limited to employers, alumni, members of the community, grant agencies, and professional associations. Such external funding should not be used as a replacement for institutional funds, but can be used to supplement existing budgetary funds in a limited and reasonable manner.
Each career services office should have a funding strategy that outlines projects, programs, and related activity that can be further enhanced with additional outside funding sources. This should be undertaken in collaboration with the institution's development office.
Career services must have adequate facilities and equipment to fulfill its mission and to perform its functions effectively. Career services professional staff must have private offices, allowing them to perform career advising/counseling and/or other confidential work. In addition, there must be support staff work areas; a reception and student waiting area; career resource center; storage space sufficient to accommodate supplies and equipment; and necessary office equipment, including computers for staff and student use.Career services must provide students and employers with private interview facilities and adequate conditions and equipment to function professionally. The number of employment interview rooms must be adequate to meet employer and student needs. An employer lounge or an accessible lunch area should be made available.The career services facility must have Internet connectivity and access to conference rooms and large group meeting rooms that have an appropriate level of technology to support service delivery. Information technology specific to enhancing awareness of employment opportunities and networking must be available for students and staff to support career services functions. Equipment and facilities must be secured to protect the confidentiality and safety of records.Facilities must be accessible to persons with disabilities and comply with the Americans With Disabilities Act (ADA). Accommodations for students with special needs must be provided by career services or in conjunction with the department that serves this population.Career services must provide office hours at times appropriate for its constituencies. The career services office should be located conveniently on campus and project a welcoming, professional atmosphere for students, employers, alumni, parents, and the community. Parking for visitors should be adequate and convenient.
Career services staff must be well-informed about the array of career-based technological applications that are in current use. Based upon program design, mission, budget, and staffing considerations, career services offices must implement appropriate technological applications for career programs and ensure that appropriate technology is used to deliver services. Career services offices must ensure that adequate hardware, software, and staff are available to support existing technological applications. In light of the rapidity of change associated with technology, career services offices must develop plans for the replacement/updating of existing hardware and software as well as plan for the integration of new technically based or supported career programs.
Technological applications to career services, including web sites, should be consistent with and integrated within the college or university technology infrastructure.
Specific technological applications for career services that must be considered include:
Career services offices must make informed choices regarding the use of available technological applications to career programs, including systems developed internally by the college/university, systems available through professional associations, or private vendor-based systems. Career services offices must make informed decisions based upon the office's mission, budget, and staffing regarding the use of additional technologically based applications to career services. Such applications include student registration systems; student contact, record, and tracking systems; career portfolios; graduating student surveys; career fair management systems; resume writing software; office intranet sites; e-mail-based career advising/ counseling; and video-based technology. Computer access and/or work stations must be available to staff, students, and other designated clients in support of technological applications for career services.Adequate staff support must be available to maintain and update the use of any technological applications for career services. Technological applications for career services must ensure student confidentiality and be consistent with legal and ethical standards. Data security and privacy of student records must adhere to the institutional privacy policy. Adequate funds should be available to support the hardware and software associated with the use of any technological applications for career services.
In order to achieve this, career services should:
In addition, career services should:
Employers are both vital partners in the educational process and primary customers for college/university career services. Each career services office must develop policies and practices to ensure the highest quality employer relations and services.Within the context of these principles, career services must:
Career services must not give preferential treatment to specific employers. Employers must be treated uniformly and consistently.Career services staff should understand the variety and diversity of needs and employment practices among small businesses, large corporations, government agencies, and nonprofit organizations. Career services should define the various types of employers it will serve and articulate policies that guide its working relationships with these employers.Career services must offer a variety of services to employers that ultimately reflect the match between student interests and employer needs. These should include, but not be limited to site visits; campus recruiting; resume referrals; pre-recruiting information sessions with students; meetings with faculty members; student access to timely employer information; posting and publishing of job and internship openings; career/job fairs; providing information on academic departments and students within legal and policy guidelines; assistance in identifying and recruiting student populations; experiential learning options that may include shadowing experiences, intern/externships, and/or cooperative education; long-distance electronic interviewing options; salary information; advertising and promotional vehicles; career center advisory board memberships; and individual employer recruiting and college relations consultations.Career services should:
Career services professional staff members must be knowledgeable about accepted and current professional practices and must be responsive to those obligations and limitations imposed on the operation of their program areas by relevant civil and criminal laws, institutional policies, and any contractual commitments. Career services must ensure that records are maintained following prevailing legal guidelines. Career services staff members must use appropriate policies and practices to protect students and limit the liability exposure of the institution, its officers, employees, and agents. In this regard, the institution must provide access to legal advice for professional staff as needed to carry out assigned responsibilities. The particular areas of the law that career services must be aware of and seek advice about from legal counsel include, but are not limited to:
The institution must inform career services staff in a systematic and timely fashion about extraordinary or changing legal obligations and potential liabilities.
Career services' hours of operation, customer service systems, and online operations should respond to the needs of all students.
Career services must seek to identify, prevent, and/or remedy any discriminatory practices associated with the delivery of its services. Career services staff must provide advocacy by bringing the career related needs of all students to the attention of the institution's administration.
Career services should ensure that employers using services and programs adhere to the word and spirit of equal employment opportunity and affirmative action.
Career services staff should educate faculty members about legal and ethical issues relating to student referrals and recommendations.
Career services must nurture environments where commonalities and differences among people are recognized.Career services must address the characteristics and needs of a diverse population when establishing and implementing policies and procedures.
Career services should work in conjunction with the institution's special services and related organizations to enhance student and employer awareness and appreciation of cultural and ethnic differences.
Career services must provide educational programs that help students from diverse backgrounds and individuals with special needs to identify and address their unique needs related to career development and employment.
Career services should initiate partnerships and cooperative programming with other offices representing special populations to ensure appropriate service delivery.
Consistent with its goals and mission, career services must take affirmative action to remedy significant imbalances in student participation and staffing patterns. As the demographic profiles of campuses change and new instructional delivery methods are introduced, institutions must recognize the needs of students who participate in distance learning for access to programs and services on campus. Institutions must provide appropriate services in ways that are accessible to distance learners and assist them in identifying and gaining access to appropriate services in their geographic region.
In addition to adherence to these standards, leaders/managers should proactively provide guidance and education on these standards to all persons involved in providing career services, including, but not limited to, entry-level professionals, support staff, student staff, interns, graduate assistants, faculty, and other administrators.
Guidance on ethical rights and responsibilities should also be provided to students and other designated clients.
All career services staff members must be aware of and comply with the provisions contained in the institution's human subject research policy and other relevant institutional policies addressing ethical practices and confidentiality of research data concerning individuals.When handling institutional funds and funds generated through career center activities, all career services staff must ensure that such funds are managed in accordance with established and responsible accounting procedures and the fiscal policies or processes of the institution.Career services staff must use suitable means to confront and otherwise hold accountable other staff members who exhibit unethical behavior.Career services staff members must be knowledgeable about and practice ethical behavior in the use of technology.Career services staff members must recognize and avoid personal conflict of interest or appearance thereof in their transactions with students and others. Career services staff members must ensure that privacy and confidentiality are maintained with respect to all communications and records to the extent that such records are protected under the law and appropriate statements of ethical practice. Information contained in students' education records must not be disclosed without written consent except as allowed by relevant laws and institutional policies.
Core program evaluation should include:
Additional assessment and research should include:
Career services must conduct regular evaluations to improve programs and services, to adjust to changing client needs, and respond to environmental threats and opportunities.Evaluations should include:
Evaluation results must be used in revising and improving programs and services, and in recognizing staff performance. In order for institutions to employ comparable methods for evaluation, professional association resources such as NACE benchmarking surveys, and peer institutional resources should be consulted. Career services offices should collaborate with institutional research units, state agencies, accrediting bodies, academic graduate programs, and other evaluative groups that generate and assess evaluation information.Career services should promote institutional efforts to conduct relevant research on career development, institutional issues such as academic success and retention, student learning outcomes, employment trends, and career interests of students.Career services should prepare and disseminate annual reports as well as special program evaluation reports addressing career services philosophy; mission, goals, and objectives; programs and services, activities/outcomes; and graduate follow-up information. Career services should gather, participate in and/or conduct relevant research on career development; academic success; institutional issues such as admissions and retention; student learning outcomes; employment trends; and career interests.
The National Association of College and Employers (NACE), then known as the College Placement Council (CPC), formulated a statement of ethical guidelines for recruiter organizations, college career services practitioners, and students as early as 1957, just a year after the establishment of the organization. (That publication has undergone a number of revisions and is today's Principles for Professional Practice for Career Services & Employment Professionals.) It was much later, however, that the question of standards was addressed. In Career Counseling and Placement, published by CPC in 1970, Everett W. Stephens argued for the establishment of national standards for the profession. Subsequently, a CPC Committee on Professional Standards crafted Professional Standards for Career Counseling and Placement, which was published in 1975.
Beginning in 1980, members of 22 professional associations in higher education student services and student development, under the aegis of the Council for the Advancement of Standards, began work on the development of standards. This resulted in the publication of the CAS Standards and Guidelines for Student Services/Student Development in 1986. That publication included general standards, applicable across all areas, as well as functional area standards, which included standards and guidelines for career planning and placement.
By the 1990s, career services practitioners recognized that the profession had evolved into one with many new dimensions that the CAS standards had not addressed. In 1992, the CPC Board of Governors appointed a task force to study the issues of standards for measuring and reporting the quality of services offered by career services offices and to develop a method for self-assessment. The work of that task force culminated in the NACE Sourcebook for Conducting Evaluations and Measurements of Career Services, which was published in 1995.
Later in 1995, another task force was constituted to develop professional standards for career services and their work resulted in The Professional Standards for College and University Career Services, which was approved by the NACE Board of Governors in 1998. Through the efforts of the NACE representatives to the CAS board, most of the 1998 NACE standards were incorporated into the 2001 and 2003 revisions of the CAS standards.
In 2004, a NACE task force was appointed to review and revise The Professional Standards for College and University Career Services and the Professional Standards Evaluation Workbook. The 2006 edition of The Professional Standards for College and University Career Services was approved by the NACE Board of Directors in 2006.
Because the NACE board decided to review and revise the professional standards on a regular and more frequent cycle, the NACE College and University Standards and Assessment Committee was formed in 2008 to review and propose revisions to the standards for the 2009 edition of The Professional Standards for College and University Career Services and the Professional Standards Evaluation Workbook. The work of that committee is reflected in this publication.
The National Association of Colleges and Employers will update the Professional Standards periodically to ensure that they grow with the profession. You can assist in this process by providing feedback about the existing standards and suggestions/comments on additional areas that need consideration.
Please complete and return the form below to NACE, Attn: Professional Standards, by fax (610/868-0208) or by mail (62 Highland Avenue, Bethlehem, PA 18017). Thank you in advance for your assistance. Name:
1. Overall, how useful are the Professional Standards in helping you understand your office's role and responsibilities? (Circle one.)
1 2 3 4 5
(1=Not at all useful; 2=Not useful; 3=Somewhat useful; 4=Very useful; 5=Extremely useful.)2. In general, where you and your staff able to relate the Professional Standards to your office and operation?
___Yes ___No
If no, please explain. (Use a separate sheet if necessary.)
3. In your opinion, are there areas/topics that should be included in the Professional Standards that are not represented here? If so, what are they? Please explain. (Use a separate sheet if necessary.)
4. Additional comments/suggestions:
NACE's Blog: http://blog.naceweb.org/
NACE's Tweets: @NACE.org
Contact NACE StaffNACE's Newsletter: Spotlight
©2014 National Association of Colleges and Employers. All rights reserved.


text:
Patterson (5-2 Western Athletic Conference) swept singles play against the Livingston Wolves on Thursday; at No. 1 singles, the Tigers gained a 6-1, 6-4 win, with Kelby Norfleet of Patterson defeating Jasdeep Bassi of Livingston.
Kendal Norfleet bested Taranpreet Kaur 6-0, 6-2 at No. 2 singles. Avery Chairez followed with a straight-set win over Maggie Mendoza at No. 3 singles, 6-0, 6-4.
Ashley Afalla earned a No. 4 singles victory over Maria Vera of Livingston in straight sets, 7-5, 7-5.
Keanna Garza tallied a No. 5 singles win over Karina Ramos in two sets, 6-3, 6-4.
Santana Mata added a three-set triumph over Elisa Armenta, 4-6, 6-3, 6-3, at No. 6 singles.
Patterson players won two of the three doubles matches.
Patterson's No. 2 doubles team, Ngoc Nguyen and Arianna Rico, defeated Avneet Uppal and Cynthia Frias 6-4, 6-1. Catarina Borges and Wendy Zuleta, the No. 3 pair, added the Tigers' final win of the match.
Against the Pacheco Panthers, Patterson won three of six singles matches and swept doubles play.
In the No. 1 singles spot, Kelby Norfleet easily defeated Pacheco's Jackie Carranza in straight sets, 6-0, 6-2.
Kendal Norfleet outplayed her opponent in the No. 2 singles match, winning 6-0, 6-2 against Kristen Palmer.
Garza added a 5-7, 6-2, 6-4 win against Vanessa Salazar in the No. 5 singles spot.
Nguyen and Antonia Perez were winners at No. 1 doubles, topping Aimee Wheeler and Leilani Cano 6-0, 6-4.
Patterson duo Borges and Zuleta took the No. 2 doubles match, dispatching Ruth Ramirez and Kayla Ayala 6-2, 6-3.
Patterson got its final match victory in the No. 3 doubles competition, as Dora Cantu and Leslie Diaz won a 2-6, 6-4, 7-5 decision over Maria Martinez and Mariah Moreno.
Contact Marc Aceves at 892-6187, ext. 28, or firstname.lastname@example.com.


text:
June 11, 2002
The number of unemployed persons (8.4 million) and the unemployment rate (5.8 percent) were little changed over the month. The May unemployment rate is 1.9 percentage points above its most recent low of 3.9 percent in October 2000, and the number of unemployed persons is 2.8 million higher.
The number of long-term unemployed persons—those unemployed 27 weeks or longer—rose by 142,000 in May, following increases of similar size in March and April. This measure has increased by about 1 million persons over the past 12 months.
These data are a product of the Current Population Survey. The above figures are seasonally adjusted. Find out more in "The Employment Situation: May 2002," news release USDL 02-332.
Bureau of Labor Statistics, U.S. Department of Labor, The Editor's Desk, Unemployment rate at 5.8 percent in May on the Internet at http://www.bls.gov/opub/ted/2002/jun/wk2/art02.htm (visited September 22, 2014).
This edition of Spotlight on Statistics examines labor productivity trends from 2000 through 2010 for selected industries and sectors within the nonfarm business sector of the U.S. economy. Read more »


text:
Industry Focus:Architecture, Engineering & Construction, Education, General - Applicable to All, Manufacturing, Professional Services
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