text:
As expected, Georgia lawmakers are pushing for a version of California's controversial parent trigger bill to overhaul failing schools even as that state grapples with how to put its law into action.
Introduced this week in the General Assembly, Senate Bill 68 mimics the California law, which allows the majority of parents in low-performing schools to petition for major changes, including replacing staff and programs or bringing in a charter management operator.
However, the parent trigger law is running into problems in California where state education officials now say they are uncertain how to implement it and want a study group to look at the law. (The bureaucratic version of sending someone to Siberia.)
I am not sure of the wisdom of adopting a California law that hasn't even been put into effect yet. Consider what happened yesterday.
According to a story in today's LA Times:
The state Board of Education, in its first full meeting with a majority of members appointed by Gov. Jerry Brown, moved Wednesday to put the brakes on a landmark law that gives parents the right to force major reforms at low-performing schools.
The board took no action on proposed regulations to implement the law but instead will set up a working group to help determine the procedures. The panel will include those who had complained that the previous board was rushing the process without sufficiently considering their input. The board will reconsider the issue in March.
"We believe all parties involved in public schools should have a say before critical decisions are made," said Richard Zeiger, chief deputy superintendent of public instruction.
But critics charge that the delay is politically motivated and aimed at derailing the law, known as the parent trigger, which allows the majority of parents at low-performing schools to petition for such sweeping reforms as major staffing and program changes or turning over campus management to a charter operator. Charters are independently run and publicly financed.
In what one critic called a "bombshell" statement, state education officials said Wednesday that it would be difficult to write clear regulations based on the law because it was too vague. As a result, officials said they are working on "cleanup" legislation with state Assemblywoman Julia Brownley (D-Santa Monica), who heads the Assembly Education Committee and last year voted against the bill containing the parent-trigger provisions.
It should be interesting to watch the Georgia debate on this law since the California model has not advanced enough to offer any lessons to other states.
–From Maureen Downey, for the AJC Get Schooled blog
February 10th, 2011
9:23 pm
I think the PARENT title in Atlanta, Georgia is STEP UP…OR STEP DOWN.
APS SUPERINTENDENT HALL refused to step down or leave the SCHOOL SYSTEM and instead handed most of HER powers to HER SCHOOL BOARD Thursday, enraging PARENTS who warned the CITY OF ATLANTA could explode in RAGE and pleaded for SACS to take action to push HER out.
(Egypt's Hosni Mubarak refused to step down or leave the country and instead handed most of his powers to his vice president Thursday, enraging protesters who warned the country could explode in violence and pleaded for the military to take action to push him out.)
Now, the Step Up parents have aligned themselves with the corrupt leader to allow for continuity as they scramble to cover up the less than democratic leadership of their Northside, Atlanta Public Schools.
The political cesspool in charge…heaven forbid if you give them any more power on the Northside of Atlanta…They will change their child's teacher every time he/she makes a failing grade.
The PRIVATE SCHOOLS tell them to hit the door.
February 10th, 2011
9:29 pm
The REAL parent trigger:
Go Egyptian. Home school en masse.
February 10th, 2011
9:39 pm
Another stupid idea from California. All of the ineffective fads start in California. Georgia, the Goober State, always jumps in line to follow California.
February 10th, 2011
9:40 pm
@Top School ("APS SUPERINTENDENT HALL refused to step down or leave the SCHOOL SYSTEM and instead handed most of HER powers to HER SCHOOL BOARD Thursday, enraging PARENTS who warned the CITY OF ATLANTA could explode in RAGE and pleaded for SACS to take action to push HER out."):
What source?
February 10th, 2011
9:47 pm
There is a better way!
For example…
Quality Learning Australia
February 10th, 2011
9:51 pm
It's a mess. Send your children to private schools. Move out of the cess pool that is the City of Atlanta and quit wasting valuable tax dollars.
February 10th, 2011
9:52 pm
Public school parents shouldn't feel disenfranchised, but I don't like mob rule either.
February 10th, 2011
9:55 pm
I thought we have concluded that parents are the problem, because they do not get involved, BUT our state leaders are willing to put 2 lives at risk- their student and a teacher they may not like. Can we have this rule for the legislature? Dr. Trotter, GA is the peanut capital for a reason.
February 10th, 2011
9:56 pm
Two-edged sword here.
All of my "Good Parents" know who the best teachers are. And I do mean "Good" parents. Not all my good parents have "A" children. I just gave two all "A" students grades in the 50's on their first test. Both children parents work in the same office. I just walked in their office two days ago, and we had a good laugh about how the children were moaning about their grades. The owner of the office had told them that his daughter made lower than that on her first test with me (she's in med school now). I have no problem with those types of parents rating teachers.
On the other hand an administrator at another school just blasted me as a poor teacher for her "little darling" that was a "very good student" to have received a bad grade from me. He received a bad grade for the same reason the rest of his class got bad grades – they didn't study! She could be one of the parents who would vote to replace me, because she's an "Involved Parent," and everyone knows involved parents are good parents, right? Sarcasm was intended here. BTW, the "administrator was "promoted" out of the classroom because she was incompetent as a teacher.
Problem children come for all social strata: rich and poor. Some poor kids are awful discipline problems; some rich kids are too, but I've never had poor parents complain about grades like the upper strata do. Little Johnny may not have studied last night because he had to host his "party" for the "right" kids, and he couldn't study for the test and didn't know anything about the material on the test. But that was no reason to FLUNK him! Luckily my principal just listens to their complaints and commiserates with them, and then tells me to make sure the kids are held accountable for learning the standards. I don't want whiny parents to have the power to intimidate teachers into giving their "little darlings" good grades. I think we used to call that "grade inflation, huh?
Basically if there are "checks and balances" with standing committees made of parents (voted on BY parents), teachers (voted on BY teachers), administrators (voted on BY teachers), and LOCAL business members (voted on BY business), I wouldn't have any problems. If this many people thought I was a poor teacher, they'd probably be right… and I'd need to be gone!
February 10th, 2011
9:56 pm
Enter your comments here
February 10th, 2011
10:03 pm
I'm intrigued by this. You see, most of our failing schools are located smack-dab in the middle of the cess-pool of I-don't-care-ville. If you could round up enough parents who gave a damn to vote for something like this, I don't think the school would be in failing status. You see, it all starts with the values that are taught at home. Kids bring these values to school. If the family values learning, this will be valued in the school.
February 10th, 2011
10:14 pm
A child does not choose the family in which they are born. I don't want to give up on a single child, because they have a far from ideal home.
February 10th, 2011
10:31 pm
I'm with Tony.
February 10th, 2011
10:36 pm
[...] This post was mentioned on Twitter by Ramiro Garcia, Maureen Downey. Maureen Downey said: Parent trigger laws: Parents can fire school staffs http://bit.ly/fIuqQM [...]
February 10th, 2011
10:37 pm
Keep a very close watch on this Bill and be sure it doesn't somehow dwarf into a "trigger" for all schools, not just failing schools. That's what the attorney for the current Atlanta BOE majority advocates
February 10th, 2011
11:36 pm
Trotter "Georgia, the Goober State, always jumps in line to follow California"…have to agree!
February 10th, 2011
11:42 pm
Tony.."If the family values learning, this will be valued in the school"Ever heard of The Hidden Curriculum? Ever heard of an educator by the name of Paulo Freire ? Educate yourself as to how the children of low SES parents are the way they are!!!
February 11th, 2011
2:14 am
What does a parent do in a non-failing school when a teacher shrieks, screams and tosses hard-bound books at students' heads? What to do when the teacher races out of the classroom in a rage and a student has to alert another teacher (with her own full classroom) that something's amiss? And then that teacher screams at, and raises a fist toward, your once-abused child. What to do when a teacher tells your child, "You tell your mother if she has any complaints about me, she'll bring them to me. And oh, by the way, I 'lost' your last two assignments and you have to come in at 7 tomorrow morning and re-do them." What to do? It would be lovely to think that all educators are kind and decent and sane. Not so, any more than doctors, lawyers, accountants, mechanics or dog-catchers are kind, decent and sane. If parents have no real power, and currently we do not, how do we rid ourselves of the nut-jobs?
February 11th, 2011
4:05 am
Every parent and legislator should have to teach in a low performing school for a year to see what teachers have to deal with every single day.
February 11th, 2011
4:18 am
Most of these parents are not even paying for their kid's public education. It costs about $11K per year to education a child. Even if the parents own a home, most of them do not own a multi million dollar one whch would pay this sum for one child, let alone 3 or 4. Remember education is about 60% of the tax bill. People in public housing pay nothing, zero, for the the education costs of their kids. You know who pays these costs? Other taxpayers who do not have children and businesses who cannot even vote. Take from the haves to pay the costs of the have nots. There is nothing very original about this idea since it evolved from our lawmakers watching and idolizing Robin Hood and Karl Marx, the father of Communism.
What happend to the idea of personal responsibility for ones actions that the Founders of America advocated? It got lost in the shuffle of ignorance didn't it? If we continue to keep filling up the boat with idiots all of us will go down with it. Wake up Georgians. Instead of continuing to force others to pay the costs of irresponsible parents, stop those parents from having children. This is the only answer. Our only child graduated from high school over 30 years ago but my wife and I are still forced to pay almost $20K in property tax year in and year out while many other deadbeats pay zero. This is how to end this problem. Allow those who have already paid their way to opt out. The official won't even listen to us either if we try to make suggestions for improving the schools.
February 11th, 2011
4:53 am
What person in his/her right mind would want to be a teacher? My hat is off to anyone who is willing to be a teacher, but I don't want my child to have to deal with all the mess that teachers have to deal with in their classrooms. No wonder so many new teachers quit within their first five years of teaching.
February 11th, 2011
5:26 am
If Georgia ALWAYS (poor choice of word) falls in line to follow California, what about gay marriage, medical marijuana, extreme environmental laws, etc.? I'd retract that statement. Nothing could be further from the truth.
All things in balance. While I welcome parent involvement, I'd hate to have a principal who makes every decision based on the fear that parents will fire them. Can you imagine how bad grade inflation will be? Every child will qualify for gifted, too.
February 11th, 2011
5:46 am
So they are making it "official". parents can fire students along with getting them fired. I wonder what they would do with me– the original tough teacher where kids who make A's sturggle to make B's in my class because they are used to having their grasdes inflated? What would do with me when, in a school that did not make AYP, my kids DID make AYP?
Let them try to fire this 24-year veteran for being "too hard" or in a low performing school. See what kind of lawsuit they get for slandering me withut proof or cause. When my performance evaluation becomes public record, I WILL head to court if it takes every penny I have.
February 11th, 2011
5:56 am
I just hope that our politicians DO NOT BECOME WEAK KNEED on this initiative! Public education in Georgia has fastly become a 'Jobs' program! Hall is a great example!! Our educators have made their own bed, and now they are going to have to lie in it!!
I do wish the legislature would take a look at providing incentives for parents to pursue home schooling. Just compare home schooling results, not only of public school students, but even many private school students. It really makes you wonder why we are wasting so much money in the public school system!!
February 11th, 2011
6:20 am
Execution of Parent Trigger Law in California will bring a drastic change in low -performing schools.
February 11th, 2011
6:36 am
Georgia can't be content to be a leader in the Southeast. Noooooo. We've got to be high steppers. Forget comparing ourselves with Alabama, Mississippi, South Carolina, Arkansas, Tennessee (Florida doesn't count). We have to compare ourselves to South Korea, Japan, China, Germany, and other countries that share none of the demographics we have.
SOME of our policymakers are PROGRESSIVE IDIOTS! Grandstanding morons. I'm not against realistic reform – I'm just against half-baked ideas and throwing darts with a blindfold on.
February 11th, 2011
7:13 am
Its amazing the very same politicians call California to liberal, but don't mind adopting their laws. Oh wait–its their way to blame the teachers for their stupid education policies.
February 11th, 2011
7:28 am
The way it is supposed to work is that we voters elect the school boards, who hire the Superintendent, who promotes/hires the school administration, who hire the teachers.
If parents are unhappy with their schools, we have the right to go before the board to air our concerns. I guarantee you that if you got 50-60 parents flood the board meetings for a couple of months, you would get their attention. I've seen it happen several times. Of course, it was the Athletic Association who were wanting them to buy something….
If parents tried to enact wholesale change under this law, it would only serve to create chaos – and the students would be the ones who suffer the most.
February 11th, 2011
8:00 am
Let's just do away with publically financed education and let the parents run the whole thing. We'll be the envy of the world!!!
February 11th, 2011
8:18 am
@Tony, I agree with everything you said. The reality is that the best schools are in neighborhoods where parents are actively involved. Most "failing schools" are in poorer neighborhoods. I work in a community where most of the parents only have a high school diploma. Actually, I would say that there is a large percentage that didn't finish high school. They will only come to the school when their child claims a teacher said something inappropriate to them. Instead of instilling the importance of education in their children, they tell them to fight if anyone ever lays a finger on them. So, we break up fights all day long. When parent conferences are scheduled, many parents don't show up. We are unable to have regular PTA meetings because parents won't volunteer to be on the board.
Now given all that I've stated, we expect parents to choose who teaches their kid? This is the very reason so many teachers are planning their next career move. Most want out of education. Teachers are no longer respected as professionals. There is no parent accountability. If parents want better schools, they need to become better parents.
February 11th, 2011
8:35 am
I agree with Tony & RJ.
Their statements make way too much sense given what I heard from a step-sister-in-law who's a young, nice teacher, and is already planning on either leaving her 1rst school or the profession.
I guess the "moral of the story" is:
1. Teaching is a good ideal, not a good reality
2. You'll probably end up wanting to leave, unless you happen to be teaching in the right area and the right school
Logical conclusion:
=> Go to college for something other than teaching. Save yourself the grief!
What a shame that statement may very well be true! What's happened to our country??
February 11th, 2011
8:43 am
The Motivation To Learn, The Lack of Discipline, The 800 Pound Gorilla In The Parlor, & Willingly Naïve Legislators!
By John R. Alston Trotter, EdD, JD
If students perceive that they come from a non-reading culture, then these students will not value reading. If there are not books in the house (just National Enquirer!) and the students do not see their parents reading, then the students will not value reading. It is very simple. The motivation to learn is a cultural phenomenon. I always want to credit one of my old UGA professors, Dr. Eugene Boyce, with this concept. Dr. Boyce studied on location how education worked in Nigeria, Kenya, China, and the Soviet Union, besides running the lab school at Florida State University. I always thought that he was brilliant and never got the credit due to him. If I "borrow" an idea, I always like to give credit to the source. From his observations through the years in several parts of the world, he concluded that motivation was the key to learning that this motivation was culturally conditioned.
The motivation to learn is a social process or a cultural phenomenon. And the legislature wants to give these non-reading, irresponsible, and, in many cases, irate parents the control over the professional educators? Good grief. When desperation sets in, there's no telling what they will do. It would be nice if they starting off by mentioning the unmentionable…a lack of discipline in the schools. Discipline (or the lack thereof) is the 800 pound gorilla in the dainty parlor that no one (and I mean NO ONE) is willing to talk about. All of the moving of furniture in the parlor will not remove the fact that an 800 pound gorilla is still moving around in the parlor, knocking over marble-top tables and French chairs. This is how ridiculous Fran Millar and the other Georgia legislators look; they are re-arranging the French chairs in the parlor and ignoring the 800 pound, smelling, and growling gorilla in the parlor. Ha! © MACE, February 11, 2011
February 11th, 2011
8:53 am
Schools are only as good as the kids being sent.
February 11th, 2011
8:57 am
@Heifer – That's when you complain, in writing, to the administrator, the superintendent, and the school board and follow up with a letter from your attorney is there is no response. You are SO RIGHT that there are horrible teachers out there. I know of a school where a band director threw a music stand at a student and told the student that if he reported the incident, he would fail the class. This happened at a high-performing school in an upper-middle class neighborhood.
February 11th, 2011
8:59 am
I find it a bit funny, and very inconsistent, that the same people who usually rail against the lack of parental involvement are opposed to parent trigger laws – the ultimate parent involvement.
February 11th, 2011
9:05 am
I could see parents siding together in hysteria—similar to the Salem witch trials. No rationale, just get ride of them (school staff). Not a good idea at all. We don't to follow Calif. "just because" we can.
February 11th, 2011
9:22 am
What Makes Good Schools?
By John R. Alston Trotter, EdD, JD
We always laughingly asked…You know what makes good schools? Answer: Good students. I remember telling the teachers at Slater Elementary School in Atlanta (located next to the old Carver Homes) in the late 1980s that I knew exactly how to raise the test scores at Slater Elementary. They would ask, "How?" I answered that the Slater Elementary School building needed to be moved to West Westley in the Buckhead area. Keep the same building, the same teachers, the same custodial staff, the same secretaries, the same principal, the same media specialist, the same supplies, and the same balls and jump ropes. Just move the school building to another location. Oh, I forgot…the only thing that you change is the student enrollment. We simply allow the students who live in the area to matriculate to the "new" Slater.
I remember last year when Arne Duncan was talking about changing the principals and the teachers at the chronically low-performing schools. Maureen Downey wrote an article on this and quoted me asking Mr. Duncan what he was going to do with the students. He wanted to change everyone except the ones who really mattered…the students. Many educrats and educators were incredulous that I would make such a statement. This story by Ms. Downey went viral on the internet. As long as you keep the same students, not much is going to change…at least the way that educrats try to "improve" the schools.
What makes good schools are indeed good students. And, if you are addressing a low-performing school, it is almost invariably because the school is fed by low-performing students, not low-performing teachers. The best thing that you can do for these low-performing students is (1) establish discipline within the school environment and (2) free up these teachers to be creative so that they can figure out a way to motivate these "at risk" students. Putting the teachers in straight-jackets, making them teach prescripted curricula in a specific manner under oppressive top-down, heavy-handed snoopervision will simply suffocate, frustrate, and eventually eliminate the teachers, and these "at risk" children will continue to be disengaged from the learning process.
The truth hurts, doesn't it? I will borrow a question that St. Paul used with his Galatian brothers and sisters: Am I therefore your enemy because I tell you the truth? © MACE, February 11, 2011.
February 11th, 2011
9:35 am
In Education, not only is "the perfect" the enemy of "the good," but also "the innovative" may be the enemy of "the good."
Are we about doing things because they're new or about doing things because they work?
To wit, does a consensus of independent research indicate that "parent trigger" laws improve student learning in under-performing schools?
If so, why don't we apply the "parent trigger" concept on a pilot basis in a small, but representative, sample of our state's under-performing schools? Then have an independent evaluation of its efficacy in improving student learning and behavior in our state. Of course, the results of the evaluation should be communicated to The Public.
By the way, at the celebration of the centennial of the college of Education at a USG institution, I heard former SC SSOS Inez Tenenbaum challenge the college to establish a center for under-performing schools. The silence was deafening.
February 11th, 2011
9:51 am
Most of the problems are above the teacher/student/parent level. When my child's school sends her out selling junk to buy school equipment and we have a 2 billion dollar county budget, something is wrong. Nevermind that the playground looks like war torn Bosnia. Making our children pad the school budget with fundraising was also an event during fatter times. Public schools are full of corruption. We need to keep those in the trenches and cut our six figure job placement programs for the highly connected. Can we fire the curriculum specialists, graduation coaches, and the overpaid morons that brought us new math? I graduated from one of the most highly regarded private schools in the country after attending a low performing school for 11 years. The transition was like gettting on 285 during rush hour with a learner's permit. Civics class in the public school…40 students and open book multiple choice tests. Civics class at the private school..8 students, motivated teacher, debates, and term papers. The large difference…Teachers were allowed to teach. Parental involvement was minimal and independence was encouraged. Parents were too busy trying to pay the tuition, which is now $20k. Discipline and parental involement was not necessary, because expulsion meant loss of tuition paid. All of my classmates went to college and most graduated from top tier schools. Very few of my public school friends went to college. The one's that attended college had to take remedial courses. Why are private schools better? They let the teachers teach, weed out the weak, and there's not several layers of misplaced funds.
I will agree that there are some true "nut jobs". I rented one of my properties to one. She was scary(chopped several trees on a whim plus other stuff). Thank goodness she teaches at another school. I know that one day she will be on the news and the thought that she is around children is disturbing. Are public school teachers given a psychological evaluation? We should look closely at the psychological state of our educators, but leave the good ones alone to teach.
February 11th, 2011
10:36 am
I completely agree with psychological evals. for teachers. However, I believe that any profession ( day care workers, psychologist themselves or any business licensed by the state to work with children) that is in contact with, care for, or are licensed to make life altering decisions for children should be subject to psychological evals. Any person can go to college and get a teaching certificate. I believe all person's applying to college for a teaching degree, or any degree that involves decision making for children should be screened with psych. evals. before admittance.
I have known some wonderful stable teachers, but have also known some completely whacked teachers also.
February 11th, 2011
10:47 am
I read this column daily and every day I am thankful that my children are no longer in public schools. I am equally thankful that I no longer teach in public schools. My youngest graduated in 2004 and I left teaching two years ago during a school board fit of downsizing. We had our share of small problems, but my children managed to get great educations (yes, here in Atlanta!) and go on to scholarship-funded college degrees. Many of their teachers are still teaching. It isn't the teachers (for the most part).
I am sorry for the current state of education. It is avoidable, but not by any of the techniques currently in place. My biggest fear now is that one of our current grads will be administering my meds in the nursing home. At least I won't linger…
February 11th, 2011
10:50 am
It wont work in APS, Dekalb or Clayton as any teacher who is singled out for a well deserved firing etc will being screaming they are victim of racism. Then the concerned black clergy idiots will hold a news conference proclaiming said victims innnocence and if ya dont believe them then you can always ask the victims mama.
Complete waste of time.
February 11th, 2011
10:52 am
@ say what- Can you tell me the reason why Georgia is called the peanut capitol?
February 11th, 2011
10:56 am
Perhaps the firing of some of the parents may be a better idea.
February 11th, 2011
11:15 am
Hey, Dr NO! D'youse suppose we could get the GA legislature to come up with a law requiring people in GA to take a written test and get a license before being allowed to reproduce? Just thinkin'!
February 11th, 2011
11:34 am
[...] This post was mentioned on Twitter by Russ Moore, Trey Burley. Trey Burley said: Parent trigger laws: Parents can fire school staffs http://t.co/JulmO7Q [...]
February 11th, 2011
12:06 pm
"take a written test and get a license before being allowed to reproduce?"
Well with all the cheating thats been occuring of late that probably wouldnt be very efficient. Now if we could get to work on legislating retro-abortions we would have something.
February 11th, 2011
12:31 pm
If you want to find out about all things Parent Trigger, go to http://www.theparenttrigger.com.
It is high time that parents were given real political power to flip under-performing schools. The idea that showing up at board meetings or sitting on some pointless committee equates to real power is just plain silly. Giving the parents the ability to convert Bureaucracy-Based District schools to Neighborhood infrastructure is an idea whose time has come.
The GA law, while good, is weaker than it should be. Once triggered, the parents will should be followed.
February 11th, 2011
1:32 pm
"It wont work in APS, Dekalb or Clayton as any teacher who is singled out for a well deserved firing etc will being screaming they are victim of racism.
February 11th, 2011
1:33 pm
@ Trotter re: "irate" parents: you're damn right we're irate, and you know why. Public schools are awful. And we're no longer willing to push with all our might only to move the needle from "really awful" to "slightly less terrible." No, we're moving toward change on an Egyptian scale, and that means upending the current system and starting over. It means more charters, more vouchers and more competitive pressure on the remaining public schools to get better or get out.
Many of us have decided that ONLY the threat of extinction (brought to bear by introducing stronger competitors into the education arena) will force dismal public schools to get better faster. Everything else has failed; let's invoke Darwin.
But if a law suddenly gave me the power to fire school staffs, my first move would be to figure out who the great teachers are and let them know that they're gonna be brought back, however we have to do it.
Parents understand that great teachers are a scarce commodity and when we get more leverage to change our schools I promise you your professional existence, as a talented, committed teacher, will get much better. Join us! Walk like an Egyptian!


text:
50 U.S. Code § 3514 - Retirement equity for spouses of certain employees
(a) Manner and extent of applicability
The provisions of sections 2002, 2031 (b)(1)–(3), 2031(f), 2031(g), 2031(h)(2), 2031(i), 2031(l), 2032, 2033, 2034, 2035, 2052(b), 2071(b), 2071(d), and 2094(b) of this title establishing certain requirements, limitations, rights, entitlements, and benefits relating to retirement annuities, survivor benefits, and lump-sum payments for a spouse or former spouse of an Agency employee who is a participant in the Central Intelligence Agency Retirement and Disability System shall apply in the same manner and to the same extent in the case of an Agency employee who is a participant in the Civil Service Retirement and Disability System.
Source(June 20, 1949, ch. 227, § 14, as added Pub. L. 97–269, title VI, § 612,Sept. 27, 1982, 96 Stat. 1154; amended Pub. L. 99–569, title III, § 302(b),Oct. 27, 1986, 100 Stat. 3194; Pub. L. 100–178, title IV, §§ 401(b), 402 (b)(3),Dec. 2, 1987, 101 Stat. 1013, 1014; Pub. L. 102–496, title VIII, § 803(a)(1),Oct. 24, 1992, 106 Stat. 3251; Pub. L. 108–458, title I, § 1071(b)(3)(A),Dec. 17, 2004, 118 Stat. 3690.)
Section was formerly classified to section 403n of this title prior to editorial reclassification and renumbering as this section. Some section numbers of this title referenced in amendment notes below reflect the classification of such sections prior to their editorial reclassification.
2004—Subsec. (b). Pub. L. 108–458substituted "Director of the Central Intelligence Agency" for "Director of Central Intelligence".
1992—Subsec. (a). Pub. L. 102–496substituted references to sections 2002, 2031 to 2035, 2052, 2071, and 2094 of this title for references in original to sections 204, 221 to 225, 232, 234 and 263 of the Central Intelligence Agency Retirement Act of 1964 for Certain Employees which were formerly set out in a note under section 403 of this title.
1987—Subsec. (a). Pub. L. 100–178, § 402(b)(3), inserted "232(b)," before "234(c), 234(d),".
Pub. L. 100–178, § 401(b), inserted "225," after "223, 224,".
1986—Subsec. (a). Pub. L. 99–569inserted "224," after "223,".
Effective Date of 2004 Amendment
For Determination by President that amendment by Pub. L. 108–458take effect on Apr. 21, 2005, see Memorandum of President of the United States, Apr. 21, 2005, 70 F.R. 23925, set out as a note under section 3001 of this title.
Amendment by Pub. L. 108–458effective not later than six months after Dec. 17, 2004, except as otherwise expressly provided, see section 1097(a) ofPub. L. 108–458, set out in an Effective Date of 2004 Amendment; Transition Provisions note under section 3001 of this title.
Effective Date of 1992 Amendment
Amendment by Pub. L. 102–496effective on first day of fourth month beginning after Oct. 24, 1992, see section 805 ofPub. L. 102–496, set out as an Effective Date note under section 2001 of this title.
Effective Date of 1987 Amendment
Amendment by Pub. L. 100–178effective Nov. 15, 1982, but not to be construed to require forfeiture by any individual of benefits received before Dec. 2, 1987, nor to require reduction in level of benefits received by any individual who was receiving benefits under section 232 ofPub. L. 88–643before Dec. 2, 1987, see section 402 (c)–(e) of Pub. L. 100–178, set out as an Effective Date of Amendments to Pub. L. 88–643Prior to Enactment of Pub. L. 102–496note under section 2001 of this title.
Effective Date of 1986 Amendment
Pub. L. 99–569, title III, § 302(d),Oct. 27, 1986, 100 Stat. 3194, provided that: "The amendments made by this section [amending this section and provisions formerly set out as a note under section 403 of this title] shall take effect on October 1, 1986."
Effective Date
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Where You Live - Results by EPA Region
To see more about EPA's enforcement and compliance work near you, please visit the local EPA region's website. On each region's website you can read about enforcement actions that EPA has taken across the whole region, and you can also read about the actions that EPA has taken in your state. Information available on each Region's Web site includes:
- "Numbers at a Glance" which displays the key regional compliance and enforcement activities and results
- Key federal enforcement activities and results in your state
- Highlights of EPA's most important cases of fiscal year 2010 in your region.
To visit the region's website local to you, select your state from the list or map below to go to your state's EPA regional Annual Results home page. You may navigate back to this website by using the Back button on your browser.Choose Your State or Region.


text:
- Jason Pontin
- Cambridge, MA
- United States
Editor in Chief/Publisher, MIT's Technology Review
This conversation is closed.
"Why Can't We Solve Big Problems?"
I'll be giving a TED U Talk in Longbeach at the end of the month. I'll be asking "Why Can't We Solve Big Problems?" I think that blithe optimism about technology's powers has evaporated as big problems that people had imagined technology would solve, such as hunger, poverty, malaria, climate change, cancer, and the diseases of old age, have come to seem intractably hard.
I'd love to know what the TED Community thinks our difficulties are - or, even if the idea is true at all.
Here's a URL to the story I wrote in MIT Technology Review on the subject: http://www.technologyreview.com/featuredstory/429690/why-we-cant-solve-big-problems/
Showing single comment thread. View the full conversation.
Feb 13 2013: Technology is solving big problems, but new problems crop up all the time. Entropy in all contexts is a constant, and human beings can only do so much, so quickly, to stem the onslaught of new / evolving problems.
Another factor to consider when it comes to human civilization is that, as much as we change the external world / reality, we are still guided largely by human nature, something which hasn't changed substantively in thousands of years; further, human nature easily and quickly reverts to primal instincts, often with dire consequences.
Our best tools for fixing humanity's problems usually involve improving the way we approach or understand the world and each other.
Feb 14 2013: We exist an increasingly complex system. These "new problems" that you speak of are an emergent property of our increasing complexity. "Fixing" the problems, implies the wrong headed notion of installing our sense of order and control on nature, instead of better understand the "system" and its complex nature.
Feb 14 2013: I wouldn't call vaccines, for example, wrong-headed, nor many other medical and scientific breakthroughs. Nor would I agree that attempts to heal the environment are wrong-headed.
To put a very fine point on it, if an asteroid were approaching the earth, should we use our knowledge and skills to attempt to avert a collision, or simply "understand the 'system' and its complex nature"?
You seem to be, potentially, mixing problems created by humanity with those created by nature. Whatever the case, I would suggest it's in our best interests, and perhaps those of the world, that we continue to try to find solutions to problems. This is what humans do, it's how we adapt. It is our nature.
Feb 14 2013: I was addressing the original question about tackling big problems, not just the subset of problems created by humankind. In any event, we can choose to address the problems, or not. Perhaps the issue you're having is with my terminology 'fix.' By 'fix' I simply mean address, deal with.
Feb 14 2013: Michael,
You say...."....as much as we change the external world / reality, we are still guided largely by human nature, something which hasn't changed substantively in thousands of years; further, human nature easily and quickly reverts to primal instincts, often with dire consequences."
To some extent, I agree with your statement, and on the other hand, I like to think/feel that with evolution, we are learning, growing and becoming more aware? If we continue to reinforce the idea that humans are NOT changing....that we are guided simply by human nature....that we revert to primal instincts...,.are we reinforcing the attitudes and behaviors we would like to change?
I very much agree...
"Our best tools for fixing humanity's problems usually involve improving the way we approach or understand the world and each other."
How about if we change our perception of humans and recognize that we may be evolving beyond primal instincts? New approach?
Feb 14 2013: I agree with you, Colleen: we are evolving emotionally, intellectually; we are on the whole moving in the right direction with, of course, some notable exceptions. What I was referring to was our core nature, our instincts, our animal side...the id, if you will, not the super ego, to lift some Freudian terminology.
You make a great point: it's important for us to appeal to humanity's better self, to ask and help people to think beyond their own self interest, to consider others. In other words, to evolve their thinking.
Feb 14 2013: I agree Michael, that it is important to appeal to humanity's "better self", and encourage people to think beyond their own self interest and consider others....evolve.
I think I understand what you refer to when talking about our core nature, instincts, and animal side. I believe those elements of "us" are evolving, to the point of being able to see beyond instinct and animal behavior. We are multi sensory, multi dimensional human beings, and if we are more aware of the possibilities, we could change some perceptions and have a new approach.
As long as we continue to reinforce the idea that our core nature, our instincts and animal side cannot be changed, that is the reality we create.
For example:
I co-facilitated "cognitive self change" sessions with offenders of domestic violence who were incarcerated. The guys often said something like...it's natural...instinctive, to slap somebody who tics us off. That is just "natural".
You see? If we continue to reinforce the idea that there are natural animal instincts at our core, which cannot be changed, I think we do a disservice to humanity.
Feb 14 2013: I don't know if we're capable of changing our instincts. I see cake, I want it; but my higher mind tells me, "Hey, that belongs to my wife. Don't touch it." The goal is to teach people to think things through. I know that my children, who are not yet four, have very base instincts. My job as a parent is to help them evolve their behavior. Do I change what is deep down inside? Maybe. But I know I can help change what is closer to the surface.
Great points, Colleen.
Feb 14 2013: EXACTLY Michael! I don't think we can change our instincts either. We CAN however, change the way we use the information. I totally agree....give people the tools to be able to think and feel things through.
Many of the old instinctive behaviors were knee jerk reactions without any thought or feeling. Absolutely.....we can support others in the quest to evolve behaviors. I don't think we want or need to change what is deep down inside. We CAN change how it affects us and others. We CAN change our thoughts, feelings and behaviors to be more beneficial to ourselves and the whole of humankind.
One of the first steps in this approach, is to discontinue talking about abusive, violent animal behaviors as something natural that cannot be changed. As thinking, feeling, intelligent, evolving human beings, we have choices:>)
Feb 14 2013: Let's compare these two statement:
One thing to keep in mind: our beliefs shape our world view. That is to say, the entire construct of what we feel and know is shaped by our beliefs, whether those beliefs originate from faith or reason."
"Our best tools for fixing humanity's problems usually involve improving the way we approach or understand the world and each other."
Understanding the world often conflicts with our beliefs about the world. Which do we reshape?
Showing single comment thread. View the full conversation.


text:
Parkour Classes
Parkour Classes
Thu Jan 23 - 7:30pm
Jan 23 - Mar 27 for the class (10 weeks), same time: thurs 7:30-9p $120 for members $150 non-members This workshop, led by instructors from Parkour Generations Americas, will introduce participants to the basic techniques and training of parkour/l'art du déplacement/freerunning. Over the course of 10 weeks, students will learn to move like a traceur through a series of drills, exercises and demonstrations. There will also be a strong emphasis on "having fun with movement" and the fluid and confident exploration of one's environment. Though open to participants of all skill and fitness levels, there will be special attention paid to beginners wishing to learn more about parkour in a safe and comfortable environment. Students should expect a variety exercises and challenges designed to push mental and physical capabilities while also learning to use and move their bodies in unexpected ways. What is Parkour? Parkour was born in the banlieues (suburbs) of Paris in the 1980s and is now one of the world's fastest-growing sports. While often recognized in the fantastic images seen on YouTube or television, the sport is actually a form of movement that has roots in a wide variety of physical disciplines including gymnastics, martial arts, climbing, and track & field. Practitioners, known as traceurs, train to develop strength, speed, endurance, precision, spatial awareness, dynamism, and creativity, in order to be as fluid, functional and liberated as possible in physical movement and to overcome physical obstacles. Traceurs also develop a way of thinking based on rigorous self-discipline, autonomous action and self-will that allows them to overcome mental obstacles related to their movements. Registration is open throughout the season and drop-ins are always welcome. MetroRock customers with a gym membership receive a 20% discount.


text:
died July 23, 1916, High Wycombe, Buckinghamshire, Eng.
British physical chemist who discovered four gases (neon, argon, krypton, xenon) and showed that they (with helium and radon) formed an entire family of new elements, the noble gases. He was awarded the 1904 Nobel Prize for Chemistry in recognition of this achievement.
Contents of this article:


text:
1 Kiwi Fruit
2 Green Apples
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1 Lime
1 cup of green melon or watermelon
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2. OR juice the celery, apples, green melon and lime AND THEN place in a blender and add mint and kiwi fruit for a smoothie!
3. Garnish with fresh mint!
Benefits: Boosts immunity, great for your skin & lowers blood pressure.


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Help Support NGRL Libraries
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Zoo & Park Passes
Northwest Georgia Talking Book Library
The Northwest Georgia Talking Book Library provides free library service to the disabled in 21 counties of Northwest Georgia.
Patrons can borrow fiction and non-fiction books. Also, equipment available for in-house use includes closed caption television (CCTV -color), assistive listening device, magnifiers, task lighting, braille typewriter, Kurzweil, Zoomtext Software, Open Book Ruby Edition, and TTY.
Learn more by visiting the NWGATBL website.
Category Archives: Uncategorized
CG – Adult Summer Programming
The Calhoun-Gordon County Public Library is proud to announce its Adult Programming for Summer 2014. The theme for the Summer Reading this year is science. There will be three events, all held at The Depot at 109 King Street, on Tuesdays at 5:30 P.M.
The first, on Tuesday the 15th of July, is a presentation by Special Agent Audey Murphy of the Georgia Bureau of Investigation. Special Agent Murphy is a Crime Scene Specialist and will discuss investigative techniques and procedures.
On Tuesday the 22nd of July, Kevin Casey – operations manager of WEBS Radio Station, will explain the emergency alert system – how it works, where information is disseminated, the codes used, the agencies involved, and how quickly the radio station can alert the public.
Our last speaker is Fire Chief Lenny Nesbit, on Tuesday, July 29th, Fire Chief Nesbit will discuss fire-fighting and investigative processes regarding the forensics of suspected arson inquests and the associated technology.
All adults are welcome. Please call the library at (706) 624-1456, and ask for Carmen Forsee, with any questions.
DW – Library Closed
The library will be closed due to equipment malfunctions. We will reopen on Monday, June 2nd at 10am.
DW – How To (LTTC)
The Dalton-Whitfield Library will be offering a How To (use Facebook and Microsoft Office) course this May. Registration is required and limited to 15 people per class. To register, visit the Learning and Technology Training Center's Schedule.
Classes being offered:
How To: Facebook and Social Media – May 19th at 10am-12pm.
How To: Microsoft Office – May 28th at 10am-12pm.
For more information about the classes, check out the class descriptions.
You must be 16 or older to register and take classes at the Learning and Technology Training Center.
NGRL Summer Reading Programs
Northwest Georgia Regional Library will be hosting several summer reading programs this year
Calhoun-Gordon Library's Summer Reading Programs are available for kids and teens.
Chatsworth-Murray Library's Summer Reading Program are available for kids.
Dalton-Whitfield Library's Summer Reading Programs are available for kids and teens.
DW – Words for Work / Palabras para Trabajar
Words for Work / Palabras para Trabajar
Words for Work is dedicated to providing job training and English Language Development for Latinos.
Skill Modules:
- Basic computer skills
- Understanding the American Workplace
- Job searching
- Effective communication
- Becoming a successful employee
- Healthcare (optional)
- Construction (optional)
- Basic Math
- Employees who would like to improve their English can register to participate in the program.
- The program is designed to help improve communication in the workplace between English and Spanish speaking workers and customers.
- Employers who would like to learn more about the program for their employees can contact the LTTC for more information.
For more information about the program or to register, please contact Marlen Rodriguez at 706-876-2504 or firstname.lastname@example.com
DW – Palabras para Trabajar / Words for Work
¡Le invitamos a registrarse en el programa Palabras Para Trabajar!
Si a usted le gustaría tener una trabajo en instituciones médicas, en construcción, o aprender inglés para el trabjabo, podemos ayudar.
¿Como puede ayudarle Palabras para Trabajar?
Nuevas habilidades
Registrándose en Palabras para Trabajar, aprenderá:
– Como usar una computadora
– Habilidades importantes para desempeñar su trabajo
– Vocabulario en inglés relacionado con el trabajo
Aserca de Palabras para Trabajar
Para su conveniencia:
– Las clases serán gratis
– Los materiales del curso serán proveídos gratis
– Las clases será ofercido en la Biblioteca del Condado Dalton-Whitfield
– El horario de las clases será conveniente a usted.
– El programa estará disponible en Mayo, 2014
Si a usted le gustaría saber mas aserca de esta programa o registrase en Palabras para Trabajar, por favor comuníquese con Marlen Rodriguez (706) 876-2504.
Biblioteca del Condado Dalton-Whitfield
Learning and Training Technology Center
310 Cappes Street
Dalton, GA 30720
DW – Career Counseling (LTTC)
Thinking of changing career paths or getting ready to start working? Come meet with a trained career counselor for free and discuss your options!
Dalton-Whitfield will be partnering with trained counselors to provide Career Counseling to all area residents: Fridays, 10am – 4pm March 21st – June 27th.
The counseling is free, open to everyone, and registration is not required.
If you aren't sure what kind of career you want to start, have a career and want to change, or just want to explore your options, this counseling might be for you!
When you come in, you will need to complete a written form and an online career assessment through GA College 411, before you meet briefly with a career counselor to figure out which of the three colleges in the area (Chattahoochee Tech, Dalton State, or Georgia Northwestern Tech) will be the best to help you meet your new career goals.
Fridays: 10am – 4pm


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About a week ago, EcoGeek realized the efficiency improvements in America's buildings could save more energy than is used by all planes, trains, cars, and trucks in America. This vast energy savings won't come easily, but it must come. A commenter pointed out that it's important to viagra online focus on cars and http://sws-bl.com/cialis-super-active trucks because they have shorter life spans, and thus efficiency improvements can be realized faster.
But buildings can also be retrofitted to be greener, and with great effect. In fact, since only 2% of buildings in America were built in the last few years, retrofitting is going to have to be a huge part of this. And it's pretty inspiring to see that we're starting with the largest retail building in the world, the Chicago Merchandise Mart.
The Merch Mart is HUGE, more than 4 million square feet. During the day, 20,000 people inhabit this single structure. It has its own zip code (60654).
When it was built, it was the cialis and diarrhea largest building in the world.
But, due to the leadership of its owners, and the City of Chicago, the Merchandise Mart has a new spot in the Guinness book...as the largest Green Building in the world. It now uses 35% less water and 10% less energy than before the upgrades. And, for a building this size, the upgrades were significant:
- Most of the 4,000 windows were replaced.
- Water waste was tracked, to determine which of the 2,000 toilets needed to be replaced with more efficient ones
- Leaks in the air conditioning were tracked down and fixed, saving over $4,000 a year.
- Many of the buildings spaces were metered individually, to determine high energy use areas, and bill tenants accordingly.
- A supply shop for tenants was opened in the basement, making everything from low-vapor paints to purchase cialis usa high-efficiency bulbs available, inexpensively, to all tenants.
- Lighter carpets make rooms brighter, meaning less electricity is order cialis cialis needed
- A Bulb-Eater in the basement eats fluorescent bulbs, contains their toxins, and produces waste bins that are recycled properly.
For more information on this absolutely fantastic retrofit of cheap cialis with overnight shipping the World's Largest Retail Building, check out this article in Business Week. And for some high-res pictures of the Chicago Merchandise Market, keep reading.
Pictures by J. Crocker, Serhii Chrucky and Jeremy Atherton.
written by Nerdfighter Megan Parchem, March 26, 2008
written by Aaron, March 26, 2008
written by josh, March 26, 2008
written by Micah, March 26, 2008
written by Roy, March 26, 2008
wait, how did we get onto bags again? Oh, and josh, do you have links to any of those articles? I'd love to tramadol fed ex overnight see!
written by Violet, March 26, 2008
written by Kent Ragen, March 27, 2008
written by Magnulus, March 27, 2008
I don't think there's a problem in terms of the footprint of the retrofitting itself as houses are meant to last for quite some time, and especially when you've got a house or building that's already lasted a long time and is still in good condition.
Another plus-side to cialis sale this is that once this place starts to produce positive numbers, I think a lot of other managements will probably pick it up themselves. Any chance to save loads of money is just try! levitra no rx gladly taken.
Now, how about some wind turbines and solar panels on that roof, eh? ^_^
written by josh, March 28, 2008
written by jim, July 20, 2008
|< Prev
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Students Put Heads Together to Form Robotics Society
The formation of UC Merced's Robotics Society is a story of collaboration and cooperation. Its existence, so far, has been no different.
The brainchild of engineeringmajors Ernesto Mora and Joshua Gonzales, the Robotics Society formed last summer and has grown to include 12 members representing all three schools — Engineering, Natural Sciences, and Social Sciences, Humanities and Arts.
The club, though still in its infancy, has undertaken some ambitious projects, including an autonomous blimp, a combat robot, a robotic explorer and an autonomous plane. Most have included help from fellow scientists in other clubs and organizations.
"None of these projects have been completed as of now, but we are a young club and will continue to work toward our goals," Gonzales said. "In the near future, our club wishes to become an avid competitor in robotics competitions like RoboGames while remaining an open-to-all student organization on campus."
The club's origins can be traced back to the spring of 2008, when Mora — in his freshman year at UC Merced — got involved with the school's service learning program, now known as Engineering Projects in Community Service(EPICS). Mora joined the EPICS Merced County Office of Education team, Get S.E.T. (Science, Engineering and Technology), and began working with local K-12 students. The following semester, he became the leader of the program's robotics sub-team, creating activities that helped students understand the principles of engineering, robotics, programming, magnetism and physics.
Gonzales was also a member of Team Get S.E.T. and was the first person Mora approached with the idea of starting up a new club. They created the unofficial "Society of Makers" in the spring of 2009, joining members of the Merced chapter of the American Society of Mechanical Engineers on trips to the Mojave Desert for RocStock and to San Francisco for the RoboGames.
That summer, with a supporting cast that included current club president Edward Smith and current secretary Melony Bowling, the group came together. They settled on the less ambiguous "Robotics Society" name in the fall.
"Our primary reason for starting the Robotics Society was that we saw little interest among the established professional engineering associations for supporting projects like ours," Gonzales said. "Furthermore, we wanted to create an organization that was open to all schools and disciplines, and not limited to engineering."
Most recently, the Robotics Society has begun collaborating with the local Society of Women Engineers group on an autonomous blimp that, when completed, will be outfitted with a wireless camera and GPS and controlled by a computer. The blimp would be programmed to follow a specific path and stay a certain distance from the ground and buildings, and it would take off and land on its own.
Members of the group also participated in a 4-H activity called ArtBots, in which children were taught to create robots out of an electric motor, pencil eraser, rubber bands, markers and a cup that would then draw on paper.
Such activities mesh well with the Robotics Society's goals, which call for a heavy dose of collaboration and community involvement.
"The funny thing about how the club was started is that we weren't trying to form a club," Mora said. "We were just a group of engineering students interested in various projects that would allow us to use the material we learned in class and apply it to projects we could share with the community."


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The MTC is a Mathematica training, research, and consulting center
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- Government in Technology Series
- Homeland Security Cybersecurity Market Report
- National Cybersecurity Awareness Month
- Technology Insights
- The Cyber Security Report
- The Next Generation Cyber Security Experts
Shows & Panels
White House releases college cost website
Wednesday - 2/13/2013, 2:50pm EST
WASHINGTON (AP) -- The White House is releasing a website designed to help college-bound students have a better sense of how much their education will cost and how much they can expect to pay in student loans.
President Barack Obama promised the tool during Tuesday's State of the Union speech and Education Department officials published the data early Wednesday. On the website, potential students and their parents can see a typical student's out-of-pocket costs, as well as what percentage of students graduate.
The searchable database also lets students compare the rates at which graduates default on their student loans against the national average of 13 percent, and how much the typical student pays each month in student loans.
In coming years, the site promises data on how much graduates earn.
Copyright 2013 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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I was impressed with the service, everyone was nice and helpful. I thought the food was great! We had every breakfast and lunch in the grill, and every dinner at the 6pm seating at the Normandie Restaurant.
My biggest disappointment of the cruise was that my younger son refused to stay at Camp Carnival. It had nothing to do with Carnival. They had so many fun things for the kids to do, and they were very nice, but my 3 year-old just wouldn't stay without us even though his 5 year-old brother was there too. He did stay for a couple hours on two different days, but we had him with us for most of the time, so no real couple time. We were glad we had a booth at dinner to ourselves since we had the kids with us every night. We had planned on going Snorkeling without the kids in Freeport, and were very happy to find that we were able to exchange our snorkeling tickets for a beach day without penalty (over 24 hours prior to excursion), so the kids could come with us.
Overall, it was a great get-away from Winter. Port Canaveral was pretty chilly with us wearing jeans and sweaters, but we were able to sit comfortably on the beach in Nassau and Freeport even though the water was too cold for the adults to comfortable swim, but the kids enjoyed playing in the sand.
We were unlucky in our debarkation in that we could not do self-debarkation since we had a lot of luggage and two young kids. If we had been able to, we would have been first off the boat, but our zone for regular debarkation was one of the last, but that made getting out of the parking lot and back on 95 very easy.
Just a couple more things--definitely bring cash for parking, the line is much shorter than credit, and the seas can be pretty rough in winter. None of us got sick, but a lot of people were sick Friday into Saturday because of rough seas. They had to change course and slow the boat down for safety, so we arrived in Baltimore later than scheduled. Bring your dramamine if you get sick!


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How Bad Is The New Spider-Man?
Kaley Cuoco Shows Off Her Tennis Skills
What Disney Princesses Would Look Like in Real Life
The 20 Greatest Sitcom Babes of All Time
The New Batmobile is Beyond Awesome
27 Fascinating Movie Facts You Never Knew
A New Batman and New Batmobile for 2016 Movie
10 Movie Myths Never Actually Happen in Real Life
Sizzling Footage Leaks for Avengers: Age of Ultron
Is Johnny Depp Holding Up The Next "Pirates" Production?
Here's What Happened To Your Favorite TV Animals
28 Marvel Comic Facts You Probably Didn't Know
What Time Travel Movies Got Wrong
Stunning New Facts About Heath Ledger's Biggest Role
First Official Photos from Avengers: Age of Ultron
13 Giant Monsters Who Deserve A Comeback
The Best and Worst Marvel Villains
Film Fails: 10 Inaccuracies in Historical Movies
Christopher Nolan Goes 'Interstellar'
What You Didn't Know About The Transformers Franchise
5 Disney Theories That Will Blow Your Mind
Exclusive Batman Details You Never Knew
What NFL Team Wanted to Sign 'Game of Thrones' Giant?
Deadpool Set Visit Was Awesome
Teen Titans Live Action is Headed to TNT
New James Bond Flick Gets a Start Date
30 Stunning Facts About Your Favorite Films
What You Didn't Know About Your Child's Favorite Flicks
People Can't Hide from Their Past, New Site Reveals All
Fun Disney Facts You Didn't Know


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Key Stage 3 & 4
Making History
How St Fagans is changing to meet the needs of our visitors.
Travel and Tourism, Welsh Baccalaureate
St Teilo's Church (for WBQ)
A tour of St Teilo's Church aimed at students studying the Welsh Baccalaureate. The talk can be tailored to one of the following core programme modules: Work-Related Education; Wales, Europe and the World; Personal and Social Education.
Available to Advanced, Intermediate and Foundation students - please state which level and core programme module you are studying when booking.
History: Tudors, Welsh Baccalaureate
Tudor religion and daily life.
Use objects and paintings to enhance understanding of historical inquiry. Topics covered include: punishments, sports and Sunday worship.
History: Tudors
Craft demonstrations
Craft people such as the blacksmith, miller, weaver and clog maker demonstrate thier work to the public on certain days. If your group has an interest in a particular craft then you should check availability when making a booking.
Curriculum Cymraeg
Sustainable living: Past and Present.
Gather evidence and take photographs to compare how people lived in the past with how you live today. Consider the impacts on the world around us. Discuss ideas to create a more sustainable future.
- We are in the process of updating this trail as the Tŷ Gwyrdd is now closed to visitors as part of the of the St Fagans redevelopment project. You can still use the trail but please note that we have removed the pages referring to the Tŷ Gwyrdd.
- Please book your visit to ensure that the houses are available on the day of your visit.
Welsh Baccalaureate: Sustainable Development and Global Citizenship.


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Conflict Resolution Information
(479) 575-5276
(479) 575-2222
|Psych Clinic
(479) 575-4258
|Northwest Arkansas Rape Crisis Center
(479) 927-1020
|Arkansas Crisis Center
(888) 274-7472
|Full Circle Food Pantry
Conflict Resolution Information
ABC(D) Model for Resolution
Achieve rapport - Establish trust, explain your role in the interaction, make the other party feel comfortable, find an appropriate time and place to meet, begin on an even playing field.
Boil down the issues - Listen carefully, ask questions, get the "whole" story, address fears which might keep others from moving towards a solution.
Clarify their wants - Don't make assumptions, ask clarifying questions, ask "what if" questions, find out what their issues and goals really are and what they want to accomplish.
Develop a game-plan - Collaborate, brainstorm possible solutions, be creative, be clear about what you can do and what they need to do, discuss a general time line in which things will get done and approximately when you will talk again.
Things to Remember:
Be wary of jumping to conclusions or making assumptions.
Empathize, don't sympathize.
LISTEN, ask questions, LISTEN, ask questions...
Dealing with Difficult People or Situations:
Restate the other party thoroughly both repeating the content of what was said and acknowledging the feeling behind what was said. Ask them if you understood correctly or if there's something they feel you haven't heard.
Make a list of the main issues and then tackle them one by one. Look for common interests and start there. Help refocus the other party when they start to stray.
Check out their commitment to resolving the problem. Explain what you can realistically help with and what role they will need to play to accomplish their goals.
Conflict Resolution Strategies & Tips
Use the Language of Neutrality:
Tell me more about...
Can you give me some examples of...?
Have you encountered this problem before? How did you deal with it then?
If this situation occurred again, how would you handle it differently?
What I hear you saying is...
Can you suggest a solution that could resolve the problem of...?
If (name) is willing to… does that change what you would consider as a solution?
Do you see a way of doing that?
What would make this solution work for you?
What feels like a fair solution to you?
Rx for Prevention:
Communicate needs….to everyone who is responsible for knowing.
Know the channels….the university can easily appear to be a complicated bureaucracy.
It's important to understand its policies and the channels you must go through to resolve your problems.
Don't procrastinate! In most cases, the longer you wait, the harder it will be to solve your problem.
Seek Assistance:
Everyone has different abilities, at different times in their lives, to deal with adversity. There are several resources on campus to assist you. Ask for help when you're stuck, need information, need ideas, or just need someone to listen.
Roommate Conflicts
Roommates who value and exercise mutual respect and consideration for one another, are much more likely to have a successful and lasting roommate relationship. An integral part of community living is learning to resolve concerns and issues in an appropriate and effective manner. Dealing with conflict as a student can be challenging, especially when the conflict is with someone you interact with each day. When trying to address a concern, or resolve a conflict, here are some things to keep in mind:
Get to know your roommate and neighbors. This will help you anticipate each other's individual needs and schedules, and encourage cooperative behaviors.
Be respectful of the personal belongings and space of others, and encourage the same respect towards your space and property.
When a conflict arises, talk with the other party regarding your concerns. Chances are they may not even know their behaviors are affecting you.
Try not to procrastinate resolving the problem…..avoiding conflicts usually means they will escalate and become more difficult to address later.
Find a time and place when and where you will both be able to comfortably and openly discuss your concerns.
If you are living on campus, become familiar with housing policies, procedures, and resources available to you within your residence hall.
If you are uncomfortable speaking with your roommate or neighbor regarding a conflict, contact someone neutral who can assist you in your approach, or help you think through your options. Some resources to assist you include: If you are living on campus, Resident Assistants, Resident Directors, and Counselors-In-Residence; if you are living off campus, Off Campus Connections.
Dealing with Anger
The following tips have been contributed by CeCe Hilliard, LCSW, from Counseling and Psychological Services.
Anger is a powerful emotion that operates off of adrenaline and initiates our fight or flight reactions. Anger can be a positive when it empowers us to speak up for ourselves or someone else who is being wronged. It can also be a negative when it is expressed through verbal or physical threats or violence, or is suppressed and carried by the angry person. The only difference between the two is how a person has learned to express his/her anger. Here are some suggestions that could be helpful, if you feel like you might want to make some changes:
Ways to Healthy Anger & Staying in Control
Become aware of your feelings and behaviors.
Take responsibility for your emotions and responses.
Monitor your attitude. Negative reaps negative!
Don't be your own worst enemy. Monitor your self-talk.
Don't try to control others, or they will end up controlling you!
Develop resources and a positive support system.
Develop healthy self-care behaviors.
Work on increasing positive feelings towards yourself.
See your successes, no matter how small.
Admit your mistakes. They are really just opportunities to learn.
Choose your actions carefully. Some may lead to dead-end roads!
Make fun of others
Hit, push, or touch the other person in any way
Make faces (roll your eyes, glare, sneer, etc)
Attack the other person's personality
Use name-calling
Bring up old issues
Avoid talking about the real issue
Say dismissive phrases ("just forget it," "tough," "big deal," "so what," etc.)
Try to win
Invade the other's personal space
Stick to the main issue.
Talk in a normal tone of voice.
Start sentences with "I," not "You"
Verbalize your feelings.
Breathe normally and deeply.
Know what you are upset about and be clear about it.
Make good eye contact.
Be willing to agree to disagree.
Take a time-out, when needed.
Keep things in perspective.
Listen, Listen, Listen
Good Neighbor Relations
Neighbors who value and exercise mutual respect and consideration for one another are much more likely to have successful relationships. An integral part of community living is learning to resolve concerns and issues in an appropriate and effective manner. Dealing with conflict as a student can be challenging, especially when the conflict is with someone living nearby. When trying to address a concern with a neighbor, or resolve a conflict, here are some things to keep in mind:
Get to know your neighbors. Greetings as simple as a "Hi" and a wave can get conversations started. Knowing your neighbors will help you anticipate each others' needs and encourage cooperative behaviors.
Be respectful of others' personal belongings and space, and encourage the same respect towards your space and property.
When a conflict arises, talk with the other party regarding your concerns. Chances are they may not even know their behaviors are affecting you.
Try not to procrastinate from resolving the problem. Avoiding conflicts usually means they will escalate and become more difficult to address later.
Find a time and place when and where you will both be able to comfortably and openly discuss your concerns.
Become familiar with local ordinances and be sure that you and your roommates are in compliance.
If you are uncomfortable speaking with your neighbor regarding a conflict, contact someone neutral who can assist you in your approach, or help you think through your options. Some resources to assist you include: Off Campus Connections.
Conflict Resolution Resources
Office of Equal Opportunity and Compliance - Information about procedures relating to affirmative action, equal employment opportunity, and the University's effort to increase and ensure diversity is available. For further information about the office and services, call (479) 575-4019 or visit http://oeoc.uark.edu/
Arkansas Employee Assistance Program (AEAP) - AEAP provide counseling, information and management consultation for employees who experience some form of personal distress. For more information, call (511) 686-2588 or visit http://www.uams.edu/eap.
Center for Educational Access (CEA) - The Center for Educational Access plays an important role in providing equal opportunities for students with disabilities and serves as a liaison between administrators, faculty and students. For more information, call (479) 575-3104 or visit http://cea.uark.edu/.
Counseling and Psychological Services (CAPS) - Free, confidential counseling services are available to all enrolled students at the University of Arkansas. For more information, call (479) 575-5276 or visit the Counseling and Psychological Services website at http://health.uark.edu/caps.php.
Dean of Students - For general student concerns, the Office of the Dean of Students offers a wide variety of educational programming, as well as advising and referral services for individual students and many student organizations. The Dean of Students can be reached at (479) 575-5004 or you can visit http://dos.uark.edu/.
International Students and Scholars (ISS) - ISS serves foreign students and scholars and enhances the global awareness of the University of Arkansas community. For information regarding resources and/or support for international students, please contact the Office of International Students and Scholars at (479) 575-5003 or visit their website at http://iss.uark.edu/.
Multicultural Center - The Multicultural Center exists to enhance the University of Arkansas academic experience by preparing students for life in a diverse society. The staff seeks to provide an environment that promotes cross-cultural interaction among all students; and to collaborate with the University community in providing educational, cultural, and social programs and resources to assist in the development and advancement of an inclusive learning community. For more information, please visit http://multicultural.uark.edu/ or call (479)575-3743.
NWA Crisis Intervention Hotline - The Northwest Arkansas Crisis Intervention Hotline provides immediate and confidential 24-hour telephone support service to those living in NW Arkansas counties. For further information, call (479) 756-1995. For crisis intervention call (479) 756-2337.
Off Campus Connections - This office provides prospective and currently enrolled non-traditional and commuter students with support, services, information and resources to meet their unique needs and enhance their opportunity for success at the University of Arkansas. For more information, call (479) 575-7351 or visit http://occ.uark.edu/.
Psychological Clinic - The UA's Psychological Clinic provides services to adults, adolescents and children including, but not limited to psychotherapy, psychological evaluation, and management skills training. Specialized evaluations for U of A students (i.e., ADA, Learning Disabilities) are available at reduced fixed rates, depending on the evaluation requested and the tests utilized. For more information, please visit http://www.uark.edu/depts/psyc/clinical.htm or call (479) 575-4258.
STAR Central - STAR Central is the Office of Support, Training, Advocacy, and Resources for the Issues of Sexual Assault and Relationship Violence. Individual services for victims of sexual assault or relationship violence and education programs are available. All individual services are confidential. For more information, call (479) 575-7252, or visit http://health.uark.edu/starcentral.php.
University of Arkansas Police Department - To ensure campus safety, the U of A Police Department is available 24 hours a day, 7 days a week, to assist students. They can be reached at (479) 575-2222 or, in the event of an emergency, at 911. For additional information, visit the UAPD website at http://uapd.uark.edu/.
(479) 575-5276
(479) 575-2222
|Psych Clinic
(479) 575-4258
|Northwest Arkansas Rape Crisis Center
(479) 927-1020
|Arkansas Crisis Center
(888) 274-7472
|Full Circle Food Pantry


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< Previous Page
"He's like a man with a young face," said Cedric Martin, Utah's senior small forward. "He hasn't had any issues adjusting to the Pac-12 because he's already so physically mature and developed. There aren't a lot of power forwards that can deal with what he brings to the table. He's going to have a great career here."
Utah at No. 3 ArizonaSaturday, 3 p.m. MST
Where » The McKale Center (Tucson, Ariz.)
TV » Pac-12 Network
Radio » 700 AM
Records » Utah 8-5, 0-1 Pac-12; Arizona 12-0, 1-0
Last meeting » Arizona 70, Utah 61 (Feb. 11, 2012)
About the Utes » Utah ranks 25th nationally in opposing field goal percentage. … Jason Washburn grabbed a career-high 18 rebounds in Utah's loss to Arizona State on Wednesday.
About the Wildcats » Arizona won a controversial overtime game against Colorado on Thursday night. … The Wildcats are ranked third nationally.
Jordan Loveridge file
» Chose Utah because he wanted to play in the Pac-12 Conference
» Was a top-100 recruit coming out of West Jordan High
» Led Utah Pump N' Run to the Final Four of the Adidas 64 AAU Tournament as a rising senior
» Won a state title as a freshman
» Averages 12.7 points and 7.8 rebounds per game
» Has three double-doubles on the season
|Join the Discussion
|Post a Comment
Copyright 2014 The Salt Lake Tribune. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Celebrities on What They Love About Getting Older
Stars like Julia Roberts, Diane Lane, and Angela Bassett aren't fighting getting older they're embracing it!
Marcia Gay Harden
"I celebrated [my 50th birthday] by throwing a big bowl on the pottery wheel, then going for a water ski at the lake on our property in the Catskills, and that night, skinny-dipping under the stars. Just being free and joyful. And that's how I [felt] about turning 50."
Candice Bergen
"People can get crazier as they get older. I can just be weird whenever I want, and there's the freedom of not caring what people think."
Angela Bassett
"Maybe if you're younger you have more energy — but that's a big maybe. Because at this stage of life, I have more patience, understanding, wisdom, resources — and a husband. I didn't get him until I was 39. But I got a good one."
Diane Lane
"I take comfort that aging happens to everybody. It's part of life. Yes, it bothers me when I have lines or puffiness or droops. But it connects me with the human race. Just like the weather is the great equalizer, so is aging."
WireImageBack Next
Julia Roberts
"I had lunch the other day with my niece, Emma, and she said, 'You're so smart, Aunt Julia.' And I wanted to say, 'I'm not smart — I'm 41! You're 17!'"


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Welcome to Cal Poly Pomona! The International Center looks forward to assisting newly admitted international students' transition to university life through our Success 101 program. Please bring your original Cal Poly Pomona I-20, previous "continued attendance" (transfers), F-1 visa, I-94, passport, completed student information form and the online form.
Success 101 is mandatory for all international students. Please register for Success 101 based on your academic major. Lunch will be provided for the day.
|Success 101 - Fall 2014
|Monday, September 15 [REGISTER]
|College of Business (Transfer Students)
|Tuesday, September 16 [REGISTER]
|College of Engineering & College of Science (Transfer Students)
Thursday, September 18 [REGISTER]
|College of Letters, Arts, & Social Sciences; College of Agriculture; College of Education & Integrative Science (Transfer Students)
|Friday, September 19 [REGISTER]
|Collins College; College of Environmental Design (Transfer Students)
|Monday, September 22 [REGISTER]
|Wednesday, September 24 [REGISTER]
|Friday, October 24 [REGISTER]
|Make-Up Success 101 (Time - TBA)
NOTE: All undergraduate freshmen and transfer students are also required to attend a Campus Orientation where you will register for classes. For information about Campus Orientation, please go to the Orientation Services website.
To receive an I-20 from the International Center, please submit the following documents:
NOTE: The International Center will begin processing I-20s for incoming Fall 2014 students after May 1st. We will send you an email in May with this process of obtaining an I-20.
Jacqueleen Maldonado, Administrative Assistant
Kelly McCullen, Coordinator
Rigzin Norbu, Academic Advisor
As an international student, you are required to purchase the health insurance policy provided by Wells Fargo Student Health Insurance. The annual policy must be purchased for the entire year and the rate is $1,089. No quarterly enrollment is permitted. Please enroll online (students can now enroll in health insurance).


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Next, you'll be asked to connect with Twitter. Rest assured, we will never send a tweet from your account
without your permission.
We will send you an email with an invite soon.
Daniel Day-Lewis can do no wrong in a midnight Domenico Vacca tuxedo. #Oscars #RedCarpet
Marc by Marc Jacobs. ❤#nyfw
Pattern mixing and red hot nails @alice_olivia. #nyfw #manimonday
RT @Alice_Olivia Fall 2013 gowns are perfection! #NYFW
Swooning over the boots @31PhillipLim. #NYFW
Happening now: @Alice_Olivia presentation at #NYFW. Check out our board:
Kiss any fears of mixing prints and rocking denim shorts goodbye. We've decoded this spring's biggest trends:
RT @HauteLook: The #hlshoesprint starts tomorrow and we're giving you a chance to win $50 to shop it!
We've got denim fever!
Try the trend: Glitter tips! @essie #ManiMonday
See what's Trending Now for @Nordstrom
Follow @Nordstrom on Twitter


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I am not a doctor or a trainer in this league and I mean no offense when I say this but it appears that
With that being said, until they do return,
Going into this camp, on my two-deep board, I thought there were questions whether he was the ninth or tenth linemen on the roster depending on how many they were willing to keep.
From what I have observed with my own eyes and in the film room, here early, Kowalski will find his way off that bubble. He has been too good in the running game securing blocks and pulling in space. He has passed stunts and worked well getting out in the screen. He has played on both guard spots without mistakes and he has even
In 2012, it was a wasted year for Kowalski dealing with the foot injury but appears that he has put that behind him and is full speed ahead. He like Costa, Arkin and others will get plenty of work in the preseason and that is not a bad thing but for right now, he is proving to this front office and coaches, he deserves a spot on this roster as a swing guy.