text:
Recently I purchased a new Olympus XZ-1 camera. I shoot exclusively RAW pictures (raw files for this camera are called .orf). Then when I tried to import these .orf files in the organizer of Phtoshop Element 8 it was imposible, nor then I could see those pictures in the organizer. By surfing on diffrent forums, I was able to figure out that Camera Raw included in Element 8, Camera Raw 5.5, is not supporting the .orf raw from Olympus and if I didn't want to upgrade my Element 8 to Element 9 or 10, a simple alternative was to download Adobe DNG converter to convert all my .orf files into dng files, which could then imported by Element 8 and opened in Camera raw 5.5.
I downloaded DNG converter version 6.6 and installed it in on my computer running on Windows 7. The problem is that once inside DNG converter, when selecting the folder where all my .orf files are (Select folder), I can't see any raw files to convert there! I tried to select a folder with NEF files instead (raw files from Nikon) and it is the same problem! Why can't I see those files of mine I want to convert when I select the folder in DNG converter?
I'm dying for help!
Thanks a lot!
I don't use the DNG converter very often. But I think if you are inside the DNG converter workspace you have to work at the folder level, not expecting to see individual raw files. Another way to try to convert is to use Windows Explorer to browse to your raw files and then drag one or more of them onto the icon for the DNG converter. That is the way I have most often used it in the past.
Hello Jim!
Thanks a lot indeed for your help! You saved me...today! You're right, it seems that the converter works "batchwise", that is at the folder level as you said. I just tested it and it went great. I also teted your second alternative and bingo, it worked just great as well! Then I was able to open the resulting dng files with Camera Raw 5.5 in Element 8 which is also great. Bloody camera manufacturers why can't they agree on a single raw format! Yes, why making something easy when you can make it complicate!! One wonders sometimes...
All the best!
Do contact your camera manufacturer, per email, twitter, their facebook page, and let them know that their choice of a proprietary format is causing you nothing but hassle. They could store all the secret sauce they want in the private maker notes. They are still basing their file format on Tiff-EP, why not make the step to DNG and help their users?
Yes indeed you got a point. I shall talk to them about their customer focus! I guess that if more people complain, manufacturers will have consider their view.
Hi there,
Actually, I do not think that the problem really is solved. Previous versions of DNG converter worked just fine.
I tried DNG converter 5.x, and browsing to a folder of RW2 (panasonic) and SRW (Samsung) files, it could see them and convert them.
Now that I have installed DNG converter 6.6, it sees nothing in that folder, nor does it convert them after it's selected (convert button is greyed out).
Dropping the individual or grouped files onto the .exe icon works but it is a workaround for a malfunctioning program, I wonder why Adobe even released it that way, it is a bug to me.
running Win Vista SP2.
I've found exactly the same - the only was to select a folder is to drag and drop it onto the Dng covertor icon - ridiculous
So, what ISN'T working properly? I'm using Windows 7, 64 bit, 4 GB RAM, DNG converter 7.1, NEF files from a Nikon D90.
Opened the DNG converter.
Selected the folder containing the NEF files.
Set my options.
Clicked on the Convert button.
DNG converter created the folder and the DNG files on my desktop.
Opened the folder and opened one of the DNG files in ACR.
What is it that you expect the converter to do that it isn't doing?
1.Opened the DNG converter.
2.Selected the folder containing the NEF files.- The program sees the folder but not the files. selecting the folder gives "No images have been selected" when returning to the converter window.
Set my options.- Save to same or new folder still available.
Clicked on the Convert button.- Can't - Greyed out, due to the above at 2.
And that's about it. Darrask has obviously the same problem. As he/she states the only way to make the thing work is to drag the folder containg the NEF files onto the Dng converter icon. The program then opens with the folder selected.
This is the same scenario on both Vista and Windows 7 64bit so I have no idea why we have the problem and you do not
When you are selecting the folder in the DNG converter, you only click on the folder. You DON'T double click on the folder. After you have set your options, and chosen the folder, you click on the Convert button. It is only after you have clicked on Convert that you will see the list of files that are being converted. You will also be able to see an indicator of the progress of the conversion. It really does work. Just to verify, the procedure I outlined is one that I did just prior to trying to write the instructions. It really isn't rocket science. Just choose the folder, only the folder, and click on the Convert button.
You'll notice that the button prompts you to select the folder, it doesn't say anything about selecting a file. You only select the folder that contains the files. You will never see a list of files using this method. If you only want to convert one or two images you can use the other method. Leave the DNG converter closed, open the folder containing the DNG files in your operating system folder browsing utility, choose the file you want to convert, and drag it onto the icon for the DNG converter. That is how you choose individual images.
Jim, please take my word on this I know what I'm doing.
I hit the "select folder" button at number 1 in the converter.
In the resulting browser window I single click a FOLDER which is then highlighted and its name appears in the bar at the bottom of the browser window ,
I then click on the"Select" button bottom right.
On being returned to the converter there are "no images selected" - ............I've tried this time and time again.
(sorry about the block caps)
I've done it a million times with the old version 4 converter which acts pretty much in the way you describe.
I didn't mean to talk down to you. It just seemed like you were missing a step somewhere. I'm sorry, I'm out of suggestions. I can do it over and over and over again using the steps that I outlined. Have you chosen a valid destination for the converted files? Maybe someone else can help you. Obviously, I haven't been able to.
Hi Jim, The more I think about it the more it seems that the Adobe DNG Converter is opening a windows explorer window rather than its own dedicated browser window (as my version 4 does). For why goodness knows. Thanks for your thoughts on this. I'm sure a solution will arise eventually. Cheers. Phil
I just thought of something. If, in the left hand list of folders, you can click on a drive so that you have folders on that drive listed in the larger right hand section, then click on a folder in that section, it should work. That left hand column is used to choose the main folder or drive. And it needs to be in the other section to be selected.
Hi Jim,
I'll try your idea out when I get a chance but meanwhile it's a workaround to drop the folder onto the program icon which opens the program with the folder selected. The other thing is it seems I am wrong about my windows 7 PC - it DOES actually work the way it's supposed to in Windows 7 - I was mistaken probably due to getting flustered. Thanks again for you input.
Best regards,


text:
Scholarship opportunities for adults and high school students
The University Centers of the San Miguel holds its fourth annual Permaculture Design Certificate July 20-August 3. The four-credit-hours course can be applied to the Certificate of Sustainable Practices from Colorado Mesa University, or taken for non-credit.
Permaculture balances social, environmental and economic needs in order to have a sustainable future through a set of ethics and principles that provide a basis for wise design and decision-making. "Permaculture Design is what I consider to be the most important education and should be common knowledge for everyone," said Robyn Wilson, facilitator and co-instructor.
The internationally recognized Permaculture Design Certificate is unique because students are exposed to five instructors with different specialties and who reside at three different farms in different ecosystems. The class spends the first week learning the ethics and design principles outside of Hotchkiss at two locations – Peace and Plenty Farm and The Oasis. The second week focuses on the Telluride region at Tomten Farm. Additional tours go to Ridgway and Paonia. "The goal of our Permaculture Design course is for students to be become very familiar with the principles, and be exposed to different ideas of how to apply them in both rural and urban settings," said Wilson. "There are several designs that the students create in preparation for their final design presentation. How they apply this knowledge in the future has endless possibilities."
Permaculture combines indigenous knowledge with appropriate technologies, using principles providing practical guidelines that can be applied to every aspect of life. These include observation, obtaining a yield, accepting feedback and applying self-regulation, use and value renewable resources, produce no waste, design from patterns to details, integrate rather than segregate, use small and slow solutions, value diversity, creatively respond to change, and more. While these are not new concepts, modern society has moved away from these principles. Join the course this year and rejuvenate your relationships with other people and your surroundings.
Scholarships are available for high school students and adults. Please see the website for a short information video and other information about the course. Visit the online catalog and website for additional information www.ucsanmiguel.org , or call 970/708-0559.

subset: commoncrawl


text:
- Musician's Friend Best Selection, Price & Service. Guaranteed.
Need Help? Ask our Experts or call 800-449-9128Private Reserve Guitars 866-926-1923
Need Help? Ask our Experts or call 800-449-9128
Short in length but long on style and playability.
The Ibanez GSRM20L Mikro Left-Handed bass is a short-scale instrument with wallet-friendly pricing. Boasting a basswood body and maple neck with rosewood fretboard, the GSRM20L Mikro is perfect for left-handed players and students on a budget who need a compact bass or the comfort of a shorter scale. The GSRM20L Mikro offers tonal versatility with its single- and split-coil STD pickups.
Case sold separately.
Affordable, stylish, and a great bass to get started on. Order now!
Reviewed by 4 customers
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Comments about Ibanez GSRM20L Mikro Left-Handed 4-String Short Scale Bass Guitar:
I never thougth much about short scale basses.I bought a mikro bass for my then 9 year old son three ago.I tried playing it and I like the tone it had(He has a righty bass).I thought of buying one for myself but I didn't like the idea of paying more for a lefty just for the fact of being lefty.a week ago I run into a used one level two here and I bought it(it was like out of the box mint).after setting the neck and cutting the A string bridge screw a little bit;perfect tunning across the finger board(I had to cut the E and A bridge screw on my son's bass.screws do not run trought and you can't get good tunning on the higher frets.you get better tunning by shortening the screws)Ibanez should try to set the bridge and neck right becouse it's a nice little bass getting bad press just for a bad set up.
Best Uses
Comments about Ibanez GSRM20L Mikro Left-Handed 4-String Short Scale Bass Guitar:
After playing this bass guitar I don't want to play my 30" scale Beatle bass anymore much less a 34" scale bass! Lol. It is so easy to play that it makes me wonder why Fender introduced their first bass guitar with a 34" scale. This bass runs circles around any long scale bass guitar. Add to that the super fast neck, low action, P/J pickups, great tone and Ibanez quality construction is just amazing. This is now my main bass guitar after 40 years of longnecks. Ibanez hit it out of the ball park on this one. No doubt other brands will follow. This bass has no flaws of any kind. I tried to find one but couldn't. Great job, great bass!
Comments about Ibanez GSRM20L Mikro Left-Handed 4-String Short Scale Bass Guitar:
Love it.
I'm a beginning bass player. I had another larger scale bass I ordered a couple of years ago. I found it hard to play, as I have small hands. The Mikro is great, it is much easier for me to play on the top frets. The neck is narrow enough for me to more comfortably get my hand around and do hammer-ons on the E string. Love it!
No complaints, not a guitar freak though.
The sound is awesome and for the price you can't go wrong, IMHO.
Comments about Ibanez GSRM20L Mikro Left-Handed 4-String Short Scale Bass Guitar:
As a broke musician this guitar will keep you rocking. the sound quality is solid and the price out of this world. Get one today or risk getting old, dull, and boring. I bought this guitar and the 6 string version. I like the short neck, it makes playing that much more enjoyable. I am sorry but for this price the overall quality of the guitar you are not going to be dissappointed.
As a short scale instument I was concerned about the sound this bass guitar would make. I was not disappointed. Of course Ibanez has made great guitars and this is no exception. As a left handed musician it becomes difficult to find suitable guitars. This guitar and the Mikro 6 string electric are both proud members of my guitar collection. These are not toys and produce great sound. I thank Ibanez for offering this guitar at a reasonable price. There is no excuse not to rock now!!!
I couldnt find any flaws in quality on this unit. A truely beautiful guitar.
The value is out of this world. You cant find a quality guitar for this price. Scoop it up!!!
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text:
its okay... anyway...thanks a lot
mechanici want to kiss every aching wound you have,bandage your heart every time it bleeds,and patch up your mind over and overbecause not a single tear deserves to fallfrom your brandy-drenched eyesbut this dripping heart of mine can only feeland the healing honey words it flames get caughtin the back of my throat and on the roof of my mouthso i only have these passionate guttural criesto tell you that i care all too muchand in order to fix you up again,i would need to tear myself to tattersand trade all of my working partsfor your leftover, fading piecesbut i just haven't figured out how.
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text: It was NOT necessary to remove the valve body from the sink. The replaceable cartridge is the part you see that is whie plastic with the brass stem rising out of it. The chrome nut which you removed holds it in place. Just grab the stem and give it a good yank.


text:
drawstring pj top
Be "forever fashionable" in this cute pj top. Short sleeve v-neck pj top features functional satin tie at the front packet. With screen print at front. 28 inch length. Pair with a matching pj pant for sweet dreams!
- 60% cotton, 40% polyester
- Imported
- Machine wash in cold water, gentle cycle.
- Do not use chlorine bleach.
- Tumble dry at low temperature.
- Iron at low setting.
- Do not dry clean.


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Accepted Offer
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I applied in-person and the process took a day - interviewed at Guardsmark.
Interview Details I was already an employee with Guardsmark, this was supposedly a promotion. I interviewed with a manager and received an offer the same day. I started in the new posiiton within one week. I didnt get my correct payor title for another 3 months though.
Negotiation Details – There was no negotiations. Pay was 45k.
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Defeat Diabetes
150 153rd Ave,
Suite 300
Madeira Beach, FL 33708
Beijing Pollution Increases Blood Clot RiskBy Mutlu, Gokhun. Paul, Marla. Northwestern University news release. July 2008.
Posted: Tuesday, July 22, 2008
The heavy pollution in Beijing might increase the risk of cardiovascular events in spectators. This warning adds to previous concerns that Olympic competitors have had about the heavily polluted air in Beijing.
For certain individuals, exposure to heavy pollution, followed by a plane flight within one day, can greatly increase the risk of blood clots. This could lead to serious cardiovascular events, such as heart attack and stroke.
The explanation for this increased risk was explained in past research, which focused on "microscopic air pollution," which accounts for very tiny particles unable to be seen with the naked eye. It was shown in this research that these microscopic air pollutants thicken the blood, increasing the risk of clots.
Those with high blood pressure, diabetes, history of cardiovascular problems, smokers, obese individuals, and those with family history, are believed to be at highest risk from pollution exposure. These are all major risk factors for cardiovascular disease outside of pollution as well, suggesting pollution has the ability to "trigger" these events in people already at risk. Researcher Dr. Gokhun Mutlu warns though that "being exposed to higher levels of pollution may unmask heart disease even if you've never had any symptoms."
Source: Defeat Diabetes Foundation: Mutlu, Gokhun. Paul, Marla. Northwestern University news release. July 2008.
Daniel H. Rasolt writes for Defeat Diabetes® News. Read more of his original content articles.
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text:
i'm trying to download the loop contacts and history off my microsoft kin using windows media player 11, but i get the error message, "the file wmpkin.dll has a version number of 11.0.6000.6344 where 11.0.6000.6366 was expected."
how can i fix it? i am worried about backing up my tweets; they are worth a lot to me financially
Why in god's name are you still using a Kin? And why do you have anything that is important to you financially still on it? Get yourself together.
Also, aren't your tweets on Twitter? Why do you need to get them off the Kin?
last week my business associate dropped his microsoft kin in the gentleman's room and lost all his tweets. i realized it could happen to me. so i decided to download my tweets and loops! in particular, i want the twitter database -- can i load this up in microsoft access? my tweets and the tweets of people i follow, i mean
I'm sorry, why are your tweets stored on the device? Why not jsut get them from, you know, Twitter?
how do i do that? i just use twitter on the kin
I dunno, there's gotta be some Twitter scraper out there. Unless you have some specific purpose, your tweets on the Twitter website...
1. twitter.com
2. login
3. all your tweets
Seriously, unless you're using the word "tweets" for something other than "what I wrote on twitter.com" they are all stored on the twitter.com website, not on your Kin or anywhere else.
is there any way i could turn them into an access database? my tweets and the tweets of people i follow (also loop contacts if that helps)
1. Kin
2. Twitter for business
3. Access database
You sir, are either a mighty troll or you need to get your IT group to help you out of this mess.
Um what? Lots of businesses use Twitter.
Entegy wrote:
Um what? Lots of businesses use Twitter.
Yes, but how many have them "worth a lot financially" to individuals in the business?
An independent with a lot of followers on a certain topic? I'm sure tweets can be worth something to someone. There have been fights over the value of Twitter accounts and employees.
The need to locally back up them up however, isn't that financially great unless you're posting shit that's constantly being pulled down.
Entegy wrote:
An independent with a lot of followers on a certain topic? I'm sure tweets can be worth something to someone. There have been fights over the value of Twitter accounts and employees.
The need to locally back up them up however, isn't that financially great unless you're posting shit that's constantly being pulled down.
Can you pull a logical reason for using a Kin and Access as well?
The Kin was the phone available at the time and Access is decent for you don't need an SQL server, but Excel is not a good fit.
Twitter is catastrophically shit at giving you access to all your Tweets. If they're on his KIN, he'll probably have an easier time getting them from there.
ok, i obviously need to explain more before anyone can help me out!
1) no excuse for using the kin other than i got one and am too busy to upgrade
2) i manage investments and shit; being able to search a lot of tweets for rumors matters
3) twitter.com search is horrible. i use it on the web site, and i can never find anything. it tends to miss half the tweets in a given time frame; returning what the heck ever it feels like that hour. it works much better on the kin, even though i can't play angry birds on it.
4) i don't care about either the site or the device, i just want to be able to coherently search through a database of tweets i've decided are relevant and marked for inclusion (following, etc.) and there is no good mechanism for this.
5) i still care about this data if twitter.com goes away
Be aware that scraping tweets, searching tweets, or otherwise accessing tweets in any manner other than that provided by Twitter's public API is forbidden under Twitter's terms of service and could result in the termination of your account (or even legal trouble) if detected.
The advantage of this? The Twitter client on your Kin isn't doing anything special to search tweets-- it's using the same public API that all other twitter clients are using, so you should be able to get the same results from any other third-party client on any other operating system or phone platform.
Great news, OP!
http://arstechnica.com/business/news/20 ... witter.ars
beat me to it! i was just on the way back here
i like the look of this: http://amwhalen.com/projects/archive-my-tweets
once it's in mysql i can do as i please with the data.
now how do i back up my loop contacts ?


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Jeff's insightful and humorous approach to nutrition and health has helped thousands worldwide make the transition to healthy living. He holds both undergraduate and graduate degrees from Indiana State University in nutrition with minors in Exercise Science.
Contact Jeff Novick
Welcome everyone to the new NHA website. Keep checking in for the latest information, updates and news about healthful living.
Friday, I was the Keynote speaker at the Joan and Harry Smith Lecture Series at Florida International University. The topic was "X-Treme Nutrition: Attend At Your Own Risk!!"
It was a packed house and the talk went about 90 minutes. Afterwards, there was a "debate/discussion" led by 2 RDs, from the FIU school of dietitecs. Someone asked about "dairy" products, which led to the liveliest discussion of the afternoon. In her final comments, the head of the dietitics department said... "I am sure Jeff would agree that dairy products are an important source of calcium and everyone should consume dairy products every day." To which I just shook my head "no"... which got a huge round of laughter from the audience. Overall, it was a great afternoon and everyone enjoyed the presentation. The intial response and feedback were excellent.
I would like to thank Joan and Harry Smith for putting this together. This is the 9th lecture in their annual event and they always focus on a health and/or nutrition related event.
My next public presentation will be in January in West Palm Beach at a Symposium on Women's Health. More info to follow as I learn the specifics.


text:
Real Zaragoza vs Levante Preview
Real Zaragoza's Carlos Aranda is pleased to see a smile back on the fans' faces after the suffering they faced last season as the Aragonese side barely escaped relegation.
Aranda scored the only goal as Zaragoza beat Levante 1-0 in the Copa del Rey in mid-week as a precursor to Sunday's La Liga clash between the two, but despite currently sitting closer to the European places than the relegation zone, he insists Manolo Jimenez's men can't get carried away.
He told El Periodico de Aragon: "I now look at people in the fans and I see happiness. And for the players, who live in this, is it something nice. We are very happy.
"Now the fans are very excited. Last year was very bad and this year they are having a little more tranquillity. The problem in Zaragoza is that the people believe we are already a lot more than we are and we have lost the identity of going little step by step. Everyone dreams, but we have to do so with our head in the right place and going game by game."
Despite scoring the winner on Wednesday night though Aranda is unlikely to have forced his way into Jimenez's starting line-up as the former Sevilla boss will recall Helder Postiga and a number of other first-team regulars who were rested in mid-week.
Levante will do the same after Juan Ignacio Martinez made nine changes from the side that beat Mallorca 4-0 last weekend for the Copa del Rey clash and following defeat Martinez was quick to quash rumours over why he hadn't come to an agreement with technical secretary Manolo Salvador over a new contract.
He told Las Provincias: "Manolo and I have a lot of meetings. I am delighted to be at Levante and I said to him that he has contracted me for an objective and it would be very difficult to continue if I didn't achieve it. When we have achieved it, we will sit down and there won't be any problem."


text:
Having reviewed the thread, baby Jesus is most definitely weeping at this point.
I want to conquer shit.
However one reason I like death metal and black metal is that I cannot understand the vocals. No language interrupting my thoughts.
I don't know about you guys, but I love my under-120s. They're so cute and funny. Just yesterday one stole my GPS unit and another one took a dump in my yard. Ha ha, they're such cards.
Now I go after peace, since I never did much of that.
but i'm not sure if i can tinkle in front of a crowd.
I think wanting to conquer shit is awesome but it doesn't necessarily mean war, sometimes it's just yanking stumps out of the backyard or beating back a difficult problem at school or work.
The superabundant display of vitality, which takes the form of knocking, hammering, and tumbling things about, has proved a daily torment to me all my life long. There are people, it is true nay, a great many people who smile at such things, because they are not sensitive to noise; but they are just the very people who are also not sensitive to argument, or thought, or poetry, or art, in a word, to any kind of intellectual influence. The reason of it is that the tissue of their brains is of a very rough and coarse quality. On the other hand, noise is a torture to intellectual people. In the biographies of almost all great writers, or wherever else their personal utterances are recorded, I find complaints about it; in the case of Kant, for instance, Goethe, Lichtenberg, Jean Paul; and if it should happen that any writer has omitted to express himself on the matter, it is only for want of an opportunity.


text:
|Holocaust survivor to speak at Omaha Public Library
|May 06, 2013
Rachel Rosenberg, author of The Holocaust Scream, and coauthor Robert Urban will speak at Millard Branch, 13214 Westwood Ln., on Sunday, May 19, 2 p.m. The event is free and open to the public and participants will have the opportunity to meet the author, purchase her book and have it signed.
Rosenberg, an Omaha resident, will share her parts from her book, recounting the harrowing experience of surviving four Nazi concentration camps. At 14 years old, Rosenberg was thrust into a life of cruelty, destruction and death. She developed an instinct, drive and plan for survival under the worst conditions, and helped others survive. Rosenberg's book reveals many parallels with the tragic story of Anne Frank. They were the same age during the Holocaust, had young love, typhus risk, lived in hidden attics and spent time in the Auschwitz Concentration Camp. Both were victims/chroniclers of the Holocaust or Shoah. Rosenberg survived to tell us about her experiences and the aftermath of the Holocaust.
Born in Wolanow, Poland, Rosenberg and her family came to Omaha, Neb., after liberation from the Nazi camps. Starting over, she used her savvy, intelligence, endurance and social skills to become an American success story. Rosenberg offers advice for those enduring terrible experiences and starting out at the bottom. For more information about the author and her book, visit theholocaustscream.com.
Visit omahalibrary.org for information about additional programs offered at Omaha Public Library's 12 metro locations.


text:
How to Spot Skin Cancer
Just a freckle or trouble ahead? Determine with a self-check.
Basal cell carcinoma: The most common type of skin cancer, it can be a patch, sore or bump. It's often red or white, and frequently on sun-exposed spots such as your face, neck, ears and arms.
Squamous cell carcinoma: Often found on areas that get the most sun, this growth can have scaly, crusty, reddish patches. It may look like a wart or an open sore that does not heal.
Melanoma: It is typically a brownish-black mole, but melanomas can also be other colors. Look for asymmetry, uneven borders and changes in size, shape or elevation.
When to Get Scanned
Go every three months if...You've already had melanoma.
Go every six months if...You've had basal or squamous cell carcinoma, any abnormal moles, benign or cancerous; you have a family history of skin cancer; or you spend most of your day outdoors.
Go every year if...You've never had skin cancer or abnormal moles, you don't have a family history of skin cancer, and you don't spend the majority of your time in the sun.
How could a few tanning-bed trips be bad? | My doctor said my mole was nothing | I played outside for eight hours a day | How to Spot Skin Cancer | 4 New Ways to Stay Safe


text:
Just like your mom's old favorite – only better! Made from unbleached paper and coated with 100% natural soybean wax, it's ideal for wrapping foods without affecting flavor. Conventional waxed paper is coated with paraffin wax – a petroleum based product. Soybean wax is clean, safe, non-toxic, biodegradable, and comes from a renewable and sustainable resource grown by American farmers, giving them an economical use for their soybean surplus.
Privacy Statement - The Short Version We do not spam - we hate it as much as you do. If you sign up for our email, you can unsubscribe at any time. We do not sell, rent or give your email address to anyone. Period.shopOrganic ® is a registered trademark of Border & Black Ventures, LLC.© Copyright 2007-2013. All rights reserved.


text:
Listen to the AOTA Everyday Evidence Podcast on Autism and Social Success
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San Ysidro McDonald's massacre
|San Ysidro McDonald's massacre
|San Diego, California, United States
|July 18, 1984
3:59 p.m. – 5:16 p.m.
Attack type
|Massacre, mass murder
|Uzi carbine, Browning HP, 12-gauge Winchester 1200
|22 (including perpetrator)
Non-fatal injuries
|James Huberty
Coordinates: 32°33′22″N 117°03′15″W / 32.556119°N 117.054189°W
The San Ysidro McDonald's massacre was a mass murder that occurred on July 18, 1984 in San Ysidro, California, a neighborhood in southern San Diego, California. James Oliver Huberty entered a McDonald's restaurant and fatally shot 21 people, five of them children, and injured 19 others, before fatally shot by police. It was the deadliest American spree until the 1991 Luby's massacre, and remains the deadliest shooting rampage in which the perpetrator died by police and not by self.
On July 17, 1984, the day before the massacre, James Oliver Huberty called a mental health center. The receptionist misspelled his name on intake as Shouberty. Since he did not claim there was an immediate emergency, his call was not returned. He and his family went to the San Diego Zoo on the morning of July 18. They ate at a McDonald's restaurant in the Clairemont neighborhood in north-central San Diego a few hours before the massacre, then returned home. When Huberty left home that afternoon, his wife Etna asked him where he was going. Huberty responded that he was "hunting humans".[1] Earlier that day he had commented to her, "Society had its chance."[2][3] When questioned by police, Etna gave no explanation as to why she failed to report this bizarre behavior. When Huberty left his apartment and proceeded down San Ysidro Boulevard with two firearms, a witness spotted him and phoned the police, but the dispatcher gave the responding officers the wrong address.
At 3:59 p.m. on July 18, Huberty entered the McDonald's in San Ysidro carrying a 9 mm Uzi semi-automatic (the primary weapon fired in the massacre), a Winchester pump-action 12-gauge shotgun, and a 9 mm Browning HP pistol. The massacre lasted for 77 minutes, during which time Huberty shot to death 21 people and wounded 19 others. The victims were predominantly Mexican and Mexican-American and ranged in age from 8 months to 74 years, with the average age being 26 years old. Huberty fired 257 rounds of ammunition before he was fatally shot by a SWAT team sniper, Chuck Foster, perched on the roof of the post office adjacent to the restaurant.[4][5]
Although Huberty stated during the massacre that he had killed thousands in Vietnam, he had never actually served in any military branch. Eyewitnesses stated that he had previously been seen at the Big Bear supermarket and later at the U.S. Post Office. It was believed that he found the McDonald's to be a better target.
Due to the number of victims, local funeral homes had to use the San Ysidro Civic Center to hold all the wakes. The local parish, Mount Carmel Church, resorted to holding back-to-back funeral masses to accommodate all the dead.
After razing the building at the site of the massacre, McDonald's built another restaurant nearby[5] and gave the former property to the city, which established the Education Center on the site as part of Southwestern Community College. This location was built in 1988 as an expansion of its off-campus locations. In front of the school is a memorial to the massacre victims, designed by Roberto Valdes, consisting of 21 hexagonal white marble pillars ranging in height from one to six feet and each bearing the name of one of the victims.[6] Valdes, a former student at Southwestern, said of the sculpture "The 21 hexagons represent each person that died, and they are different heights, representing the variety of ages and races of the people involved in the massacre. They are bonded together in the hopes that the community, in a tragedy like this, will stick together, like they did."[6] Every anniversary, the monument is decorated with flowers and on the Mexican holiday Day of the Dead, candles and offerings are brought on behalf of the victims.[7] The location of the monument and the former McDonald's is at 460 West San Ysidro Boulevard.[5]
In response to the incident, the city of San Diego increased training for special units, and purchased more powerful firearms to counteract future situations.[4] The San Ysidro incident also led police departments across the United States to provide their officers with higher power firearms and training for stopping violent criminals and protecting those around them.[4]
The families of the deceased victims along with the surviving victims together tried (unsuccessfully) to sue the McDonald's Corporation and the local franchisee. The cases were in San Diego Superior Court and were consolidated. The court ultimately dismissed before trial on defendants' motion for summary judgment, but the plaintiffs appealed. On July 25, 1987, the California Court of Appeal (Fourth District, Division One) affirmed summary judgment for the defendants because (1) McDonald's or any other business has no duty of care to protect patrons from an unforeseeable assault by a murderous madman; and (2) plaintiffs could not prove causation because the standard reasonable measures normally used by restaurants to deter criminals, like guards and closed-circuit television cameras, could not possibly have deterred the perpetrator because he did not care about his own survival.[8]
In 1986, Etna Huberty, the widow of James Huberty, unsuccessfully attempted to sue McDonald's and Babcock and Wilcox, his longtime former employer, in an Ohio state court for $5 million. She claimed that the massacre was triggered by the combined mixture of eating too many of their chicken nuggets and working around highly poisonous metals. She alleged that monosodium glutamate in the food, combined with the high levels of lead and cadmium in his body, induced delusions and uncontrollable rage. An autopsy did reveal high levels of the metals,[2] most likely built up from fumes inhaled during 14 years of welding. Autopsy results also revealed there were no drugs or alcohol in his system at the time of the killings. Etna Huberty died in 2003.[1]
James Huberty[edit]
|James Huberty
Perpetrator James O. Huberty
October 11, 1942
Canton, Ohio, U.S.
|July 18, 1984
(aged 41)
San Diego, California, U.S.
Cause of death
|Fatally shot by Chuck Foster, a San Diego Police Department SWAT team sniper
|Former welder and security guard
|Etna Huberty
|July 18, 1984
4:00 pm – 5:17pm (PST)
|San Ysidro, San Diego
|Uzi carbine, Browning HP, 12-gauge Winchester 1200
James Oliver Huberty was born in Canton, Ohio on October 11, 1942. When he was three he contracted polio,[9] and even though he made a progressive recovery, the disease caused him to suffer permanent walking difficulties. In the early 1950s, his father bought a farm in the Pennsylvania Amish Country. His mother refused to live in the Amish country, and soon abandoned her family to do sidewalk preaching for a Southern Baptist organization.
In 1962, Huberty enrolled at a Jesuit community college and earned a degree in sociology. He would later receive a license for embalming at the Pittsburgh Institute of Mortuary Science in Pittsburgh, Pennsylvania.[10] In 1965, he married Etna, a woman he met while attending mortuary school. They had two daughters, Zelia and Cassandra. The Huberty family settled in Massillon, Ohio near Canton, where James worked as an undertaker at the Don Williams Funeral Home. They were forced to relocate to Canton in 1971 after their house in Massillon was set ablaze.
Huberty found work as a welder for Union Metal Inc. while living in Canton. He and Etna had a history of domestic violence, with Etna filing a report with the Canton Department of Children and Family Services that her husband had "messed up" her jaw. She would produce tarot cards and pretend to read his future to pacify him and his bouts of violence, thus producing a temporary calming effect.
Huberty, a survivalist,[11] saw signs of what he thought was growing trouble in America, and believed that government regulations were the cause of business failures, including his own. He believed that international bankers were purposefully manipulating the Federal Reserve System and bankrupting the nation. Convinced that Soviet aggression was everywhere, he believed that the breakdown of society was near, perhaps through economic collapse or nuclear war. He committed himself to prepare to survive this coming collapse and, while in Canton, provisioned his house with thousands of dollars of non-perishable food and six guns that he intended to use to defend his home during what he believed was the coming chaos. When he moved from Ohio he left the food behind but brought the guns with him.[12]
Huberty had an uncontrollable twitch in his right arm as a result of a motorcycle accident, a condition that made it impossible to continue as a welder. He was the builder-owner of a six-unit apartment complex in Canton which he had to sell before he could relocate from Canton. A real estate brokerage made a generous offer on the property and came to some sort of agreement with Huberty. Then, much to Huberty's dismay, the real estate company reneged on its part of the deal or at least Huberty thought so. This triggered a series of legal wranglings including lawsuits and disciplinary filings against the brokerage as a response to his having to settle for a lower sales price of $115,000.00 for the building, which he thought he had sold for $144,000.00.
The Huberty family left Canton in January 1984 and briefly stayed in Tijuana, Mexico. They then returned to the United States and settled in San Diego's San Ysidro neighborhood. Huberty was able to find work as a security guard. He was dismissed from this position two weeks before the shooting. His apartment was three blocks away from the site of the massacre. After the massacre, his wife cited the failed Ohio real estate deal as a principal motivating factor for his behavior as she claimed he was still deeply resentful over the incident.
See also[edit]
- List of massacres in California
- List of rampage killers: Americas
- Edmond U.S. Post Office massacre (another infamous mass shooting in the 1980s)
- Luby's massacre
- 2011 IHOP shooting
- 2012 Aurora shooting
- Bloody Wednesday (a film based on the massacre)
- ^ a b Gresko, Jessica (July 18, 2004), "20 Years later, San Ysidro McDonald's massacre remembered", North County Times (Escondido, CA), Associated Press, archived from the original on August 31, 2009
- ^ a b "The Chemistry of Violence", Popular Mechanics, March 1998, archived from the original on March 6, 2008
- ^ http://books.google.com/books?id=7fItEy725CMC&pg=PT13&lpg=PT13&dq=Society+had+its+chance.+I%27m+going+hunting.+Hunting+humans&source=bl&ots=Z85Rp6EOCX&sig=XVfozynKbFHLDgyC4nWUcfgisVU&hl=en&sa=X&ei=7bGyUZOQDcfD4AOJ9oCIAw&ved=0CEAQ6AEwAw
- ^ a b c Kavanagh, Jim (July 24, 2009), "Slaughter at McDonald's changed how police operate", CNN, retrieved June 3, 2010
- ^ a b c "A massacre in San Ysidro", The San Diego Union-Tribune, retrieved August 11, 2011
- ^ a b Ben-Ali, Russell (December 14, 1990), "After a Long Wait, Monument Is Dedicated at Massacre Site", Los Angeles Times, retrieved June 3, 2010
- ^ http://www.kogo.com/pages/dark_side.html?article=9291107
- ^ Lopez v. McDonald's Corp., 193 Cal. App. 3d 495 (1987).
- ^ The Evil 100 at Google Books
- ^ Encyclopedia of murder & violent crime at Google Books
- ^ http://books.google.com/books?id=HOrcw8zPmboC&pg=PA194&lpg=PA194&dq=James+Huberty+survivalist&source=bl&ots=zGnLHH2C0n&sig=SYDw_KoYVZVBaN4dxW2xk1uZCFk&hl=en&sa=X&ei=b4B0UovzFdWrsAT4voDYBQ&ved=0CGEQ6AEwDA#v=onepage&q=James%20Huberty%20survivalist&f=false
- ^ Mitchell, Richard Sheppard (2002). Dancing at Armageddon: Survivalism and Chaos in Modern Times. Chicago: University of Chicago Press. p. [page needed]. ISBN 978-0-226-53244-8.


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Yoga Through the Chakras
Learn about the ancient system of the chakras. The seven chakras each reflect and coordinate a different aspect of consciousness within us. Learning how to understand their imbalances can help us to grow physically, emotionally, mentally and spiritually. This class is for anyone interested in the chakra system- regardless of yoga previous experience. This class will primarily focus on physical movement but will also incorporate breath work, meditation, and aromatherapy.
Introduction to Sport Lead & Traditional Climbing (Level 3) Indoor
This course provides an introduction to sport lead climbing as well as traditional climbing and is designed as a continuation of the top rope & anchoring course. Topics covered will include advanced anchor building, lead belaying, rope management, single and multi-pitch descending methods and confidence building strategies.
Knots Seminar
Outdoor enthusiasts use an assortment of ropes and knots for outdoor skills. Many of these same knots can be useful for a variety of everyday uses, ranging from camping, climbing, sailing, loading vehicles, and more. This seminar will cover various knots including hitches, bends, loops and other important knots. If you would like to have the mystery taken out of knot tying, this class is for you!
Wilderness First Responder Recertification with WMI of NOLS
This three-day scenario-based course is designed as a review and practice of evacuation and decision making guidelines. It also provides wilderness medicine practitioners with current updates in the wilderness medicine field. It may be used to recertify current Wilderness First Responder and Wilderness EMT (wilderness portion only) certifications from the following organizations: WMI, NOLS, SOLO, and WMA. CPR is included. There will be a written examination at the beginning of this course. While you can also recertify by taking the two-day WFA (see below), this course is more extensive and is designed for those with previous wilderness medicine training. It also includes CPR while the WFA does not. Please note that the registration deadline is well in advance of the course. Minimum class size is 15. For more information on how to prepare for the WFR Recertification course, visit the following web address: www.nols.edu/wmi/about/faq.shtml#prepare.
Swiftwater Rescue Technician Unit 1 (SRTUI)
The SRT curriculum is specifically designed for fire fighters, rescue teams and professional rescuers who need the best swiftwater training available! The course is NFPA compliant and meets the required elements for personnel reaching toward Technician Level Certification. The course is very active in the water and is suitable for rescuers with no water rescue experience. The course also offers experienced rescuers the opportunity to develop their skills and push their personal limits on and off the water with realistic rescue scenarios, self-rescue challenges, and lots of hands-on interactive rescues and experiences. For more information visit the Sierra Rescue website.
River Rescue Certification
A dynamic water rescue course specifically written and designed for private boaters and kayakers. Emphasis is on identifying hazards, thinking through rescues and on RESCUE itself; both of self and others. This course meets agency Swiftwater Rescue certification requirements for river guides and kayakers and its pace allows for thorough integration of knowledge and practice of the skills that matter. This course should be a prerequisite to anyone boating on any river anywhere! The course addresses the river rescue needs of rafters, cat boaters, kayakers, pack rafters, canoeists, riverboarders and SUP paddlers. More more information visit the Sierra Rescue website.
Spinning is a non-impact, highly effective way to build cardiovascular strength and endurance. This class includes 40 minutes of high intensity cardio set to music with a 10 minute cool down and stretch period. Class size is limited and all levels are welcome. This class provides a wheelchair accessible station.
Isshinryu Karate
If you are looking for an activity that provides a workout with the benefit of learning a practical form of self-defense, this may be for you. Beginners are welcome! Isshinryu Karate is a classical style of Okinawan Karate. Participants learn basic, forms (kata), sparring techniques and a direct, effective form of self-defense. Robert Sherman, eighth degree black belt and chief instructor, has taught Isshinryu Karate concurrently at HSU since 1979.
Core Strength
Core strength is a combination of core awareness, strength, balance, and flexibility. It will help improve muscle tone, increase strength and endurance, and increase range of motion in joints. This class is the perfect lunch time workout. All skill levels will find this class beneficial.
Jazz Improvisation
This class is geared toward the beginning or intermediate jazz improviser. Students will work together to gain the necessary skills to be effective soloists, learn fundamental chords and scales and the basics of swing rhythm, and be introduced to the twelve bar blues and other essential jazz song forms. Students will also learn how to compose a simple twelve bar blues song, and have the opportunity to perform it for the class.


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Carlos Santana's longstanding creative partnership with Paul Reed Smith has done much to shape the destiny of PRS Guitars. Over the years, we have honored this pivotal alliance by offering variations of his signature model instrument. The Santana model comes standard with a maple top, mahogany back, rosewood fretboard, 24 fret mahogany neck, 24 1/2" scale length, PRS tremolo, V12 finish and a Pattern neck.
Guitar Specifications:
Top Wood: Carved Figured Maple, Flame 10 Top
Back Wood: Mahogany
Finish: V12
Extras: Inlaid Purfling Strips
Number of Frets: 24
Scale Length: 24 1/2"
Neck Wood: Mahogany
Fretboard Wood: Bound Rosewood
Neck Shape: Pattern
Fretboard Inlays: Birds
Headstock Inlay: Rosewood Headstock Veneer with Inlaid Eagle
Bridge: PRS Tremolo
Tuners: PRS Phase III Locking Tuners
Truss Rod Cover: "OM Symbol"
Hardware Type: Nickel
Treble Pickup: Santana Treble
Bass Pickup: Santana Bass
Pickup Switching: Volume and Tone Control with 3-Way Toggle Pickup Selector


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|Home | About NetSCOPE | Partners | NetSCOPE Staff | Winthrop University
2011-2012 Partnership Network Schools
NetSCOPE Research and Inquiry Grant Program
Partnership Network Advisory Council
Mentor Criteria and Selection Process
Information for Mentors, University Supervisors, and Teacher Candidates
Partnership Conference for Educational Renewal
Professional Learning Opportunities
3rd Annual
Winthrop University-School Partnership Network
Partnership Conference for Educational Renewal
Morning Workshops (10:00 - 11:45)
Help! My Students Don't Speak English!
DiGiorgio Center, Room 114
What do you do when you have students who are not proficient in English? This session will provide helpful information to busy mainstream teachers who are seeking practical advice on how they can more effectively include, instruct, nurture, and promote English language acquisition through academic content with ESOL students. Demonstration of instructional strategies that can benefit all students in a multicultural classroom will be shared including an immersion simulation and a cultural awareness reflection.
Crystal Fields, Lancaster County Schools
Professional Learning Communities: One School's Journey to Success!
DiGiorgio Center, Room 223
Attendees should be prepared to leave this session with a plan for success for the 2012-2013 school year. Presenters will share how one school worked diligently and over the course of four years became a Professional Learning Community and improved student achievement in exponential amounts. Participants will hear from classroom teachers who experienced the PLC process first hand and learned to work together to improve teaching and learning for all students! This will be an interactive session where attendees will learn how they can use the same PLC framework to improve student achievement in their school. Get ready to have your passion reignited and leave with practical tools for your toolbox to really make a difference in student achievement 2012-2013!
Latoya Dixon, Mt. Gallant Elementary
Erin Baker, Mt. Gallant Elementary
Chastity Griffin, Mt. Gallant Elementary
Ashley Ghent, Mt. Gallant Elementary
Jacob Johnson, Mt. Gallant Elementary
Mary Good, Mt. Gallant Elementary
Use Informational Text to Spice Up your Math and Science Instruction
West Center, Room 212
This interactive session will focus on practical ideas to integrate informational text into mathematics and science instruction. Participants will be engaged in hands-on mathematics and science activities that incorporate informational text. Instructional strategies will be shared that effectively address the Common Core Standards in Mathematics and Literacy for grades K-6. Participants will: discuss strategies that integrate literacy (children's literature and informational text) into the content areas; engage in activities that connect math, literacy, and science; gain a practical understanding of strategies that differentiate lessons to meet the needs of diverse learners (English language learners, students with special needs, economically disadvantaged, gifted and talented, etc.); share ideas for assessing student learning; and receive a CD with ready to use sample lessons and activities that are correlated to the South Carolina Academic and Common Core Standards.
Linda Pickett, Winthrop University/Hunter Street Elem.
Debi Mink, Winthrop University
Artist/Writers Workshop: An Art Based Approach to Literacy that WORKS!
Owens Hall, Room 210
Participants in this workshop will be given an overview of the rationale, development and implementation of a school-wide art-based literacy program called Artist/Writers Workshop. Information will be presented through the use of video clips, PowerPoint presentations, and student work samples. Ms. Diane Brown will share implementation experiences as the school art teacher while Mr. Kevin Hood will discuss the program from a principal's perspective.
Diane Brown, Hunter Street Elementary
Kevin Hood, Hunter Street Elementary
Co-Teaching 101: The Art of Collaboration
Owens Hall, Room G02
Co teaching is the new "buzz" word. What exactly is co-teaching? What are its advantages over traditional teaching with teacher candidates? What are the different ways to incorporate co-teaching as the mentor and teacher candidate work together in the classroom? These are just a few of the questions that will be answered during this interactive session. Participants will become acquainted with various approaches and strategies used in co-teaching and see what this way of teaching looks like during the planning, instruction, and assessment stages of collaboration. Participants will also experience how "teacher personality" plays a vital role in making a valuable co-teaching experience. Those attending will walk away with an assortment of strategies to implement on day one of the new school year.
Carolyn Grant, Winthrop University
Kelly Costner, Winthrop University/South Middle
Concurrent Sessions I (10:00 - 10:45)
Beyond the Research Report: Using Blabberize, Movie Maker, and Kidspiration to Create Final Products
DiGiorgio Center, Room 222
This presentation will introduce simple methods for presenting student research projects using technology. We will highlight ways to generate student interest in the research process; establish the importance of learning information skills; and build student confidence to complete research tasks and present research findings. Moving beyond traditional research reports where students simply copy and rewrite information from reference sources, our students create simple multi-media projects using MovieMaker, Blabberize, and Kidspiration. Workshop participants will be introduced to the above resources and how our students have used them to create dynamic research presentations.
Tammy Fisher, Buffalo Elementary
Donna Long, Buffalo Elementary
I3 Initiative: iPods in the Classroom
West Center, Room 214
Session participants will learn how one elementary school implemented a one-to-one Apple iPod Touch Program in their school. Participants will walk away with some exciting and innovative ideas of how one school is using technology to increase student achievement.
Chandra Bell, McCrorey-Liston Elementary
Roberta Heyward, McCrorey-Liston Elementary
Pam Rholetter, McCrorey-Liston Elementary
Inquiry Skills
West Center, Room 217
The presentation will introduce and show the importance of inquiry skills in the science curriculum. Teachers will be taught strategies and be given activities that they can use in any science class. The presentation will be all hands-on activity and aligned to South Carolina curriculum standards.
Marquita Woodard, Kelly Miller Elementary
Deborah Cousar, Kelly Miller Elementary
Delores Anderson, South Carolina State University
A Good School Climate is Essential for Good Student Performance: An Overview of the Olweus Bullying Prevention Program
Owens Halls, Room 109
The Olweus Bullying Prevention Program (OBPP) is the best known, research-based, anti-bullying program available in the United States today. Research has shown that after 18 months of implementation, schools that have used the Olweus Bullying Prevention Program with fidelity have seen a decrease in bullying incidences and referrals to the office of as much as 70%. This session will provide an overview of the OBPP. Development and implementation of the Olweus Program is available to all NetSCOPE and NetLEAD Schools.
Mark Mitchell, Winthrop University
Words their Way: Word Study in Action
Owens Hall, Room 110
Many students struggle as writers because they lack the confidence and ability to write their thoughts down on paper without worrying about spelling. Words Their Way (Bear, Invernizzi, Templeton, & Johnston, 2004) provides a practical way to study words with students. This curriculum allows teachers to provide effective phonics, vocabulary, and spelling instruction through the use of differentiated learning groups. The framework is based on developmental spelling and word knowledge research. However, along with an effective word study curriculum, we strongly feel students benefit most from opportunities for engaging, meaningful, hands-on learning experiences. Thus, we have created a hands-on approach that we call, "Lights, Camera, Word Study in Action!" Through the use of a variety of manipulatives, we help make word study "come alive" for our students!
Ashlee Threatt, Sugar Creek Elementary
Angie Reiking, Sugar Creek Elementary
Toward a "Seeking to Understand" Mindset: Preservice Teachers Reflect on Culture and Families
Owens Hall, Room 209
"If I taught a child from this culture, I would quit my job." This quote from a preservice teacher, as she contributed to an in-class discussion concerning culture, families, and children, shines a light on our need, as educators, to reflect upon and challenge the hidden, and often unknown biases and assumptions that impact our work with children. Upon gaining this insight into the fears and perceptions of our candidates, and knowing the impact of respectful and reciprocal relationships between families and schools, we designed curriculum intended to challenge preservice teachers to reflect upon beliefs, perceptions, and biases they hold that might impede or negatively affect their students and their students' families. Participant outcomes for this roundtable include reflection on data collected through this study and discussion concerning support that is needed as preservice teachers examine mindsets within the contexts of classroom settings and field experiences.
Diana Murdock, Winthrop University/Riverview Elem.
Erin Hamel, Winthrop University
Teaching Critical Thinking Skills in the Literature and Composition Classroom
Owens Hall, Room G05
This session will introduce participants to the foundational concepts of critical thinking, including the Elements of Reasoning, the Standards of Critical Thinking, the common Impediments to Critical Thinking, and the SEE-I strategy, with an emphasis on how these analytical skills can be used in literature and composition classrooms to decode and to uncover meaning in texts. The session will emphasize employing specific analytical strategies to understand and evaluate written texts; it will also provide opportunities for participants to apply critical thinking analysis to written texts such as King's "I Have a Dream" speech and Robert Frost's poem "The Road Not Taken."
Amanda Hiner, Winthrop University
Concurrent Sessions II (11:00 - 11:45)
Digital Storytelling for the Non-Digital Teacher
DiGiorgio Center, Room 220
Are you looking for ways to engage and empower struggling readers and writers? Come on in! Let's talk about some really simple yet effective ways to teach essential story elements through easy and fun methods of digital storytelling. In this session, participants will explore one of the many options to create digital storytelling experiences through a hands-on approach with iPads.
Derek McQuiston, Rock Hill School District
Implementing a School-Wide Co-Teaching Model to Improve Outcomes for Students with Learning Disabilities
DiGiorgio Center, Room 222
This presentation will begin with an overview of co-teaching models used to support students with disabilities served in inclusive classrooms. Teachers from Indian Land Middle School will share how they worked together with administrative support to implement a school-wide co-teaching initiative across all grade levels to support students with learning disabilities. Classroom examples of co-taught lessons will be provided with explanations of the collaboration that took place between general education and special education teachers to plan and deliver instruction. Outcome data for typically developing students and students with learning disabilities will be shared.
Debra Leach, Winthrop University
Tiffany Evans, Indian Land Middle
Jamie Johnston, Indian Land Middle
Grace Komorous, Indian Land Middle
Cultural Night: Respecting, Accepting, and Celebrating Differences
West Center, Room 214
This presentation includes how to involve the entire school and its extended community in an event that celebrates differences in all students and families. We will discuss how we involved our No Place for Hate initiative to drive student learning about differences beyond just skin color. We will address diversity in culture, academics, and traditions.
Michelle Gritz, Sugar Creek Elementary
Jenny Burleson, Sugar Creek Elementary
Positive Classroom
Management Demystified
Just what is positive classroom management and how can we make it work? In this session general and special education teachers will share their experiences with positive classroom management. The presentation will include action research data, student artifacts, and discussion of specific positive classroom management methods utilized by mentor teachers and a Winthrop University Intern. Participants will have the opportunity to hear discussion of specific positive classroom management strategies utilized in second, fourth, fifth, and special education classrooms.
Sue Spencer, Winthrop University/Chester Park School of Inquiry
Dena Dunlap, Chester Park School of Inquiry
Krystal Mizwa, Chester Park School of Inquiry
Angela Coleman, Chester Park School of Inquiry/Winthrop University
Jennifer Gaston, Chester Park School of Inquiry
Brittany Wilcox, Chester Park School of Inquiry
Leadership for the 21st Century – "12 Steps to Success – One Requirement & 11 Suggestions"
Owens Hall, Room 109
Leadership in today's schools is an elusive talent. This session will focus on a formula that will help school leaders improve their ability to lead the people in their schools. The information covered is a product of nearly 80 years of experience in school leadership. The presentation is a first look at a publication by Dr. Mark Mitchell and Dr. Mary Martin.
Mark Mitchell, Winthrop University
The Impact of School-Wide Literacy Engagements on a Community of Learners
Owens Hall, Room 110
Administrator, facilitator/NetSCOPE Liaison, and teachers from Alma Elementary will discuss how they create a positive literacy climate throughout their learning home. Conversations will focus on school-wide climate, curriculum, motivation, and student success. Presenters will also share work with Winthrop faculty, interns, book clubs, literacy days, RtI, and more. Join us as we laugh, love, learn, and lead.
Kim Camp, Alma Elementary
Roxanne Wilkins, Alma Elementary
Amie Sullivan, Alma Elementary
Mary Kaye Hannon, Alma Elementary
Exploring the Tiers of the Winthrop University- School Partnership Network
Owens Hall, Room 209
The Winthrop University-School Partnership Network facilitates interactive sharing, learning, and working across districts and school settings as well as with the university. Constructed into four "tiers," the Network strives to meet the varying needs of schools and classrooms. Join us for an overview and discussion of the Network tiers, including the new fourth tier "Content Area Assembly," which is designed to facilitate collaboration with high school departments and K-12 certification areas.
Lisa Johnson, Winthrop University
Audrey Allan, York County School District One
Data is Not a Four Letter Word
Owens Hall, Room G05
The word "data" is commonly associated with the undesirable task of spending hours poring over endless spreadsheets of meaningless information to arrive at a somewhat scientific conjecture. Participants in this session will see how York Middle School took data from PASS and MAP administrations and turned it into meaningful information that teachers and students could reflect on, guide instructional decision making, and shape the instructional schedule. Participants will be given step by step instructions on how to compile data and will receive copies of all reflective tools.
Beverly Meares, York Middle
Matt Deloach, York Middle
Donna Jackson, York Middle
Afternoon Workshops (1:00 - 2:45)
Fractions: Building Blocks, Not Stumbling Blocks
DiGiorgio Center, Room 114
In this interactive workshop, participants will use fractions to help students of all abilities in 2nd through 5th grade become problem solvers and critical thinkers in a "whole" new way. Through hands-on and real-world application, educators will extend understanding of fraction equivalence and ordering, build fractions from unit fractions, and connect previous understandings of operations on whole numbers. This professional development will help educators to become facilitators of learning and put the fun back in fractions.
Lisa Hudson-Lucas, Winthrop University/CERRA
Arts Integration: Making Connections between Dance and Other Disciplines
DiGiorgio Center, Room 222
As an interdisciplinary art form, dance
can provide teachers with opportunities that can enhance and enrich
content in the K-12 classroom. Exploring other subject areas through
movement can serve as a catalyst for deep learning if one possesses
knowledge of the fundamental elements of dance, how they align with
ideas outside of the discipline, and how multisensory integration
can enhance learning. This session will begin with an introduction
to the concept of arts integration and dance as a discipline. After
discussing the role and function of arts-integration within K-12
settings, participants will be led through brief movement
experiences. After developing a kinesthetic comprehension of the
elements of dance, participants will be asked to apply movement
concepts to science, social studies, and English Language Arts
learning activities.
Krysten Funderburk, Winthrop University
How to Design and Implement Project-Based Learning Curriculum in Your Classroom or School
West Center, Room 212
This year Chester Park Elementary School of Inquiry began utilizing project-based learning methodologies school-wide. In this session classroom teachers, administrators, and Winthrop University faculty will discuss how they designed and implemented project-based learning in PK-5 classrooms. Participants will have the opportunity to ask questions of teachers from various grade levels who have successfully used project-based learning math and science units to increase student outcomes on benchmark aligned assessments.
Sue Spencer, Winthrop University/Chester Park School of Inquiry
Dena Dunlap, Chester Park School of Inquiry
Charletha Jackson, Chester Park School of Inquiry
Lucille Worthy-Allen, Chester Park School of Inquiry
Amanda Oliver, Chester Park School of Inquiry
Krystal Mizwa, Chester Park School of Inquiry
Concurrent Sessions III (1:00 - 1:45)
QR Codes in Action
DiGiorgio Center, Room 220
Codes have come a LONG way from the UPC binary codes we scan at a grocery store. QR codes are a "smarter" coding system and they are GREAT to use in our classrooms. Don't panic - they are EASY to create and use! Advertisers use QR codes to target consumers because it is a quick and easy way to access information so customers are more likely to make a purchase. Let's talk about some ways to use QR codes to give our students those quick and easy ways to access educational content so they are more likely to buy-in as well!
Derek McQuiston, Rock Hill School District
You Read What?! Where?! - Unleashing Adolescent Literature in ALL Middle and High School Subjects!
DiGiorgio Center, Room 223
In recent years, adolescent literature has exploded, offering an amazing variety of subjects from dystopian fiction to nonfiction narratives. During this presentation, an overview of current (and classic) adolescent literature titles and trends, as well as recommendations for incorporating into ALL middle level and/or secondary content areas (yes - math and science, too!), will be highlighted. Participants will interact with a variety of adolescent literature texts, take part in multiple activities, and leave with handouts and ideas for integrating adolescent literature into the classroom. And who knows…maybe you'll leave with some new titles to add to your summer reading list!
Robert Gayle Prickett, Winthrop University
Teaming Up For Student Success- How Co-Teaching Helps Everyone
West Center, Room 214
This presentation will give an overall picture of how co-teaching has positively impacted students, interns, and teachers at our school. We will begin with an overall picture of what co-teaching is and the different co-teaching strategies. We will then speak from our experiences, first having two interns share their involvement in the co-teaching model, followed by four classroom teachers (general and special education) discussing how they incorporated co-teaching into their classrooms. Discussion will highlight the benefits for teachers, students, and teacher candidates. Lastly, the assistant principal will discuss the impact of co-teaching in these classrooms as well as on the school as a whole.
Beth Csiszer, Hunter Street Elementary
Rebekah Hullender, Hunter Street Elementary
Laponya Burris, Hunter Street Elementary
Tricia Gupton, Hunter Street Elementary/Winthrop Univ.
Amber Marion, Winthrop University
Elizabeth Goodin, Winthrop University
Increasing and Building a Stronger Social Skill Foundation for Children on the Autism Spectrum: Helping ASD Students Function within the Regular Educational Setting
West Center, Room 217
The purpose of this session is to provide educators with the tools needed to assist elementary age spectrum children who are exhibiting communication and social skill deficiencies. Children on the spectrum often struggle with communication and/or social skills. Providing constructive, less stressful learning opportunities in order to enhance their communication and/or social skills will increase their success at home, with their peers, and at school. It is the HOW of teaching that make an impact upon communication and social skills. The presenter will provide proven strategies currently used along with data of her students' success. The strategies include, but are not limited to, the use of Social Stories, games, puppets, literature, videos, technology, and therapeutic play.
Susan Williams, Sunset Park CAS
Two Awesome Lessons from Brainstorm to Students
Owens Hall, Room 109
Is it possible to teach a lesson that has such impact on students that they are: both laughing and crying during class, writing letters to the teacher because the lesson motivated them to do so, doing homework because it is fun, and seeing their parents write thank you notes to the administration for the teacher inspiring their child to think critically? This question will be answered during this session. The two awesome lessons will be modeled by the intern who created them. The mentor teacher and university supervisor will share their roles in the creation and implementation of these two "awesome" lessons. Session outcomes include: engaging in a variety of practical ready-to-use activities that integrate social studies, math, children's literature and technology; sharing instructional strategies that are engaging, practical and classroom-tested to provoke critical thinking and problem solving in students; and gaining a practical understanding of how the mentor teacher and university supervisor work together to enhance the internship experience for the intern and the students in the classroom. Participants will receive a CD with the two awesome lessons that are ready to use and are correlated to the South Carolina Academic and Common Core Standards.
Deborah Mink, Winthrop University
Nikki Pappas, Hunter Street Elementary
Jennifer Brown, Hunter Street Elementary
Engaging Students with Chemistry "Magic"
Owens Hall, Room 110
Student interest in the physical sciences often derives from a memorable experience with a dramatic chemical reaction. This session will explore some of these reactions and explain the chemistry behind the "magic."
Nicholas Grossoehme, Winthrop University
Amy Moore, Winthrop University
Whole Brain Teaching: The Basics
Owens Hall, Room 209
Whole Brain teaching is another way of teaching and managing any classroom K-12 and even into college. The students interact with their learning using all parts of their brain. They will use hand gestures to learn concepts and then engage in constant peer teaching. Whole Brain Teaching can also be used to manage a classroom through gestures that match the rules of your classroom and corresponding consequences. This presentation will consist of explaining and demonstrating the different levels of Whole Brain Teaching with the basic rules, gestures, and much more. We will give time at the end of the presentation for questions and comments. For more information, visit http://www.wholebrainteaching.com/.
Amanda Griffin, Sugar Creek Elementary
Jad Griffin, Pleasant Knoll Elementary
The Elephant in the Room: Struggling Readers
Owens Hall, Room 210
Content area teachers cannot ignore the "elephant in the classroom," or the students functioning at or below a basic reading level. Many middle and high school students, after experiencing years of reading challenges, develop negative attitudes toward self and school; attitudes that may be difficult to change. These students need developmental support throughout the middle and high school years in order to "catch up" in literacy. All content teachers can effectively support adolescent learners by teaching general strategies through discipline-specific print and non-print materials that change on a daily basis.
Cheryl Mader, Winthrop University
Working with Children of Poverty: Conversations from the Field
Owens Hall, Room G02
This session will include easy-to-integrate classroom tips for working with children of poverty as well as first-hand testimonials from teachers and other school personnel who work with children of poverty and strategies proven successful for them.
Abbigail Armstrong, Winthrop University
Felicia Spann, Fairfield Central High School
Chastity Brazell, Fairfield Elementary
Does Alternative Mean Different?
Owens Hall, Room G05
The session will provide data and demographics about participants in the state's alternative routes to certification as well as information on the various program requirements. This information will help administrators and mentors make more informed decisions about how to best guide these new teachers in their districts and schools.
Falicia Harvey, SC Department of Education
Concurrent Sessions IV (2:00 - 2:45)
Edmodo 101
DiGiorgio Center, Room 220
We are all hooked on Facebook. Guess what? So are our students! Let's transform the time they spend wandering through social media and convert that time into LEARNING! Come check out a powerful and FREE education tool called Edmodo. This session is tailored for first-time Edmodo users.
Derek McQuiston, Rock Hill School District
Teachscape – A Tool for the Reflective Teacher
DiGiorgio Center, Room 223
Paul Horne, Winthrop University
One School One Book: Learn How Sugar Creek Elementary Became the First School in South Carolina to Implement this Family Literacy Event
West Center, Room 214
One School One Book is a school-wide reading initiative in which the entire school community reads the same chapter book, at home, during the course of one month. Each student, faculty, and staff at Sugar Creek Elementary received a copy of The World According to Humphrey by Betty Birney. Daily trivia and classroom activities kept the students and staff engaged. This session will provide details and examples of how Sugar Creek Elementary planned and implemented the One School One Book program this past year.
Amber Smith, Sugar Creek Elementary
Teacher Education: Going from "Them" to "We": Tips on How to Share the Responsibility of Educating Year-Long Interns
West Center, Room 217
This past year our
school was fortunate to have several year-long interns and, as a
member of NetSCOPE, we decided to share the responsibility of
preparing the interns for future teaching positions. As we worked
toward this goal, we decided to treat the interns as faculty in many
respects and at specific times support them as if they were first
year teachers. We raised expectations and responsibilities at the
school level, and coordinated these expectations with their Winthrop
responsibilities. Collaborating with our Winthrop Faculty in
Residence was key to guiding us through this process. Come learn
some tips and receive handouts on how to start a similar program or
improve on your current program. Also, hear our plans for next year!
Nicki Pappas, Hunter Street Elementary
Using iPod Touches to Increase Universal Design for Learning (UDL) in Math and Science Lessons
Owens Hall, Room 109
The purpose of this presentation is to describe how two rural elementary Professional Development Schools collaborated to design and implement math and science lessons that incorporated the principles of Universal Design for Learning through the use of iPod touches. Classroom teachers, teacher candidates, and university faculty worked together to increase student achievement in math and science by designing and implementing these lessons. Research questions for this action research study included: 1) Will increasing UDL elements in math and science lessons using the iPod touches increase student achievement?, 2) What are the perceptions of the teachers after using the iPod touches in specific units compared to other units?, and 3) What are the perceptions of the students after using the iPod touches in specific units compared to other units? Qualitative and quantitative methods were used to collect data including 1) pre-post tests and reflective journals to assess student knowledge, 2) lesson plan reflections by teachers and teacher candidates, 3) reflective journals used to assess student perceptions of the lessons, and 4) observations used to assess implementation. Presenters will describe how the iPod Touch can be used to display information in a variety of ways (multiple means of representation), opportunities for students to show what they know (multiple means of expression), and many opportunities for student engagement (multiple means of engagement). Results of the study will be shared.
Elisa Hedgpath, Great Falls Elementary
Jennifer Stepp, Buffalo Elementary
Lisa Harris, Winthrop University/Buffalo Elementary
Centers in the Middle
Owens Hall, Room 110
Centers can differentiate. Centers can be used in all subject areas. Centers can introduce new material. Centers can be used to remediate. Centers can still work in middle school. Come get ideas for your classroom on how to implement a centers-based approach to support diverse classrooms.
Wendi Dunlap, South Middle
Creating a Culture of Literacy: Encouraging and Celebrating Reading
Owens Hall, Room 209
The presenters, a middle school principal and an instructional coach, will share the first steps on their school's literacy journey. Participants will receive copies of the school's literacy plan, rubrics, and sample professional growth activities.
Chris Senbertrand-McLean, Sullivan Middle
Michael Waiksnis, Sullivan Middle
The Echo Smartpen: Moving Pen and Paper to the Digital World
Owens Hall, Room 210
The Echo Smartpen by Livescribe is beginning to make its way into classrooms around the country, from elementary schools through institutions of higher education. According to Livescribe's website, "The Livescribe smartpens integrate seamlessly into the classroom, allowing educators to: more efficiently deliver instruction; streamline classroom management processes; easily monitor, record and evaluate student performance; and improve communication with parents" (Livescribe in the Classroom, n.d.). Teachers across all disciplines are finding innovative ways to use this new technology in the classroom as the applications for the Echo Smartpen are endless. Participants will view applications for the Echo Smartpen from the kindergarten level to the undergraduate level; a discussion of the possibilities for integrating this innovative technology into various disciplines will follow.
Cheryl Mader, Winthrop University
Signals of Change: Innovation for 21st Century Education
Owens Hall, Room G02
What is a 21st Century education? (Hint: It's much more than technological skills!) How can learners and learning agents affect change in today's schools that will ensure innovation and flexibility for the future? Participants will investigate the "drivers of change" concept from Knowledgeworks' "2020 Forecast: Creating the Future of Learning" and explore the future of curriculum and professional training.
Gayle Sawyer, Winthrop University
Transforming New Teachers into Lifelong Educators
Owens Hall, Room G05
New teachers coming into our schools today are unique and innovative. This session will provide information on the needs of our new teachers, strategies for supporting these beginners, and an overview of induction for the start of the academic school year. As they arrive with 21st century skills, we must respond accordingly. Our goal is to retain these novices by helping them quickly become part of the school's culture.
Mary Martin, Winthrop University
NetSCOPE | 111 Withers | Rock Hill, SC 29733 | Phone: 803.323.3080 | Fax: 803.323.4369 | Email: email@example.com


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Oatmeal Ice Cream with Maple Brown Sugar
Author Notes: Based on the classic morning oatmeal with brown sugar and maple flavoring, only in ice cream form! - oursemiorganiclife
Food52 Review: This recipe truly is your morning oatmeal in fantastic frozen form. The ice cream is rich and hearty, and by cooking oatmeal in the milk, its flavor comes through so clearly it almost makes you giddy. The swirl of maple and brown sugar at the end adds just the right amount of sweetness to keep this balanced. If you don't want to re-pack the ice cream a second time, you should be able to swirl in the maple/brown sugar mixture after you've churned your ice cream -- just be sure to work quickly. - Annie "Smalls"
Makes about 1 quart
- 3 1/2 cups whole milk
- 1 cup traditional oats
- 1 tablespoon tapioca starch
- 1 teaspoon tapioca starch
- 1 1/2 ounce cream cheese, softened
- 1/4 teaspoon fine sea salt
- 1 1/4 cup heavy cream
- 1 cup brown sugar
- 2 tablespoons light corn syrup
- 1/2 milliliter maple flavoring
- 2 tablespoons maple syrup
- Bring the milk to a boil in a 4-quart saucepan. Add the dry oats and cook for 5 minutes, then strain the cooked oats out and measure 2 cups of oatmeal-y milk. Cooked oats are not needed, go ahead and eat them!
- Mix about 2 tablespoons of the oatmeal-y milk with the tapioca starch in a small bowl to make a smooth slurry. Whisk the cream cheese in a separate medium bowl until smooth.
- Prepare an ice bath: Fill a large bowl with ice and water.
- Combine the remaining oatmeal-y milk, the cream, 2/3 cup of brown sugar and corn syrup in a 4-quart saucepan, bring to a rolling boil over medium-high heat, and boil for 4 minutes. Remove from the heat and whisk in the cornstarch slurry. Return to a boil to slightly thicken for 1 minute.
- Whisk the hot milk mixture into the cream cheese. Do this a little bit at a time so that you can whip out any lumps of cream cheese. Pour the hot ice cream cheese base into a Ziploc bag and seal. Submerge in the ice bath until very cold.
- Cut the corner off the bag and pour the chilled bag into the ice cream machine with the machine running. Drizzle in the maple flavoring. When finished, transfer to a storage container and freeze until firm, about 4 hours.
- Meanwhile. In a small bowl, combine the remaining brown sugar with maple syrup to make a sauce. Once ice cream is done, pack with maple syrup mixture into container. Alternate layers of ice cream and sauce to create pockets and a swirled mixture. Pack quickly into a container, cover with parchment paper to seal out air, and let the flavors bloom while it hardens in your freezer for at least 4 hours.
- This recipe is a Community Pick!
- This recipe was entered in the contest for Your Best Ice Cream
Comments (4) Questions (0)
over 1 year ago
AntoniaJames is a trusted source on Bread/Baking.
Oh, my, this does look delicious indeed! Congrats on the well-deserved CP! ;o)
over 1 year ago oursemiorganiclife
Hi everyone! Sorry for any confusion. The tapioca starch is 1 tablespoon plus 1 teaspoon. You add both. That was the only way to list it on the site. You may also subsitute corn starch instead. Enjoy!
over 1 year ago MenCanCook
Which of the tapioca is correct; 1 tablespoon or 1 teaspoon, or am I missing something?
You can tell I'm probably not much of a cook because I'm also asking if tapioca starch is the same as plain ol' tapioca... Thanks. This sounds wonderful and I don't want to mess it up!
over 1 year ago MaryMaryCulinary
Bookmarked! This sounds amazing!


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Whether treating a toddler in an emergency or supporting a teen through chemotherapy treatments, we are dedicated to the care of each patient. It's through teamwork at every level of Children's Healthcare of Atlanta and with you, the family, that we are able to achieve excellence in pediatric care.
See more about us
With a proven track record of providing world-class care to patients in more than 30 pediatric specialties, we are a model for other pediatric hospitals. Infants, teens and young adults belong in a children's hospital where they can get specialized treatment from caregivers who know the important differences between children and adults.
See our clinical services
Do you have a question about your child's health? This section offers information that may help you.
View age-appropriate health information for your child.
Research is a cornerstone of the Children's Healthcare of Atlanta mission to enhance the lives of children. In conjunction with Emory University School of Medicine, Georgia Tech and Morehouse, Children's seeks answers to the most challenging childhood medical conditions through teaching and research.
Children who are overweight are now suffering from diseases once seen only in adults, such as hypertension, liver disease and Type 2 diabetes. That's why Children's launched Strong4Life, a wellness movement designed to ignite societal change and reverse the epidemic of childhood obesity and its associated diseases in Georgia.
As a not-for-profit organization, Children's Healthcare of Atlanta relies on the generous financial and volunteer support of our community. Your donations directly impact the lives of each family served by Children's and support many initiatives such as clinical excellence, research, teaching, wellness and charity care.
One of the most important decisions parents make is which doctor to choose for their child. The child's doctor will have a long relationship with and a lasting impact on your child and your family. It is important to choose a doctor you feel comfortable with — someone you can trust when it comes to your child's health.
Qualifications are Crucial for Child Doctors
Many parents rely on suggestions from friends and family when choosing a pediatrician. While these people can tell you about the physician's personality or the office staff's efficiency, they may not be able to provide you with information about the doctor's medical skills. When choosing a pediatrician, keep the following key points in mind:
Meet Prospective Doctors Face to Face
Interviewing prospective pediatricians in person is a very important step toward making your final selection. The interview is a chance for you to learn as much as possible about the doctor or doctors in the practice and an opportunity to see how comfortable you feel with them.
The Parent's Role and the Pediatrician's Role
The Parent's Role is:
The Pediatrician's Role is:
Suggested Interview Questions & Considerations
1. How many doctors are in your group?
2. Has the size of your group changed recently?
3. What are the special interests of the doctors in your group?
4. Do you use nurse practitioners? If so, what is their role?
5. If your office is very busy and my child needs to be seen today, what is your policy? Will I have a primary doctor or do I see whomever is handling sick patients that day?
6. How are calls for advice handled during office hours? During evening and weekend hours? What is your philosophy of providing care via telephone?
7. What are your average waiting times for scheduling a routine visit? To be seen after arrival at the scheduled time?
8. What is your philosophy about breastfeeding? Discipline? Allowing a baby to cry? Medication use? Antibiotic use?
9. How do you handle payment for services?
10. Will you assist me in evaluating doctors recommended by my health plan?
11. Until what age will you continue to see my child?
12. Do you refer only to pediatric specialists?
13. Do all the doctors in your group participate in my insurance company or managed care plan's provider network?
14. Are you still accepting new patients for my managed care plan?
15. If my plan requires that I select a primary care provider (PCP) to coordinate all of my child's care, is the doctor designated as a PCP for my managed care plan? (Check with your plan to verify requirements for use of the PCP and, if you are considering changing PCPs, to obtain information on how to make the change with the plan.)
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