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San Francisco Executive Leadership Full-time APPLY FOR THIS JOB At Databricks, we make Big Data simple. The state-of-the-art in Big Data is "simple things complex, complex things impossible." We think the future should be "simple things easy, and complex things possible." Join6/4/2016 San Francisco, CA Save This Job
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at GuideSpark (View all jobs) Redwood City, CA Advocacy: You will grow and scale GuideSpark?s Customer Advocacy program, which includes identifying and cultivating customer advocates for internal and external requests for customers to participate in a variety of activities. We5/31/2016 Redwood City, CA Save This Job
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ID 2016-2557 Job Location US-CA-Menlo Park Posted Date 1/27/2016 More information about this job: Overview: Header810x300 Pharmaca Integrative Pharmacy PHARMACY TECHNICIAN Part-time Full-time Become A Team Member Now! Stop by our store located at: Tigard or5/31/2016 Menlo Park, CA Save This Job
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At Pandora, we're a unique collection of engineers, musicians, designers, marketers, and world-class sellers with a common goal: to enrich lives by delivering effortless personalized music enjoyment and discovery. Peopleâthe listeners, the artists, and our employeesâare7/28/2016 Oakland, CA Save This Job
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YOUNGSTOWN — Police were called to a home in the 2400 block of Shirley Road at about 3:18 a.m. today where they found a 70-year-old man beaten to death.
Leo H. Kellish, no age given, was arrested on a charge of murder and was taken to the Mahoning County jail.
He is expected to be arraigned in Municipal Court Friday.
Reports say the victim was found naked and covered in blood.
A spokesman declined to release the victim's name, saying that will have to come from the Mahoning County Coroner's office.
If this man is guilty, HE should be beaten to death
as his punishment for beating a 70 year old man.
Whatever happened to respecting our elders?

subset: commoncrawl


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This Veterans Day, Honor the Consciences of Our Veterans
Today, on Armistice Day, 18 American military vets will commit suicide.
This is the fourth installment of a series Logan Mehl-Laituri is writing for God's Politics focusing on selective conscientious objection.
Last March I testified at the Truth Commission on Conscience in War (TCCW) at the Riverside Church in New York City.


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Kale Pick excelling in WR role
Teammates and his head coach say junior quarterback-turned-wide receiver Kale Pick is relishing his new role.
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Luigiane B&B e Ristorante, Cosenza (province)
- Free continental breakfast, free WiFi in lobby, and free parking
Main amenities
- 22 guestrooms
- Restaurant
- Free shuttle
- Airport shuttle
- Air conditioning
- Garden
- Tour/ticket assistance
For families
- Rollaway/extra beds available
- Private bathroom
- Television
- Free toiletries
- Garden
- Hair dryer
What's around
- In Terme Luigiane
- Queen's Rock (2.1 mi / 3.3 km)
- Intavolata Beach (2.6 mi / 4.1 km)
- Cetraro Marina Beach (4.9 mi / 7.8 km)
- Shrine of St. Francis di Paola (10.1 mi / 16.3 km)
- Belvedere Marina (14.5 mi / 23.3 km)
Luigiane B&B e Ristorante, Cosenza (province)
Hotel Info: 866-539-8117from $252
- Family Room
- Single Room
- Standard Room
- Quadruple Room
Also popular with travelers from the USA
At a glance
Key facts
Hotel size
- This hotel has 22 rooms
- This hotel is arranged over 1 floor
- Check-in time noon-10 PM
- Check-out time is 10 AM
Required at check in
- Credit card or cash deposit required
- Government-issued photo ID required
Travelling with others
- One child (1 years old and younger) stays free when occupying the parent or guardian's room, using existing bedding
- Pets allowed
- Restrictions apply *
- 1 per room
Extra people
- Roll-away beds available, charges may apply*
- Free WiFi in public areas
- Airport shuttle *
- Train station pickup *
- Free self parking
- Free beach shuttle
Nearby Two Star Cosenza (province) hotels
In the hotel
- Free continental breakfast
- Restaurant
- Free beach shuttle
- Tours/ticket assistance
- Garden
In the room
- Air conditioning
- Private bathroom
- Bathtub or shower
- Free toiletries
- Hair dryer
- Desk
Top Cosenza (province) hotels
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Special features
DiningLuigiane Ristorante - This restaurant specializes in local cuisine and serves breakfast, lunch, and dinner.
Luigiane B&B e Ristorante, Cosenza (province)'s small print
Also known as
- Luigiane B&B e Ristorante
- Luigiane B&B e Ristorante Acquappesa
- Luigiane e Ristorante
- Luigiane e Ristorante Acquappesa
- Luigiane B&B e Ristorante Italy/Acquappesa, Calabria
Cash transactions at this property cannot exceed EUR 2999.99, due to national regulations. For further details, please contact the property using information in the booking confirmation.
Pet-friendly rooms can be requested by contacting the property at the number on the booking confirmation.
Optional extras
Air conditioning is available for an extra charge of EUR 5 per day
Rollaway beds are available for EUR 5 per day
Breakfast costs between EUR 13.5 and EUR 25 per person (approximately)
Airport shuttle service is offered for an extra charge of EUR 70 per person (one way)
Train station pick-up service is offered for an extra charge
We have included all charges provided to us by this hotel. However, charges can vary, for example, based on length of stay or the room you book.
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Fixed Price Budget - Intermediate ($$) - $6 to $20 - PostedSkills: Flyer Design Microsoft Publisher
We need to edit one of our existing fliers. I can send you the jpeg image. This would be a very quick job. Should take 20 minutes.
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Book your room at Red Roof Inn Orlando West - Ocoee
Get an overview of this hotelHotel in Ocoee with outdoor pool and 24-hour business center
Located in the heart of Ocoee, this hotel is within 6 mi (10 km) of Winter Garden Art Association, Winter Garden Heritage Museum, and Central Florida Railroad Museum. Garden Theatre and Highland Lakes Shopping Center are also within 6 mi (10 km).
Hotel Features
Along with an outdoor pool, this smoke-free hotel has a 24-hour business center and coffee/tea in a common area. Free WiFi in public areas and free self parking are also provided. Additionally, laundry facilities, a 24-hour front desk, and a computer station are onsite.
Room Amenities
All 83 rooms offer free WiFi and free wired Internet, TVs with cable channels, and free local calls. Ironing boards and desks are also available to guests.Would you like to give us feedback? Share it! Opens in a new window
Red Roof Inn Orlando West - Ocoee11241 W Colonial Dr Florida Turnpike At Exit #267-b Ocoee FL 34761
Hotel Amenities
Hotel Amenities
A computer station is located on site and high-speed wired and wireless Internet access is complimentary. This hotel offers access to a 24-hour business center. This Ocoee hotel also offers an outdoor pool, coffee/tea in a common area, and laundry facilities. Onsite self parking is complimentary. A total renovation of this property was completed in August 2015.
Red Roof Inn Orlando West - Ocoee is a smoke-free property.
- 24-hour business center
- 24-hour front desk
- Coffee/tea in common areas
- Computer station
- Elevator/lift
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- Free WiFi
- Free wired high-speed Internet
- Laundry facilities
- Number of floors - 3
- Outdoor pool
- Smoke-free property
- Television in common areas
- Total number of rooms - 83
- Year Built 1992
Family Friendly Amenities
- Free Wi-Fi
- Laundry facilities
- Outdoor pool
- Rollaway/extra beds available
Available in all rooms: Free WiFi , Free wired high-speed Internet
Available in some public areas: Free WiFi , Free wired high-speed Internet
Free self parking
Room Amenities
- Air conditioning
- Bathtub or shower
- Blackout drapes/curtains
- Cable TV service
- In-room climate control (air conditioning)
- Daily housekeeping
- Desk
- Free local calls
- Free WiFi
- Free wired high-speed Internet
- Hair dryer (on request)
- Iron/ironing board
- Phone
- Private bathroom
- Rollaway/extra beds available
- Television
Where to Eat
Ocoee - Onsite restaurant. Happy hour is offered. Open daily.
To make requests for specific accessibility needs, complete the "Special or Accessibility Requests" section of "Trip Preferences" when you book your hotel.
- In-room accessibility
- Accessible bathroom
- Roll-in shower
Hotel Policies
Check-in time starts at 3 PM
Minimum check-in age is 18
Check-out time is Noon
Payment types
- Pets stay free
- 1 per room
You need to know
Extra-person charges may apply and vary depending on hotel policy.
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
Service animals exempt from fees/restrictions
Pets allowed (no fees)
Hotel Name
- Red Roof Inn Orlando West
- Red Roof Inn Orlando West Hotel
- Red Roof Inn Orlando West Hotel Ocoee
- Red Roof Inn Orlando West Ocoee
- Red Roof Inn Orlando West Ocoee Hotel


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Politics Licking the Mayor's Envelope
Yesterday, I bitched about Team Nickels for sending out an anti-I-87 press release from their office.
You can't campaign from a public office.
Under the guise of supporting City Attorney Tom Carr's announcementCarr is challenging the initiative in King County Superior court because he believes it violates state law by giving line item budgeting authority to the public (he's got a good argument)Team Nickels press release attacked the merits of the initiative itself.
That's a no-no.
I talked to Seattle Ethics and Elections director Wayne Barnett about this today.
He said the Nickels release "pushed the envelope" and "if they continue to send out releases like this it would be a problem."
However, he said the fact they did it just this once was okay because it occurred in the normal flow of businessie, a response to the City Attorney's announcement.
Would it be in the normal flow of business for the ethics commission to do its job, Wayne, and stop the Nickels administration from flouting the rules?


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Music education in the United States
|This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. (March 2011) (Learn how and when to remove this template message)
|Music of United States of America
|General topics
|Specific forms
|Religious music
|Ethnic music
|Media and performance
|Music awards
|Music charts
|Music festivals
|Music media
|Nationalistic and patriotic songs
|National anthem
|The Star-Spangled Banner
|Regional music
Music education in the United States can be traced through historical documentation to the colonial era. Among the Native Americans prior to European and African settlement, music education was entirely oral.
- 1 History
- 2 Concert and Marching Bands
- 3 Modern elementary education
- 4 Modern secondary education
- 5 Music Educators in the Community
- 6 Introduction of Technology
- 7 References
The earliest systematic music education in the country was centered on the training of singers for Protestant church services, to lead the congregation in psalm-singing. In the 18th century, the first singing schools in the country were founded, and a number of legendary traveling singing masters traveled New England, teaching in barns, schoolhouses and other informal locations; these masters included Francis Hopkinson and William Billings. By the end of the century, more formal singing schools in cities like Savannah, Philadelphia and Boston become social singing societies.
Public education in the United States first offered music as part of the curriculum in Boston in the 1830s, and it spread through the help of singing teacher Lowell Mason, after he successfully advocated it to the Boston School Committee in 1838. The committee ultimately decided to include music as a curricular subject because it was of a moral, physical, and intellectual nature. Music was considered moral because it played such a part in religion, as well as the fact that had been documented to produce "happiness, contentment, cheerfulness, and tranquility." It was of a physical nature because singing was exercise for the lungs. The committee justified music's intellectual nature by stating that it had been studied as a part of the quadrivium in the Middle Ages, and that it "contributes to memory, comparison, attention, and intellectual faculties."[1] (p. 13-14).
Another advocate of music in public education was Swiss educational reformer Johann Heinrich Pestalozzi. Pestalozzi believed that nature was the ultimate and original source of knowledge, therefore his educational theories placed a high value on sensory, kinesthetic, and active learning. He felt students should start with simple concepts in all subjects and move later to more complex ideas. Pestalozzi's method was one of the earliest methods that could be considered "student-centered learning" and his ideas of discipline and a student-teacher rapport based on love and trust were markedly different from the common practice of corporal punishment at the time. The first music educator to use Pestalozzian ideas in teaching music was Hans Negeli, a colleague of Pestalozzi in Switzerland. His Pestalozzian approach to music was brought to the United States, translated, and popularized by William Channing Woodbridge, Elam Ives, and Lowell Mason. This approach prized active and sensory learning, taught sounds before signs, separated music into melody, rhythm, and expression, and to moved from the simple to complex within the context of each element. Many of these ideas that are found in later established music teaching methods, such as Orff-Schulwerk, Kodaly, and, Dalcroze-Eurthymics.
Music education, primarily vocal, remained most common in women's schools, though many private academies also existed, offering boys and girls instruction in orchestral instruments like the violin, viola, cello and piano.
In the mid-19th century, educator Luther Whiting Mason established music education in the schools of Cincinnati, and become a prominent author of textbooks. His National Music Course, first published in 1870, was a widely adopted standard part of many American curricula. Music education continued to expand across the country, and gained in respect as an essential part of educational development. There was a music section in the National Education Association by the 1890s.
The Scientific Method and How it Affected Music[edit]
After the Civil War pragmatism and the scientific aspects of sequential skill building, accurate evaluations, examinations, systematic teaching methods, and scientific methods were popular in education. Music educators' responses showed that music could be studied scientifically through the use of different methodologies, systematic textbooks and graded music series, and instructional material for teachers. The scientific and more pragmatic goals of education in the nineteenth century had a profound affect on the development of music education in the schools.
Two Methodologies - Rote vs. Note[edit]
Two main methodologies used to teach music were the "rote" method and the "note" method. The rote method followed many Pestalozzian ideologies. Songs were taught first and musical ideas were presented later, one at time, carefully and systematically. Singing by rote was the basis for this methodology. Lowell Mason authored what is believed to be the first music series using the rote method.Lowell Mason's The Song Garden from 1864 set the stage for other rote methodologies of the late nineteenth century. Luther Whiting Mason was a prominent rote method name presented in the textbook. Luther Mason was employed in Cincinnati schools but later moved to Boston to be the "superintendent of music in the primary schools"[1] (p. 195). Luther Mason wrote school textbooks using rote methodology. The National Music Course, published by Ginn in 1870, had seven books presented in a sequential approach of using rote songs to teach music reading.[1] (p. 196) Luther Mason included very detailed lesson plans for the classroom teacher, since at the time music was taught by the classroom teacher but overseen by a music specialist. The series was designed for fifteen minutes of music instruction each day given by the classroom teacher and overseen by a music educator once per week. The book series was so popular Luther Mason was invited to apply his methods in Japan and Germany. The rote method was less favored than the "note" method later in the nineteenth century. However, the debate continues today.
An example of the note method is Joseph Bird's 1861 Vocal Music Reader and Benjamin Jepson's three book series using "note" methodology. The Elementary Music Reader was published in 1871[1] by the Barnes Company, one year after Luther Mason's The National Music Course. Benjamin Jepson was a military man turned music teacher in New Haven after an injury in the war. His music textbooks had exercises and songs presented systematically for the goal of music reading and sight-singing. Jepson later published two revisions of his series under the names The Standard Music Reader in 1888, and in 1904 The New Standard Music Reader.[1] Following in Jepson's footsteps of note methodology were Hosea Edson Holt and John Wheeler Tufts, who wrote The Normal Music Course published in 1883 (twelve years after Jepson's The Elementary Music Reader). Click here to read the Normal Music Course. This series had five books all geared toward sight-singing and reading music. A few other note methodology textbook were presented to show the seriousness of music reading as a scientific and pragmatic study. These other note methodology books included: The Graded School Singer by Blackman and Whittemore-1873, and the Cincinnati Schools' The Young Singer-1860, The Young Singer's Manual-1866, and the Cincinnati Music Reader-1893[1] (p. 207). The culmination of the scientific method and note methodology advances was presented in Thomas Tapper's and Frederick Ripley's The National Music Course published in 1895. The book focused on a no-nonsense systematic approach to music literacy to develop beauty in singing. It emphasized the systematic and pragmatic delivery of materials.
Music Education in the United States took a big turn with the creation of the Music Supervisors National Conference. The first meeting of the Music Supervisors Conference was held on April 10–12, 1907 in Keokuk, Iowa, at Westminster Presbyterian Church. A music educator by the name of Philip C. Hayden made the first meeting possible by sending invitations and announcing the meeting in the Music School Monthly of which Hayden was the founder and editor of the publication. The gathering was primarily meant for educators to come observe new teaching techniques in rhythm and observe Hayden's music students.
During the three-day convention, music demonstrations took place provided by Hayden and his students. Informal discussions on current topics in music education would also take place during the convention. Future conventions and clinics would be based on this model. Throughout the convention, many educators discussed the importance of having a more permanent organization dedicated to music supervisors and teaching techniques. On the last day of the convention, a forum of sixty-nine music supervisors voted to have another convention and became charter members of an organization that would remain nameless.
The Music Supervisors National Conference was officially established during the third meeting of the organization in Cincinnati, OH, in 1910 with the adoption of the constitution and bylaws. As the role of the music supervisor changed into more of an administrative position, the conference began to focus primarily on the teaching methods provided in the classroom. At the 1934 Chicago meeting, members decided to change the name to Music Educators National Conference.
Since the inception of Music Supervisors National Conference, the organization has worked diligently in making sure that every student has access to music instruction in the public school system provided by a qualified music teacher.
Vocal instruction dominated public schooling at all levels. Instrumental education was handled largely through private enterprise, until the early 20th century. Inspired by the band music of Frederick Innes, John Philip Sousa and others, many schools offered orchestral instrument bands. This accelerated following World War I, when many soldiers returned with knowledge and interest in the band music they learned as soldiers.
The first formal school for music educators was founded in 1884, in Potsdam, New York, by Julia Ettie Crane, but Oberlin Conservatory in Ohio in the 1920s became the first school to offer a four year degree in music education.
Concert and Marching Bands[edit]
All-Girl High School, Military, and Performance Bands[edit]
Bands during the mid to late nineteenth century were an intricate part of every community. These bands would march in parades, provide free concerts, supported soldiers, and played for those in hospitals.[2] During the golden age of bands which occurred from 1865 to 1917, there were approximately over 10,000 brass bands in existence across the country. The band membership did consist of males, but past photographs indicate that there were also all women bands. The female bands continued their popularity into the twentieth century and influenced the evolution of the high school band from totally male to the integration of female into the programs. High schools often housed the standard male band, but also often included a female band. There were also female bands created to support industry. With the beginning of WW II female bands expanded into women's military bands. These bands were created to entertain female troops, sell war bonds, and perform at concerts, graduations, dances, parades, and hospitals (2008). The WAC (Woman's Army Corp) bands were used to entertain injured soldiers returning from the war.[3]
One Ohio music educator, Joan A. Lamb, provided great contributions to world of military bands. Lamb was a public music teacher until enrolling in the Women's Army Auxiliary Corps later known as WAC. In her basic training, she was asked to become a candidate for officer, but she insisted she had joined to play in the WAC band. She was even sent to a psychiatrist because of her persistence in the effort to become a member of the band. Finally, she located the WAC band director, auditioned for him with her oboe, and was immediately reassigned to the band. Lamb held several music positions within the band which was a first for women. She graduated from Army Music School, directed the 400th WAC Band, started an African American WAC Band, and performed in the Armed Forces Radio Orchestra. After her service in the WACS, she returned to her life as a music teacher, educator, and administrator in Los Angeles public schools where she served for 30 years.[2]
African American women also wanted to serve in the WAC Band. A 404 WAC Band was created. The WAC branch of the military was the only branch who allowed African American female bands.[4] The Coast Guard also created their version of the female band. The SPAR Band played for the troops and performed many of the same activities as the WAC Band. After the war, the SPAR Band was disbanded and the Coast Guard again became all male. After the war, the female SPAR band members became teachers, performers, and parents. There were some female members of the WAC and SPAR military bands who used the G.I Bill to go to college while others continued performing professionally post war.[5] During the war, women's swing bands also became popular replacing the male counterpart serving in the war effort.[6] These swing bands were highly successful and were well received by the public longing for a diversion from the war effort.
The Ingenues was an all-girl jazz band popular in the late 1920s through the 1930s. This performing band would often perform in vaudeville and variety theaters. Anna Mae Winburn was an African American band leader of an all-girl jazz band in the International Sweethearts of Rhythm. Frances Klein was another famous female instrumentalist of the 30's and 40's who played in Kermit Dart's All-Girl Band, under the direction of Irene Vermillion.
The women military bands and post war all-girl bands opened the door to more female participation in instrumental music. Through the efforts of these frontier-like women, perspectives changed as to the female purpose and level of reliability. Suddenly, female bands were found to be as entertaining as male bands. Women found a place and purpose in the entertainment world. Women who were thought to only have the ability to be mothers were leaders in the music world. Women's equality began to emerge during this time in history and music was a primary avenue for the movement. These women of the past created an environment which the women of today now enjoy. This environment is one of fairness and the ability to seek success in all career areas. Women of today attend college and may become professionals in the work force. Women like Joan Lamb conquered what had in the past seemed like a forbidden world.
High School Music Programs during World War II[edit]
At the beginning of World War II, the Music Educators National Convention [MENC] took the initiative to promote "American Unity Through Music." They encouraged music teachers to build patriotic unity in several ways, which included training community songleaders, sharing materials, and preparing student musicians for careers in the armed forces.[7] The MENC's patriotic emphasis matched the fervor of people across the nation. Schools and communities were very busy with the war effort, collecting rubber and grease (for use in explosives) and raising money by selling war bonds.[8][9] One of the most obvious examples of patriotic behavior could be seen in the High School Victory Corps.
September 1942 was the official beginning of the High School Victory Corps.[10] This program was a way for high school students to begin preparing for their inevitable military service. Although every student was not forced to participate, any student (even girls, who were not expected to be drafted) could join. Participants in the Victory Corps had to take courses that prepared them for military service and perform community service activities.[11] Students also participated in military drill exercises.
The 1943 Music Educators Journal included an article which described how students could use music to support the patriotic mission of the Victory Corps. Every student who participated in the Victory Corps was expected to participate by singing patriotic and uplifting songs, which were led by the school choirs. Music teachers should prepare students to play instruments such as the harmonica which they could take with them when they were deployed.[12]
The results of the initiative to promote patriotic unity were impressive. Schools with bands marched in parades and played at train stations when soldiers departed for duty. In one state, students from many schools worked together to raise over $4,000,000 from presenting eight fundraising concerts. Students even composed official songs for the Victory Corps at their schools.[12]
Collegiate Band Service Organizations[edit]
The entrance of the United States into World War I (1917–1918) prompted the Wilson administration to promote a "patriotic mind-set."[13] Community singing of patriotic songs such as "America" and "The Star Spangled Banner" were popular outlets for citizens as a way to promote "...strong community efforts of all kinds"[14] and also assisted immigrants to learn English.[1] In addition to community singing, concert bands and marching bands were also used to promote patriotism for "maintenance of civilian morale."[15] College and university marching bands were also culturally influential during and after World War I, especially in the Midwest of the United States.[16] Following the war, members of these collegiate bands were looking for ways to "develop good will, fellowship and understanding...and recognize the value of dedicated leadership."[17] Two leading band service organizations were established to fit that calling, the Kappa Kappa Psi fraternity (KKΨ) and the Tau Beta Sigma sorority (TBΣ).
Kappa Kappa Psi was the first of those organizations, established on November 27, 1919 at Oklahoma A & M College.[18] The strong sense of patriotism during World War I was wearing off in the U.S., and the band members of the university wanted to continue to advocate band music.[17] Ten collegiate band members were selected including the band leader William A. Scroggs by the director of the ensemble, Bohumil "Boh" Makovsky.[18] The fraternity quickly became national with the addition of the University of Washington and Montana State College in 1920.[18] Since 1919, Kappa Kappa Psi members have been advocating, supporting and serving over 200 higher education institutions with around 5,000 active members each year.[17] Famous fraternal brothers include John Philip Sousa, Karl King, and William Revelli.[17]
There are currently five distinctive purposes for Kappa Kappa Psi today which include: (1) promoting the existence and welfare of secondary school bands and cultivate a respect for their endeavors, (2) honoring outstanding band members through fraternal membership, (3) stimulating campus leadership and respect through positive conduct, (4) fostering a positive bond among collegiate bands and a high level or performance achievement, and (5) providing a positive social experience to all involved in college bands or other musical organizations.[17]
Collegiate bands in the 1920s were the domain of young men. Women were rarely involved, if at all.[19] However, as the progressive movement of the U.S. was developing, bands became less militaristic and were accepting more women in the 1930s. Even with the progressive movement, some higher education bands held out much longer as a men only ensemble. Michigan State University did not admit women into the Spartan Marching Band until 1972.[16]
Tau Beta Sigma sorority was established on March 26, 1946,[20] twenty seven years after Kappa Kappa Psi. The charter institution was Oklahoma State University, renamed from Oklahoma A & M, after the organization decided it would be easier to start in Oklahoma rather than Texas.[19] A major circumstance for creating a band service organization for women was simply due to the fact that more women were now involved with university bands in the United States. Wava Banes along with some other women classmates at Texas Tech University approached their director, D. O. Wiley about forming a "group of bandswomen"[20] in 1937. The local organization was formalized as Tau Beta Sigma and structured after the Kappa Kappa Psi fraternity.[20]
Tau Beta Sigma petitioned Kappa Kappa Psi to become a chapter under their national fraternity in 1943, however a complete constitution re-write and difficulties associated with the U.S. entrance in World War II led Kappa Kappa Psi to suggest that Tau Beta Sigma form their own organization just as they had done in 1919.[19] Due to complications with Texas corporation laws of 1945, A. Frank Martin from Kappa Kappa Psi suggested using a similar women group at Oklahoma State University (OSU) as the founding chapter for Tau Beta Sigma.[20] One month after OSU's charter was granted, the women traveled back to Texas to install the founding women of Tau Beta Sigma.[20] Kappa Kappa Psi was able to convene in 1947 and officially accepted Tau Beta Sigma as their sister sorority.[19]
Both organizations grew in the post-World War II era. Society was still evolving and changing and women's rights became front and center in 1972 with the passage of the Title IX law.[21] This law "requires gender equity for boys and girls in every educational program that receives federal funding."[22] Since both groups were federally funded, women were allowed to join Kappa Kappa Psi and men were allowed to join Tau Beta Sigma. Kappa Kappa Psi and Tau Beta Sigma are still active today and strive to promote the bands they are associated with as their founders did over a half century ago.
Modern elementary education[edit]
Elementary schools in the United States typically offer music classes several times a week, with classes ranging from thirty to forty-five minutes in length. Beginning in about fourth grade, performance opportunities are often provided in the form of choirs or orchestral (especially wind) bands. There are several developed teaching methods intended for use in elementary schools. The Kodaly Method was developed in Hungary by Zoltan Kodaly. The Orff-Schulwerk Method was developed by Carl Orff, the German composer who wrote Carmina Burana. The Dalcroze-Eurythmics Method was developed in Switzerland by Emile Jaques-Dalcroze, who was teaching at the Geneva Conservatory at the time. All three methods place an emphasis on activity and learning by doing. The Kodaly Method is known best for its use of solfege syllables and corresponding hand signals. The Orff-Schulwerk Method is most famous for its use of varying sizes of xylophones and glockenspiels, known as "Orff instruments." The Dalcroze-Eurythimics Method's most visible characteristic is its use of movement to music, ideally live music.
In a report by the Organization for Economic Cooperation and Education, OECD, it is explained that the amount of time students typically spend in school during primary and lower secondary levels is 7,751 hours. Of these 7,751 hours, the schools surveyed for the report spent eleven percent of the time of the whole year on the arts in elementary schools, and only eight percent of the time on the arts in lower secondary schools. This report also explains that the arts classes combined receive almost the same amount of time as physical education classes do, which is between eight and nine percent for both levels of schooling. ("How")
The United States Department of Education conducted a survey of 1,201 secondary schools during the 2009-2010 school year, Parsad explains. This survey reported that the majority of secondary teachers teaching the different arts classes were specialists in their field (Parsad). In a secondary investigation, the United States Department of Education concluded that 94 percent of elementary schools offered instruction in music, and 83 percent of schools offered instruction in the visual arts in elementary schools during the same time period. Drama and dance classes were offered to only three and four percent of the elementary schools involved in the study, but more than half of the schools incorporated dance into other subjects (Parsad). Art and music classes were offered to elementary students at least once per week, Parsad explains.
Modern secondary education[edit]
Music is generally optional in high school in the United States, and may or may not be required in middle or junior high school. Concert bands and marching bands are also commonly offered, as are choirs and theatrical performances that often include music.
Music Education Reform In 2015 a study was released from 2010 showing that according to the U.S. Department of Education, 40 percent of high schools don't require coursework in the arts for graduation.[23] More than 8,000 public schools in the US are currently without music programs as of 2010. Across the country, 1.3 million elementary school students don't have access to a music class.[24]
Music Educators in the Community[edit]
As America became involved in World War I, music education was important both for the troops and the American citizens back home. Peter W. Dykema, who started the Music Supervisors' Bulletin, believed strongly in the power of community sings. He proposed that a small number of songs be selected and that music educators should focus their teaching on this repertoire. The 55 Songs and Choruses tune book contained many songs that could easily be sung by people of all ages, such as Row, Row, Row Your Boat and Early to Bed (song). The book also included patriotic songs, such as America, [1] as well as popular favorites by Irving Berlin. The publication was immensely popular, and the songs were taught in schools and also sung in various events throughout American communities. Song leaders even encouraged factory workers to sing during their breaks to boost morale and unite people behind the cause. Even after World War I was over, many music teachers continued to use Dykema's song book as the focus of their school's repertoire.
In 1942, after America had begun fighting in World War II, the Music Educators National Conference published a statement urging music educators to be active leaders in their respective communities. The bulletin specifically called teachers to harness the power active community leaders by organizing singing events for all ages and to help train other song leaders. In addition to the public community singing events, there were many radio broadcasts designed to encourage families singing together at home, such as the Indiana State Teachers College Music Department's "I Hear America Singing." As the war progressed, the Music Educators National Conference began giving out awards to honor those who had used music to support the national war effort on the home front. By December 1, 1945, these awards had been given to musical organizations, school music departments, and over 100,000 individual citizens across the country.
In more recent years, community singing events have been gaining popularity once again. Many towns and cities across the United States are now organizing these events to encourage community spirit through the performance music.
Introduction of Technology[edit]
Throughout the history of music education, many music educators have adopted and implemented technology in the classroom. Alice Keith and D.C. Boyle were said to be the first music educators in the United States to use the radio for teaching music. Keith wrote Listening in on the Masters, which was a broadcast music appreciation course.[1] Another advocate who promoted the use of technology was Marguerite V. Hood, who was born on March 14, 1903 in Drayton, North Dakota. Hood graduated high school early, at the age of sixteen. She then attended Jamestown College, in Jamestown, North Dakota where she graduated with degrees in romance languages and music, and minors in history and English.[25]
Hood's professional career led her to Montana in 1923, where she pursued teaching, writing, and public speaking. In 1930, Hood became Montana's second state music supervisor. During Hood's teaching career, the radio was used as an educational tool. Montana received poor radio reception because of the mountain interference, so Hood created local radio station broadcasts. Hood began the music education radio broadcast project, Montana School of the Air, in 1937. These broadcasts aired weekly on four radio stations.[25] Using the radio for educational broadcasts received positive reviews because it allowed students to be reached all over the United States during the unstable time of the Great Depression. Radios were cost effective and could reach isolated, rural schools.[25]
The National Broadcasting Company (NBC) played a major role in music education. NBC would broadcast musical examples for students enrolled in public school. Walter Damrosch directed the radio program, Music Appreciation Hour. In the course of this broadcast, teachers were able to obtain the musical selections in advance along with student notebooks and teacher instruction manuals.[1] Two other popular music broadcast programs were Alice in Orchestralia and the Standard Symphony Hour. These broadcasts were an innovative teaching strategy which promoted and encouraged active listening and music appreciation. Prior to the radio, listening to music was limited to live performances and the skill of the teacher to play music, specifically on the piano.[26]
The impact of the radio in the 1930s can similarly be compared to some of today's technology, such as iPods, compact discs, and computers. Technology has become much more widely available in the classroom since the 1930s. Today, children have access to many musical devices and options that were not available in the 1930s. In essence, technology has been used in music classrooms throughout the United States with the intent to improve the quality of music education for students.
- ^ a b c d e f g h i Mark, Michael L.; Charles L. Gary (2007). A History of American Music Education. Lanham, Maryland: Rowman & Littlefield, Publishing, Inc. Cite error: Invalid
<ref>tag; name "Mark" defined multiple times with different content (see the help page).
- ^ a b Sullivan, J.M. (2006). Journal of Band Research 41 (2): 1–35. Missing or empty
- ^ Sullivan, J.M. (2007). "Music for the Injured Soldier: A Contribution of American Women's Military Bands During World War II". Journal of Music Therapy 44 (3): 282–305. doi:10.1093/jmt/44.3.282.
- ^ Sullivan, J. M. (2006). "Women's military bands in a segregated army: the 400th WAC bands". Journal of Band Research 41 (2): 1–35.
- ^ Hersey, J.R; Sullivan, J.M. (2009). "A history of the United States Coast Guard SPAR band". Journal of Historical Research in Music Education 30 (2): 33–63.
- ^ Sullivan, J.M. (2008). "A century of women's bands in America". Music Educators Journal 95 (1): 33–40.
- ^ Mark, Michael (1980). "MENC and World War II Programs". Music Educators Journal 67 (3): 44–47.
- ^ Furdell, William (1998). "The Great Falls home front during World War II". Montana: The Magazine of Western History 48 (4): 63–75.
- ^ Wesley, Donald (1968). "High School Victory Corps of World War II". Peabody Journal of Education 45 (4): 244–248. doi:10.1080/01619566809537539.
- ^ "Education: Victory Corps". Time. 5 October 1942. Retrieved 19 March 2011.
- ^ Ugland, Richard (1979). ""Education for victory": The High School Victory Corps and curricular adaptation during World War II". History of Education Quarterly 19 (4): 435–451. doi:10.2307/368053.
- ^ a b "Music in the Victory Corps". Music Educators Journal 29 (6): 13–16. 1943. doi:10.2307/3386465.
- ^ Tischler, B.L. (1986). "One Hundred Percent Americanism and Music in Boston during World War I". American Music 4 (2): 164–176. doi:10.2307/3051979.
- ^ Gary, C.L. (2002). "A Treasury of American Song". Music Educators Journal 88 (6): 33–37+61.
- ^ Jones, L.B. (1942). "How Can the School Band Serve in Defense?". Music Educators Journal 28 (4): 22.
- ^ a b Spartan Marching Band (25 October 2009). "History". Retrieved 18 March 2011.
- ^ a b c d e Kappa Kappa Psi National Honorary Band Fraternity (2011). "Who is Kappa Kappa Psi?". Retrieved 18 March 2011.
- ^ a b c Kappa Kappa Psi (2005). National Guide to Membership: Kappa Kappa Psi National Honorary Band Fraternity. Stillwater, OK: Kappa Kappa Psi.
- ^ a b c d Tau Beta Sigma (2003). Tau Beta Sigma. National Guide to Membership Education: Tau Beta Sigma National Honorary Band Sorority. Stillwater, OK: Tau Beta Sigma.
- ^ a b c d e Tau Beta Sigma National Honarary Band Sorority. (5 December 2007). "About". Retrieved 18 March 2011.
- ^ The MARGARET Fund of the National Women's Law Center (2011). "History of Title IX.". Retrieved 18 March 2011.
- ^ Walker, T. (23 June 2010). "Closing the Gender Gap.". Retrieved 18 March 2011.
- ^ http://www.ed.gov/blog/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/
- ^ U.S. Department of Education
- ^ a b c Marguerite V. Hood and Music Education Radio Broadcasts in Rural Montana, Cooper, Shelly. "Marguerite V. Hood and Music Education Radio Broadcasts in Rural Montana (1937-39)." Journal of Research in Music Education Vol. 53.No. 4 (2005): 295-307. JSTOR.
- ^ Weidenbach, Vanda. "Innovations in Music Education." Primary Educator Vol. 3.No. 1 (1997). Professional Development Collection. Web. 15 Mar. 2011.
- "The Methods of Teaching". Organization of American Kodaly Educators. Retrieved 2011-03-18.
- "What is Orff-Schulwerk?". American Orff-Schulwerk Association.
- Mark, Michael L.; Gary, Charles L (2007). A History of American Music Education. Lanham, MD: Rowman & Littlefield.
- LaRue, Peter. Theories&Theorists.html "Popular Learning Theories, Theorists" Check
|url=value (help). Georgetown College Music 315 Public School Music.
- "The History of Dalcroze". Dalcroze Society of America. Retrieved 2011-03-18.
- Jones, Archie N. (1942). "Community Singing Goes to War". Music Educators Journal 29 (1): 39–40, 42.
- Livingston, C. (2007). "MENC and Music Education: 1933-1957 Survival and Growth through a challenging Era". Journal of Historical Research in Music Education 28 (2): 111–126.
- "Music Education in Wartime". Music Educators Journal (Music Educators' National Conference) 29 (1): 17–25. 1942. doi:10.2307/3386334.
- Molnar, J. W (1955). "The Establishment of the Music Supervisors National Conference, 1907–1910". Journal of Music Education Research 3 (1): 40–50. doi:10.2307/3344410.
- Stabley, Rhodes R (1942). "Music for America at War". Music Educators Journal 29 (1): 42.
- Campbell, Patricia Shehan; Klinger (2000). "Learning". In Koskoff, Ellen. Garland Encyclopedia of World Music. 3: The United States and Canada. Garland Publishing. pp. 274–287. ISBN 0-8240-4944-6.
"How Much Time do Primary and Lower Secondary Students Spend in the Classroom?" OECD.org. April 2014. Web. 20 Nov. 2014. <http://www.oecd.org/education/skills-beyond-school/EDIF%202014-- N22%20%28eng%29.pdf>
Parsad, Basmat, and Jared Coppersmith. "Arts Education." U.S. Department of Education. 2014. Web. 20 Nov. 2014. <http://nces.ed.gov/pubs2012/2012014rev.pdf>


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This Week on DVD and Blu-ray: Anime Gems & Killing Sean Bean
Marc Bernardin returns for a rundown of the more interesting DVDs and Blu-rays arriving in stores today, from the third season of Merlin to the final season of Sliders.
Marc Bernardin returns for a rundown of the more interesting DVDs and Blu-rays arriving in stores today, from the third season of Merlin to the final season of Sliders.
Ahead of the fourth-season premiere of Merlin on Syfy, star Colin Morgan discusses his character's journey, the rising conflict with Morgana, and his hopes for a beard in Season 5.
Merlin star Katie McGrath talks with Spinoff Online about the emergence of Morgana as the confident, "bad-ass" queen of Camelot in the fourth season of the hit fantasy series.
The first poster and promotional images have been released for the fourth season of Merlin, which debuts Jan. 6 on Syfy.
Colin Morgan, who plays the titular Merlin on the hit television series, and Bradley James, who plays a young Prince Arthur, share details of the third season, which debuts tonight on Syfy.
The British fantasy-adventure Merlin returns Jan. 7 to Syfy for a third season that finds Camelot thrown into turmoil by the return of Morgana after a year's absence.
You can't keep a good wizard down. King Arthur's favored mage, Merlin, is about to come back – back to cinema screens, back to life and back to a century he'd never made – in a mysterious new movie project.
The British fantasy series Merlin will make its Comic-Con International debut with a panel the features star Anthony Head and Colin Morgan. The show airs in the U.S. on Syfy, where it just finished its second season.
As Merlin reaches season-high ratings on Syfy, co-star Angel Coulby talks to Spinoff Online about Gwen, the appeal of fantasy and the Arthurian legends, and her character's developing love triangle with Arthur and Lancelot.


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Mary Jo Romeo Joins Our365
It is back to babies for Mary Jo Romeo, the past publisher of Parents, American Baby, Working Mother and BabyCenter.com, with her Jan. 4 hire as executive VP/relationship marketing at Our365—a New York-based company serving new mothers. An Our365 specialty is portraits of newborns.
Since Oct. 2009, Romeo had switched marketplaces as VP/sales at Mochila Inc., the content syndication platform and network for advertisers and publishers. "I loved working with [Mochila president/chief revenue officer] Carolyn Bekkedahl and [editorial director] Lisa Granatstein," she says, but "Our365 is a great fit for me. [It] lets me use my Internet and publishing backgrounds along with years and years of experience in the mom/baby market."
At Our365, Romeo reunites with chief marketing officer Norma Blatto, who is also a past American Baby publisher.


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Welcome to my Site
I'm Kerrie Redgate
Some people know me as a Writer & Researcher; some know me as an Astrologer; some know me as a Metaphysical Teacher; yet some people know me as a Flower Essence Therapist; and some remember me as a Professional Singer, Musician & Song Writer. I am also a Buddhist by practice & philosophy.
We are all complex beings, a marvellous mix of ideas, habits, talents, emotions, and aspirations.
So this site will become more of a personal site to cover more of my own dimensions, including my music, while my Exceptional Purpose site will elaborate on my services.
Principally, I work with people who want to take their careers to the next level to match their evolving consciousness, yet are finding some sneaky self-sabotage getting in their way.
Apart from digging up the ultimate source of the sabotage, my process here sometimes involves creating entirely new careers for individuals who are ready to step into their real work (based on the frequencies resonating with them from their own astrology charts).
So, you can see, my services are not for everyone. But if you think this may fit you, please explore my websites, and perhaps sign up for my newsletter (below) for the publishing dates of my imminent book series and other useful information.
My original Kerrie-Redgate.com site has now been divided into four sites plus a new Resource Blog, to elaborate more fully on the various areas of my work, while this site will now provide an overview of all my services, and my book series.
This site also introduces The Bodhimind Program, and will also offer a broader picture of who I am—maybe helpful if you are considering my services.
I have moved most of the emphasis for my Astrology work to my new ExceptionalPurpose.com website. So, please check that out, too. You will find information there on my private consultations and courses.
I hope you find some inspiration here, and a view of our human and spiritual potential that moves us beyond our own preconceived boundaries.


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America's Cup 2013 Race 1 & 2 Live Streaming here
by Sail-world.com on 8 Sep 2013
Challenger and defender reaching downwind. - America's Cup Chuck Lantz ©
The 'September Showdown' for the 34th America's Cup begins this at 1315 PST time today Saturday 8th of September.
Oracle Team USA begins its defense of the 34th America's Cup today. The team will face Emirates Team New Zealand on Saturday, September 7, on San Francisco Bay in the first two races of the Finals. Race 1 begins at 1:15 pm PT, with race 2 following at 2:15 pm PT.
Racing on Saturday and Sunday will be live from 1:00 -3:00 pm PT. That is 9pm GMT, 10pm in France & Spain etc, 6am Sydney time, 8am New Zealand time.
Live racing and replays can also be viewed here (subject to territorial restrictions), that is for certain countries including the USA and New Zealand where it is geo-blocked . Please advise of others, as you regrettably discover them.
With Oracle USA going into the series starting with minus two, having been penalised because of the AC45 Kingpost affair. it's going to be a drama filled event. You might remember the first entry into the prestart box in the America's Cup off Valencia but we suspect that will be nothing compared to what will happen at Saturday 1.15 pm USA West coast time, when Jimmy Spithill and the Oracle USA team come into the box on starboard tack.
With a large Sail-World Team we will be working very hard to bring you dedicated America´s Cup newsletters late on the weekend, on Monday and thru the series. Stay with the Sail-world team for all the live action, replays, analysis, images and interviews.
The two races played live here.
Here is the replay.
If you want to link to this article then please use this URL: www.sail-world.com/114153
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America's Cup - Emirates TNZ NZ and Oracle capsize in Chicago Practice
Emirates Team New Zealand and Oracle Team USA capsized in Practice Racing at the Louis Vuitton ACWS Chicago
There was action aplenty on Practice Day at Louis Vuitton America's Cup World Series Chicago, after Emirates Team New Zealand capsized in their match with Oracle Team USA, and then Oracle Team USA capsized later in the day. Team NZ's skipper skipper Glenn Ashby performed some impressive acrobatics ejecting from the AC45 capsize, without injury.
Posted on 11 Jun
America's Cup - Changes proposed to control future Cup options
Changes are being mooted to put the America's Cup on a longer-term footing according to the Daily Telegraph (UK)
News that changes are being mooted to put the America's Cup on a longer-term footing is being floated in the Daily Telegraph (UK) by the British Challenger, Land Rover BAR. According to the Telegraph, some of the teams in the 2017 America's Cup are keen to lock-in parameters which would bind successive holders of the a style and frequency for the next America's Cup Match.
Posted on 8 Jun
America's Cup - AC50 construction uncovered - Part 2 - Wings and Costs
Second part of a two-part series looking at the AC50 construction progress at Core Builders Composites
Second part of a two-part series looking at the construction progress at Core Builders Composites, and features of the AC50 class which will be used in the 35th America's Cup in Bermuda. Tim Smyth takes us on a tour of the CBC facility in Warkworth, and hour's drive north of Auckland. Where several AC50's, components and wingsails are under construction or have already been shipped to the teams.
Posted on 5 Jun
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Summer patriotic celebrations need sponsors
Published: Saturday, April 3, 2010 at 6:01 a.m.
Last Modified: Friday, April 2, 2010 at 11:30 p.m.
HOUMA — Organizers of Houma and Thibodaux's Fourth of July celebrations say they're gearing up for the big day and looking for sponsors for this year's festivities.
Houma's on its second year throwing the Independence Day Celebration, Patriots' Parade and fireworks display to mark the holiday. And this go-round they're more prepared, said C.J. Christ, a Korean War veteran and president of the Regional Military Museum, one of the main sponsors.
"It'll be bigger and better," Christ said of the July 3 event.
Organizers picked the date so it wouldn't conflict with Thibodaux's all-day Let Freedom Ring festival at Peltier Park July 4.
Visitors in Houma this year will see many of the same activities, Christ said, including a ceremony at Veterans Memorial Park on La. 311, professional skydivers, live music, a parade around mid-day and fireworks at 9 p.m. at the Houma-Terrebonne Civic Center. A small admission fee may be charged, but organizers haven't decided that yet.
There will be more kids' activities and food booths manned by professional vendors, instead of the free hot dogs and sno-balls a year ago.
While the food will cost visitors this year, the sales will generate local taxes and give the crowd professionally prepared foods, said Lee Shaffer, chairman of the Independence Day Committee.
Booths are still available for vendors.
Sponsorships are also available, including parade floats for $2,500 each. Veterans, fire and police personnel will ride on the floats which will have the business' or sponsor's name, Shaffer said.
Last year the celebration brought attention to National Guard soldiers in Houma's Charlie Company and Thibodaux's Delta Company, two units bound for Iraq this year.
"This year we're going to try to focus on the people that are left behind, the spouses, family members and kids," Shaffer said.
Shaffer encouraged residents to pitch in for the event.
"We market this as something for the veterans, but it's something for the entire community," Shaffer said.
To volunteer or donate, call Shaffer 804-2265 or the Regional Military Museum on Barrow Street in Houma at 873-8200. You can also visit www.houma4thofjuly.com for information.
Thibodaux veterans and organizers are continuing their annual patriotic festival at Peltier Park July 4. The day begins with a breakfast for first responders, said Leland Hoffman, a Vietnam War veteran and a festival organizer. Music begins at noon with a patriotic ceremony at 2 p.m., an auction to help pay for the event and fireworks at 9 p.m., he said.
Visitors can bring their own food or buy refreshments from the city's concession stand, he said. There's no fee to enter.
Donations and sponsorships are welcome, he said, because the goal is to have the event pay for itself.
"If we make our expenses, we're happy," Hoffman said.
For information about Thibodaux's event, call Hoffman at 446-5237.
Staff Writer Naomi King can be reached at 857-2209 or email@example.com. Follow her on Twitter @HoumaGov.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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Based on a 2,000 calorie dietSee full nutrition
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I followed the recipe as directed with the exception of the meat. I used a mild Italian sausage in place of the giblets. I found the delicious and will make them again.
Was very good. I was suprized!
I will be making these again! I had to make substitutions but this recipe is so versatile you could really just go through your pantry and throw something together. I used jasmine rice and morni...


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CHERRY HILL The confessed hit man hired by Rabbi Fred Neulander to murder his wife, Carol, is expected to be released from prison Friday.
Len Jenoff, now 68, is expected to leave Mid-State Correctional Facility in Wrightstown, according to state corrections spokesman Matthew Schuman. Sentenced to a maximum of 23 years in 2003, Jenoff served his mandatory minimum term of 10 years and is to be released without having to answer to parole, the spokesman said.
"According to the law, he fulfilled the terms of his incarceration," Schuman said.
Jenoff, a former private detective who battled with alcoholism and at times claimed falsely to have worked for the CIA, was the prime witness against Neulander, who had been the respected leader of Cherry Hill's Congregation M'kor Shalom. The rabbi's first trial ended with a hung jury. He was convicted at retrial and is serving a life sentence.


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Legion donation appreciatedMay 17,2014I and other veterans, especially those residing at the Vermont Veterans Home, would like to offer up a special thanks to Legion Post 25 of Windsor for their recent financial donation of $3,000, which will enable the home to acquire a special Skype cart. This cart, one of 10 needed, will allow veterans at the Vermont Veterans Home to communicate often and conveniently with their immediate family members and with loved ones and friends during their stay at the home.
Often organizations and individuals express their concern for the comfort of our veterans, but Post 25 through its members took action, and it is appreciated.
BrownsvilleMORE IN LettersIm voting for Phil Scott for governor on Aug. 9.
Phil Scott listens to Vermonters. Full StoryThe following is a joint statement from the Rutland Region Chamber of Commerce and Rutland... Full StoryAmerican poverty has remained at the same level for decades despite spending a trillion dollars... Full Story
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On Monday August 3, the ownership of Plaza Auto Mall on Nostrand Avenue in Brooklyn met with its banks and finance companiesto put a plan together in case the government ran out of money and was not able to continue the Cash for Clunkers program.
Late Monday afternoon, the management ofPlaza Auto Mall, which includes Plaza Toyota, Plaza Honda, Plaza Hyundai and Accura Of Brooklyn, gave out this press release:
"We at Plaza Auto Mall are proud to announce that we have secured financing, which will enable us to complete and continue any transaction association with the government's C.A.R.S. program, commonly known as 'Cash For Clunkers', from now and until August 31, 2009.
"This means even if the government runs out of money, Plaza Auto Mall will continue to take in as many clunkers as they can regardless if the clunker qualifies or not before August 31. Naturally, if it does qualify, as the rules of the C.A.R.S. Program states that being that it is not more than 25 years old and gets less than 18 miles per gallon and the government still has cash to give, Plaza Auto Mall will try to get funding from the program.
"However if the money runs out, Plaza Auto Mall of Brooklyn will still take anyones' clunker and make a deal before August 31.
"We also have bought substantial inventory of cars that do qualify and would be very reasonable after the maximum clunker cash of $4,500.
"Acura of Brooklyn, for example, has a 2010 TSX with a suggested manufacturer's price of $30,210, which,after the $4,500 clunker cash, would only cost $25,710.
"Plaza Toyota has a 2010 Corolla with a suggested manufacturers price of $17,920 that after the $4,500 clunker cash, would only cost $13,420.
"Plaza Honda has a 2009 new fit with a suggested manufacturer's price of $15,420 that, after the $4,500 clunker cash, would only cost $10,920.
"And Plaza Hyundai has a 2009 Accent with a suggested manufacturer's price of $14,560 that, after the $4,500 clunker cash, would only cost $10,060."
The press release goes on to say that this does not include any manufacturer's rebates or incentives that the buyer might qualify for, that would be applied to reduce the final purchase price.
This is an important point since some rebates and incentives could reduce the final purchase price as much as an additional $5,000 from the example they gave us. Ex: Toyota SUV MSRP $35,233 less $5,750 rebates and a maximum clunker cash of $4,500 gives you a net purchase price of $24,983.
Finally, Plaza Auto Mall has also announced that even though the Cash for Clunker program is suppose to only give up to $4,500 for new cars, Plaza will take your clunker in on a pre-owned car as well.
Even though Plaza Auto Mall knows they will have to put all of the clunker money themselves with no cash from the government, the management believes even if someone who owns a real clunker would be just as glad to get into a trouble free pre-owned car if they cannot make the numbers work on a new one.
It is important to note that the reason for Plaza Auto Mall to take these drastic and first time ever measures is because the Cash for Clunker program is believed to be running out of money. This week the Senate must approve another $2 billion to continue for at least another month.
With that in mind it is probably safe to assume the government clunker program will run out of money this month again.
Plaza Auto Mall of Brooklyn, with this announcement, has now made it possible for anyone with a true clunker that wants to get out before august 31 can, even if they want a pre-owned car instead of a new one.
To sum up in the words of one of the plaza Auto Mall managers, "The government program, Cash for Clunkers, might run out of money before August 31, but Plaza Auto Mall won't.
Call 718-888-8888 for more information.
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text: Our Google Apps - Making Them Effective Tools in Your Teaching This event has already happened. WhenOctober 29, 201310:00am - 12:00pm Where ITTC Lab 1A at the D. H. Hill LibraryD. H. Hill LibraryITTC Lab 1A at the D. H. Hill Library2 Broughton Dr. Campus Box 7111 Raleigh, NC 27695-7111 Event Description DELTA Instructional Support Services Contact: 513-7094 For workshop registration, go to http://delta.ncsu.edu/fdms/


text: RT Generic DB /z-wcorg/ DS http://worldcat.org ID 767532781 LA English T1 Underdog A1 Biggers, W. W., Covington, Treadwell., Arnold, Mark., Cox, Wally,, MacMillan, Norma,, Total Television Productions (Firm), Leonardo Television Productions (Firm), Shout! Factory (Firm), PB Shout! Factory PP Los Angeles, CA YR 2012 SN 9781603996952 1603996958 AB When the city is in trouble, humble and lovable dog Shoeshine Boy turns into his alter-ego Underdog to stop a series of villains, including Simon Bar Sinister and Riff Raff. TV reporter Sweet Polly Purebred often ends up getting into a situation and must be saved by her hero, Underdog.


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I am an NSF Postdoctoral Fellow at Stanford University. From 2012-2013 I was a Szëgo Assistant Professor at Stanford. From 2007-2012 I was a graduate student at MIT (on exchange at U.C. Berkeley in 2009-2010 and 2011-2012), working with Denis Auroux.
I'm interested in symplectic topology. Much of my recent work concerns structural aspects of Fukaya categories and Floer theory, using methods of homological algebra and non-commutative geometry, with applications to mirror symmetry and string topology.
My CV is available here.
Automatically generating Fukaya categories and computing quantum cohomology, available at arXiv:1605.07702.
(with Y. Eliashberg and O. Lazarev) Flexible Lagrangians, available at arXiv:1510.01287.
(with M. Abouzaid) Generating Fukaya categories of Landau-Ginzburg models, in preparation.
(with M. Abouzaid) Exact triangles from Fukaya categories of LG models, in preparation.
(with R. Cohen) Calabi-Yau categories, the Floer theory of a cotangent bundle, and the string topology of the base, in preparation.
(with T. Perutz and N. Sheridan) Mirror symmetry: from categories to curve counts, available at arXiv:1510.03839.
(with T. Perutz and N. Sheridan) The cyclic open-closed map and non-commutative Hodge structures, in preparation.
Cyclic homology, S^1-equivariant Floer cohomology, and Calabi-Yau structures, to appear.
(The second of two papers that subsumes my thesis) Symplectic cohomology from Hochschild (co)homology, (essentially complete) draft available at here.
(The first of two papers that subsumes my thesis) Symplectic integral transforms from open-closed string maps, (essentially complete) draft available here.
(with M. Maydanskiy) Legendrian Surgery Formulae and P. Seidel's Conjecture, appendix to Bourgeois, Ekholm, and Eliashberg's Effect of Legendrian Surgery, available at arXiv:0911.0026, published in Geometry and Topology 16 (2012), no. 1, 301-389.
(My thesis, essentially subsumed by two papers above) Symplectic cohomology and duality for the wrapped Fukaya category, available at arXiv:1304.7312. A slightly more up to date version is available here.


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42nd president of the United States of America. In his first term, America was hit with a vicious terrorist attack on the world trade towers and the pentagon. At first, America hailed him as their commander-in-chief because it was a difficult time. Popular opinion turned against him when he declared war on the nation of Iraq on the grounds that the nation had weapons of mass destruction, was linked to al qaeda and was under the leadership of a cruel dictator. When no weapons of mass destruction turned up and no link to al qaeda was found, he was even more heavily criticized. Election 2004 would require a hard push against his opposing candidate, John Kerry. Bush made a move to ban gay marriage that gave him the support of the religious right. His hard campaigning in rural America locked his victory up against an opponent who was running a poor "Anybody But Bush" campaign. His second term is still in progress.
Michael Moore criticized George W. Bush for reading My Pet Goat to children instead of acting immediately to do something about the terrorist attack.
by Russell Prazak December 22, 2004
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Proof that voting in America can be rigged. Instigated the 9/11 attacks with his illogical foreign policies, and made the world hate America even more by starting an illegal oil war in Iraq. He has also succeeded in turning America from a once prosperous nation into a debt-ridden chaos.
Way to go, Dubya.
by AYB April 08, 2003
only man alive to make Forest Gump look smart
Mama always said stupid is as George W Bush does
by scarppy August 27, 2003
A political puppet of large companies whose main goals in life are getting rich and destroying the planet in the process.
That's not a president, that's a prostitute!
by Beelzebob May 22, 2003
See village idiot.
George W Bush is America's greatest village idiot.
by Stoneur August 09, 2003
Perhaps the worst, most hypocritical, idiotic president the U.S. has ever had in office (and anyone who supports him and his war effort in the Middle East needs a foot broken up into his/her ass and his/her facts straightened out).
George W. Bush is a dick!
by The smarter, more knowledgeable citizen of America June 24, 2003
A reason to move to Canada.
I can't take four more years of dingus ruining our country, I'm moving to Canada!
by John September 01, 2004
The butt of all jokes, he not only embarrassed America, but the whole human race.
There was no way in hell that George W. Bush excel in a Ivy League school because he lacks intelligence.
by ??? June 01, 2003


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January Jones Bump Watch: Photos Show January Jones' Growing Baby Bump!WendyM
January Jones bump watch continues as Jones was spotted in a West Hollywood boutique today, sporting her ever growing pregnant belly.
January Jones is seen in the photos shopping for jewelry with her hair in a bun and sunglasses firmly in place (never make eye contact with the paparazzi!).
January checked out the earrings and necklaces and photographers were able to zoom in so tight they snapped a pic of Jones wearing a gold necklace that said "January."
The power of zoom is maybe just a little too powerful!
January Jones bump watch 1 of 8
January Jones at a jewelry store 2 of 8
January Jones pregnant 3 of 8
January Jones wears a necklace with her name on it 4 of 8
January Jones 5 of 8
January Jones shopping 6 of 8
January Jones looks great! 7 of 8
January Jones bump profile 8 of 8
Images: PCNPhotos
Article Posted 5 years Ago


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JRuby on Rails: Hackday Report
By arungupta on Aug 09, 2007
As reported earlier, Sun Microsystems and Joyent co-sponsored a free JRuby on Rails: Power plus simplicity Hackday. This event happened yesterday at Axis Cafe, San Francisco and the room was completely sold out. I reached the venue around 2:30pm and was pleasantly surprised to see an almost full room.
Stephen (from Sun) kick started the event by introducing the speakers. The event started with a general panel discussion where Jason (from Joyent) gave an overview of JRuby and GlassFish. He mentioned that Ruby language is adopted more widely because of the associated framework. A show of hands in the completely full room room indicated that. The Ruby language is indeed dominated by one framework - Rails.
Nick (from Sun) started his session by saying that JRuby is a tale of two cities - Java and Ruby. The JRuby out-of-the-box experience is pretty close to CRuby. JRuby not only opens the gate to the vast amount of Java libraries available, it also allows to use a database that permits only JDBC connectivity.
Mark (from Joyent) explained Joyent cluster environment and how Rails applications can be deployed there.
The rest of the day was following the demo script to setup environment on your laptop, deploying and running a flavor of applications.
Nick also maintains the
activerecord-jdbc gem. Currently a JRuby app talking to the database
database.yml file to be modified as
explained here. Nick mentioned that the next version of this gem will not
require to change the database.yml, very cool!
After the dinner, the last working session was deploying a JRuby app in GlassFish. Nick showed how a Hello World WAR can be deployed on GlassFish using goldspike plugin. The second part of the application showed how this application can utilize the database connection pool and connect to the database. A detailed screencast of how such an application can be developed using NetBeans Ruby IDE is available here.
Towards the end of this session, there was an interesting discussion around the pros and cons of using GlassFish as opposed to the traditional Rails deployment model. I plan to capture that discussion with some additional details separately.
The event started at around 2:45pm and there were lot of dedicated "hackers" sitting until late in the day. And the following photographs are taken after the free dinner was served :)
Technorati: jruby rubyonrails glassfish hackday conf netbeans


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Creating value through Geographical Indications: the power of origin (Workshop on Geographical Indications, Kampala (Uganda), 10-11/11/2011)
A joint African Union Commission and European Commission event brought together about 60 practitioners and experts from all over Africa and Europe in order to disseminate knowledge and enhance skills and the capacity of African producers, to identify and adding value to potential African GI products as well as create market opportunities for non-identified products.
Workshop Chair: H.E. Lingston Cumberbatch, Director, TradeCom Facility
Session Chairs:
Nikiforos Sivenas, Director A, DG Agriculture and Rural Development, European Commission
- Okaasai Opolot, Director of Crop Resources – Ministry of Agriculture of Uganda
- Dr. Sarah Olembo, Senior Policy Officer, African Union Commission
- Vincent Fautrel, Programme coordinator/Agricultural trade, Technical Centre for Agricultural and Rural Cooperation (CTA)
Agenda [178 KB]
Opening Remarks [660 KB] by Hon. Amelia Kyambadde, Minister of Trade, Industry and Cooperatives
Session 1: Origin as tool for developments
"GIs as a tool for development: Its special nature and characteristics" [2 MB] by Prof. Ruth Okediji, University of Minnesota Law School
"Protection of origin-designated products in ACP countries: overview of current research and trends" [346 KB] by Prof. Graham Dutfield, Leeds University
"Geographical Indications – state of play in Africa" [591 KB] by McDave Elias Appiah, Expert ARIPO
"Initiatives OAPI en matiere d'IG" [190 KB] by Héhé Kpohomou Kaamon, Chargé du programme IG OAPI
"Adding value to agricultural products through their origin and special characteristics" [906 KB] by Francis Fay, Deputy Head of Unit, DG Agriculture and Rural Development, European Commission
Session 2: Challenges to developing and protecting GIs
"The setting up of a GI: a toolkit for the different phase of the local process importance of the qualification phase" [390 KB] by Dominique Barjolle, GI Expert, REDD FAO Consultant
"Certification and other appropriate control mechanisms & role of the Public Authorities" [2 MB] by Nathanaël Duflot, Senior Expert ECOCERT
"A case study on the registration of Darjeeling as a PGI in the European Union: some very practical considerations" [708 KB] by Bernard O'Connor, EU-WTO Attorney
Practical experiences on GIs:
- "Pruneau d'Agen" [3 MB] by Gérard Délcoustal, Président du Syndicat du Pruneau d'Agen
- "Riz de Camargue" [3 MB] by Benjamine Van De Putte, Expert Riz de Carmargue
- "Gruyère de Comté" [3 MB] by Emmanuel Champon, Président du Comité Inter professionnel du Gruyère de Comté
The potential for the Commodity Boards: how Boards can engage in origin-designated marketing
- "Café du Mont Ziama (Guinee Conakry)" [2 MB] by Sanoussi Marie-Antoinette Haba, point focal Indications géographiques
- "Vanille du Madagascar (Madagascar)" [30 MB] by Claude Andreas
- "Beurre de Karité (Burkina Faso)" [12 MB] by Sonia Nikiema
- "Coffee Board of Kenya (Kenya)" [2 MB] by Bernard Gichovi
Session 3: Accessing markets: local, national, regional and EU/international
"Identification and analysis of potential markets and the marketing and promotion of GIs" [3 MB] by Jacky Charbonneau, Branding Expert, INTRACEN (ITC)
"Using GIs for product branding: instruments and projects managed by WIPO" [5 MB] by Violeta Jalba, Assistant Legal Officer, Brand and Designs Sector WIPO
African Case Studies:
- "The Bark Cloth – Ladies Bags (Uganda)" [129 KB] by Sara Katebalirwe Naluwu, CEO, Marie-Sar Agencies Ltd
- "The Dogon Region Shallot (Mali)" [2 MB] by Ambakane Ouologuem, Producer, Cadre de concertation de la filière échalote à Mopti
- "Intellectual Property Rights and GIS in Coffee Sector: the Case of Ethiopia" [249 KB] by Yilma Gebrekidan Sentayhu, Ethiopian Coffee Growers, Producers & Exporters
- "Developing a GI in a challenging environment: The case of Rooibos in South Africa" [6 MB] by Dirk Troskie, GI Expert, Specialist Advisor: Agricultural Economics at Western Cape Department of Agriculture
Session 4: Working together on GIs
"Facilitating access to GI project funding — The African Union's role" [363 KB] by Dr. Sarah Olembo, Senior Policy Officer, African Union Commission
"Identification of origin-linked products and dissemination of inventories to make them known" [2 MB] by Dominique Barjolle, GI Expert – REDD, FAO Consultant
Conclusions and deliverables
Joint AUC-EC Report [247 KB]
describes the context, main deliberations and conclusions of the workshop.
"Q&A Manual on European Legislation on Geographical Indications" [3 MB]
prepared in respect of China but can serve as a guide for other countries when addressing key issues often raised, the various definitions of GIs, registration procedures, the difference between trademarks and GIs, the use of GIs and GI logos as well as how GIs are protected, supervised and administered.
"PDO-PGI guide for applicants from non-EU countries" [39 KB]
designed for applicants based outside the EU who wish to register the name of an agricultural product or foodstuff as a PDO (protected designation of origin) or PGI (protected geographical indication) in the EU.
List of potential GIs and legal arrangements in Africa [19 KB]
compiled by the participants of the workshop.
Links to the other main deliverables can be found in the Joint AUC-EC Report [247 KB]


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