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Better Health, Fairer Health
Better Health, Fairer Health
Ambitious plans to transform the health of the North East were formally launched by minister for the region Nick Brown in February 2008
The area's first ever health and well-being strategy aims to make people living here the healthiest in the country within a generation.
The strategy is led by regional director of public health Professor Stephen Singleton and was developed following a three-month consultation.
He said: "We received responses from all quarters about whether we should have an ambitious strategy - and they were overwhelmingly positive.
"We are still at an early stage and this is a first edition. It is by no means an end product.
"My vision is that the North East will have the best and fairest health and well-being and will be recognised for its outstanding and sustainable quality of life."
Ten key themes have been identified for the 25-year plan:
- economy, culture and environment
- mental health, happiness and well-being
- tobacco
- obesity, diet and physical activity
- alcohol
- prevention, fair and early treatment
- early life
- mature and working life
- later life
- a good death
Specific actions include setting up a regional office for the safe consumption of alcohol based on the highly successful Fresh – Smoke Free North East model.
A director has been appointed and the office, based in Darlington, will be operational early in 2009.
Regional advisory groups have been created from across the public, private, voluntary and community sectors to take work forward in all ten areas.
They will be supported by the establishment of a regional public health centre of research excellence, which was announced in early 2008.
The £5 million development is one of five nationally – and the only one based on a substantial regional collaboration.
A social marketing and communications collaborative is also being established to help make the strategy a reality.
Professor Sir Liam Donaldson, the Chief Medical Officer, chairs the North East Public Health Board, the group overseeing the strategy.
Mr Brown said: "The health of people living in the North East has been too poor for too long.
"We are consistently top of the health league for all the wrong reasons, partly as a legacy of heavy industry and partly because of our lifestyles.
"It is to the credit of Dr Singleton and his colleagues that they have taken an unrelentingly optimistic approach to what can be achieved – and I look forward to the day when the North East is the healthiest region in the country."


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Grade Appeals
Grade Appeals Policy
The following is a complete copy of the Grade Appeals Policy as passed by the UAF Faculty Senate at its Meeting # 56 (March 20, 1995) and amended at its Meeting #61 (February 5, 1996), Meeting #80 (May 4, 1998), Meeting #89 (September 27, 1999), Meeting #109 (May 6, 2002), Meeting #157 (March 2, 2009), Meeting #183 (May 7, 2012), and Meeting #189 (March 4, 2013).
- Clarification made to the time period within which grade appeals will be reviewed (Meeting #189, March 4, 2013).
- Policy at Section III, Procedures, subsection B, Item 4, was revised at Meeting #183 (May 7, 2012).
- Deadlines were revised at Meeting #157 (March 2, 2009).
I. Introduction
The University of Alaska is committed to the ideal of academic freedom and so recognizes that the assignment of grades is a faculty responsibility. Therefore, the University administration shall not influence or affect an assigned grade or the review of an assigned grade.
The following procedures are designed to provide a means for students to seek review of final course grades alleged to be arbitrary and capricious. Before taking formal action, a student must attempt to resolve the issue informally with the instructor of the course. A student who files a written request for review under the following procedures shall be expected to abide by the final disposition of the review, as provided below, and may not seek further review of the matter under any other procedure within the university.
II. Definitions
A. A "grade" refers to final letter grades A, B, C, D, F, and Pass. The I (incomplete) designates a temporary grade, for one year not a final grade, so it is not subject to appeal until it becomes final.
B. For the purpose of this procedure, "arbitrary and capricious" grading means:
1. the assignment of a course grade to a student on some basis other than performance in the course, or
2. the assignment of a course grade to a student by resorting to standards different from those which were applied to other students in that course, or
3. the assignment of a course grade by a substantial, unreasonable and unannounced departure from the instructor's previously articulated standards.
C. "Grading errors" denotes errors in the calculation of grades rather than errors in judgment.
D. As used in the schedule for review of academic decisions, a class day is any day of scheduled instruction, excluding Saturday and Sunday, included on the academic calendar in effect at the time of a review. Final examination periods are counted as class days.
E. "Department chair" for the purposes of this policy denotes the administrative chair of the academic unit offering the course (e.g., head, chair or coordinator of an academic department, or the campus director if the faculty member is in the College of Rural Alaska).
F. The "dean/director" is the administrative chair of the college or school offering the course or program from which the academic decision or action arises. For students at extended campuses the director of the campus may substitute for the dean/director of the unit offering the course or program.
G. "Final grade" for the purposes of this policy is the grade assigned for a course upon its completion.
H. A "grading error" is a mathematical miscalculation of a final grade or an inaccurate recording of the final grade.
I. The next regular semester is the fall or spring semester following that in which the disputed academic decision was made. For example, it would be the fall semester for a final grade issued for a course completed during the previous spring semester or summer session. The spring semester is the next regular semester for an academic decision made during the previous fall semester.
III. Procedures
A. Errors by an instructor in determining and recording a grade or by the university staff in transcribing the grade are sources of error that can be readily corrected through the student's prompt attention following the normal change of grade procedure.
1. It is a student's obligation to notify the instructor of any possible error immediately by the most direct means available. If this is through an oral conversation and/or the issue is not immediately resolved, it is the student's responsibility to provide the instructor with a signed, written request for review of the grade, with a copy to the unit department chair and the dean of the college or school in which the course was offered.
2. Notification must be received by the instructor and/or department chair within 30 class days after the beginning of the next regular semester (i.e., fall semester for grade issued at the end of the previous spring semester or summer session; spring semester for grade issued at the end of the previous fall semester). [FS Meeting #157, March 2009.]
3. The instructor is responsible for notifying the student in writing of his or her final judgment concerning the grade in question within 5 days of receipt of the request, and for promptly submitting the appropriate change of grade form to the Registrar's Office if an error occurred.
4. If the student does not receive a response from the instructor or the unit department chair by the required deadline, the student must seek the assistance of the dean of the college or school in which the course was offered.
5. If the instructor is no longer an employee of the university or is otherwise unavailable, the student must bring the matter to the attention of the unit department chair who will make every effort to contact the instructor by the 15th class day of the next regular semester.
a. If the instructor can not be contacted but course records are available, the department chair will effect resolution within 5 class days of notification by the student. The department chair may correct a grading error through the regular change of grade process on behalf of the instructor.
b. If the instructor can not be contacted and course records are either unavailable or indecisive, the student may request a review following the procedure outlined below. c. If the instructor can be contacted and elects to participate, then a constructive participation is to be welcomed by the review committee. The procedures of Paragraph III.A.5.a. or Paragraph III.A.5.b. will be instituted if the instructor withdraws from participation.
6. There may be extenuating circumstances when the deadlines cannot be met due to illness, mail disruption, or other situations over which the student may have no control. In such a case, upon request from the student, the dean of students, after review of supporting documentation provided by the student, may recommend to the grade appeals committee that the deadlines be adjusted accordingly. An extension of the deadline will be limited to one semester but every effort should be made to complete the appeal process within the current semester.
B. If no such error occurred, the remaining option is by review for alleged arbitrary and capricious grading, or for instances where the course instructor is unavailable and satisfaction is not forthcoming from the appropriate department chair.
1. This review is initiated by the student through a signed, written request to the department chair with a copy to the dean of the college or school in which the course was offered.
a. The student's request for review may be submitted using university forms specifically designed for this purpose and available at the Registrar's Office.
b. By submitting a request for a review, the student acknowledges that no additional mechanisms exist within the university for the review of the grade, and that the university's administration can not influence or affect the outcome of the review.
c. The request for a review must be received ON OR BEFORE THE 30TH DAY OF INSTRUCTION OF the next regular semester (i.e., fall semester for grade issued at the end of the previous spring semester or summer session; spring semester for grade issued at the end of the previous fall semester or Wintermester) or within 5 days of receipt of notification of the process by the dean/director of the college or school in which the course was offered.
d. The request must detail the basis for the allegation that a grade was improper and the result of arbitrary and capricious grading and must present the relevant evidence.
2. It is the responsibility of the department chair to formally notify both the instructor who issued the grade and the dean of the unit's college or school that a request for a review of grade has been received.
3. If the instructor of the course is also the department chair, the Dean of the College will designate another department chair within the college to act as the department's representative for all proceedings. If the instructor of the course is also the Dean of the College, the Provost will designate another Dean within the University to act as the college's monitor of all proceedings.
4. A 5-member review committee will be appointed as follows:
a. The dean shall appoint one non-voting tenure-track faculty member from the academic unit in which the course was offered (other than the instructor of the course). This individual shall serve in an advisory role.
b. Two tenure-track faculty members from within the college or school but outside of the unit in which the course was offered shall be appointed. One of these members shall be appointed by the dean. The other shall be appointed by the Faculty Senate President. This person shall be a member of the Faculty Senate (including alternate members), if available.
c. One tenure track faculty member from outside the college or school in which the course was offered. This person shall be a member of the Faculty Senate (including alternate members). The Senate member shall be appointed by the Faculty Senate President.
d. The fifth member to be appointed by the dean will be a non-voting student representative.
e. The campus judicial officer or his/her designee shall serve as a nonvoting facilitator for grade appeals hearings. This individual shall serve in an advisory role to help preserve consistent hearing protocol and records.
5. The committee must schedule, within 10 days of instruction from receipt of the student's request, a mutually agreeable date, time and location for the appeal hearing. If the request for appeal is received any time other than during a regular semester, then the hearing must be scheduled on or before the 10th day of instruction of the next regular semester.
a. During this and subsequent meetings, all parties involved shall protect the confidentiality of the matter according to the provisions of the Family Educational Rights and Privacy Act (FERPA) and any other applicable federal, state or university policies.
b. Throughout the proceedings, the committee will encourage a mutually agreeable resolution.
c. The mandatory first item of business at this meeting is for the committee to rule on the validity of the student's request. Grounds for dismissal of the request for review are:
1) This is not the first properly prepared request for appeal of the particular grade.
2) The actions of the instructor do not constitute arbitrary and capricious grading, as defined herein.
3) The request was not made within the policy deadlines.
4) The student has not taken prior action to resolve the grade conflict with the instructor, as described under section III, A. d. In the event that the committee votes to dismiss the request, a written notice of dismissal must be forwarded to the student, instructor, department chair and dean within five days of the decision, and will state clearly the reasoning for the dismissal of the request.
6. Acceptance for consideration of the student's request will result in the following:
a. A request for and receipt of a formal response from the instructor to the student's allegation.
b. A second meeting scheduled to meet within 10 days of the decision to review the request.
1) The student and instructor will be invited to attend the meeting.
2) The meeting will be closed to outside participation, and neither the student nor instructor may be accompanied by an advocate or representative. Other matters of format will be announced in advance.
3) The proceedings will be tape recorded and the tapes will be stored with the campus Judicial Officer.
4) The meeting must be informal, non- confrontational and fact-finding, where both the student and instructor may provide additional relevant and useful information and can provide clarification of facts for materials previously submitted.
7. The final decision of the committee will be made in private by a majority vote.
a. Actions which the committee can take if it accepts the student's allegation of arbitrary and capricious grading must be directed towards a fair and just resolution, and may include, but are not limited to, the following:
1) direct the instructor to grade again the student's work under the supervision of the department chair,
2) direct the instructor to administer a new final examination and/or paper in the course,
3) direct a change of the student's registration status (i.e., withdrawn, audit, dropped) in the course.
b. The academic decision review committee proceedings will result in the preparation of written findings and conclusions. Conclusions will result in one of the following:
1) the request for a grade change is denied.
2) the request for a grade change is upheld; the review committee requests the course instructor to change the grade; and the course instructor changes the grade in accordance with MAU rules and procedures.
3) the request for a grade change is upheld; the course instructor is either unavailable to change the grade or refuses to, and the review committee directs the dean/director to initiate the process specified by MAU rules and procedures to change the grade to that specified by the review committee.
c. A formal, written report of the decision must be forwarded to the student, instructor, department chair, dean and Director of Admissions and Records within five days of the meeting.
d. The decision of the committee is final.

subset: commoncrawl


text:
Facility > Map
Map (North Atlantic District)
5000 Wissahickon Avenue, Philadelphia, PA 19144
Yahoo! has discontinued support for their mapping API.
Please try one of these mapping services*:
Google, Bing, MapQuest
* External Link Disclaimer:
By clicking on the link marked with asterisk (*), you will leave the Department of Veterans Affairs Website. VA does not endorse and is not responsible for the content of the linked website.


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Methotrexate for Psoriasis
|Generic Name
|Brand Name
Methotrexate is a medicine that is usually taken once or twice a week.
It may also be given as a shot once a week.
How It Works
Methotrexate slows the rapid growth of skin cells in psoriasis.
Why It Is Used
Methotrexate is used to treat severe psoriasis (more than 20% of the skin is affected) when creams, ointments, tar products, and phototherapy have not worked or cannot be used. It is also used to treat psoriatic arthritis.
Methotrexate cannot be used by women who are pregnant or trying to become pregnant or by people:
- With blood disorders or severe anemia.
- With stomach ulcers.
- With liver or kidney diseases.
- With an infectious disease, such as tuberculosis.
- Who drink alcohol frequently.
- Who cannot return to the doctor for tests to check for side effects of the medicine.
How Well It Works
Methotrexate takes several weeks to show benefits. If side effects can be tolerated, methotrexate can work very well for some people. If you are taking methotrexate, your blood tests should be monitored carefully. And it is very important that you do not drink alcohol.
Side Effects
Common temporary side effects include:
- Nausea, fatigue, loss of appetite.
- Trouble sleeping.
- Low blood counts.
Less common temporary side effects include:
- Sunburn if you are exposed to large doses of sunlight or ultraviolet (UV) light either before or after taking the drug.
- Vomiting, diarrhea, and occasional blood in the stools.
- Mouth sores.
- Easy bruising and bleeding.
- Skin rash or sores.
- Headaches.
- Chills and fever.
- Lightheadedness.
- Birth defects (if taken by a woman who is pregnant or who becomes pregnant while taking the medicine).
Long-term side effects include liver damage. If it is not severe, the damage reverses after you stop taking methotrexate. The risk of liver damage is higher if you drink a lot of alcohol, have kidney or liver problems or diabetes, or are overweight.
See Drug Reference for a full list of side effects. (Drug Reference is not available in all systems.)
What To Think About
Because it can cause serious side effects, methotrexate is used only to treat severe psoriasis that cannot be treated with other medicines, such as psoriasis linked with arthritis (psoriatic arthritis).
People taking methotrexate need to have their blood counts and liver function tested before they start taking the drug and then regularly while they are taking it.
You may need to have a liver biopsy to check on the health of your liver while you are taking methotrexate.
Complete the new medication information form (PDF)(What is a PDF document?) to help you understand this medication.
Last Revised: January 9, 2012
Author: Healthwise Staff
Medical Review: Adam Husney, MD - Family Medicine & Amy McMichael, MD - Dermatology
This information does not replace the advice of a doctor. Healthwise, Incorporated disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use. How this information was developed to help you make better health decisions.
To learn more visit Healthwise.org
© 1995-2013 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.


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A Look Back: Freshman Year
April 26, 2014 | By Haley Raydo | No Comments
Hello friends! We are at the final week of school here at MidAmerica. It is exciting, sad, and weird all at the same time. It is so crazy to me how I have already been through my first year of college! It literally flew by. I had some great memories, and I learned a lot too.
So in honor of the end of school, here are some of my favorite memories =:
I wrote a whole blog about this night… I mean it was absolutely insane. We got to Uptown Theater had a bunch of fun, but we left in the pouring rain only to find that we had a flat tire. So we got stuck downtown, in the pouring rain, with a flat tire, at a creepy gas station, for quite awhile. It is something I will never forget.
It was so exciting to move in with one of my best friends Mckenna Bessmer this semester! We had such a blast! This was our room:
Yup my pal Dan Wright is one of my favorite memories this year basically because he is the most entertaining person you will ever talk to. If you are a student here and you don't know him, or you are coming here next year, you need to meet this crazy kid. He probably won't even see this because he refuses to read my blogs (-__-) Basically he is a kid full of one-liners and he will make you laugh for hours.
If you have ever been to Kansas City during Christmastime… you know that the Plaza is the place to go (also Crown Center). There is something so wonderful about Kansas City
There really isn't anything else to say.
Basically one of the best things in life is being stuck on campus with all of your best friends in the snow with NO SCHOOL.
This weekend was MAX week! So we got to go to Worlds of Fun for Nazarene Night. This is the Mamba:
Basically this year has been absolutely crazy. I have met some amazing people that I am so thankful for! It is going to be hard to leave all of them for a few months, but it is exciting to know I still have a few more years with these awesome people. As a freshman you come to college, nervous but excited. You meet people the first week and for the most part you move on and meet other people. You have to get adjusted to the hard and long study life. You have to get used to challenging professors and being responsible for your own grades. It was a crazy experience for me, but I learned so much! And I grew up a ton! All in a good way.
Thanks for stopping by


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Log in
This month we sit down with Bill Rose, President and CEO of the Kalamazoo Nature Center, as he talks about how he developed his approach to leadership.
Tell us how you got to where you are today (positions held, career shifts, etc)
I went to graduate school to work on my Ph.D. so I could follow an academic career path at a university. While completing my degree, I began to realize that I had a deep passion for conservation and environmental action. A friend of mine told me about a job opening as a plant ecologist with The Nature Conservancy that she thought I should apply for. She was right. I got the job and that started me down a path of working for nature and environmental private nonprofit organizations. While working as a plant ecologist, I began to discover a latent interest that I had in administrative and fundraising work. I started raising money so I could hire more people to do more work. When a job opening came up in The Nature Conservancy for a Regional Director position, I jumped at the chance. This gave me the opportunity to further my interest in the business and leadership side of nonprofit work. After a number of years in this position, an executive search firm contacted me about working for the Kalamazoo Nature Center. It looked like a perfect fit that would allow me to combine all the things that I had a passion for: nonprofit leadership in the area of environment/nature; opportunity to continuing applying my scientific training/education; and, be active in an educational organization.
What do you most love about the Kalamazoo community?
I love Kalamazoo for many reasons. It is a progressive and philanthropic community that embraces change which leads to so many good things for all people in our community. The cultural and natural features of this community bring richness and depth that is not often found in a community of our size. The institutions of higher learner present us with the challenge to stay fresh in our ideas about how our community continues to stay relevant.
What guides or principles do you rely most upon?
Who was one of your mentors and what do you carry with you from that relationship?
Bob Tower (retired from Tower Pinkster), he taught me to be a good fundraiser and helped me begin to develop my network of contacts. I learned how important it is to be a good listener.
What has been one of your biggest learning moments?
I attended the week long program on leadership at the Center for Creative Leadership in North Carolina in the mid-1980s where I learned many of the fundamentals of "leadership." Another big aha moment came in the early 1990s when I attended Disney University's program on high quality customer service where I learned the significance of establishing a positive culture in your organization.
What's an average day like for you at work?
I'm constantly juggling a thousand balls while remaining focused on a few key strategic items.
What are the types of challenges/opportunities that keep you up at night?
Not much. I am really comfortable knowing that the Nature Center is a successful organization that can always do more but satisfied that we are making a difference.
How do you stay up-to-date on latest trends in your field?
Being engaged with professional support organizations locally and nationally. This includes: Meeting with peers; Constant continuing education; Staying up with the news, and; Always looking for ways to network.
What advice do you have for those wishing to have a long lasting career in the nonprofit sector?
Follow your passion, have fun and strive for a balanced life.
What do you geek?
For me that has changed over time. Now that I have adult children and grandchildren, on opposite coasts, I love to engage with them in any way that I can. I love to play on the water at our cottage.
Posted by Thom Andrews at 05/28/2014 03:53:28 PM |


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Spatial concepts in U.S. science teaching standards
|These listings of U.S. science content standards include 150 from three topic areas in the National Science Education Standards of 1996: B - Physical Science, C - Life Science, and D - Earth and Space Science.
|The 1994 U.S. National Geography Standards for grades 9-12 are included as well - browse the complete document here. New standards for 2011 are nearly complete, check out the Beta web site.
|teaching standard
|spatial concepts
The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered. 180 B (9-12)
|collision, order, radiation, spatial interaction, universe, wave
All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.
|field, kinetic, motion, position, wave
Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion. 180 B (9-12)
|atom, molecule, motion, vibration
Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels. 180 B (9-12)
|convection, distribution, order, organization, radiation, spread, transfer, uniform
|teaching standard
|spatial concepts
Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter. 180 B (9-12)
|interaction, matter, seismicity, spatial interaction, wave
Electromagnetic waves result when a charged object is accelerated or decelerated. Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength. 180 B (9-12)
|acceleration, deceleration, packet, proportion, radiation, wave, wavelength
Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify the substance. 180 B (9-12)
|discrete, wave, wavelength
In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures some materials become superconductors and offer no resistance to the flow of electrons. 181 B (9-12)
|flow, insulation, resistance
|teaching standard
|spatial concepts
The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. 186 C (9-12)
|absorption, assemble, assembly, bond, containment, molecule, size
The chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually store this energy temporarily in phosphate bonds of a small high- energy compound called ATP. 186 C (9-12)
|bond, compound, molecule, release
The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. 186 C (9-12)
|eliminate, obtain, release, transform, transport
The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials. 186 C (9-12)
|abundance, availability, distribution, ecosystem, recycle
As matter and energy flows through different levels of organization of living systems--cells, organs, organisms, communities--and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change. 186 C (9-12)
|dissipation, flow, level, matter, recombination, storage
|teaching standard
|spatial concepts
Multicellular animals have nervous systems to generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. 187 C (9-12)
|behavior, cell, conduction, extension, length, rapid, secretion, surrounding
Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism's own species and others, as well as environmental changes; these responses can either be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli. 187 C (9-12)
|behavior, environment, external, interaction, internal, pattern
Like other aspects of an organism's biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles. 187 C (9-12)
Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
|teaching standard
|spatial concepts
Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. 158 C (5-8)
|environment, structure
Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist. 158 C (5-8)
|environment, fossil
|The student is able to:
|spatial terms in standard
Explain the changes that occur in the extent and organization of social, political, and economic entities on Earth's surface
|structure, spatial organization
Explain how external forces can conflict economically and poilitcally with internal interests in a region
|area, formation, expand, split, force


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November 4, 2012
Adam Gorney
Rivals.com Football Recruiting
Nothing, not a 62-51 loss to Oregon, not three losses this season, can sway Chris Hawkins away from his USC commitment and things were firmed up even more Saturday when he watched the game from inside the Coliseum. ...More... To continue reading this article you must be a member. Sign Up Now!
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text:
Special Notes
The glitter accent appears on the buggy spokes. When customizing, please note that only three ink colors may be selected for your personalization. Printing in four or more ink colors is available for an additional charge. Please inquire with customer service for details. This card includes a white envelope.
Product Details
- Brand: Kramer Drive


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items tagged with Illinois Federation of Teachers
Written By: Jeff Ignatius
Section: Commentary/Politics
Category: Illinois Politics
2011-03-17 11:23:20
Education reform in Illinois features two major storylines: politics and policy. On the political front, two powerful forces – the business community and teacher unions – have competing proposals. On the policy end of things, the primary educational question is whether and to what degree teacher performance will be a factor in school-district workforce decisions, from budget-related layoffs to dismissals to tenure.
As the law stands now, layoffs and tenure are simply functions of teachers' years of service and don't take into account whether students are actually learning. Firing a tenured teacher is time-consuming and costly, and the current teacher-evaluation system, all sides agree, is ineffective. Common-sense reform is long overdue.
Given Illinois' history and reputation, however, one might expect politics to dictate the outcome at the expense of sound policy. Somewhat surprisingly, the substance of the different proposals appears to be getting a careful vetting, and politics have thus far taken a back seat.
Read More About Moving The Needle: Illinois Is Notorious For Its Politics, But Compromise On Performance-Based Education Reform Inches Forward...
There are 1 items tagged with Illinois Federation of Teachers. You can view all our tags in the Tag Cloud


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May 6, 2016
BRYAN COUNTY, OK -- A Durant man is in serious condition after he crashed a motorcycle into a fence.
OHP says 28-year-old Michael Parker ran off a county road, north of Durant, around 3:20 Sunday afternoon. Troopers say they're not sure why Parker left the roadway.
He was air lifted to Plano Medical Center with head and leg injuries.
Click Here to access the online Public Inspection File
Viewers with disabilities can get assistance accessing this station's FCC Public Inspection File by contacting the station with the information listed below. Questions or concerns relating to the accessibility of the FCC's online public file system should be directed to the FCC at 888-225-5322, 888-835-5322 (TTY), or email@example.com.


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December 28, 2011
Jake Rowe
ATLANTA - Recruiting players in the trenches is always a top priority for schools in the Southeastern conference because it is where almost every game is won or lost.
The Peach State is loaded for 2013 on both the offensive and defensive lines, and schools from all over the country will be converging very soon.
Troup County's Maurice Swain is being recruited to play on both the offensive and defensive line, depending on the school.
"I'm getting letters from South Florida and Tennessee," said Swain. "But I'm getting most of my letters from Auburn and Georgia. Georgia wants me on the offensive line."
Despite the interest he has attracted on both sides of the ball, Swain definitely has a position that he would like to play at the next level.
"I want to play defense really. I like defensive end," he said. "I mean, I'm ok with offense and I know that's where the money is at, but I want to play defensive end.
The Troup County star is definitely standing out at the Georgia Junior Bowl practices this week as he has an excellent combination of size and athleticism, but the home state Bulldogs believe that he is an ideal fit on either end of the line of scrimmage.
"Georgia likes me at tackle," said Swain. "They like how athletic I am and how I use my size."
Swain's teammate, Alabama commit Reuben Foster, gets most of the attention, but Swain knows that his role for Troup County is just as important.
"I do my work up front and make plays on the line," said Swain. "Reuben picks up things after that. He's a great player though."
With plenty of time to make a decision, Swain isn't rushing any decisions, and is waiting on a few offers to roll in before he puts a timeline on anything.
"I don't have the offers yet, but I know they are coming," he said. "I'm just going to keep it cool. I want to get offers from the big time schools, and then I'll know more." ...More... To continue reading this article you must be a member. Sign Up Now!
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Politicians and Election, Vote in Freedom, Actively Participate in Democracy, Vote for Change, Online referendum
Rev. Hawu Mbatha
> South Africa > Politicians > National Democratic Convention > Rev. Hawu Mbatha
Rev. Hawu Mbatha is ready for your opinion, support and vote. Vote online NOW!
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'n Suid-Afrikaanse politikus. | A South African politician. Leader of the National Democratic Convention (Nadeco).
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Hydroplane national event coming to Roseville area in 2013
Officials announced Monday that Folsom Lake was chosen to host H1 Unlimited Hydroplane races in 2013.
?We?re excited to bring the fastest boats in the world and the thrill of the H1 Unlimited Hydroplane Air National Guard Series back to Northern California and the capital city,? H1 Unlimited President Sam Cole said.
Hydroplanes haven?t raced on Folsom Lake since 1967, when they were known as ?Ms. Budweiser Boats.?
The newest venue on the H1 Unlimited Air National Guard Series, Granite Bay at Folsom Lake SRA will be host to races from May 31-June 2, 2013, as part of the Big Wake Weekend at Folsom Lake.
The series features the fastest boats on water, and a four-team exhibition was held last September in an effort to generate interest in gaining a national event. Based in Pasco, Wash., H1 Unlimited has more than a dozen teams with turbine-powered hydroplanes.
H1 boats are capable of reaching more than 200 mph in straightaways and 150 in corners.
Drivers are subjected to G-forces of six Gs in turns. By comparison, race car drivers on Daytona?s superspeedway face up to five Gs in turns.
Spokesman Bob Richards said H1 has been working on a race at the Folsom Lake State Recreation Area since 2012.
?This event will have a positive impact to the area,? Richards aid. ?Because of our following, we have people from all over the globe. This is just incredible. We are super excited to be back.?
Local establishments, including those in Roseville, Folsom and El Dorado Hills, will benefit financially from the races, Richards said.
?This is absolutely a great deal,? he said. ?In smaller towns, the races have generated in excess of $4 million. We can do a really good thing in the area.?
Roseville Mayor Pauline Roccucci said the area hosts numerous outdoor sports events and the H1 races are a natural fit.
?This is great for our area,? she said. ?We like outdoor sports, and Folsom Lake has been actively used for that purpose.?
Roccucci said bringing additional revenue to hotels and restaurants is a plus.
?This will bring an economic boost for us and will be a great event,? she said.
Average length: 30 feet
Width: 13 feet
Weight: 6,500 pounds
Power: T-44/L-7 Turbine
Top speed: 200 mph plus
Lap speed record: 173 mph on a 2.5-mile course
World record: 220.505 mph on a mile straightaway
Information: www.h1unlimited.com
Information provided by H1 Unlimited.
* Hydroplanes are the fastest racing boats in the world.
* More than 12 teams compete on the H1 Unlimited circuit.
* Drivers compete in a series of preliminary heats with those who earn the most points qualifying for a winner-take-all final heat.
* Race courses range from 1.6 to 2.5 miles.
* A start clock that counts down to zero is used to begin a race.


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DETROIT - Detroit's long-planned transit project received a $25 million dollar boost Friday when U.S. Transportation Secretary Ray LaHood announced the multi-million dollar transit grant at a press conference at Wayne State University.
The money will be used to help build a 3.3 mile-long streetcar line along Woodward Avenue. The system would connect businesses from the riverfront to New Center. Upon completion, it would make eleven stops up and down Woodward, servicing patrons from 6 a.m. until 10 p.m. The streetcars would travel at approximately 12 mph - making it a 16 minute one-way trip.
The streetcar line is expected to include 11 stations, with connections to Campus Martius, Comerica Park, the Detroit Medical Center area and Wayne State University. The entire project is expected to cost a total of $137 million.
--Artist rendering of the streetcar project
"We love this project. But in order to take care of the people, the hardworking people who can't afford a car or money for a gallon gasoline – this is for you. That's what this celebration is about," LaHood said.
LaHood also said that $6.5 million in Federal Transit Administration planning funds will help Michigan develop a bus rapid transit network to expand transit options, connecting downtown Detroit with its suburbs and key destinations in the region.
Also on hand for the announcement were Governor Rick Snyder, Senator Carl Levin, Senator Debbie Stabenow, Congressman John Dingell, Congressman John Conyers, Congressman Gary Peters, Congressman Sander Levin, Detroit Mayor Dave Bing, Officials from the M1 Rail Corporation and Federal Transit Administrator Peter Rogoff.
On the announcement Governor Snyder said, "This has taken 40 years and is our 24th attempt -let's get this thing going!"
M-1 Rail officials say construction could begin as early as this summer, with the rail line in operation by late 2015.
"By securing over $30 million federal dollars for the M1 project and a bus rapid transit system, we are making an investment to build a brighter future for our region," said U.S. Rep. Gary Peters. "Regional transit means new economic development opportunities in our communities, new jobs for our workers and a new hope for a stronger Greater Detroit region."
Previous stories:
- Feds to Detroit: No (for now) on light rail funding
- Detroit's light rail plan inching forward slowly
- Detroit light rail project back on track
Copyright 2013 by ClickOnDetroit.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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May 6, 2016
Gusts as of 1030am
Hatteras 64 mph
Elizabeth City 62 mph
Goldsboro 61 mph
Kenansville 57 mph
Morehead City 56 mph
Greenville 55 mph
Rocky Mount 46 mph
The sensors at New Bern and Kinston did not change from the 945am report and Washington is not showing a reading.
Jim mentioned that the strongest reported gust so far was 115 mph at the Cedar Island Ferry Terminal at the eastern tip of eastern Carteret County.
Wind speeds added at 1025am
PCS Phosphate - Aurora 90mph
Halifax County - 49 mph
Previous Story>
Hatteras 76 mph
New Bern 74 mph
Elizabeth City 67 mph
Greenville 56 mph
Rocky Mount 55 mph
Goldsboro 54 mph
Kinston 52 mph
Edenton 47 mph
Washington 41 mph
Morehead City 30 mph
Jacksonville - data not reporting
Click Here to access the online Public Inspection File
Viewers with disabilities can get assistance accessing this station's FCC Public Inspection File by contacting the station with the information listed below. Questions or concerns relating to the accessibility of the FCC's online public file system should be directed to the FCC at 888-225-5322, 888-835-5322 (TTY), or firstname.lastname@example.com.


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Tuesday Jun 22 2010
Super salaries: Supes open up county coffers for top-paid employees
By: Gus Thomson, Journal Staff Writer
Some of Placer County's most generous employee contracts for the coming year were OK'd Tuesday by the Board of Supervisors. Topping the list was Dr. Olga Ignatowicz, who will receive a total compensation package topping out at $371,372. Her base pay as chief psychiatrist with the county's adult system of care is $316,313 for the coming fiscal year starting in July – or $152.07 an hour. Supervisors also agreed to a pay the county's longtime forensic pathologist Dr. Donald Henrikson a salary and benefits package worth $290,797 for the coming year. Dr. Richard Malek, who will also be working as a contract employee for the Health & Human Services Department, will be paid $256,357. Including benefits, his compensation package could be as high as $303,193. Supervisors were told that the salary and benefits reflect supply and demand for highly technical jobs that are mandated by state and federal regulations. Chairman Kirk Uhler voted with other supervisors to unanimously approve the compensation packages. "Market forces are at work," Uhler said. "It's what the market bears." Auburnites enjoying a sunny day downtown Tuesday weren't as willing to accept the high salaries taxpayers will have to absorb. "It seems out of proportion to any rational skill," said Auburn's Kathy Darling. "It's all ridiculous and I don't know the answer to the problem." Janet Benson said she sees a police officer patrolling in a car who has greater risks and works in tougher conditions and wonders why that person doesn't receive equal compensation. "Overpriced," was the initial reaction by Auburn's Jeremy Nickel. "For an individual, it seems like a hefty salary." Before approving the pay packages, supervisors heard reports from health and law enforcement officials on why the high rates of compensation are justified. Health and Human Services is mandated to utilize doctors with psychiatric specialization to provide specific medication for adults and children receiving mental health services, Health Director Richard Burton stated. As well as Ignatowicz and Malek, supervisors also approved compensation packages of $150,115 and $181,680 for two other psychiatrists. "Combined, these critical staffs provide 4,400 residents with critical mandated mental health services," Burton said. The services include after-hours crisis work, he said. "These services result in decreased hospitalization and increased community integration so that there is a decreased burden to families and our community as a result of untreated mental illness," he said. Federal and state funds pay for $671,076 of the costs for the four physicians while the county general fund provides $335,284. Burton added that the overall compensation for the contracts has remained unchanged since 2006. Henrikson has been the county's contracted pathologist since 2002. Sheriff Ed Bonner stated that the cost of forensic services would be much higher and provide his department with less flexibility if an outside vendor was brought in. FMG, the county's backup pathologist, charges $950 for an external autopsy and $1,700 for an internal autopsy, he said. "In 2009, we requested 280 autopsies be performed," Bonner said. "Based on these rates the costs would range from $266,000 to $476,000, depending on the autopsy requested." The forensic pathologist's compensation package is partially offset by contracts with Nevada County and Sierra County. About $100,000 is expected in the coming year from Nevada County and Sierra County paid $5,800 so far this year for services. The net cost to the county is expected to be $244,470, Bonner said.


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Posted on 9/13/2013
Crystal D. Holland
The After 5 Readers Book Club starts back on Monday, September 23rd @ 6pm with a discussion of The Soloist: A Lost Dream, an Unlikely Friendship, and the Redemptive Power of Music by Steve Lopez. The book is the basis for the 2009 movie of the same name which starred Jamie Foxx and Robert Downey Jr. Read more about The Soloist here. This meeting is part of the 2013 On the Same Pagecommunity read program held throughout Forsyth County every Fall. The focus this year is on homelessness and what we all can do to help people in need.
But wait! There's more!!! Our Friends of the Library The Noon Book Club schedule can be found here. This group meets on the first Thursday of each month.
If you are interested in having us discuss a particular book, please let me know by calling 703-2930 or emailing Crystal D. Holland at firstname.lastname@example.com.
130 E. Mountain St.
Kernersville, NC 27284
(336) 703-2930
Closed Sunday
10:00 - 9:00 Monday
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Copyright © 2016 Forsyth County | Contact the Webmaster | Site Map


text:
FIFA 11 PlayStation 3
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- FIFA 11 reinvents player authenticity – on and off the ball – for every player and at every position on the pitch with Personality+, an all-new feature that sees individual abilities reflected in game, enabling clear differentiation for every player.
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- Suitable for people aged 3 and over.
Release Date01/10/2010
DeveloperEA Sports
FIFA 11 reinvents player authenticity – on and off the ball – for every player and at every position on the pitch with Personality+, an all-new feature that sees individual abilities reflected in game, enabling clear differentiation for every player.
With Personality+ a footballer's abilities on the pitch is mirrored authentically in game, creating individual personalities. Players will be distinguished from one another through a sophisticated database that evaluates and grades each player's skill-set over 36 attributes and 57 traits, compiled by 1700 scouts around the world. Real Madrid's Kaka will deliver crisp, creative passes, Barcelona's Andres Iniesta will utilize tighter turns and close control to dribble through defenses, Manchester United's Wayne Rooney will hold off defenders and strike shots from distance with pace, and top-flight defenders like Giorgio Chiellini of Juventus will anticipate, predict and react to offensive players to win back possession.
Goalkeepers have also been injected with Personality+. The real-life personality of the keeper, whether acrobatic or traditional, will dictate his style in game. Dive attributes will determine the keepers with the ability to reach for further shots while reflex attributes determine reaction times, so a keeper like Petr Cech of Chelsea FC will show be able to showcase world-class skills.
Building on the FIFA 10 gameplay that won 50 sports game of the year awards, FIFA 11 introduces new Pro Passing where pass accuracy is determined by a gamer's ability on the control pad, and player skill, situation and urgency on the pitch, yielding a deeply rewarding passing system. Plus, a series of new customization tools will enable fans to transform FIFA 11 in new and personally meaningful ways. Assign customized chants for every team and league and play music tracks from your existing library from within the game.
- Personality+ — Personality + sees a footballer's performance on the pitch mirrored authentically in game, creating clearly differentiated players with individual personalities. Personality+ at every position and for every player on the pitch reinvents how players perform – on and off the ball.
- Personality+ Goalkeepers—The real-life personality of the Keeper, whether acrobatic or traditional, will dictate his style in the game. Dive attributes will determine the keepers with the ability to reach for further shots while Reflex attribute determine reaction times.
- Personality+ CPU AI— CPU controlled football stars have a suite of skill moves to exploit, with star player attributes and specific behaviours attributed to particular players.
- Personality+ Celebrations— User Controlled Celebrations 2.0 enhances the emotion of scoring by allowing you to perform your players trademark celebration and interact with your teammates in real-time.
- Personality+ Player Models— Greater variety of bodies and models further distinguishes each player on the pitch. Plus, new dribble run styles perfectly match players' real-world abilities and style.
- Personality+ Animations — More varied and realistic animations will bring an added level of authenticity. New heading animations differentiate downward strikes from deflections. Featuring dozens of new tackling, slide tackle and jostling animations with a multitude of new responses.
- Pro Passing System— A new passing system where pass accuracy is determined by a gamer's ability on the control pad, and player skill, situation and urgency on the pitch. Poor decisions or over/under striking the ball will mean error-prone outcomes. New types of passes such as swerve passes will enable players to make a safer and more effective play.
- Customized Crowd Chants— Assign customized chants for every team and league. Set your home club's anthems and chants to play during player introductions, halftime, and after goals. Even hear your name echo in the stands of Old Trafford or San Siro with customized chants for your Virtual Pro. Plus, play music from your hard drive in game.
- Advanced Goalkeeper Awareness— Goalkeepers are now more aware of their surroundings and react more intelligently to each threat. Improvements include sprinting to cut off a loose ball, demonstrating urgency when scrambling back to the net, and the aptitude to skillfully identify and react to lob shots.
- FIFA Theatre — Save highlights from any match – including online – right to your hard drive to view, replay or upload to Footballworld.com at any time.
- Complete Authenticity —28 officially licensed leagues, over 500 licensed teams and more than 15,000 players.
- Virtual Pro: Live out the fantasy of being a real life footballer by creating yourself in game with a 3D head using Photo Game Face. Play as yourself across any mode. Grow your player attributes through 200 accomplishments and take your Virtual Pro online to become a global superstar.
- 360° Dribbling—The market-leading 360° dribbling system that provides finer dribbling control, enabling players to find spaces between defenders that previously were not possible.


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The Power of Independent Thinking
Can the U.S. Withdraw from Afghanistan and Iraq?
Recorded: Wednesday, December 9, 2009
Part 1 |
Part 2
Civil strife in Iraq continues and instability may only increase after the January elections. U.S. withdrawal has become an acceptable strategy in Washington, but will it be tenable if violence escalates and Iraq unravels again?
Experts: Ivan Eland, Peter Galbraith, Charles V. PeñaType: Independent Institute EventIssues: Defense and Foreign Policy, Democracy, Diplomacy and Foreign Aid, Freedom, History (International), Politics, Terrorism and National Crises
The Secret to Making Poor Nations Rich
Recorded: Thursday, February 21, 2008
Part 1 |
Part 2
Part 3
Part 4
For decades, efforts to end world poverty have focused on redistributing wealth, rather than creating it. This approach, however, has done little to foster long-term economic progress in Africa.
Experts: George B. N. Ayittey, Benjamin W. Powell, Alvaro Vargas LlosaType: Independent Institute EventIssues: Defense and Foreign Policy, Diplomacy and Foreign Aid, Economic History and Development (International), Economic Policy, Free Market Economics, History (International), Latin America, Nationalism, Property Rights, Regulation and Deregulation, Taxes, Trade


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Peralisc9001 wrote:Dumb things happened before, they can happen again. I could get banned and gon trolltard stay unbanned, but that only confirms the concerns of everyone that the right action won't be taken.
I have been laying off Gon and toning down my posts for the past week. If you want me to get all nasty again, then keep barking, dog.
If you really despise certain behaviours, then stop displaying them.
AquasFire3 wrote:Well im going to give my opinion on people on forums before this thread get locked.I honestly think most people in the fourms are idiots and dont know how to back down from a pointless argument because they all like to have the last word word. sorry if offended some people but its true.
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text:
The Power of Independent Thinking
Jose Yulo: Western Civilization & Thought
Recorded: Monday, July 7, 2014
Jose Yulo discusses the history of western civilization and ways of thinking about morality and economics.
For information on The Challenge of Liberty Summer Seminar, click here.
Experts: José Maria J. YuloType: Challenge of Liberty SeminarsIssues: Civil Liberties/ Human Rights, Culture/ Society, Democracy, Economic History and Development (International), Economic Policy, Economists, Fiscal Policy/Debt, Freedom, Political Ideology and Philosophy
José Yulo on Ethics and Liberty
2011 Summer Seminars for College Students
Recorded: Monday, August 1, 2011
This presentation is from our 2011 Challenge of Liberty Summer Seminar for college students, which was held from August 1 to 5, 2011, at Notre Dame de Namur University, Belmont, California.
View videos and more information about the Summer Seminars.
Experts: José Maria J. YuloType: Challenge of Liberty SeminarsIssues: Economic History and Development (U.S.), Economists, Government Power, History (U.S), Political Ideology and Philosophy
Understanding Today's Economy: A Summer-Seminar Preview for Teens and Their Parents
Recorded: Thursday, May 20, 2010
– Monday, January 1, 1900
Part 1 |
Part 2
Part 3
Part 4
Part 5
Part 6
Part 1: Introductory Remarks by David Theroux
Part 2: Why Economics Matters more than Ever with Gregory Rehmke
Part 3: Healthcare Reform: a Principled Critique by Michael Winther
Experts: Anthony Gregory, Gregory Rehmke, Emily C. Skarbek, David J. Theroux, Michael Winther, José Maria J. YuloType: Independent Institute EventIssues: Free Market Economics, Political Ideology and Philosophy
The Philosophical Origins of Truth and Freedom
Recorded: Wednesday, September 2, 2009
Part 1 |
Part 2
Part 3
Experts: José Maria J. YuloType: Independent Institute EventIssues: Political Ideology and Philosophy
What Should the U.S. Do about China?
Recorded: Wednesday, May 17, 2006
The recent U.S. alignment with India seems to be another indicator of an informal U.S. policy to contain China. Will strategic containment work if China is allowed to fully integrate itself with the world economy?
Experts: Ivan Eland, James Lilley, Eric McVadonType: Independent Institute EventIssues: Defense and Foreign Policy


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School Board waives impact fee for third consecutive year
Published: Thursday, April 18, 2013 at 11:32 a.m.
Last Modified: Thursday, April 18, 2013 at 11:32 a.m.
For the third consecutive year, the School Board plans to suspend collection of school impact fees — money levied on new residential construction to pay for growth within the school district.
Though the board reached a consensus during a work session Thursday, the board must formally vote on the matter at a future board meeting. Then the County Commission must sanction the move.
During a brief conversation, the board noted the district already has $6.2 million of unused impact fee funds that need to be spent on growth-related capital expenses such as new schools, additions and land.
Theresa Boston-Ellis, the district's executive director of business services, said portions of the remaining balance must be spent in accordance with a strict timetable or it will have to be returned — a process that officials say would be complicated.
The reason for the complexity: In some cases construction companies pay the fee and pass it to the homeowner. If the original owner no longer owns the home, who gets the refunded impact fee?
The district must spend $1.3 million of the balance by 2013-14, $2.5 million by 2014-15, $1.2 million by 2015-16, $958,000 by 2016-17, $221,000 by 2017-18 and $42,000 by 2018-19.
The ending dates are based on the county's fiscal year, which ends Sept. 30. The School District's fiscal year ends on June 30.
The School Board consensus was that since the district's student population has remained stagnant since the economic downturn began in late 2007, the board couldn't in good faith collect more impact fees.
The end result is that, if approved by the county, the fee will not be collected between Oct. 1, 2013 and Sept. 30, 2014. The board will revisit the impact fee again in spring 2014 for 2014-15.
In 2010-11, the last time the impact fee was collected, it was $2,166 for a multi-family housing unit, $3,967 for single-family homes and $3,461 for mobile homes.
Boston-Ellis handed out an impact fee budget on Thursday that showed $11.5 million was collected from 2005-06 through 2010-11.
As of Thursday, the district still has nearly $6.2 million of that.
The district has spent nearly $5.3 million on growth-related projects, such as the Emerald Shores Elementary School wing.
The only new school under construction is Legacy Elementary School in Silver Springs Shores, which is expected to open in August. That school is being paid for with half-cent sales tax revenue earmarked for the project.
David Herlihy, planning and governmental relations manager, also addressed the board on Thursday. He gave the board a detailed map showing many more available properties in Marion Oaks for future school sites.
Some school officials expect the area to explode as the economy rebounds. There are 27,000 available lots in the massive, sprawling subdivision.
The district just entered into a lease option for 92 acres in Marion Oaks. This land, called the Summur LLC acreage, will likely be the site of a high school in the distant future.
Though board member Ron Crawford does not expect the growth will be as brisk as many experts may think, he would support buying more connecting acres south of Summer LLC. Crawford said that though much of the adjacent property was a sand mine and couldn't be used to build a school, one part could be used for a sports complex and the other could become part of a world-class agriculture program.
"The land just talks to you," Crawford said.
Board member Nancy Stacy agreed, stating "we could do it and name it 'Crawford Cow Pasture.' "
Contact Joe Callahan at 867-4113 or at firstname.lastname@example.com. Follow him on Twitter @JoeOcalaNews.
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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[CS6] Hi, my name is Al Mooney, and I'm the product manager for Adobe Premiere Pro. And I'm really excited today to be able to give you an introduction of our latest and greatest version of the software Premiere Pro CS6. As you probably know, back in early 2010 we released CS5, and the big news there was the Mercury Playback Engine, a brand-new way of handling the playback of complex, affects-rich timelines, and on any system, giving you much more power than you had before. With 5.5, we added new editing features, but with CS6, we're really focusing on 2 key areas. We have the engine with Mercury, so what we wanted to do with CS6 was focus on the user interface and the experience of editing. We've thought a great deal about the UI, how it looks, with a real focus on the media, removing interruptions, removing noise, removing chrome, and just giving you direct access to being creative. And the second thing is editing, the rhythm of editing. What does it feel like to sit down in front of Premiere Pro and cut for 14 hours a day? We're increasingly seeing professional, fast, keyboard-driven editors switching to this platform, and we've taken that as a real focus this time around and made sure that they can edit comfortably and stay in that creative zone. So, let's have a look at the user interface first of all. As soon as you launch Premiere Pro CS6, you'll see this. This is the completely redesigned default workspace. We call this the 2-Up Workspace, and straightaway you can see that you're much more engaged with your media. We're using the whole width of the screen for the source and the program monitor, and we've removed huge amounts of chrome and clutter and noise. Just a few examples of that. If you look at the source, program, and the timeline panels, every one of those has a time ruler. Historically, we would draw timecode values at regular positions across the timecode ruler, and that meant that it was quite common for you to see 30 or 40 white drawn timecode values on the screen. Now if you need those timecode values, and you find them useful, of course you can switch them back on just by going up to the fly-out menu and choosing to show the time ruler numbers. But what we've found is that most editors don't need to be seeing this all the time, and as a result, showing them just is kind of distracting and takes you away from your attention being squarely on the media. Let's now go in and look at some really specific examples of the user interface and what we've done to make working smoother, more intuitive, and with less interruption, so I'd like to start by talking about the Project panel. This has been completely redesigned, and again, as soon as you look at it, you can see that it's all about the media and much less chrome and clutter and noise. Firstly, this is the new icon view. Great, big, gorgeous 16 x 9 thumbnails. But it's not just making it look big and pretty. There's lots of functional stuff in the Project panel that's really going to speed up and aid the creative process. For example, we've introduced hover scrub, so I can very easily just move my mouse over a frame to get a very quick idea of what the media is I'm working with. We're using as much screen real estate as you give us for the Project panel, so a really nice feature of this is I can go full screen, and using my zoom slider at the bottom, I can zoom right in and get big, gorgeous thumbnails, again, with minimal clutter and chrome, really feeling engaged with the media I'm working with. Hover scrub, of course, works in this big mode as well, but the next thing is a kind of way of speeding up the initial rough cut or the initial process of editing. Hover scrub is very useful, but what we've added to the Project panel is that you can now single click on a clip, and this gives you this mini playhead at the bottom of the clip. I can, of course, pick this playhead up and drag it around. As you'd expect from a professional keyboard-driven editing application, I can also use my J-K-L keys to move left and right. But one of the most useful things about the new Project panel design is that I can actually use my I and my O keys inside my Project panel to select a range of the clip. This means I can very quickly go ahead and mark up multiple clips and then shift select them and send them directly to a sequence. Now, if I tried to do that in 5.5, what I would need to do is, of course, double-click each clip to load it into the source monitor, mark my range, and splice into the sequence. You can still do that, but being able to mark those ranges directly inside the Project panel just speeds up that initial creative process. Now, one of the things we've heard from our customers a great deal is I'm working with more media than ever before with tighter deadlines than ever before, so anything we can do to speed up the process and reduce the amount of time taken is useful. One of the big things is it's really useful if I can see whether or not I've used a clip. In this day and age of tapeless media, we're working with hundreds, thousands of files in a project, and a quick visual indication of whether or not something is being used is very, very helpful, so again, looking at the Project panel, you can see in the bottom right-hand corner of these clips we have these little orange icons. These would be gray if the media was not used, so immediately by seeing that the audio and video icons are orange, I know that clip is being used somewhere. Even more useful than that, though, is I can just single click on those icons to be taken to or to be shown how many sequences the clip is used in and which sequence, and just single clicking on those sequences will take me to that clip in that sequence. A very easy way of seeing whether or not I've used something and where. You'll notice in the new default workspace that we've docked the media browser in the same panel as the project, and that's in order to give us the ability to really focus in on those source and program monitors and have big, gorgeous video. But one of the questions you might be asking yourself is how do I import something from the media browser? One of the really nice, small, but very useful features we've added with CS6 is the ability to go to the media browser, and you'll notice we have hover scrubbing in the media browser as well, and we can zoom in and make these thumbnails nice and big, just like in the Project panel. But if I want to import this clip into my project, what I can do is just pick it up and drag it over to the tab header of that panel and then just drop it straight in, so a very easy way of moving between panels and making that whole importing media process very straightforward. The media browser is, of course, the thing we use to navigate through our tapeless media formats. It understands tapeless media directories, and of course, one of the most important things to remember about Premiere Pro is our extremely broad, native media support. No transcode, no rewrap, pretty much everything. You can just import and play back. We're continuing that with CS6 with new support for the AviRaw codec and new support for Red Epic 5K footage. All right, so let's have a look at some other areas of the user interface and what we've done to really streamline the creative process. Let me draw your attention to the source and program monitors. I've already talked about the fact that they're big and that therefore you see more video, but you might notice we've really tidied these monitors up and reduced great swathes of gray and chrome such that the media is the key focus. A few examples of that include this new zoom scroll bar. We've combined the zoom and the scroll. It takes up a lot less screen real estate, leaving a lot more space for the video itself. You'll also notice the buttons are now much smaller and much clearer, but what we find is, like I said earlier, people using Premiere Pro are fast, keyboard-driven editors. These are the guys who are unlikely to move the mouse over to a button and click on it to achieve something. If you want to be engaged with your media, you might not want to see all these buttons at all, so one of the nice things about the UI in Premiere Pro CS6 is that it's extremely customizable, so you can see I can actually just turn those transport controls completely off, giving me even more space for my video. But like I say, it's all about being customizable, so a great feature of the monitors, both the source and program monitors in 6, is this little + button in the bottom right-hand corner. That is what we call the button editor. This allows me as an editor to fully customize my button row with all the things I need and none of the things I don't, so for example, let's say I don't want my still image export frame button on my button row. I'm going to pick it up and just throw it away, but let's say I do want my safe margins. Pick them up, add them to the button row. If I wanted loads of controls onscreen, I can have 2 rows of buttons, and you can see that kind of just leaves an empty row at the bottom. But being able to fully customize my button rows is a very useful feature and really helps me to sort of customize the user interface so I can work as I want to. We've also ensured that in the monitors we present the most important things more clearly than ever before, so a great example of that is the Mercury fractional resolution control, which in previous versions of Premiere Pro was a little harder to find. It was under a right click, and I had to rummage around in this big menu, and now just like in After Effects and other Adobe applications, that playback resolution control is right there in front of my video, so it's really obvious where I need to go if I need to change that. Another really big feature and a much requested feature with Premiere Pro was full screen mode. Now, historically, we used to call this full screen. That's not really full screen, as you can see, because I've still got chrome, and I've still got buttons. Now with CS6, simply holding the Control key and using the tilde button allows you to have what we would call cinema mode. It's a full screen playback right there on your primary monitor, and that was a much requested feature. Let's have a look at some more elements of the UI. You may have noticed while I was playing back these big, gorgeous audio meters in the bottom right-hand corner of the screen, now taking up all the space you can give them, and a really nice feature of these is that they're fully resizable, so they'll go as big or as small as you want them, horizontal or vertical, and you can really just determine exactly how you want that layout to look. These audio meters come from Audition, so we share a lot of technology inside Adobe, and so the ballistics of these meters is far better than ever before, and they're more accurate and just take up all of the screen estate you can give them. You may have noticed that I just did this. This is another really important feature in CS6, which I will talk about in more detail later on, a feature that we just call "don't stop playback." One of the frustrations in previous versions of Premiere Pro was that playback stopped regularly. If you resized the panel, if you jumped out to Windows Explorer or the finder and back, if you did a lot of things, we'd stop the transport, and like I keep saying, this is about the rhythm of editing, about keeping you in the creative zone, so if playback keeps stopping, that's kind of annoying. Don't stop playback basically means you can do pretty much anything you can think of in the interface, and playback will not stop unless you specifically tell it to, of course. The audio mixer has also been redesigned, and this looks a lot more like the Audition mixer. Notice how these fader strips scale to fit the panel. We've added really nice features in here as well, simple things like if I pull this fader down and want to return it to 0 DB, I can do that just with a quick double-click. The buttons, the panels are much clearer. The layout of the channel strip is much clearer too, and so audio working in the mixer is that bit more intuitive than it was before. So that gives you an overview of what we've done with the user interface, and hopefully you can see what I mean when I say it's really focusing on the media, on being creative with the removal of interference, noise, and chrome. [Adobe]
Introduction to Adobe Premiere Pro CS6
Digital Video CS6
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About This Episode
Product Manager Al Mooney provides an introduction to Adobe Premiere Pro CS6.
Runtime : 00:10:55 Added : 04/22/2012
About this show
Digital Video CS6
Learn video and audio production and digital communication from how-to information, subject matter experts, and tutorials. For more on teaching these skills, see the free Adobe Digital Video CS6 curriculum on adobe.com/go/digitalcareers.
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12:30 p.m. – 4:30 p.m.
The Ronald Reagan Presidential Foundation is pleased to offer our Spy Exhibit Lunch and Tour in conjunction with our special exhibit, SPY: The Secret World of Espionage. This is the final Spy Exhibit Lunch and Tour before the exhibit closes, so sign up today! Enjoy a served meal and delectable dessert prepared by our Presidential Chef. Either by yourself or with a group of friends, our Spy Exhibit Lunch and Tour is truly an exceptional experience. Following the served lunch, guests will receive a docent led tour of the Reagan Museum, Air Force One Pavilion, and our special exhibit, SPY: The Secret World of Espionage. Casual attire is suggested.
This all-inclusive offer is only $59.95 per person. Reservations are required and seating is limited. Make your reservations early before we sell out. Don't miss out on this exciting lunch and tour!
For more information please call 805-577-4057.


text:
Make sure you send everyone into shellshock this Halloween when you show up wearing one of our many Ninja Turtles costumes . These four turtles stop crime from villains like the evil Shredder all while enjoying the finer things in life such as pizza. If you think it's turtle time, don't miss out on these. The Teenage Mutant Ninja Turtles is a hit TV series, comic book, and has even been adapted to the big screen as well.
This series features four human sized turtles with tons of martial arts training and weaponry, as well as an unconditional love for pizza. The turtles are all named after different renaissance painters and have distinct personalities as well. There's Donatello, Michelangelo, Leonardo, and Raphael. Between these four turtles they bicker and fight just as brothers do, but they always put the greater good of the city before them. If you love these Ninja Turtles, now you can join the group with one of these outfits. What the shell, you can become an honorary turtle too this Halloween. The Teenage Mutant Ninja Turtle costumes come with shells as well as each turtles signature colors. Don't be slow like a regular turtle in grabbing these, you have to be quick footed like these mutants.


text:
Sarah Campbell Embellished Stripe Pillow Cover
No longer available
Sensational in silk. Handcrafted by Eco Tasar, a sustainable silk cooperative in rural India, the Sarah Campbell Embellished Stripe Pillow Cover is the result of our collaboration with celebrated British designer Sarah Campbell. Sequined on pure silk, the neutral palette makes it an easy fit with solids or large scale prints.
Created in collaboration with Sarah Campbell.
Learn more
18"sq. pillow cover.
100% raw silk in Straw.
Handwoven and embellished by Craftmark-certified artisans.
More about Craftmark
Accommodates an 18"sq. Pillow Insert (sold separately).
Button closure.
Made in India.


text:
49 U.S. Code § 20135 - Licensing or certification of locomotive operators
prev | next
(a) General.— The Secretary of Transportation shall prescribe regulations and issue orders to establish a program requiring the licensing or certification, after one year after the program is established, of any operator of a locomotive.
(b) Program Requirements.— The program established under subsection (a) of this section—
(1) shall be carried out through review and approval of each railroad carrier's operator qualification standards;
(3) shall require comprehensive knowledge of applicable railroad carrier operating practices and rules;
(4) except as provided in subsection (c)(1) of this section, shall require consideration, to the extent the information is available, of the motor vehicle driving record of each individual seeking licensing or certification, including—
(A) any denial, cancellation, revocation, or suspension of a motor vehicle operator's license by a State for cause within the prior 5 years; and
(5) may require, based on the individual's driving record, disqualification or the granting of a license or certification conditioned on requirements the Secretary prescribes; and
(6) shall require an individual seeking a license or certification—
(A) to request the chief driver licensing official of each State in which the individual has held a motor vehicle operator's license within the prior 5 years to provide information about the individual's driving record to the individual's employer, prospective employer, or the Secretary, as the Secretary requires; and
(c) Waivers.—
(1) The Secretary shall prescribe standards and establish procedures for waiving subsection (b)(4) of this section for an individual or class of individuals who the Secretary decides are not currently unfit to operate a locomotive. However, the Secretary may waive subsection (b)(4) for an individual or class of individuals with a conviction, cancellation, revocation, or suspension described in paragraph (2)(A) or (B) of this subsection only if the individual or class, after the conviction, cancellation, revocation, or suspension, successfully completes a rehabilitation program established by a railroad carrier or approved by the Secretary.
(2) If an individual, after the conviction, cancellation, revocation, or suspension, successfully completes a rehabilitation program established by a railroad carrier or approved by the Secretary, the individual may not be denied a license or certification under subsection (b)(4) of this section because of—
(A) a conviction for operating a motor vehicle when under the influence of, or impaired by, alcohol or a controlled substance; or
(d) Opportunity for Hearing.— An individual denied a license or certification or whose license or certification is conditioned on requirements prescribed under subsection (b)(4) of this section shall be entitled to a hearing under section 20103 (e) of this title to decide whether the license has been properly denied or conditioned.
(e) Opportunity to Examine and Comment on Information.— The Secretary, employer, or prospective employer, as appropriate, shall make information obtained under subsection (b)(6) of this section available to the individual. The individual shall be given an opportunity to comment in writing about the information. Any comment shall be included in any record or file maintained by the Secretary, employer, or prospective employer that contains information to which the comment is related.
Source(Pub. L. 103–272, § 1(e),July 5, 1994, 108 Stat. 874.)
|Revised Section
|Source (U.S. Code)
|Source (Statutes at Large)
|Oct. 16, 1970, Pub. L. 91–458, 84 Stat. 971, § 202(i); added June 22, 1988, Pub. L. 100–342, §§ 4(a), 7(b), 102 Stat. 625, 628; Sept. 3, 1992, Pub. L. 102–365, § 2(1), 106 Stat. 972.
In subsection (a), the words "within 12 months after June 22, 1988" are omitted as executed. The words "including any locomotive engineer" are omitted as surplus. The words "after one year after" are substituted for "after the expiration of 12 months following" to eliminate unnecessary words.
In subsection (b)(5), the word "requirements" is substituted for "terms" for consistency in this section.
In subsection (c)(1), the words "In establishing the program under this subsection" are omitted as surplus.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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[♫ Music ♫] [Education] [Adobe & Education] [How is technology transforming education?] [A Conversation with Sir Ken Robinson] [Sir Ken Robinson, Author, Creativity Expert] I find it very interesting, actually, to look at how the digital tools that are available are changing the planet and the lives that our students are leading. The fact is, most people who are teaching now in schools were born before these tools were available. And our students take them completely for granted. Somebody once said that technology is not technology if it happened before you were born. I mean, I was born in 1950, which does seem like a very long time ago, now. But I wasn't very excited about electricity, you know? It wasn't some major breakthrough for me, but it was for my grandparents. And our kids aren't really that excited about a lot of the technologies now that excite adults; they simply take them for granted. So our students have a facility with digital technology, and it's right and proper, therefore, that we should build them into the heart of education. But it's also important we do it because the tools themselves are creating cultural changes and possibilities which are really quite new. Our students are connected with not just the people in the room around them, but with, literally, anybody on the planet they care to be connected to. And that's an entirely new cultural proposition, I think, and it changes the game. And my argument is that one of the reasons we have to transform education, and we really do, is because the technologies have changed the whole context of education. But they're also among the ways in which transformation itself will take place. So this shift, to me, is much more than a shift in the way we do art or the way we do design, although that's certainly the case. These tools are extraordinary there. They affect the way we think in all disciplines. They affect the way we think of disciplines. They affect the way disciplines interact. So these new tools seem, to me, to be providing opportunities in a palate of possibilities which will be available to every single student, not just to a few. [Adobe®]
How is Technology Transforming Education?
Creativity in Education
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About This Episode
A conversation with Sir Ken Robinson, Author and Creativity Expert.
Runtime : 00:02:20 Added : 12/07/2012
About this show
Creativity in Education
Why it's important. How to foster it.
|Episode Title
|Products Covered
|My Library
|Educator Spotlight: The Importance of Creativity i...
|Educator Spotlight: A More Creative Classroom
|Educator Spotlight: The Impact of Classroom Creati...
|Creativity—It's our future
|What is your Hope for Creativity in Education?
|Why is Creativity Important in Education?
|How is Technology Transforming Education?
|Picasso and the Plumber. Where is the True Creativ...
|How do you Define Creativity?
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in Our City
July 21, 2011
Virginia Beach 2010 Police Memorial honor guard flag detail Lamont Devane.
Just a few images from around our city to highlight some of the things that we are most proud of. From the military to the beaches, from the farms to our centers of business, and as always, our people,
Department: Police
Tags: Police, Memorial, honor guard, flag detail
Finding Suggestions
Land Line: 311
Mobile: (757) 385-3111
Email: firstname.lastname@example.com
Contact |
Departments |
Site Map |
Employees |
Calendar |
Website Policy |
© 2011 City of Virginia Beach. All rights reserved.


text:
For Parents: How Well Do You Know Your Teen?
The questions below address how much you know about your child. They can be answered with either "yes" or "no." Make sure you can truly answer each question if you are going to write "yes." Often people assume they know the answer, but when pressed, they really do not.
Do you really know:
1. What your teen is putting most of his/her energy into right now?
2. What personal issues your teen is trying to resolve?
3. What daily hassles irritate your teen?
4. Who has the most daily influence on your teen's thoughts and behaviors?
5. The names of your teen's three closest friends?
6. Who your teen would confide in first if there were a serious problem?
7. What your teen considers to be his/her greatest strengths?
8. What your teen considers to be his/her greatest weakness?
9. Who your teen considers to be his/her biggest enemies?
10. Your teen's favorite time of day?
11. Your teen's favorite movies?
12. Your teen's favorite childhood stories?
13. Your teen's favorite hobby or pastime?
14. Your teen's favorite colors?
15. Your teen's favorite foods or meals?
16. Your teen's heroes?
17. Your teen's favorite song, band or singer?
18. Your teen's favorite books?
19. Your teen's favorite television shows?
20. Your teen's attitude about his/her body?
If you could answer "yes" to every question, you apparently have invested considerable time in getting to know your teen. If you could not answer "yes" to every question, there's a gap between you and your teen.
The more questions that stumped you, the bigger the gap. To mend your relationship and to vastly improve the quality of your lives, you will need to bridge the gap.
From Closing the Gap: A Strategy for Bringing Parents and Teens Together
by Jay McGraw
Related Links
- Teenage Confessions
- How to Talk to Your Teens
- Five Core Steps to Good Parenting
- Teenagers, Sex and Privacy
- Advice for Teens in Trouble
- Teens: How Well Do You Know Your Parents?
- Myths Teens Believe About Parents
- Parents and Teens: Getting What You Want
- Advice for Parents of Troubled Teens


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We're sorry, but we currently have no tickets available for this event.
Check out our full selection of Country and Folk tickets or sign up to be notified when tickets for this event are available.
San Antonio Stock Show and Rodeo Ticket Information
Offering up an array of entertainment that is second to none, the annual San Antonio Stock Show and Rodeo attracts millions of visitors to the AT&T Center each year. As the name implies, the event boasts numerous horse show competitions and auctions, plus livestock shows with contests and sales. As an added bonus, whether you're hoping to catch a live performance from your favorite musical artist, looking for family-friendly attractions like the petting zoo and pony rides, or hoping to try out samples from the wine garden and BBQ Cook-Off and Festival, the multi-day extravaganza also comes with a little something for everyone.
- As far as concerts go, most days have artists booked for the afternoon, evening, or both, so check out this year's schedule above to purchase San Antonio Rodeo tickets for the musician of your choice. Each performer will typically be included in the listing, but feel free to contact us should you have any questions regarding the event. Access the Live Chat link at the top of each page to speak with an in-house Vivid Seats customer service representative online, or call 866.848.8499.
- To continue shopping, click the "Tickets" button next to your preferred date. On the following page, you'll find an interactive seating map with sections colored in to indicate availability. For most, if not all live performances at the San Antonio Rodeo, the stage will be centrally located within the AT&T Center.
- Once you've found the price, quantity, and seating location that meets your needs, select the "Buy" tab for checkout. Sign in and complete the remaining fields, making sure to review the order summary for your San Antonio Rodeo tickets. We'll immediately begin processing the transaction and will notify you via email once the seller has confirmed the order.
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text:
I promise you the BCS will take a lower ranked A&M team if Florida loses.
The only way we get in a BCS bowl is if we end in the top 4 Org has to lose to Org state ! Florida must lose to Florida state and bama must beat GA.. Or bama loses to auburn .
Don't hold your breath everyone is assuming Florida will lose to Florida state. If Driscoll plays Florida will win. Florida's D is way better then Florida states Florida is like LSU they play down to their competition. I have not heard anything about Driscoll playing
quote:how? Is what you're saying a lock? Don't be silly.
Choot em Tiger Rose Bowl chances You do realize if we win, bama wins, and Florida loses we are in a bcs bowl?
So much wrong here. Florida loses, Bama wins, we're in a BCS bowl.
IMO, it doesn't matter one way or the other if Driskel plays. The guy isn't Joe Montana. I see FSU winning that game big.
The rose bowl will not go outside of the 2 conferences. Even if it meant picking a 4 loss team, they will not do it. Boneheaded and elitist all at the same time
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text:
Difference between revisions of "Vinyl Cutter"
From Makers Local 256
(→Suggested Vinyl Cutters: added suggestion from memphis makers)
(→Contributors: added tyler as sponsor)
|Line 12:
|Line 12:
# Omegix, $50
# Omegix, $50
# Ramgarden, $50
# Ramgarden, $50
# Enabrintain, TBD
# Enabrintain, TBD
# Cash, TBD
# Cash, TBD
Revision as of 13:01, 24 October 2012
Right Now this is just a fundraising page for buying a vinyl cutter for the shop. List your contribution and if you know of a good vinyl cutter, add it for consideration!
- Omegix, $50
- Ramgarden, $50
- TylerCrumpton, $50 (for the MH-871)
- Enabrintain, TBD
- Cash, TBD
- Barbara, TBD
Suggested Vinyl Cutters
(for my personal interests, I would like one that cuts cardstock as well. most do.)
- http://www.amazon.com/dp/B000W5I9OC/?tag=pollystore-20
- Says no computer required, but does that mean no computer can be used?
- I think these "cartridge based" cutters are entry level for crafters and do no allow custom designs
- Says no computer required, but does that mean no computer can be used?
- http://www.amazon.com/Sign-Warehouse-Express%C2%AE-Apprentice-Software/dp/B003U0WWW6/ref=sr_1_4?s=arts-crafts&ie=UTF8&qid=1350353781&sr=1-4&keywords=vinyl+cutter
- This one looks like it may take custom designs
- http://www.amazon.com/Silhouette-Electronic-Cutter-Deluxe-Bundle/dp/B007PJZQAS/ref=sr_1_14?s=arts-crafts&ie=UTF8&qid=1350353781&sr=1-14&keywords=vinyl+cutter
- This product uses Silhoutte Studio for its software: https://www.youtube.com/watch?v=gGI1MtcwrVQ&feature=relmfu
- Memphis Makers uses this one: http://www.ebay.com/itm/NEW-34-Vinyl-Cutter-Cutting-Plotter-USCutter-w-USB-/270832432810?forcev4exp=true&forceRpt=true
- Unknown if it can cut cardstock. Windows only.