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What does an Age-Appropriate Curriculum REALLY mean? by AWS Administrator, Lisa Grupe, Ph.D.
One hundred years ago when Rudolf Steiner founded the first Waldorf school, he created an academic curriculum based around milestones in child development. This past April, AWS Administrator Lisa Grupe, Ph.D. led a discussion about how the Waldorf teaching method incorporates principles of child development and important rites of passage in the classroom each year...
6th Grade History, by AWS teacher Melissa Downs
"The changes that the students experienced this year were well-met by the sixth grade curriculum, which did an excellent job of anchoring the students in the world. We focused on Ancient Rome and the Middle Ages – time periods in which humans became much more grounded in the realities of earth and more separated from the spiritual world of the gods. Though the Romans worshipped their gods and could be very superstitious, they were more firmly anchored to the material world than the Greeks that we studied in fifth grade..."
In the April 2013 edition of the AWS Awareness...
- Live and Silent Auction Donors make possible our 2013 Gala Fundraiser! Join us this coming Sunday, April 7th for our Spring Soiree at the Clubhouse on Highland from 5-8pm! See the Awareness for details.
- Research supports what Waldorf preschools already know: promoting curiosity in the young child is a direct path toward the development of critical and creative thinking skills.
- Classroom Clips: Watercolor paintings in 5th grade North American Geography, Physics in Grades 6 and 7, and AWS 3rd graders train for, write, and perform a Circus!
Get answers to Frequently Asked Questions about Waldorf Education here!
What is the benefit of teaching reading at a more intense pace?
October 2013
Technology as Teacher - by AWS Administrator, Lisa Grupe, Ph.D.
"They don't have textbooks this year; everyone gets an ipad," said my friend at lunch last week speaking about her 6th grade son's current public school experience. "They do all their work on it. In a way, it's great, but he already has a hard time reading handwriting…what if this moves towards non paper and pencil completely eliminates that ability?" A good question, but to take a step back and look at the whole picture, we need to be asking, What is the impact of this technology on learning?
Physiology and Anatomy in Grades 7/8 - by Lynda Powell
Both classes began their introduction to the study of the living human body and its complex systems last year. We will continue physiology through the study of the excretory system and the lymph system. In anatomy, the class studies the muscular and skeletal systems as the framework for the human body. The block seeks to balance solid, fundamental scientific understanding with an appreciation for the artistry of form and movement within the body of man.
How to Be a Child's Frontal Lobe, or, Creating a Resilient Child by Opal South, AWS Marketing Director
Last weekend Alabama Waldorf School hosted author and educator Kim John Payne for a Friday night lecture and Saturday workshop. A few dozen people, mostly teachers and parents, attended the events, centered around the theme, "Raising a Socially Resilient Child: Breaking the Cycle of Reactivity, Exclusion and Bullying." For me, the events served as both reminder and inspiration: a reminder for why I believe Waldorf is a key component in raising a healthy family, and inspiration for getting back on the bandwagon, turning away from the screens and back toward routine, rhythm, and play. And not just for the kids, but for the parents, as well...
Capital Campaign News
If you haven't yet heard the good news, here it is: Alabama Waldorf School's moving! Because our current location will be razed in 2017, AWS has been on the lookout for a new site the past several years. Earlier this year, on January 6th, we signed a contract for the property at 5901 Crestwood Boulevard - the former Crestwood Christian Church.


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The following instructions apply only to PC Study Bible Version 4. If you have Version 3, see KB551.
This "not authorized" message is usually caused by an unfortunate glitch during the installation of the program, or a file that was corrupted or mistakenly deleted. It has nothing to do with the registrations status of your program.
The quickest and easiest way to solve this problem is to remove and reinstall the software, per the instructions in KB705.

subset: commoncrawl


text:
Main Content:
womens long sleeve shirts
womens long sleeve shirts
Soft-Wash Printed Shirt$69.50
Go-To Denim Shirt$79.50
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text:
By Alana Cerrone
Pawtucket police responded to a call from a woman around 8:00 Saturday morning. When officers arrived to the home on 442 Mineral Spring Ave., the woman said her boyfriend, Barrolle Z Shar, 32, had attacked and choked her.
Then, she said, Shar took their two children, ages 3 and 2, and left with them. She claimed Shar is very violent and feared for her kids' safety.
Pawtucket Police detectives and RI State Police were set to issue an Amber Alert for the two children, when detectives learned that Shar may have been in Providence. RI State Police found him at the Providence address and arrested him. The children were found unharmed.
Shar will be held and arraigned before a Bail Commissioner; he is charged with several violations including Assault with Intent to Murder and Domestic Assault by Strangulation.
10 Orms Street Providence, R.I. 02904
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All Rights Reserved.
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World War II veterans are concerned they won't get the chance to see their
memorial in Washington, as the government shutdown threatens the last Honor
Flight of the year leaving from Toledo.
has been six years since Honor Flight of Northwest Ohio raised money to send
veterans to see the memorials in Washington DC. A flight scheduled for next
Wednesday has been in the works for four months, but now it might be canceled,
if access to the memorials continues to be blocked due to the shutdown.
59 World War II vets and 16 more Korean War vets don't know if they'll get to
go, and sadly for some, it could have been their last chance.
just don't understand how you could do that," said Lee Armstrong, president of
Honor Flight. "Take an open space like the memorial, and say, 'Oh, by the way,
it's your memorial. It was built mostly by private donations. And by the way, we're
going to close it on you.'"
raised $75,000 for the upcoming flight. The aircraft has been booked, buses,
tables and chairs were gathered. Armstrong says they've never had to cancel an
Honor flight, and he's worried what could happen during the shutdown.
many will survive if we have to reschedule the flight – even four weeks?" he
said. "In the meantime, we just had one pass last week that was scheduled to go
on the flight, and it was very disheartening."
Monroe, the effects of the shutdown are visible. The River Raisin Battlefield
is closed because it is run by the National Park Service. Access to the parking
lot is blocked off, and the visitor center is locked up.
all on Congress, says Monroe resident Bernie Wickenheiser.
absolutely ridiculous. Both sides. They're both guilty of wrongdoing," he said.
for the Honor Flight, Armstrong will decide by Friday if they can still make
the trip.
Mobile users, click on the
"Video" button in the app to watch this story. Download our app here.
Copyright 2013 Toledo News Now. All rights reserved.
730 North Summit Street
Toledo, OH 43604
FCC Public File
EEO Report
Closed Captioning
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EEO Report
Closed Captioning


text:
Our differentiator is the intangible value that we bring to our clients as a strategic partner. We help clients..+ More info
i3's success has been greatly influenced by two major factors: Our ability to continuously evolve and show flexibility..+ More info
i3 offers a range of IT solutions to address your toughest business challenges. We bring innovation with seamless..+ More info
Integration International, Inc. (i3 ) is an end-to-end information technology solutions and Services Company..+ More info
i3 is committed to offer a rich customer experience. We value our customers as strategic partners..+ More info
- i3 signs strategic contract with an existing fortune 1000 client to expand infrastructure services footprint over 20+ countries.
- i3 provisions telecommunications infrastructure to support Europe and Latin America Clients.
- i3 signs contracts with major fortune 1000 clients in Medical Supplies and Office & Consumer Products verticals.
- Our values and work ethics are sacrosanct
- We have a diverse workforce and offer equal opportunity employment
- We value our employees, recognize their efforts, and reward good work
Our mission is to empower our clients with intangible value-based services and help them realize their goals. We measure success by our clients' success. Read on to see some of our success stories across our various services portfolio..+ More info


text:
Back in March, Michelle Jenner opted to wear a dress from the H&M Red Carpet Conscious Collection to the photocall of her latest movie 'Extraterrestre' in Madrid, Spain.
As it was a photocall, she opted to wear the look without the additional skirt, styling it with purple Louboutins to match the embroidery on her dress.
Shu Qi wore the same dress with the longer skirt under the shorter skirt when presenting on stage at the 31st Hong Kong Film Awards in Hong Kong back in April.
The beautiful actress paired her dress with Jimmy Choo heels and gold earrings.
Even though I'm not crazy about the longer skirt over the shorter skirt, I adore Shu's shoe choice, so she wins for me.
Credit: H&M, Weibo & Getty
Posted by Catherine Kallon on June 22nd, 2012 In: H&M, Michelle Jenner, Shu Qi, Who Wore It Better?


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It came as a surprise to many people last week when State Treasurer Lynn Fitch decided to halt any new enrollment in the Mississippi prepaid college tuition program commonly called MPACT. The program started in 1996 and lets parents lock in college tuition early preventing future tuition hikes.
Fitch is concerned the investments from the parents' tuition payments are not making enough money to sustain the program. It seems like she is making the right call, as the program investments have only averaged 4.3 percent since it began.
MPACT needs more than a 7 percent return on average to maintain itself. Parents who have already paid into the program need not worry about their tuition cost as the state guarantees to make up any loss.
However, what the treasurer and MPACT board members must now decide is whether the program can be resumed or modified, or was this just an idea that seemed good at the time, but now does not make economic sense?
During these tough economic times, Mississippi does not have any extra funds to keep MPACT going, unless the program can pay for itself.
That's our opinion; we would like to hear yours. Email your thoughts to email@example.com, or post your comments below.
David Vincent
WLOX-TV General Manager
Copyright 2012 WLOX. All rights reserved.


text:
WHITE PLAINS, N.Y. (AP) - Consolidated Edison's chairman says problems dealing with Superstorm Sandy won't deter the company from seeking a rate increase.
Chairman and CEO Kevin Burke says apart from such a major storm, Con Ed's system is very reliable. He says the company will keep investing in the system and keep applying for increases.
Speaking at a storm recovery center in White Plains, Burke said he regrets that so many people still don't have power, more than a week after the storm. He says he's "very sorry that so many people are suffering."
Burke says the company must improve communications with customers and is doing what it can to improve the flow of information.
He says Con Ed can now tell people what day their power will be restored.
Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


text:
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text:
Macungie Mayor Rick Hoffman is borough's top law enforcement officer, court rules
A Lehigh County mayor has scored a legal victory in a feud with his police department.
A Commonwealth Court Thursday upheld a previous ruling that said Macungie Mayor Rick Hoffman is the borough's chief law enforcement officer.
That means Hoffman is allowed to have control of the daily operations of the department.
Lehigh County District Attorney Jim Martin appealed the ruling, saying Hoffman should not have access to sensitive information.
The dispute started in 2011 when Hoffman suspended the chief after the chief refused to hand over police work schedules.
The chief said Hoffman was motivated by his son's arrest for suspicion of DUI.
Copyright 2013 WFMZ. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


text:
July 02 2014 6:45 PM ET
Peddlers of International Homophobia to Descend on Salt Lake
Thom Senzee
The Human Rights Campaign urges Salt Lake City to reject a hate group planning a major conference there next year.
November 15 2013 2:45 PM ET
Sen. Kirk Blocks Antigay Panel in Capitol Offices
Sunnivie Brydum
The Illinois Republican said he 'doesn't affiliate with groups that discriminate.' Meanwhile, Speaker Boehner found them a new place to meet.


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After an Assault
Remember that the sexual assault was not your fault. No one deserves to be sexually assaulted. You are not alone. Support is available on campus to assist you.
The effects of a trauma like sexual assault can be significant and long-lasting. While every survivor is unique, you may find that you experience some or all of the symptoms of Rape Trauma Syndrome, a type of post-traumatic stress disorder. The links in the Resources section and these brochures can provide you with more information:
Many survivors find it helpful to talk to a counselor. Each person decides how she or he wants to use the counseling experience. For example, some want help recovering their sense of control over their lives, getting back on track academically, deciding who will be the best support during recovery, coping with not being believed, or dealing with self blame and loss of confidence.
Regardless of how much time has passed since the sexual assault, counseling and referrals are available at the Wellness Center.
- Get to a safe place as soon as you can.
- Call Campus Safety or 911. They can help you get to the hospital as well as help you report the assault should you decide to do so. Call 4-4911 on campus or 773.508.6039 off campus.
- Seek medical attention. It is important to seek immediate and follow-up medical attention in an emergency room for several reasons:
- To assess and treat any physical injuries you may have sustained.
- To determine the risk of sexually transmitted infections or pregnancy and take appropriate medical measures.
- If you choose, you may have evidence collected to aid criminal prosecution if you later decide to file criminal charges. By law, Emergency Room staff must contact the police when they treat sexual assault survivors. The police will ask you to file a report, but you do not have to talk to the police or file a report if you do not want to.
- Consider reporting the assault. You may report the assault to the University or local police. Going to the hospital to seek medical attention does not obligate you to report the crime. The decision to report is very personal and one only you can make.
- Try to preserve all physical evidence. It is best for any physical evidence to be collected immediately, ideally within the first 24 hours. However, evidence can be collected up to one week after an assault. Avoid washing, douching, brushing your teeth, or changing your clothes. This could be difficult, but if you wash you may destroy evidence that will be needed should you decide to press criminal charges. If you do change your clothes, put all clothing you were wearing at the time of the assault in individual paper bags (not plastic).
- What to Expect at the Emergency Room
- Hospitals Served By Rape Victim Advocates
Remember that you do not have to go through this alone. The Wellness Center can help with:
- Medical examination. You can be examined for injury, sexually transmitted infections, and pregnancy.
- Counseling. You can talk with a Wellness Center counselor or receive referrals to local resources.
- More information. Stop by the Wellness Center Resource Room for more information or check out resources online.


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This section briefly describes each of the datasets used in this report: the School-Associated Violent Deaths Study, the Supplementary Homicide Reports, the Web-based Injury Statistics Query and Reporting System Fatal, the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the Schools and Staffing Survey, and the School Survey on Crime and Safety. Directions for obtaining more information are provided at the end of each description.
School-Associated Violent Deaths Study (SAVD)
The School-Associated Violent Deaths Study (SAVD) is an epidemiological study developed by the Centers for Disease Control and Prevention in conjunction with the U.S. Department of Education and the U.S. Department of Justice. SAVD seeks to describe the epidemiology of school-associated violent deaths, identify common features of these deaths, estimate the rate of school-associated violent death in the United States, and identify potential risk factors for these deaths. The study includes descriptive data on all school-associated violent deaths in the United States, including all homicides, suicides, or legal intervention in which the fatal injury occurred on the campus of a functioning elementary or secondary school; while the victim was on the way to or from regular sessions at such a school; or while attending or on the way to or from an official school-sponsored event. Victims of such incidents include nonstudents, as well as students and staff members. SAVD includes descriptive information about the school, event, victim(s), and offender(s). The SAVD study has collected data from July 1, 1992, through the present.
SAVD uses a four-step process to identify and collect data on school-associated violent deaths. Cases are initially identified through a search of the LexisNexis newspaper and media database. Then law enforcement officials are contacted to confirm the details of the case and to determine if the event meets the case definition. Once a case is confirmed, a law enforcement official and a school official are interviewed regarding details about the school, event, victim(s), and offender(s). A copy of the full law enforcement report is also sought for each case. The information obtained on schools includes school demographics, attendance/absentee rates, suspensions/expulsions and mobility, school history of weapon-carrying incidents, security measures, violence prevention activities, school response to the event, and school policies about weapon carrying. Event information includes the location of injury, the context of injury (while classes were being held, during break, etc.), motives for injury, method of injury, and school and community events happening around the time period. Information obtained on victim(s) and offender(s) includes demographics, circumstances of the event (date/time, alcohol or drug use, number of persons involved), types and origins of weapons, criminal history, psychological risk factors, school-related problems, extracurricular activities, and family history, including structure and stressors.
One hundred and five school-associated violent deaths were identified from July 1, 1992, to June 30, 1994 (Kachur et al. 1996). A more recent report from this data collection identified 253 school-associated violent deaths between July 1, 1994, and June 30, 1999 (Anderson et al. 2001). Other publications from this study have described how the number of events change during the school year (Centers for Disease Control and Prevention 2001), the source of the firearms used in these events (Reza et al. 2003), and suicides that were associated with schools (Kauffman et al. 2004). The most recent publication describes trends in school-associated homicide from July 1, 1992, to June 30, 2006 (Centers for Disease Control and Prevention 2008). The interviews conducted on cases between July 1, 1994, and June 30, 1999, achieved a response rate of 97 percent for police officials and 78 percent for school officials. For several reasons, all data for years from 1999 to the present are flagged as preliminary. For some recent data, the interviews with school and law enforcement officials to verify case details have not been completed. The details learned during the interviews can occasionally change the classification of a case. Also, new cases may be identified because of the expansion of the scope of the media files used for case identification. Sometimes other cases not identified during earlier data years using the independent case finding efforts (which focus on nonmedia sources of information) will be discovered. Also, other cases may occasionally be identified while the law enforcement and school interviews are being conducted to verify known cases. For additional information about SAVD, contact:
Jeff Hall
Division of Violence Prevention
National Center for Injury Prevention and Control
Centers for Disease Control and Prevention
4770 Buford Highway NE
Mailstop F63
Atlanta, GA 30341-3742
Telephone: (770) 488-4648
E-mail: firstname.lastname@example.com
Supplementary Homicide Reports (SHR)
The Supplementary Homicide Reports (SHR), which are a part of the Uniform Crime Reporting (UCR) program, provide incident-level information on criminal homicides, including situation (number of victims to number of offenders); the age, sex, and race of victims and known offenders; types of weapons used; circumstances of the incident; and the relationship of the victim to the offender. The data are provided monthly to the Federal Bureau of Investigation (FBI) by local law enforcement agencies participating in the FBI's UCR program. The data include murders and nonnegligent manslaughters in the United States from January 1980 to December 2010; that is, negligent manslaughters and justifiable homicides have been eliminated from the data. Based on law enforcement agency reports, the FBI estimates that 596,456 murders (including non-negligent manslaughters) were committed from 1980 to 2010. Agencies provided detailed information on 535,688 of these homicide victims.
About 90 percent of homicides are included in the SHR. However, adjustments can be made to the weights to correct for missing victim reports. Estimates from the SHR used in this report were generated by the Bureau of Justice Statistics (BJS) using a weight developed by BJS that reconciles the counts of SHR homicide victims with those in the UCR. The weight is the same for all cases for a given year. The weight represents the ratio of the number of homicides reported in the UCR to the number reported in the SHR. For additional information about SHR, contact:
Communications Unit
Criminal Justice Information Services Division
Federal Bureau of Investigation
Module D3
1000 Custer Hollow Road
Clarksburg, WV 26306
Telephone: (304) 625-4995
E-mail: email@example.com
Web-based Injury Statistics Query and Reporting System Fatal (WISQARSTM Fatal)
WISQARS Fatal provides mortality data related to injury. The mortality data reported in WISQARS Fatal come from death certificate data reported to the National Center for Health Statistics (NCHS), Centers for Disease Control and Prevention. Data include causes of death reported by attending physicians, medical examiners, and coroners. It also includes demographic information about decedents reported by funeral directors, who obtain that information from family members and other informants. NCHS collects, compiles, verifies, and prepares these data for release to the public. The data provide information about what types of injuries are leading causes of deaths, how common they are, and who they affect. These data are intended for a broad audiencethe public, the media, public health practitioners and researchers, and public health officialsto increase their knowledge of injury.
WISQARS Fatal mortality reports provide tables of the total numbers of injury-related deaths and the death rates per 100,000 U.S. population. The reports list deaths according to cause (mechanism) and intent (manner) of injury by state, race, Hispanic origin, sex, and age groupings. For more information on WISQARS Fatal, contact:
National Center for Injury Prevention and Control
Mailstop K65
4770 Buford Highway NE
Atlanta, GA 30341-3724
Telephone: (770) 488-1506
E-mail: email@example.com
Internet: http://www.cdc.gov/ncipc/wisqars
National Crime Victimization Survey (NCVS)
The National Crime Victimization Survey (NCVS), administered for the U.S. Bureau of Justice Statistics by the U.S. Census Bureau, is the nation's primary source of information on crime and the victims of crime. Initiated in 1972 and redesigned in 1992, the NCVS collects detailed information on the frequency and nature of the crimes of rape, sexual assault, robbery, aggravated and simple assault, theft, house- hold burglary, and motor vehicle theft experienced by Americans and their households each year. The survey measures both crimes reported to police and crimes not reported to the police.
NCVS estimates in this report may differ from previous published reports. This is because a small number of victimizations, referred to as series victimizations, are included in this report using a new counting strategy. High-frequency repeat victimizations, or series victimizations, are six or more similar but separate victimizations that occur with such frequency that the victim is unable to recall each individual event or describe each event in detail. As part of ongoing research efforts associated with the redesign of the NCVS, BJS investigated ways to include high-frequency repeat victimizations, or series victimizations, in estimates of criminal victimization. Including series victimizations would obtain a more accurate estimate of victimization. BJS has decided to include series victimizations using the victim's estimates of the number of times the victimizations occurred over the past 6 months, capping the number of victimizations within each series at a maximum of 10. This strategy for counting series victimizations balances the desire to estimate national rates and account for the experiences of persons with repeat victimizations while noting that some estimation errors exist in the number of times these victimizations occurred. Including series victimizations in national rates results in rather large increases in the level of violent victimization; however, trends in violence are generally similar regardless of whether series victimizations are included. For more information on the new counting strategy and supporting research, see Methods for Counting High-Frequency Repeat Victimizations in the National Crime Victimization Survey at http://bjs.ojp.usdoj.gov/content/pub/pdf/mchfrv.pdf.
Readers should note that in 2003, in accordance with changes to the Office of Management and Budget's standards for the classification of federal data on race and ethnicity, the NCVS item on race/ethnicity was modified. A question on Hispanic origin is followed by a question on race. The new question about race allows the respondent to choose more than one race and delineates Asian as a separate category from Native Hawaiian or Other Pacific Islander. Analysis conducted by the Demographic Surveys Division at the U.S. Census Bureau showed that the new question had very little impact on the aggregate racial distribution of the NCVS respondents, with one exception. There was a 1.6 percentage point decrease in the percentage of respondents who reported themselves as White. Due to changes in race/ethnicity categories, comparisons of race/ethnicity across years should be made with caution.
There were changes in the sample design and survey methodology in the 2006 NCVS that may have affected survey estimates. Caution should be used when comparing 2006 estimates to other years. Data from 2007 onward are comparable to earlier years. Analyses of the 2007 estimates indicate that the program changes made in 2006 had relatively small effects on NCVS changes. For more information on the 2006 NCVS data, see Criminal Victimization, 2006 at http://bjs.ojp.usdoj.gov/content/pub/pdf/cv06.pdf, the technical notes at http://bjs.ojp.usdoj.gov/content/pub/pdf/cv06tn.pdf, and Criminal Victimization, 2007 at http://bjs.ojp.usdoj.gov/content/pub/pdf/cv07.pdf.
The number of NCVS eligible households in sample in 2011 was about 89,000. They were selected using a stratified, multistage cluster design. In the first stage, the primary sampling units (PSUs), consisting of counties or groups of counties, were selected. In the second stage, smaller areas, called Enumeration Districts (EDs), were selected from each sampled PSU. Finally, from selected EDs, clusters of four households, called segments, were selected for interview. At each stage, the selection was done proportionate to population size in order to create a self-weighting sample. The final sample was augmented to account for households constructed after the decennial Census. Within each sampled household, U.S. Census Bureau personnel attempts to interview all household members age 12 and older to determine whether they had been victimized by the measured crimes during the 6 months preceding the interview.
The first NCVS interview with a housing unit is conducted in person. Subsequent interviews are conducted by telephone, if possible. About 72,000 persons age 12 and older are interviewed each 6 months. Households remain in the sample for 3 years and are interviewed seven times at 6-month intervals. Since the survey's inception, the initial interview at each sample unit has been used only to bound future interviews to establish a time frame to avoid duplication of crimes uncovered in these subsequent interviews. Beginning in 2006, data from the initial interview have been adjusted to account for the effects of bounding and included in the survey estimates. After their seventh interview, households are replaced by new sample households. The NCVS has consistently obtained a response rate of over 90 percent at the household level. The completion rates for persons within households in 2011 were about 88 percent. Weights were developed to permit estimates for the total U.S. population 12 years and older. For more information about the NCVS, contact:
Jennifer Truman Bureau of Justice Statistics Telephone: (202) 307-0765 E-mail: email@example.com Internet: http://www.bjs.gov/
Created as a supplement to the NCVS and co- designed by the National Center for Education Statistics and Bureau of Justice Statistics, the School Crime Supplement (SCS) survey has been conducted in 1989, 1995, and biennially since 1999 to collect additional information about school-related victimizations on a national level. This report includes data from the 1995, 1999, 2001, 2003, 2005, 2007, 2009, and 2011 collections. The 1989 data are not included in this report as a result of methodological changes to the NCVS and SCS. The SCS was designed to assist policymakers, as well as academic researchers and practitioners at federal, state, and local levels, to make informed decisions concerning crime in schools. The survey asks students a number of key questions about their experiences with and perceptions of crime and violence that occurred inside their school, on school grounds, on the school bus, or on the way to or from school. Students are asked additional questions about security measures used by their school, students' participation in after school activities, students' perceptions of school rules, the presence of weapons and gangs in school, the presence of hate-related words and graffiti in school, student reports of bullying and reports of rejection at school, and the availability of drugs and alcohol in school. Students are also asked attitudinal questions relating to fear of victimization and avoidance behavior at school.
The SCS survey was conducted for a 6-month period from January through June in all households selected for the NCVS (see discussion above for information about the NCVS sampling design and changes to the race/ethnicity variable beginning in 2003). Within these households, the eligible respondents for the SCS were those household members who had attended school at any time during the 6 months preceding the interview, were enrolled in grades 612, and were not home schooled. In 2007, the questionnaire was changed and household members who attended school sometime during the school year of the interview were included. The age range of students covered in this report is 1218 years of age. Eligible respondents were asked the supplemental questions in the SCS only after completing their entire NCVS interview. It should be noted that the first or unbounded NCVS interview has always been included in analysis of the SCS data and may result in the reporting of events outside of the requested reference period.
The prevalence of victimization for 1995, 1999, 2001, 2003, 2005, 2007, 2009, and 2011 was calculated by using NCVS incident variables appended to the SCS data files of the same year. The NCVS type of crime variable was used to classify victimizations of students in the SCS as serious violent, violent, or theft. The NCVS variables asking where the incident happened (at school) and what the victim was doing when it happened (attending school or on the way to or from school) were used to ascertain whether the incident happened at school. Only incidents that occurred inside the United States are included.
In 2001, the SCS survey instrument was modified from previous collections. First, in 1995 and 1999, "at school" was defined for respondents as in the school building, on the school grounds, or on a school bus. In 2001, the definition for "at school" was changed to mean in the school building, on school property, on a school bus, or going to and from school. This change was made to the 2001 questionnaire in order to be consistent with the definition of "at school" as it is constructed in the NCVS and was also used as the definition in subsequent SCS collections. Cognitive interviews conducted by the U.S. Census Bureau on the 1999 SCS suggested that modifications to the definition of "at school" would not have a substantial impact on the estimates.
A total of 9,700 students participated in the 1995 SCS, 8,400 in 1999, about 8,400 in 2001, about 7,200 in 2003, about 6,300 in 2005, about 5,600 in 2007, 5,000 in 2009, and 6,500 in 2011. In the 2011 SCS, the household completion rate was 91 percent.
In the 1995, 1999, 2001, 2003, 2005, 2007, and 2009 SCS, the household completion rates were 95 percent, 94 percent, 93 percent, 92 percent, 91 percent, 90 percent, and 92 percent respectively, and the student completion rates were 78 percent, 78 percent, 77 percent, 70 percent, 62 percent, 58 percent, and 56 percent respectively. For the 2011 SCS, the student completion rate was 63 percent. The overall unweighted SCS unit response rate (calculated by multiplying the household completion rate by the student completion rate) was 74 percent in 1995, about 73 percent in 1999, about 72 percent in 2001, about 64 percent in 2003, about 56 percent in 2005, about 53 percent in 2007, 51 percent in 2009, and 57 percent in 2011.
There are two types of nonresponse: unit and item nonresponse. NCES requires that any stage of data collection within a survey that has a unit base-weighted response rate of less than 85 percent be evaluated for the potential magnitude of unit nonresponse bias before the data or any analysis using the data may be released (U.S. Department of Education 2003). Due to the low unit response rate in 2005, 2007, and 2009, a unit nonresponse bias analysis was done. Unit response rates indicate how many sampled units have completed interviews. Because interviews with students could only be completed after households had responded to the NCVS, the unit completion rate for the SCS reflects both the household interview completion rate and the student interview completion rate. Nonresponse can greatly affect the strength and application of survey data by leading to an increase in variance as a result of a reduction in the actual size of the sample and can produce bias if the nonrespondents have characteristics of interest that are different from the respondents.
In order for response bias to occur, respondents must have different response rates and responses to particular survey variables. The magnitude of unit nonresponse bias is determined by the response rate and the differences between respondents and nonrespondents on key survey variables. Although the bias analysis cannot measure response bias since the SCS is a sample survey and it is not known how the population would have responded, the SCS sampling frame has four key student or school characteristic variables for which data is known for respondents and nonrespondents: sex, race/ethnicity, household income, and urbanicity, all of which are associated with student victimization. To the extent that there are differential responses by respondents in these groups, nonresponse bias is a concern.
In 2005, the analysis of unit nonresponse bias found evidence of bias for the race, household income, and urbanicity variables. White (non-Hispanic) and Other (non-Hispanic) respondents had higher response rates than Black (non-Hispanic) and Hispanic respondents. Respondents from households with an income of $35,000$49,999 and $50,000 or more had higher response rates than those from households with incomes of less than $7,500, $7,500$14,999, $15,000$24,999, and $25,000$34,999. Respondents who live in urban areas had lower response rates than those who live in rural or suburban areas. Although the extent of nonresponse bias cannot be determined, weighting adjustments, which corrected for differential response rates, should have reduced the problem.
In 2007, the analysis of unit nonresponse bias found evidence of bias by the race/ethnicity and household income variables. Hispanic respondents had lower response rates than other race/ethnicities.
Respondents from households with an income of $25,000 or more had higher response rates than those from households with incomes of less than $25,000. However, when responding students are compared to the eligible NCVS sample, there were no measurable differences between the responding students and the eligible students, suggesting the nonresponse bias has little impact on the overall estimates.
In 2009, the analysis of unit nonresponse bias found evidence of potential bias for the race/ethnicity and urbanicity variables. White students and students of other race/ethnicities had higher response rates than did Black and Hispanic respondents. Respondents from households located in rural areas had higher response rates than those from households located in urban areas. However, when responding students are compared to the eligible NCVS sample, there were no measurable differences between the responding students and the eligible students, suggesting the nonresponse bias has little impact on the overall estimates. All analyses for this report are conducted with weighted survey data so that estimates are representative of the population. Weighting the data adjusts for unequal selection probabilities and for the effects of nonresponse.
Response rates for most SCS survey items in all survey years were hightypically over 97 percent of all eligible respondents meaning there is little potential for item nonresponse bias for most items in the survey. Weights were developed to compensate for differential probabilities of selection and nonresponse. The weighted data permit inferences about the eligible student population who were enrolled in schools in all SCS data years. For more information about SCS, contact:
Kathryn A. Chandler National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Telephone: (202) 502-7486 E- mail: firstname.lastname@example.com Internet: http://nces.ed.gov/programs/crime
Youth Risk Behavior Survey (YRBS)
The Youth Risk Behavior Surveillance System (YRBSS) is an epidemiological surveillance system developed by the Centers for Disease Control and Prevention (CDC) to monitor the prevalence of youth behaviors that most influence health. The YRBSS focuses on priority health-risk behaviors established during youth that result in the most significant mortality, morbidity, disability, and social problems during both youth and adulthood. The YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) as well as surveys conducted in states and large urban school districts. This report uses 1993, 1995, 1997, 1999, 2001, 2003, 2005, 2007, 2009, and 2011 YRBSS data.
The national YRBS uses a three-stage cluster sampling design to produce a nationally representative sample of students in grades 912 in the United States. The target population consisted of all public and private school students in grades 912 in the 50 states and the District of Columbia. The first-stage sampling frame included selecting primary sampling units (PSUs) from strata formed on the basis of urbanization and the relative percentage of Black and Hispanic students in the PSU. These PSUs are either counties; subareas of large counties; or groups of smaller, adjacent counties. At the second stage, schools were selected with probability proportional to school enrollment size.
The final stage of sampling consisted of randomly selecting, in each chosen school and in each of grades 912, one or two classrooms from either a required subject, such as English or social studies, or a required period, such as homeroom or second period. All students in selected classes were eligible to participate. Three strategies were used to oversample Black and Hispanic students: (1) larger sampling rates were used to select PSUs that are in high-Black and high-Hispanic strata; (2) a modified measure of size was used that increased the probability of selecting schools with a disproportionately high minority enrollment; and (3) two classes per grade, rather than one, were selected in schools with a high percentage of combined Black, Hispanic, Asian/Pacific Islander, or American Indian/Alaska Native enrollment. Approximately 16,300 students participated in the 1993 survey, 10,900 students participated in the 1995 survey, 16,300 students participated in the 1997 survey, 15,300 students participated in the 1999 survey, 13,600 students participated in the 2001 survey, 15,200 students participated in the 2003 survey, 13,900 students participated in the 2005 survey, 14,000 students participated in the 2007 survey, 16,400 students participated in the 2009 survey, and 15,400 participated in the 2011 survey.
The overall response rate was 70 percent for the 1993 survey, 60 percent for the 1995 survey, 69 percent for the 1997 survey, 66 percent for the 1999 survey, 63 percent for the 2001 survey, 67 percent for the 2003 survey, 67 percent for the 2005 survey, 68 percent for the 2007 survey, 71 percent for the 2009 survey, and 71 percent for the 2011 survey. NCES standards call for response rates of 85 percent or better for cross-sectional surveys, and bias analyses are required by NCES when that percentage is not achieved. For YRBS data, a full nonresponse bias analysis has not been done because the data necessary to do the analysis are not available. The weights were developed to adjust for nonresponse and the oversampling of Black and Hispanic students in the sample. The final weights were constructed so that only weighted proportions of students (not weighted counts of students) in each grade matched national population projections.
State-level data were downloaded from the Youth Online: Comprehensive Results web page (http://apps.nccd.cdc.gov/youthonline/App/Default.aspx). Each state and district school-based YRBS employs a two-stage, cluster sample design to produce representative samples of students in grades 912 in their jurisdiction. All except a few state samples, and all district samples, include only public schools, and each district sample includes only schools in the funded school district (e.g., San Diego Unified School District) rather than in the entire city (e.g., greater San Diego area).
In the first sampling stage in all except a few states and districts, schools are selected with probability proportional to school enrollment size. In the second sampling stage, intact classes of a required subject or intact classes during a required period (e.g., second period) are selected randomly. All students in sampled classes are eligible to participate. Certain states and districts modify these procedures to meet their individual needs. For example, in a given state or district, all schools, rather than a sample of schools, might be selected to participate. State and local surveys that have a scientifically selected sample, appropriate documentation, and an overall response rate greater than or equal to 60 percent are weighted. The overall response rate reflects the school response rate multiplied by the student response rate. These three criteria are used to ensure that the data from those surveys can be considered representative of students in grades 912 in that jurisdiction. A weight is applied to each record to adjust for student nonresponse and the distribution of students by grade, sex, and race/ethnicity in each jurisdiction. Therefore, weighted estimates are representative of all students in grades 912 attending schools in each jurisdiction. Surveys that do not have an overall response rate of greater than or equal to 60 percent and that do not have appropriate documentation are not weighted and are not included in this report.
In 2011, a total of 43 states and 21 districts had weighted data. Not all of the districts were contained in the 43 states. For example, California was not one of the 43 states that obtained weighted data but it contained several districts that did. For more information on the location of the districts please see http://www.cdc.gov/healthyyouth/yrbs/participation.htm. In sites with weighted data, the student sample sizes for the state and district YRBS ranged from 1,103 to 13,201. School response rates ranged from 73 to 100 percent, student response rates ranged from 60 to 88 percent, and overall response rates ranged from 60 to 86 percent.
Readers should note that reports of these data published by the CDC and in this report do not include percentages where the denominator includes less than 100 unweighted cases.
In 1999, in accordance with changes to the Office of Management and Budget's standards for the classification of federal data on race and ethnicity, the YRBS item on race/ethnicity was modified. The version of the race and ethnicity question used in 1993, 1995, and 1997 was:
How do you describe yourself?
The version used in 1999, 2001, 2003, and in the 2005, 2007, and 2009 state and local district surveys was:
How do you describe yourself? (Select one or more responses.)
In the 2005 national survey and in all 2007, 2009, and 2011 surveys, race/ethnicity was computed from two questions: (1) "Are you Hispanic or Latino?" (response options were "yes" and "no"), and (2) "What is your race?" (response options were "American Indian or Alaska Native," "Asian," "Black or African American," "Native Hawaiian or Other Pacific Islander," or "White"). For the second question, students could select more than one response option. For this report, students were classified as "Hispanic" if they answered "yes" to the first question, regardless of how they answered the second question. Students who answered "no" to the first question and selected more than one race/ethnicity in the second category were classified as "More than one race." Students who answered "no" to the first question and selected only one race/ethnicity were classified as that race/ ethnicity. Race/ethnicity was classified as missing for students who did not answer the first question and for students who answered "no" to the first question but did not answer the second question.
CDC has conducted two studies to understand the effect of changing the race/ethnicity item on the YRBS. Brener, Kann, and McManus (2003) found that allowing students to select more than one response to a single race/ethnicity question on the YRBS had only a minimal effect on reported race/ ethnicity among high school students. Eaton, Brener, Kann, and Pittman (2007) found that self-reported race/ethnicity was similar regardless of whether the single-question or a two-question format was used. For additional information about the YRBSS, contact:
Laura Kann Division of Adolescent and School Health National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention Centers for Disease Control and Prevention Mailstop K-33 4770 Buford Highway NE Atlanta, GA 30341-3717 Telephone: (770) 488-6181 E-mail: email@example.com Internet: http://www.cdc.gov/yrbs
Schools and Staffing Survey (SASS)
This report draws upon data on teacher victimization from the Schools and Staffing Survey (SASS), which provides national- and state-level data on public schools and national- and affiliation-level data on private schools. The 199394, 19992000, 200304, and 200708 SASS were collected by the U.S. Census Bureau and sponsored by the National Center for Education Statistics (NCES). The 199394, 19992000, and 200304 administrations of SASS consisted of four sets of linked surveys, including surveys of schools, the principals of each selected school, a subsample of teachers within each school, and public school districts. The 200708 administration of SASS consisted of five types of questionnaires: district questionnaires, principal questionnaires, school questionnaires, teacher questionnaires, and school library media center questionnaires. In 199394, there were two sets of teacher surveys, public and private school teachers. In 19992000, there were four sets of teacher surveys, public, private, public charter, and Bureau of Indian Education (BIE) school teachers. In 200304 and 200708, there were three sets of teacher surveys, public (including public charter), private, and BIE. For this report, BIE and public charter schools are included with public schools.
The public school sampling frames for the 199394, 19992000, 200304, and 200708 SASS were created using the 199192, 199798, 200102, and 200506 NCES Common Core of Data (CCD) Public School Universe Files, respectively. In SASS, a school was defined as an institution or part of an institution that provides classroom instruction to students; has one or more teachers to provide instruction; serves students in one or more of grades 112 or the ungraded equivalent and is located in one or more buildings apart from a private home. It was possible for two or more schools to share the same building; in this case they were treated as different schools if they had different administrations (i.e., principals or school head). Since CCD and SASS differ in scope and their definition of a school, some records were deleted, added, or modified in order to provide better coverage and a more efficient sample design for SASS. Data were collected by multistage sampling, which began with the selection of schools.
This report uses 199394, 19992000, 200304, and 200708 SASS data. Approximately 10,000 public schools and 3,300 private schools were selected to participate in the 199394 SASS, 11,100 public schools (9,900 public schools, 100 BIE-funded schools, and 1,100 charter schools) and 3,600 private schools were selected to participate in the 19992000 SASS, 10,400 public schools (10,200 public schools and 200 BIE-funded schools) and 3,600 private schools were selected to participate in the 200304 SASS, and 9,980 public schools (9,800 public schools and 180 BIE-funded schools) and 2,940 private schools were selected to participate in the 200708 SASS. Within each school, teachers selected were further stratified into one of five teacher types in the following hierarchy: (1) Asian or Pacific Islander; (2) American Indian, Aleut, or Eskimo; (3) teachers who teach classes designed for students with limited English proficiency; (4) teachers in their first, second, or third year of teaching; and (5) teachers not classified in any of the other groups. Within each teacher stratum, teachers were selected systematically with equal probability. In 199394, approximately 57,000 public school teachers and 11,500 private school teachers were sampled. In 1999 2000, about 56,300 public school teachers, 500 BIE teachers, 4,400 public charter school teachers, and 10,800 private school teachers were sampled. In 200304, about 52,500 public school teachers, 700 BIE teachers, and 10,000 private school teachers were sampled. In 200708, about 47,440 public school teachers, 750 BIE teachers, and 8,180 private school teachers were sampled.
This report focuses on responses from teachers. The overall weighted response rate for public school teachers in 199394 was 88 percent. In 19992000, the overall weighted response rates were 77 percent for public school teachers, and 86 and 72 percent for BIE and public charter school teachers, respectively (which are included with public school teachers for this report). In 200304, the overall weighted response rates were 76 percent for public school teachers and 86 percent for BIE-funded school teachers (who are included with public school teachers). In 200708, the overall weighted response rates were 72 percent for public school teachers and 71 percent for BIE-funded school teachers (who are included with public school teachers). For private school teachers, the overall weighted response rates were 80 percent in 199394, about 67 percent in 19992000, about 70 percent in 200304, and 66 percent in 200708. Values were imputed for questionnaire items that should have been answered but were not. For additional information about SASS, contact:
Kathryn A. Chandler National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Telephone: (202) 502-7486 E- mail: email@example.com Internet: http://nces.ed.gov/surveys/sass
School Survey on Crime and Safety (SSOCS)
The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education. SSOCS collects extensive crime and safety data from principals and school administrators of U.S. public schools. Data from this collection can be used to examine the relationship between school characteristics and violent and serious violent crimes in primary schools, middle schools, high schools, and combined schools. In addition, data from SSOCS can be used to assess what crime prevention programs, practices, and policies are used by schools. SSOCS has been conducted in school years 19992000, 200304, 200506, 200708, and 200910.
SSOCS was developed by NCES and is funded by the Office of Safe and Drug-Free Schools of the U.S. Department of Education. The 200910 SSOCS (SSOCS:2010) was conducted by the U.S. Census Bureau. Data collection began on February 24, 2010, when questionnaire packets were mailed to sampled schools, and continued through June 11, 2010. A total of 2,648 public schools submitted usable questionnaires: 684 primary schools, 909 middle schools, 948 high schools, and 107 combined schools.
The sampling frame for SSOCS:2010 was constructed from the 200708 Public Elementary/Secondary School Universe data file of the Common Core of Data (CCD), an annual collection of data on all public K12 schools and school districts. The SSOCS sampling frame was restricted to regular public schools in the United States and the District of Columbia (including charter schools).
A total of 3,476 schools were selected for the 2010 study. In February 2010, questionnaires were mailed to school principals, who were asked to complete the survey or to have it completed by the person most knowledgeable about discipline issues at the school. A total of 2,648 schools completed the survey. The weighted overall response rate was 80.8 percent.62 A nonresponse bias analysis was conducted on the 3 items with weighted item nonresponse rates below 85 percent. The detected bias was not deemed problematic enough to suppress any items from the data file. Weights were developed to adjust for the variable probabilities of selection and differential nonresponse and can be used to produce national estimates for regular public schools in the 200910 school year. For information on the 19992000, 200304, 200506, 200708, and 200910 iterations, see Neiman (2011). For more information about the School Survey on Crime and Safety, contact:
Kathryn A. Chandler National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Telephone: (202) 502-7486 E-mail: firstname.lastname@example.com Internet: http://nces.ed.gov/surveys/ssocs
62The weighted response rate is calculated by applying the base sampling rates to the following ratio: completed cases/(total sampleknown ineligibles).


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12 posts tagged "Gwen Stefani"
Andrea Lieberman Wants To Make Your Favorite Things-------
Once upon a time, stylists were the covert agents of the fashion industry. Only those with top-level fashion clearance—designers, editors, photographers, celebrities—knew of their existence. As far as the rest were concerned, the intelligence they passed on about how clothes ought to be worn simply emerged magically out of the zeitgeist. In the past few years, of course, that has changed. but not for Andrea Lieberman, or at least, not until now. After a decade spent finessing the looks of everyone from P. Diddy to Gwyneth Paltrow, the style super-spy is coming out of the shadows with the debut of a contemporary line called A.L.C. For Lieberman, it's a return to her roots. The Parsons grad began her career in design at Giorgio di Sant' Angelo. More recently, she worked with client Gwen Stefani on the launch of L.A.M.B. and created her own range of jewelry for Mouawad. "The whole styling thing just kind of fell into my lap," Lieberman admits. "It was never a career goal. It really served my wanderlust and my whole, kind of, noncommittal, freelance sensibility." She adds with a laugh, "But now it feels like time to settle down." Here, Lieberman talks to Style.com about pajamas, packing-friendly fashion, and staying out of the spotlight.
This may sound like a ridiculous question, but what does a stylist do? Like, what's an average day?
I think what I've always liked about styling is that there really is no such thing as an average day. There have been days where I'm hanging out in my pajamas, paying bills and making phone calls. Then there are days that are just insane, where I'm running from a shoot straight to the airport, so I can catch a flight to Paris. And then there are days where I just wander around, gathering inspiration, and days where I'm coordinating the whole look for a concert tour. It sounds flighty, but I've worked pretty hard to operate as a business. And there are constants, like, you're always communicating with the showrooms, and keeping track of the new collections, and talking to your clients, and so on. People think it's just a matter of picking out a dress and a handbag and a pair of shoes, but there's a lot more to it than that.
Does the launch of the Andrea Lieberman line mean no more working out of your pajamas?
Yeah. [Laughs.] I'm OK with that, though. I've got my office downtown, and it's set up so I can bring my 6-month-old to work with me. She's got her own thing going on over there. I'm looking forward to her hanging out at the office after school when she's a little older. It's a whole fantasy.
Was the new-baby part of what made you decide it was time to settle down, professionally? Styling can be such a travel-intensive job.
The two things are definitely related. It's hard to maintain the pace of styling when you have a kid and you want a family life. But as much as anything, it just felt like the time for something new. And something more…regular, I'd say. A little more "job." I've been running all over the world since I was 16.
Has that informed you, as a designer?
Absolutely. There's a pretty clear tribal influence in my work, which comes out of the time I've spent in Africa. Beyond that, I'm also wary of making anything that can't be packed. Or, to put it another way, I want to make clothes that a woman wouldn't dream of leaving behind. I've been lucky enough to have this crazy job where, one minute, I'm in L.A. kicking back with friends, and then the next minute I'm off to New York for shows, and after that it's on to Paris for dinner with an editor, and then I'm on a flight to Ibiza for a shoot. And what I've learned is that you travel with your essential pieces, the ones that are flexible enough to accommodate many kinds of situations, like that perfect, knee-length black cashmere cardigan. Or a georgette army parka. As a stylist, you develop a healthy sense of what's missing in the marketplace, and personally, I always seem to be on the hunt for those kinds of quieter pieces. For whatever reason, those seem to be the hardest ones to find, especially at a price point that doesn't make your eyes jump out of your head.
Given that you work so much with celebrities, I wonder how you feel about the whole celebrity designer thing. It seems like almost any star with a profile has a brand.
Well, it will be interesting to see how that shakes out, with the economy the way it is. My suspicion is that the brands that are serious—the ones that make good clothes, and that have genuinely established a niche—those brands will do just fine. But the market is pretty oversaturated in general. There's going to be a recalibration.
Doesn't the state of the economy make you nervous about launching a new brand now? Or do you feel like your emphasis on clothes that can be worn lots of ways, and lots of times, is in tune with the new mood?
All I can say is that the time felt right for me, personally, to do this. It wouldn't have made sense to embark on this now if I didn't know exactly what I want, aesthetically, and in terms of quality and cost. I know that for fashion people, $500 doesn't seem like a lot to spend on a dress, but most shoppers consider that an investment, and I want to respect that. I've worked really hard to create pieces that feel luxurious, but are functional and accessible, too. Maybe that will turn out to work in the new environment. I do sense a certain reserve coming back into style, maybe even a kind of uniform dressing, but done in an effortless and chic way. At the end of the day, though, I'm just trying to make a girl's favorite things.
It seems like, as a stylist, you've chosen to keep yourself in the background. I mean, not to name any names, but you don't have a television show or anything. Now that your own name is on this line, though, do you feel like it's time for a more public profile?
You know, in any industry there are the people with big personalities, and the people who like to be a little more low-key. I've tended to be low-key, but I don't have any problem with the stylists who have done otherwise. The business of fashion has changed a lot since I started out. Designers are household names now. The media expects a certain amount of access to the industry that they didn't have before. And so, because I want my line to be a success, I'm putting myself out there. A bit. As much as possible, though, I'd like to let the clothes do the talking.
charlize reveals the awful truth-------
Charlize Theron blows the cover on The Hills and proclaims the show to be "about nothing." Her statement is met by stunned silence, tears, riots.
Want to do something special for Thanksgiving this year? Get your neck tattooed. It's totally in right now, and Grandma will love it. That's what we call a win-win.
Tokyo—the city of rapidly emerging trends and fashion innovation and an unending source of inspiration to Gwen Stefani—has just declared the newest must-have accessory: adult diapers. Duane Reade is open until 10 p.m.


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Your tour begins with a scenic drive from the port to Orchid World. Enjoy a visit to the "garden with a difference" where you will be surrounded by a spectacular array of treasures. View the spectacular grounds, where thousands of orchids are grown in shaded houses and outside on freestanding palisades.
Continue to the Sunbury House, which possesses one of the country's superior collections of antiques. Experience a living monument to plantation life of bygone era, carefully restored and lovingly cherished by its owners for the enjoyment of generations to come. After your visit, return to the port and re-board the ship.
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A two-month joint investigation by Natchitoches Parish and state officials has led to the arrest of a Natchitoches man on a homicide charge after the death of a 10-month-old infant in Provencal, La., according to Natchitoches Parish Sheriff Victor Jones Jr.
Jonathon M. King, 30, of the 100 block of Collins Road, has been booked into the Natchitoches Parish Detention Center on one count of second-degree murder in connection with the case.
The investigation began on October 26 when the Natchitoches Parish Sheriff's Office received a emergency call, reporting the death of a child at 4160 North Boulevard, in Provencal.
According to NPSO Detective Greg Dunn, deputies and criminal investigators responded to the scene and discovered the infant dead under suspicious circumstances.
The infant's body was sent to LSU Medical Center for an autopsy.
During the course of the investigation, detectives with the NPSO and district attorney's office served search warrants, collected evidence, and conducted interviews.
As a result of the autopsy findings, detectives obtained a criminal warrant through the Tenth Judicial District Court.
No bond has been set for King.
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We have been talking in the last few post about God Encounters (If you have not read them I encourage you to click back and check them out) and today I really want you to get the point of it all.
Meeting with God in His presence will change your life. Jacob, as we will see next week, limped away after his encounter with God which was an outward reminder of his meeting with God and inwardly the limp was a reminder to walk humbly before God. Moses had a face that shone after his encounter with God which was a reminder to him and to everyone else of the ways God worked in Moses life. Saul became Paul and was called to ministry and Peter was given a new commission as we will see later. You will be changed – that is something that all of us need – we need to be changed by God! God wants to change each of us – will you allow him to do it?
Here is probably one of the most important things in talking about God encounters and that is there will be many things about our encounters with God that we will not understand. God encounters are mysterious and they are and will be different for all of us. They are mysterious and wonderful and disturbing – all in a good way.
To go along with the mystery, we need to recognize that we still have a sin nature that blinds us spiritually to some of the things happening around us. Paul remind us of this in 1 Corinthians 13:12 when he said, For now we see in a mirror dimly, but then face to face; now I know in part, but then I will know fully just as I also have been fully known. There is a mystery in every encounter with God. Maybe part of the mystery is that God will not explain everything that's happening around us in the encounter because He is testing our faith. Maybe He wants to know if we will trust and obey Him when His presence comes in and points us in a direction that is uncomfortable or that we in ourselves do not want to go. The point to this is found in these verses we all know – Proverbs 3:5,6 – Trust in the Lord with all your heart and lean not on your own understanding. In all your ways acknowledge Him and he will direct your paths. I am reminded also of these verses – Isaiah 55:8-9 "For My thoughts are not your thoughts, Nor are your ways My ways," declares the LORD. "For as the heavens are higher than the earth, So are My ways higher than your ways And My thoughts than your thoughts. Regardless, God's ways are right and we need to follow them but will you do it? Will you have an open heart to allow God to encounter you?
What is one thing you have trusted God with recently that you have not ever trusted Him with before or that you had taken back but now have given back to Him?
(This series of post has been inspired by the book – God Encounters by Elmer Towns)


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WEIGHTLIFTING: Lifters get a grip to break three world records (From Mid Devon Star)
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WEIGHTLIFTING: Lifters get a grip to break three world records
3:36pm Thursday 13th February 2014 in Sport
MARK Rattenberry and Gary Ell of Tiverton Weightlifting Club enjoyed a very successful day's lifting in Preston when retaining their IAWA (UK) British Grip titles with fine performances.
A total of 19 lifters entered from across the British Isles, including several new competitors, who kept the audience entertained with a high standard of grip testing lifting.
Rattenberry took to the platform first in the 50-plus class at 65kg and immediately set new a world record for the Dumbbell Walk.
The event involves carrying a weighted dumbbell with a 3½ inch diameter bar over a ten-foot course.
Rattenberry used his right hand with 27.5kgs.
The Ciavattone Deadlift – both knuckles face forward – quickly followed and Rattenberry posted a solid 135kgs with his third and final lift.
The last discipline was the Middle Finger Lift and he finished with 40kgs on his fourth attempt to set a new Masters world record and complete his day's efforts.
Ell took part in the 40-plus class and 90kg bodyweight section and set a new Masters world best of 42.5kgs for the Dumbbell Walk with his fourth attempt, using his left hand.
He followed this up with a very respectable Ciavattone Deadlift of 172.5kgs.
And he ended his day's lifting with a world record for the Middle Finger Lift, managing 70kgs with his left hand at the fourth attempt.


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IDCE Students Profiles
Kaitlyn Sephton (ES&P '2011)
Kaitlyn Sephton (USA) received her B.A. in global environmental studies from Clark. She is interested in environmental education and sustainability science, and has spent last summer teaching youth ages 6-11 year at an environmental center in Amherst, MA.


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Development/Training - Professional Employment Selected Academic/Research Titles and Appointment Definitions
The Graduate Assistant
Graduate assistants are graduate students employed on a part-time basis (no greater than half-time) to assist in teaching, laboratory instruction, and/or research. Graduate assistants are appointed on an annual basis and are not eligible for tenure. Minimum stipend levels for graduate assistants are set by the Graduate School.
Teaching Associate
The teaching associate has at least a bachelor's degree, is considered to be a professional employee, and is not currently being considered for future appointment at an instructor or higher rank. Teaching associates are not eligible for tenure.
Faculty Associate
A faculty associate contributes significant services to a college or department in the form of limited instruction, or other assistance. Faculty associates usually hold a paid appointment outside the University. However, they may in some cases receive nominal pay for their services, for example, for supervising student interns. They are not eligible to vote in faculty meetings nor to earn tenure. Appointment is normally on an annual basis. Do not confuse with teaching associate or research assistant/associate.
Research Assistant/Associate
A research assistant/associate is a professional employee and actively participates in University research on more than a half-time basis and has at least a bachelor's degree. This position is not eligible for tenure, but may be considered for appointment at a higher rank. Persons holding this rank should be able to accept responsibility for conducting a research project, although they may lack the sophistication or seniority to function as a principal investigator.
Research Professor
Research professors typically pursue their research independently. While they may serve as co-principal investigators with other faculty, they would normally have exclusive interest and primary responsibility for a particular research area. They are to be included as voting participants in departmental faculty meetings and are eligible for the same committee assignments as academic faculty.
Research professors are members of the faculty bargaining unit and are covered by the collective bargaining agreement between AFUM and the University of Maine System. In accordance with this agreement such faculty are to be evaluated and recommended for reappointment by the departmental peer committee convened for this process using the department's approved faculty evaluation criteria.
Cooperating Professor
Cooperating professor (also cooperating assistant professor or cooperating associate professor) is a title used to identify a person holding a professional appointment at UM in a cooperating office or agency or at another campus of the University system. The academic title is granted by a college as a courtesy. Cooperating professors are expected to meet normal academic criteria (usually an earned doctorate) and participate in the normal activities of the department, including research, public service, teaching in the instructional program, advising students, participating in program development, and other appropriate committees, and attending faculty meetings in which they may vote unless the appointing unit decides otherwise.
The cooperating professor may be budgeted solely by the home unit; however, the college in which the person has academic standing will expect him or her to contribute to its programs in a significant way and to be accountable in accordance with its criteria for rank and promotions. Cooperating professors may be reappointed annually. Cooperating professorships do not carry tenure.
Faculty Joint Appointments
Faculty may receive an appointment with funding and / or responsibilities in more than one department, division or other appropriate unit. Such appointments shall be called Joint Appointments. Faculty holding joint appointments shall, for the purpose of evaluation, reappointment, tenure and promotion and any other purpose provided for under this Agreement, be reviewed by a single peer committee. The composition of the peer committee for the unit member in a joint appointment shall reflect the
proportion of responsibilities assigned to the unit member in each department, division, or other appropriate unit. For the purpose of evaluation, reappointment, promotion, tenure,, and any other purpose provided for under this Agreement there shall be a single recommendation from the peer committee. A single set of evaluation criteria and procedures shall be employed. The letter of appointment may also specify the mix of workload activities, teaching, research and service that may be performed. The total full-time workload of faculty holding joint appointments shall be comparable to that of a faculty member holding a single appointment. Guidelines shall be developed by the departments, divisions or other appropriate units concerning joint appointments and composition of peer committees and provided to the chief academic officer at each
university for review and approval pursuant to Article 10 as well as to appropriate administrators, appropriate peer committees, affected unit members and the Association.
Second Department/College
Department or college who contributes to an employee's base salary on a continuing basis. For faculty this would indicate the department in which the individual holds a joint appointment.


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Amarillo, TX - Ways to fund Texas' transportation needs are at the forefront of discussion Monday.
Some lawmakers are already laying the groundwork to address the issue more vigorously in 2015.
The house appropriations committee will hear testimony on several transportation financing proposals.
In the meantime, there's proposed legislation that would require voters to approve amending the state constitution to allow sending half of the oil and gas severance taxes to the state's highway fund.
It's estimated to steer about $900 million more to TxDOT per year.
Right now most of the state's transportation funds come from a 20 cent gas tax and vehicle registration fees.
But neither revenue source has kept up with inflation.
Over the last decade, Texas has increasingly relied on debt financing and tolls to expand its highway system.
TxDOT officials told lawmakers in January that the agency needs an additional $4 billion a year to maintain current traffic levels.
That's due to a strong population growth and rising costs.
Budget writers found the agency needs an additional $200 million a year toward narrowing that gap.


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UK's James Delingpole: 'Large numbers of warmist rats jumping off the ship' — '… even the Ecommunist, for heaven's sake'
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Marc Morano
Climate Depot
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As The Global Warming 'Pause' Continues Scientists Make More Dire Predictions


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|Men's Basketball » News
|» News » Schedule » Roster » Coaches » Stats (PDF) » Stats (HTML) » Big Cypress Basketball Clinic » Records » Archive
Men's Hoops Pull Away From Kennesaw State
FORT MYERS, Fla., - A balanced FGCU offense led to an 85-73 Atlantic-Sun victory over Kennesaw State on Saturday night at Alico Arena. The Eagles shot 50.8% from the field and dished out a season-high 24 assists as a team. The Eagles scored 50 second half points to put the Owls away. With the victory, the Eagles move to 6-12 (2-3 A-Sun) while the Owls fall to 3-15 (1-4 A-Sun).
Senior Casey Wohelleb (Boca Raton, Fla.) led all scorers with 19, while junior Landon Adler (Decatur, Ind.) came up huge off the bench registering 14 points and 14 rebounds, his fourth double- double of the season.
KSU scored the first six points of the game and a pair of threes by Kelvin McConnell and a three by Ronell Wooten at the 16:53 mark gave the guests their largest lead of the night at 9-2. FGCU went on a 20-4 run that began with a three from Delvin Franklin (Houston, Texas) and ended with a lay in from Adler. From there, FGCU would hold the lead and take a 35-26 cushion into the locker room.
The Eagles built a 49-36 lead at the 15:12 mark, seemingly taking control of the contest. However, a 15-2 run by KSU evened the score at 51 apiece with just over 10 minutes to play. The Eagles slowly began to pull away and pushed their lead to double figures once again at the 2:41 mark on a jumper by Wohlleb putting the game out of reach. KSU was able to knock down 14 3-pointers, including 10 in the second half, and six for Wooten.
The FGCU defense tallied 21 turnovers, turning them into 17 points. But the highlight of the game was the career highs set by three Eagles. Senior center Roman Narmbaye (Chad, Africa) set a career high in points with eight, senior guard Rob Quaintance (Glendale, Ariz.) set a career high with 13 assists, and junior forward Devlin Franklin (Houston, Texas) set a career high with 17, while going 4-6 from behind the arc.
The Eagles hit the road for three straight, starting off with DePaul in Chicago, Ill., January 21st. The Eagles will be back at home on January 31st against A-Sun foe Lipscomb.


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As the school year winds down, the need for blood donations goes up. Although it is a message heard often, this time of year the Red Cross' plea for blood donation takes on extra significance."Summertime is historically a tough time for us at the American Red Cross. Kids are out of school, people go on vacation, and they just forget to make that appointment to donate blood," said Regina Raccuglia with American Red Cross."But unfortunately, patients in our local hospitals are still there and still need blood. So we have to remember to still make our appointments," Raccuglia continued.Blood donor Peter Durand said he likes to give blood in the morning on Fridays because it's usually very open which means there's a lot of need."I've given for five years, and I do it because I have family members, like many people, who have needed blood due to an operation or transfusion," Durand explained.Blood donors are able to make a visit to the Red Cross once every eight weeks.While the Red Cross encourages everyone to donate, they say that people with the universal donor blood type O-negative are especially needed now.
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Through the practice of meditation, we glimpse unconditional goodness as the ground of our existence. Opening to ourselves with gentleness and appreciation, we begin to see our potential as genuine and compassionate human beings.
"If we are willing to take an unbiased look, we will find that, in spite of all our problems and confusion, all our emotional and psychological ups and downs, there is something basically good about our existence as human beings. We have moments of basic non-aggression and freshness...it is worthwhile to take advantage of these moments...we have an actual connection to reality that can wake us up and make us feel basically, fundamentally good."
-Chogyam Trungpa Rinpoche, "Shambhala: The Sacred Path of the Warrior" 1984
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Haunted Castle and Black Forest
2014 Calendar - Haunt Nights!
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Thanks For Another Great Haunting Season !!!
Special Thanks to Our Sponsors Who Help Support Local Scouting
We Are Already Planning For The 35th Year Of Haunting - 2014 !!!!
A big thanks to all of our patrons who donated cans of food. We collected over 1,500 items for the St. Vincent's Food Bank
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Sponsored by The Saint Vincent Boys Scouts
8965 Auburn Road Fort Wayne, IN 46825
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// Advertise // Om Creative Services // Links // © Om Entertainment Group 2009 //
On the morning of November 1st, 2010, Underworld recorded a live in-studio session for KCRW's Morning Becomes Eclectic in the legendary Village Studios in Santa Monica. This is the studio that Fleetwood Mac built for their 'Tusk' album, and is also where Sly and the Family Stone recorded 'There's a Riot Going On' and Frank Zappa recorded 'Joe's Garage' along with many more classics I can't even list here. It was a legendary session!
Click here to download the video and audio podcast.
Posted in: Music


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Mayor Randy Stephens said the city received several applications from qualified individuals, but he is hopeful about the experience Brown brings to the table.
He said that she has been with the city of Parrish for the last eight years.
The mayor and council members all expressed their excitement over Brown's resume and qualifications.
The city has been without a clerk since the resignation of the previous clerk in May.
In other business:
•The council revisited the purchase of equipment for the golf course. The purchase was so large that the council had to take bids on the equipment because of state bid laws.
Those bids were opened Monday, and the council voted to move ahead with the purchase.
•The council also voted to sell a surplus city car to the highest bidder. Those bids were opened the previous day as well.
•Council member Richard Lovelady asked that future bids be opened at the council meetings, and Stephens agreed.
•The council voted to replace a radio in one of the city's police cars. The radio also controls the gauges and other components of the car's systems.
•The council voted to give the Chamber of Commerce of Walker County $1,000 for their five-year county plan. The chamber had asked for $2,500, but council members hesitated because they questioned the chamber's involvement in development and growth in east Walker or outside of Jasper.
The pledge amount will be reviewed each year for the five years, and the council left the door open to increase that amount if they see local involvement from the chamber.


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A West Frankfort man is battling West Nile virus after he says he was bit by a mosquito while sitting in his chair on his front porch.
According to Don Hobgood, one day in early August he felt great. Later that night when he went to bed, his chest started to hurt and he was drained of energy, and other symptoms started popping up. Hobgood said he didn't even get any sleep that night.
The next day, Hobgood said he went to the Veterans' Administration Hospital in Marion. At first they diagnosed him with pneumonia and gave him antibiotics. Days later, he was back at the VA hospital where they ran some more tests. The doctors' told him the tests were positive for West Nile. After two weeks in the hospital, Hobgood got to go home and said he is feeling much better.
Hobgood's wife and son had complained about mosquitoes on the front porch and being bitten, but Hobgood said he didn't notice them and kept sitting in his chair on his front porch. He thinks that maybe if he would have felt them biting him, he might not have been in this scenario.
"It was scary, and if I didn't go that day back to the VA Hospital, it could have been my life," he said.
Hobgood says he hopes his story will encourage people around the area and in all areas to be aware of any symptoms you may feel and to take them seriously and go to see a doctor. This may be the difference between life and death.
He thanks the great doctors for saving his life at the VA hospital in Marion and feel they really did a great job looking after him.
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Test Your Knowledge
Learn all about the sport and activity known as geocaching, geocaching is a fun sport that involves finding hidden treasures through GPS. This article is from your expert About.com Geography GuideSite.
Geography Quizzes
Think you know geography? Test your talents with your Guide's collection of eight years' worth of five-question, multiple-choice Geography Quizzes.
Free Web Games
Three fantastic collections of geography-based games. My favorite game is the "Locate the State" game located within the "States Web Games" category. Have fun!
Geo Quiz
PRI's "The World" airs a daily geography quiz. This site offers the text of the quiz, as well as archived quizzes.
Geo Quiz Challenge
Try this interactive quiz from PRI's "The World," which consists of 10 random multiple-choice questions from a bank of 450. Unfortunately, odds are that once you play it 45 times you're likely to have seen all the questions.
GeoNet Game
I couldn't stop playing the GeoNet Game! It has hard and easy levels and several geography-related topics. Kids and adults will love the challenge from the multiple choice questions.
Test Your Geography Knowledge
Ten different tests provide you the name of a country or state and you have to click the correct one on an outline map. Lots of fun!
Geography Humor
Enjoy this online collection of geographical humor.


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Changes related to "1999-11-27 Sven Ottke w pts 12 Glen Johnson, Phillips Arena, Dusseldorf, Germany - IBF"
From Barry Hugman's History of World Championship Boxing
This is a list of changes made recently to pages linked from a specified page (or to members of a specified category). Pages on your watchlist are bold.
No changes on linked pages during the given period.


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Jonesboro police say fake $10 and $20 bills are continuing to circulate in the city.
Officials say several retailers and a city office reported getting fake money this week.
The Jonesboro Sun reports that Jonesboro's electric and water utility report that a customer used three fake $20 bills to pay a bill Tuesday. The currency was found to be fake by Liberty Bank employees. 2 of the bills had the same serial number.
Police say someone passed a counterfeit $20 bill to buy food at a McDonald's restaurant and that the bill had the same serial number as one passed at City Water and Light.
Also, a counterfeit $10 bill was discovered by Integrity Bank employees.
Also, two fake $20s were passed at a Walmart store on Dec. 5.
Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
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