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Number of ratings 18 / Average Grade: N/A Submit a correction
pol 240
agree exactly with the comment below mine. I generally love Poli sci. Worst professor I ever had.
DO NOT TAKE! I had the worst experience with him. Extremely unclear about what he wants, just about the entire class was failing. He is very one-sided, not open to any opinions. Tells you to speak up and try to answer his questions then ridicules to no end if you are wrong. I have a 4.0 GPA and I had to drop his class.
Dr. Bernard is a brilliant man who does not accept nor dole out nonsense. There are no surprises in the class, do as the syllabus asks and you will get an A. He come off as a bit stuffy, but he is very approachable and understanding if you are straight forward with him.
Professor Bernard is a no nonsense kind of guy! This class is not an easy A! High use of the textbook long readings five assignments all require you to read alot . Two test midterm and final likes alot of detail in your essays don't leave anything out or he will take points out. Overall though good class if your willing to work.
This class is an easy A. It is all just reading and writing. If you can read, write and participate you will do fine. He does say "uuummm" a lot and can be dull at times. This class fills two requirements, you would be dumb not to take it just for that reason alone.
He is really smart!! hes a good prof. Just do the reading and participate. the reviews are exactly wats on the exam. If your looking for an easy A this isnt the class but if u have to take Politics id recomend him. he knows wat he is teaching. He looks mean but hes actually nice if you need help u can email him hes very helpful.
really good teacher, can be a bit boring at times. gives you exactly whats going to be on the test in the review sheet. doesn't really take attendence once the class gets started.
High use of text and handouts given to take home and read. Tests are short answers no multiple choice. Does stand in one spot so have your undivided attention present at all times.
He stands in one spot in the room and lectures so you mind may wonder. However he uses the textbook alot and he give you articles to read as well. Little tip highlight what you read, he will test you on it when the final comes around. I passed but I didn't read as much as I should have.He likes detail when you write your essays, so don't skip out.
his class is sooooo boring.not rele that hard to pass if you take some good notes and read before the test
Hard! Gotta read the book...really if you dont you will FAIL..if u read a little you will get a bad grade...always read the assigned textbook pages n the assignments prior to class...loves class participation but never appreciates it...if you can't read textbooks...dont take him...overall good...will learn a lot about the world politics..
Plenty of wordy, uninteresting reading; 15 articles, 6-15 pages each, plus the 11 ch. text. Two exams (two essays each), a 5-6 page essay, and 3-4 in class timed (10min) short answer questions(6-7Qs). The material itself is brutishly easy; what makes his class difficult is how predicatable it is. It is dull. He says "um" to much, quite annoying.
Very intelegent, knows a lot, class presentation extrimaly boring. You HAVE to read a book. But if you do read a book and articles distributed during class you will pass.
Very hard class. Alot of reading and alot of analysis. But if you read the book before the class and if u r not an idiot you should get a good grade. The class is very interesting , never wanted to sleep on this class.
Do your work and keep good notes and you should pass the class.
UGH. Utter torture. Extremly mundane. Very picky about liking students and likes to put you down if your wrong. Extremly demanding, expects you to read his mind. Wants exactly what he's thinking directed into your paper. I had an interest in politics BEFORE this class. No more.
Very bright guy. Not a great deal of work...good bit of reading, class discussions, midterm, final (study guide for both, including the actual essay questions!) and 5 page paper. A few in-class assignments focused on extra readings he distributes. You'll learn a lot about world politics.
Easiest way to get rid of pluralism and diversity/west and the world. He gives a midterm, a final, and one 5 page term paper. Takes attendance and you must sit through entire class or he'll mark you absent. Highly recommend.
More Political Science professors at College of Staten Island (CUNY - Staten Island)


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Dr. Andrew Turner
Dr Andrew G. Turner
Lecturer in Monsoon Systems
Department of Meteorology (room 3L70)
University of Reading
PO Box 243
Reading RG6 6BB
United Kingdom
E: a.g.turner @ reading.ac.uk
LATEST: See my NCAS Science highlight for the Marathayil et al. paper on SST biases in the Arabian Sea: html version | pdf download.
I'm a NERC Fellow at NCAS-Climate in the University of Reading Department of Meteorology as part of the Walker Institute for Climate System Research. My fellowship is on The future of the Indian monsoon and aims to understand future changes to the mean and variability monsoon rainfall and the uncertainties therein. More generally, I am interested in monsoon variability and prediction including the interaction between monsoon systems and other elements of the climate system.
Here you can see my CV and publications list. Using the menu buttons on the left you can also view links to articles and presentations.
I currently a PI on the NERC/Met Office Joint Weather and Climate Research Programme (JWCRP) project Modelling Monsoon Systems together with Gill Martin at the UK Met Office. Since 2006, Gill and I have been working together running the Met Office-NCAS Monsoon Working Group aiming to understand and improve behaviour of monsoon systems in the HadGEM family of Met Office Unified Models.
I'm also PI on a NERC Changing Water Cycle (South Asia) project Hydrometeorological feedbacks and changes in water storage and fluxes in northern India led by Dr Wouter Buytaert at Imperial College; see project homepage.
I'm also co-I on the NERC Changing Water Cycle (South Asia) project South Asian PRecIpitation: a SEamless Assessment - SAPRISE* led by Prof. Mat Collins at Exeter University. -->
Both of the above projects involve significant partnerships with Indian institutions as funded by the Ministry of Earth Sciences (MOES).
I have previously worked here as a post-doctoral research assistant under the EU-ENSEMBLES project (RT4).
In 2010 terrible monsoon flooding in Pakistan caused huge devastation. These linked media briefings discuss the complex interactions leading to the heavy rainfall inthe northern provinces and subsequent flooding. There are also links on my media page.
For general information about the monsoon you may refer to a recent factsheet from the Walker Institute concerning the UKIERI project and climate change in India, or a WCRP factsheet on The Global Monsoon Systems put together as part of my work with the WCRP CLIVAR Asian-Australian Monsoon Panel (AAMP).
Watch the University or Reading and Walker Institute video showcasing its research into climate change.

subset: commoncrawl


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Center for Social and Ethical Concerns
An interdisciplinary initiative led by the Philosophy Department, the Center for Social and Ethical Concerns is focused on strengthening the connection between curriculum and community involvement.
The Center provides a forum and research resource for students, faculty and others interested in critical analysis of and dialogue about peace, justice and empowerment within the community. Projects include speakers, conferences, workshops and outreach opportunities, in addition to the Applied Ethics minor sponsored by the Philosophy Department.
For more information, contact 516.323.3341 or email email@example.com.


text: Rules of Engagement Series 2 - 8. Fix-Ups and Downs Share: About this programme 8/15. Jennifer and Audrey practise their matchmaking skills, but end up without dates themselves, while Russell falls in love with a woman he glimpses at Adam and Jeff's office. Comedy, starring David Spade, Patrick Warburton and Oliver Hudson. Cast and crew Cast Russell David Spade Jeff Patrick Warburton Adam Oliver Hudson Jennifer Bianca Kajlich Audrey Megyn Price Crew Director Gary Halvorson Categories Sitcom Share:


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The Blueprint 3.15.13: Next in Line?
Posted by
Patrick Mullin
on 03.15.2013
While anointed as the next challenger for the welterweight championship, Johny Hendricks is going to have to win at least one more fight before he earns that distinction. It isn't going to be an easy one as former WEC and interim UFC welterweight champion Carlos Condit is his opponent. Does Big Rig earn his shot or does the Natural Born Killer cause him to jackknife? Find out in this week's Blueprint.
Hello again everyone and welcome to The Blueprint. Now while we try to find the best in things in life I can't lie about the UFC 158 card, it's just not very good. The main event has star power although I don't find it to be competitive at all. The FX and facebook prelims are the worst lineup I can remember the UFC putting together and for some reason Nick Ring vs. Chris Camozzi and Mike Ricci vs. Colin Fletcher were deemed main card worthy. Marquardt vs. Ellenberger is decent, but to me the only really strong bout on the entire card from top to bottom is what we're looking at in this week's column. That happens to be a fight between Carlos Condit and Johny Hendricks.
Condit's accolades are many. He's the last WEC welterweight champion, a title he never lost as it was his absorption into the UFC that saw the title's lineage ended. He won the interim UFC welterweight title by beating Nick Diaz in order to challenge Georges St. Pierre. He also holds UFC victories over Rory MacDonald, Dan Hardy, Jake Ellenberger, and Stun Gun Kim. Johny Hendricks is another former WEC talent but has really made his mark in the octagon as of late. He's scored stunning knockouts of Martin Kampmann and Jon Fitch and also holds a victory over Josh Koscheck. Hendricks enters this fight as the betting favorite so we'll start our look with Condit.
"The Natural Born Killer" Carlos Condit
: 6'2
: 76 inches
: 28 Wins(13 KO, 13 Submission, 2 Decision) 6 Losses(3 Submission, 3 Decision)
: Stamina, Range, Well-Rounded, Good Chin
: Takedown Defense, Strength, Inside Fighting
Carlos Condit's Keys to Victory
1) Marathon, Not a Sprint
- We've seen Carlos Condit go twenty five grueling minutes in back to back fights whether he was on the winning or losing side of things. The guy has a heart and a gas tank that just doesn't run out on him. Even in his fight with Rory MacDonald more than anything it proved to be his superior conditioning that won him a fight with seconds left. This fight is only a three rounder as opposed to five for some silly reason despite the winner clearly being the top challenger in the division. This will allow Condit to really show off his conditioning by cutting a faster pace than he did in his five round bouts.
Johny Hendricks is a very good fighter but he doesn't have great stamina. In fights where Johny has had to go for any significant length of time he clearly slows down. Forcing Hendricks to pursue him and defend himself from leg kicks, jabs, and the occasional knee is going to wear Johny down and score points. Condit can at that point coast in the latter stages of the bout. At that point his big thing is to just avoid the takedowns and big left hand and hear the final horn sound.
2) Move Hendricks Back
- Johny Hendricks' left hand has become a feared weapon amongst welterweights. He really scores with it when he pushes forward and has his opponent backing straight up. So in order to take that momentum away from him you have to make Hendricks move back. Hendricks isn't fleet on his feet after the first round so when he gets thrown at he tends to stop moving, stand flat footed, and then back straight up to reset. When he backs up you can get off on him without the threat of a big left hand or a takedown.
3) Maintain Outside Foot Control
- Condit's fight plan should be predicated upon three things; activity, avoiding the left hand, and avoiding takedowns. We've covered activity and in part we've covered the avoidance of the left hand and takedown. Part of that is indeed that moving Hendricks backward takes away those threats. But you won't have Hendricks moving back for the entirety of the fight. So when he's advancing its important for the orthodox Condit to keep his lead foot outside of the lead foot of Hendricks to avoid being pinned inside of Hendricks' arms and body. He'll retain his freedom of motion and will dictate the striking at that point.
Carlos Condit's Perfect Strategy
- This is going to be very similar to how Condit fought Nick Diaz, another southpaw with a good left hand. Hendricks is more of a threat to shoot for the takedown, but Diaz was in better shape and a better striker. In this fight Condit needs to work an improved version of his plan from the Diaz fight by further exploiting his extensive reach and stamina advantages in the shorter length bout he sees here and shorter length opponent. Leg kicks will be more effective if he throws them on the inside of Hendricks' lead leg with his right leg. This will exploit Hendricks' squared up stance and keep him off balance while moving Condit's head away from the left hand. Using this, a good active jab, and lots of footwork will be the key.
Johny "Big Rig" Hendricks
: 5'9
: 69 inches
: 14 Wins(8 KO, 1 Submission, 5 Decision) 1 Loss(Decision)
: Left Hand Power, Good Wrestling Base, Strength
: Stamina, Defense, Squared up Stance
Johny Hendricks' Keys to Victory
1) Left is Right
- Seemingly out of nowhere Johny Hendricks has made his left hand as vaunted as Dan Henderson's "H-Bomb" right hand. Of course when you become the first guy in the UFC to KO Jon Fitch with one left hand and follow it up with doing the same thing to perennial contender Martin Kampmann its not totally unwarranted. So why change what's worked so well for him? Johny needs to try to get the left hand going early and often against Condit. You always want to use what works best for you.
Nick Diaz doesn't often throw his left hand with as much power as possible(unless it's a body shot), but when he did he was able to rock Condit's head back when it landed. Diaz has more technical prowess than Hendricks but Hendricks has the edge on raw power. For him to be able to win this fight he has to be able to hit and hurt Condit and his best chance is with his left hand crosses, hooks, uppercuts, and overhands.
2) Fight Your Way Up
- Hendricks is more often than not at a height and/or reach disadvantage in his fights. This will be as significant as it gets in those regards as Condit is 5 inches taller and has a 7 inch reach advantage that will be accentuated by kicks from the outside. These physical factors will make it difficult for Hendricks to land consistently to Condit's head and be compounded by Condit's lateral movement. So what can the shorter man do to make his life easier?
Hendricks has to work to Condit's body. The plan of attack here is twofold. On one hand throwing at Condit's body will at some point force him to lower his guard and allow an opening for Hendricks to score with the left hand to the head. Hendricks is also at a stamina disadvantage so he'll be trying to even the playing field by scoring to Condit's body. It's imperative to his success that he realizes this very early so that by the time the third round comes there's a chance he can corner Carlos and hit him with his best shots to earn a stoppage.
3) Use Your Wrestling
- If there is one thing Carlos Condit has trouble fighting against it happens to be takedowns. Even guys without stellar wrestling backgrounds who have to work from the clinch have been able to take Condit down without much difficulty, like Nick Diaz and Hiromitsu Miura. Johny Hendricks has two NCAA championships to his credit as an All-American out of Oklahoma State U. While his wrestling has not been at the forefront of his success in the UFC, the strong base is still there to take advantage of a Condit weakness.
The only people who have stifled Hendricks' wrestling have been better wrestlers like Rick Story and Josh Koscheck. Condit isn't at that level of wrestling. While Carlos possesses a very active guard Hendricks is much physically stronger and so long as he's smart he shouldn't fall into any of Carlos' BJJ traps. He can exert control in this situation and work Carlos over.
Johny Hendricks' Perfect Strategy
- Big Rig is going to need to be on his A game here as he meets the best opponent he's seen in the octagon. As such that means he has to be in the best shape of his career and go in there with the intent to pressue Condit and not play the stand up point fighting game with him. On the feet he may not be able to put out the quantity Condit does, but his shots are definitely quality ones. By working the body he can slow Condit down, open up head strike opportunities, and even set up takedowns where he can hold Condit in place and prevent him from showing his advantages.
Final Prediction
- I like this fight because 1) It matters big time and 2) Each guy does things well that are capable of beating the other. When you have a fight like that its all too rare these days and they tend to produce exciting results. The big difference for me here is that Condit does too many things well that would allow him to fall prey to what Hendricks can do. I generally look at a puncher's chance like Hendricks has against a good fighter like Condit as about a 1 in 20 type of situation. Condit has never been knocked out and I don't think Hendricks is the man to do it.
I just feel Condit has too many advantages to what Hendricks brings to the table and has seen guys who offer better versions of what Hendricks has. Hendricks would have been better off to sit out here because to me Condit is all wrong for him. He loses this one and he loses the title shot he'd have gotten had he chosen to sit out. Its admirable that he would risk it and fight one of the toughest guys in the division but its not smart and I think he'll learn that lesson in this fight.
And the Winner Is…
- Carlos Condit, Unanimous Decision
That's it for this week guys, join us on Sunday night to see how we did. The 411 Ground and Pound Radio Show will return on Sunday night at 9pm EST on Blogtalk Radio talking all things UFC 158. Call in and join us at (323) 657-0901 and we'll see you next week same Pat-time, same Pat-Channel.
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The lawsuit also seeks to remedy the state monument's impact on Jewish and Christian believers. The government has taken a text that, in various forms, is deeply sacred in both of these faiths and have trivialized its religious meaning by placing it in a political and secular context, with its proponents arguing that the monument is a constitutionally permissible recitation of a purely non-religious history of our legal system and government.
Objective coverage of church-state and religious liberty developments, with extensive links to primary sources.
Wednesday, August 21, 2013
Suit Challenges 10 Commandments On Oklahoma Capitol Grounds
The ACLU of Oklahoma yesterday filed a state court lawsuit on behalf of several plaintiffs challenging the constitutionality under the state constitution of a Ten Commandments monument that was erected on the State Capitol grounds in 2012. (See prior related posting.) The complaint (full text) in Prescott v. Oklahoma Capitol Preservation Commission, (OK Dist. Ct., filed 8/19/2013) contends that the monument, paid for personally by a member of the Oklahoma House of Representatives and his family, constitutes an illegal "appropriation of public property" in support of religion, in violation of Art. 2, Sec. 5 of the Oklahoma Constitution. The complaint contains an extensive analysis of the religious implications of the text and design of the monument-- which are similar to those of monuments placed around the country by the Fraternal Order of Eagles. In its press release announcing the filing of the lawsuit, the ACLU said in part:
Posted by Howard Friedman --PermaLink: 7:05 AM
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A Belvidere man accused of running over two people with a car when he was 19 has been found not guilty on two counts of attempted first degree murder.
Christian Antczak was accused of running Kriston Martin and Jessica Leanos in 2010 and then fleeing the scene. Antczak was 19 at the time. Investigators say he, Martin, and Leanos had gotten into a fight at a party earlier that evening.
Although Antczak was found not guilty of attempted murder, he was found guilty of two counts of aggravated battery. He's scheduled to be sentenced on December 14.
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Rummage sale at Elks Lodge
DOWNEY – The Downey Elks Lodge is hosting a rummage sale Saturday, Aug. 23, from 6 a.m. to 3 p.m., with proceeds used to supply all third grade […]
College students presented with scholarships
NORWALK – Several student scholarships were presented at a recent Cerritos College Board of Trustees meeting. Tera Lim of Long Beach received the $500 Perez-Medrano Scholarship which was […]
Textbooks open for review
DOWNEY – Textbooks under consideration for adoption by the Board of Education are now available for public inspection at district headquarters. If adopted, the textbooks will be used […]
Crime Report
Thursday, July 24 At 11:30 a.m., officers were sent to the 10000 block of Imperial Highway regarding a vandalism investigation. When officers arrived they spoke with a witness […]
The Patriot's Jennifer DeKay and Julie Ledesma pose with Elvira at a Knott's Scary Farm media event Wednesday. Knott's introduced a season pass exclusively for Knott's Scary Farm, […]
Tickets on sale to shopping event
DOWNEY – As part of a fundraiser, the Our Lady of Perpetual Help Women's Guild is selling tickets to Citadel Outlets' ninth annual Shopping Extravaganza on Oct. 18. […]
Bosco hires musician as music director
BELLFLOWER – Internationally known musician and teacher Michael Briones is joining the faculty at St. John Bosco High School as the Director of Music. The appointment will be […]
Mystery animal puts Norwalk in the spotlight
Speculation over animal caught on video thrusts Norwalk onto national stage.
Needy students receive donated backpacks
DOWNEY – DUSD's True Lasting Connections recently partnered with non-profit Foundation 4Life to donate more than 100 backpacks filled with school supplies to local students in need. TLC […]
Downey woman makes Dean's List
DOWNEY – Jenna Wilson of Downey was named to the Dean's List at Saint Mary's College for the spring 2014 semester. Jenna is the daughter of James and […]
Church marking 160 years
DOWNEY – Downey United Methodist Church will celebrate 160 years of continuous Christian service to the Downey community with a series of community events in September. "DUMC was […]
Poetry Matters features Douglas Kearney
DOWNEY – The next edition of Poetry Matters at Stay Gallery next Thursday, Aug. 14, will feature Douglas Kearney, whose second full-length collection of poetry, "The Black Automaton" […]
Club needs back-to-school supplies
DOWNEY – The Downey Lions Club is asking the community for donations as it looks to help up to 100 needy students with backpacks filled with school supplies. […]
Patriot in Negril, Jamaica
Charles Cusumano and Lourdes Soto took the Patriot on their trip last month to Negril, Jamaica. ********** Published: Aug. 7, 2014 – Volume 13 – Issue 17
Free dental screenings Tuesday
PICO RIVERA – Colgate's mobile dental van will be in Pico Rivera on Tuesday offering free dental screenings to children ages 1-12. The van will be Bright Now […]
Patriot in Cabo San Lucas, Mexico
Downey residents Rosie, Monica, Ginny, Elvia, Alvaro, David, Ruben and Pablo; vacation in Cabo San Lucas, Mexico. ********** Published: Aug. 7, 2014 – Volume 13 – Issue […]
Tax preparer faces 3 years in prison
WHITTIER – A self-employed income tax return preparer from Whittier pleaded guilty Friday to preparing and submitting false tax returns on behalf of clients to the IRS. Eduardo […]
Guerra outraising Mendoza in senate race
In latest reporting period, Mario Guerra raised nearly $15,000 more than opponent.
Deputies fatally shoot innocent Pico Rivera man
Frank Mendoza, 54, killed by sheriff's deputies during Pico Rivera shootout.
Hawaiian luau in La Mirada
LA MIRADA – Mirada Hills Rehabilitation and Convalescent Hospital in La Mirada will host a free luau Thursday, Aug. 21, from 5-8 p.m. Hawaiian dancers will perform from […]


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Tip of the Week: Maximize your coupons by learning to play the grocery/drugstore game.
I'm not just talking about clipping coupons and using them when convenient. I'm talking about serious couponing here! You've got to learn to play the game of combining rock-bottom sales with coupons, and it takes some organization. If you've got time to watch t.v., you've got time to save money by clipping coupons and filing them. There are many good blogging sites that will do it all for you and tell you how to maximize your deal (listed below). Here's the coupon system I use to stay organized.
Here's what I do each week:
1. Buy a Sunday paper with coupons. I buy a Houston Chronicle for $2 because it has the most coupons in our area.
2. Print coupons for free off Coupons.com (they reload at the beginning of every month)
3. Clip everything, even if you wouldn't normally buy the product.
4. File the coupons according to category and expiration dates.
5. Read the blogs and sales papers to find the best deals.
6. Go to the store with a set amount of cash and only spend what you have. (I have a $10 budget each week for CVS.)
A couple of pointers:
- You can 'stack' coupons. This means you can combine a manufacturer's coupon (mc) with a store coupon. You can't use more than one manufacturer coupon per item.
- If an item is Buy One Get One Free, you can use two manufacturer coupons for the 2 items.
- If you shop with a Kroger card you can load coupons onto your card. In this case you actually CAN use more than one mc per item. For example, I have a paper coupon for chips and one loaded onto my card and both will work. If you have the same coupon off two different sites, the store will choose which one it wants to use. The sites:
Bringing Hope
Proctor and Gamble
Upromise (earn money towards college)
- Check to see which stores double coupons. Kroger triples coupons up to $.35 and doubles up to $.50. So, you could have a Kroger coupon, mc coupon that triples, and one loaded on your Kroger card and use them all.
- The 'All You' Magazine that's found at Wal-Mart is filled with coupons. You'll pay $2.50 per issue, but you can often find subscription deals through blog sites for 2 years for $18.
There are so many myths when it comes it couponing that people don't take advantage of coupons and sales. It's amazing how much money I save by combining sales with coupons. One of the biggest myths I hear is to buy generic because it's always cheaper, which couldn't be farther from the truth. A lot of times I can buy brand name items for dirt cheap or even free. If I absolutely need an item and the coupon doesn't beat the price of the generic product then I will buy generic. Another myth is don't use coupons for items you wouldn't normally buy. I use to believe this myth until I realized that sometimes those items are 'money-makers', meaning you can combine them with sales and have overage to buy something else. For example, you have a $5 coupon for something that is on sale for $2…buy the item along with something you need. If you won't ever use it, donate it.
The two main stores I shop at are CVS and Kroger. Walgreens can have good deals, but CVS is usually better when it comes to deals. I could go into great detail here on how to shop at CVS, but I'll refer you to some great sites for that.
A final tip is to read, read, read and start slow. It takes a few months to learn the systems and how to coupon effectively. You may spend a little more money at first learning how to do it, but can save up to 80% on your grocery bill each month.
I love to save our family money by getting great deals. One thing it's allowed us to do is entertain more and not be worried about how much it's going to cost. It also helps with living on one income…I count it as a service to my family. Happy Couponing and email me with any questions!
Best Referral Readings and Blogs:
Couponing 101
Couponing for Newbies (explains a lot of lingo)
Stockpiling 101
Coupon College


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Slender One Review
What You Should Know
Click Here To See Our Highest Rated Review
Slender One is an appetite suppressant that claims it can help dieters lose 30 pounds in about one year. One year's supply of the supplement, at the lowest recommended intake, costs about $420. If you add the extra dose in the evening to suppress the need to snack after dinner, the total cost per year jumps to nearly $640. If you do manage to lose the 30 pounds Slender One claims you'll lose, that's like paying $21 per pound. The Slender One website claims the main ingredient is backed with 11 clinical studies, but no links are provided to those clinical studies. When we researched Slendesta, the active ingredient in Slender One, we did find a study that claimed the supplement did NOT work to reduce appetite.
List of Ingredients
- Slendesta
- Green Tea Extract
- Chromium
- Zinc
Product Features
Slendesta is the marketed ingredient in Slender One, but the companies 11 clinical studies are nowhere to be found. We did find a study published in the International Journal of Obesity that proved the supplement, when taken at 30 mg before meals, did not reduce hunger. Only 15 mg is supplied in Slender One.
Green tea is the ingredient that does come with clinical support, though no links are provided for this ingredient either. The 250 mg is perfect as the dieter takes the supplement two to three times daily supplying 500 to 750 mg of green tea. Chromium is a natural appetite suppressant and zinc may support immune system function.
When dieters search for weight loss supplement they need to look for a few important details. First, how much is the supplement going to cost and can I try the supplement without risk of being stuck with the bill. Slender One costs just $34.95 for 20 to 30 days of use; less than comparable products, but there is an issue with the 110% guarantee. The guarantee page claims dieters have 60 days to try the product, but the returns page claims the dieter must return the product within 30 days to receive a refund and the dieter must wait for an RMA number before sending back the supplement.
- Ingredients listed online.
- Contains green tea and chromium.
- Slendesta is NOT clinically proven to reduce appetite.
There is something off about the Slender One product guarantee. If the dieter looks at the guarantee page and decides to order the product in hopes of trying it for at least 30 days, they could be left with the bill because the guarantee claims a 60 day money-back promise, but the returns department accepts the unused portion of your bottle for 30 days after purchase.


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Cool Tool – system stats
This utility allows you to monitor a various system info in "always on top" floating window (overlay mode).
Available features:
- CPU Usage meter
- Free RAM meter
- CPU Frequency indicator
- 2g/3g/Wi-Fi Traffic meter
- Battery Level
- Battery Temperature
- Battery Current (mA)
- Wi-Fi Signal Level
- I/O Activity
- Time/Date indicator
- GSM Cell Signal Level (Samsung Galaxy S2 and Galaxy Note are not supported due to firmware bug!)
- Number of fixed GPS satellites
- SD Card free space
- Most resource-intensive processes
- Task Killer
- Audio VU and visual equalizer
- CPU temp on some devices
Also there is nice real time graph on background.
Press Show Panel button to enable dashboard. You can drag floating window over the screen or double tap to open settings. See video and screen-shots for details.
This application allows you to:
- Easy diagnostic problem processes that consume resources excessively.
- With Cool Tool you can monitor full-screen applications (games, video players, browsers).
- Monitor your Internet traffic without closing the browser window.
- Make your battery level always visible, with accurate percentage scale.
- Monitor how good your CPU governor switches between CPU frequencies in idle/stresses
Customize the appearance of the panel using color picker dialogs. Also you can adjust transparency and size of the panel in Sliders section.
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Vol. 41, No. 1 (Winter 2005)
This full-text article is provided as a member service of the Council on Social Work Education.
Achievement Motivation and Outcome in Social Work Field Education
Anne E. Fortune
Mingun Lee
Alonzo Cavazos
STUDENT PERFORMANCE in field practicum is critical because the setting and the skills directly represent the real world of practice for which the student is preparing. Although many factors influence student performance (Alperin, 1998; Fortune, 2001; Knight, 2001; Regehr, Regehr, Leeson, & Fusco, 2002), student motivation may be particularly important because it can be assessed and changed. If motivation is related to student performance in field, it is possible to predict who will do well and to provide interventions to improve motivation. This study looks at achievement motivation, students' own reports of their skills, their satisfaction with field, and their field instructors' evaluations of their skills.
Motivational Factors Related to Student Performance
Individuals with high motivation to achieve are more likely to succeed in school and in careers. One approach to investigating achievement motivation is expectancy-value theory, which suggests several important determinants of achievement: the value placed on the task to be done, the motivation or desire to accomplish the task, perception of the difficulty of the task, and confidence in one's ability to accomplish the task (Eccles, 1983; Pintrich & Schunk, 1996; Wig- field, 1994a). These determinants of achievement are task-specific, that is, a social work student may be highly motivated to achieve in field practicum, but not in research class. Indicators of expectancy-value have been associated with achievement in many different arenas, such as elementary school, college, business, and academe (Spence & Helmreich, 1983; Wigfield, 1994a, 1994b; Wigfield & Eccles, 1992).
Value of a task to an individual includes the importance of doing well on the task (attainment value), the usefulness of the task for future goals (utility value), and what must be given up to engage in the task (cost value) (Eccles, 1983; Wigfield, 1994a). The value of a task affects which task is chosen and which is avoided (Wigfield & Eccles, 1992), as well as the individual's success at the task (Eccles, 1983; Pintrich & Schunk, 1996).
Intrinsic motivation is motivation driven by internal interest, desire to engage in an activity for its own sake, or pleasure in doing it for its own sake (Linnenbrink & Pintrich, 2002; Pintrich & Schunk, 1996). Intrinsic motivation plays an important role in the educational process, facilitating learning and achievement. Difficulty is the individual's perception of difficulty of a specific task, while confidence is the individual's self-assessment of his or her competency to complete a specific task. Both difficulty and confidence affect a student's overall expectancy or confidence of success in completing a task (Eccles, 1983; Pintrich & Schunk, 1996).
Thus, under expectancy-value theories, a social work student may value an assignment in field practicum because it seems important for a practice career (value). The student may be motivated to accomplish a task because he or she gets pleasure from working with clients (intrinsic motivation). The student selects assignments that seem challenging but manageable (difficulty) and that he or she is confident can be learned (confidence).
Another approach to motivation that focuses more explicitly on self-perception of ability is self-efficacy, defined as "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, 1997, p. 2). Self-efficacy includes the belief that one can do something and that by doing so one can achieve a desired outcome. Unlike self-confidence, self-efficacy includes the idea that executing the action will have the desired result. Self-efficacy is related to whether a person will attempt something, how much effort is expended, and how long he or she works on a task. Self-efficacy, which is specific to a particular task, predicts future behavior and outcomes in diverse areas such as general academic performance, professional skill development, athletic performance, health behaviors, and career attainment (Bishop & Bieschke, 1998; Hackett & Betz, 1995; Holden, 1991; Resnick, 2002; Wise & Trunnell, 2001; Zimmerman, 2000).
Relation of Motivation to Social Work Skills
Both expectancy-value and self-efficacy formulations of achievement motivation have been widely investigated in other areas of education. In human service disciplines such as psychology, nursing, and therapeutic recreation, the research has focused on interventions to increase student self-efficacy for counseling (Jackson, 2002; Laschinger, McWilliam, & Weston, 1999; Munson, Zoerink, & Stadulis, 1986; Plourde, 2002; Urbani et al., 2002). In social work, Gary Holden and colleagues have developed social work self-efficacy measures in several areas, including efficacy for hospital social work, research, evaluation, and generalist social work practice (Holden, Meenaghan, Anastas, & Metrey, 2002). However, the link between achievement motivation and achievement has rarely been investigated in the helping disciplines, including social work. One study, in career counseling, found mixed and unexpected associations of student–counselor self-efficacy and client outcomes (Heppner, Multon, Gysbers, Ellis, & Zook, 1998). Thus, based on research in related areas, it is reasonable to expect that achievement motivation and achievement are associated in social work, but there is as yet little evidence.
In an earlier study, the authors examined expectancy-value concepts of achievement motivation and social work students' self-reported skills in field practica (Kaye & Fortune, 2003). We found that students reported greater skill if they saw field tasks as less difficult, had greater intrinsic motivation, and had more confidence in their ability to perform field tasks. Value of what was to be learned was not associated with skill. This study is a partial replication of the previous study. It examines the same expectancy- value concepts—intrinsic motivation, difficulty, confidence, and value—and adds Bandura's notion of self-efficacy. In addition, it adds to the outcome measures by including not only students' self-report of their social work skills, but also their satisfaction and the evaluations of their field instructors. It also engages a broader range of students, including both BSW and MSW students.
Based on the literature reviewed, we expected a positive association between the outcome measures and value, intrinsic motivation, confidence and self-efficacy and a negative association between outcome and difficulty. Specifically, we hypothesized that student self-rating of skills, satisfaction with field practicum, and field instructor evaluations would be greater if:
• value of the task is higher,
Because achievement motivation is related to performance in previous studies, we expected that these aspects of motivation would be related to both students' and field instructors' evaluations of the students' skills. We included satisfaction because we thought students would enjoy themselves more if they were motivated, and because satisfaction attracts students to learning situations and motivates them to perform (Cimino, Cimino, Nuehring, Raybin, & Wisler-Waldock, 1982; Fortune & Kaye, 2002; Kissman & Tran, 1990).
The participants included students from four social work programs: the University at Albany MSW program, Marywood University MSW program, the University at Albany BSW program, and the University of Texas–Pan American BSW program. A total of 190 students completed the end-of-semester questionnaire. As will be described, two were excluded from the analysis because their responses were statistical outliers. The 188 remaining students were predominantly women (84%, n=158), and full-time students (65%, n=122). Age ranged from 21 years to 56 years with an average age of 31.6 years (SD=8.9). The students were predominantly Caucasian (71%, n=133) with some African American (4%, n=8) and Hispanic students (18%, n=34); most of the Hispanic students were from University of Texas–Pan American. Two thirds (n=126)were full-time students, but nearly half of Marywood respondents were part-time (46%, n=18). Overall, the characteristics of the students were consistent with social work students nationally (Lennon, 2001).
We recruited students at the beginning of their required field practicum through announcements in classes or flyers in their mailboxes, or both. Students completed questionnaires about the practicum at several points during the practicum. The data for this study were from the last questionnaire, a 16- page questionnaire given near the end of their practicum. At Albany and Marywood, the questionnaire was handed out 3–6 weeks before the ending of a 2-semester concurrent practicum. At University of Texas–Pan American, it was given out 2 weeks before ending of a 1-semester block practicum. The questionnaire included measures of motivation, self-rating of social work skills, and satisfaction with field, as well as other questions about student experiences while in field practicum. The questionnaires were handed out in class or placed in student mailboxes. Students completed them at their leisure, returning them to the mailbox of the respective faculty member. Data were collected in spring 2001 except for one cohort at Albany, whose data were collected in spring 2000.
In addition, at initial recruitment at Albany and University of Texas–Pan American, students gave permission for access to their field instructors' evaluations of their performance. Marywood did not participate in this phase of the study. Once field evaluations were recorded, the link between student and his or her code number was destroyed. The procedures for protection of human subjects were approved by the Institutional Review Boards of all three universities.
Expectancy-value concepts of achievement motivation. Following expectancy-value theory, items had to be specific for the task of learning in field practicum. We used the same items that had been created for the first study. Using a Likert-type scale, students reported how much they agreed or disagreed with each item over the past 2 weeks (1=strongly disagree, 5=strongly agree). Some items were re-coded so higher scores always indicate more of a property.
The first concept, value of what is to be learned, was the mean of three items: "I am frequently asked to learn things that are of little value to me"; "my field assignments are interesting and useful"; and "what I am currently learning in my field placement is important to becoming a good social worker." The internal consistency for value was adequate (Chronbach's alpha=.72). Student perception of value was moderate (M=3.34, SD=.59, on the 5-point scale). The second concept, intrinsic motivation, consisted of a single item, "I enjoy the process of learning in the field." Intrinsic motivation was high with much variability (M=4.32, SD=.99). The third concept, difficulty of the task, also consisted of one item, "I have difficulty doing what is asked in the field placement." Perception of difficulty was low, but with much variability (M=1.55, SD=.94). Neither motivation nor difficulty have alphas because they are one-item constructs. Confidence in one's ability to complete the task was three items: "for the most part, I am confident that I can perform successfully in field"; "I often think I will never learn to be a good social worker"; and "it is dif- ficult for me to master the skills needed in the field." The internal consistency for confidence was slightly below the desirable range with an alpha of .68. Confidence was below the midpoint of the scale (M=2.70, SD=.48).
Self-efficacy. Self-efficacy was measured with a scale the authors developed according to Bandura's (1997) guideline for self-efficacy scales, the Social Work Skills Self-Efficacy Scale. Like motivation, self-efficacy is task specific. Students responded to a stem, "How confident are you that you can…" Responses were reported on an 11-point scale from 0, 10, 20, … to 100, anchored 0 cannot do at all and 100 certain can do it. Students rated 43 items derived from a review of research on social workers' on-the-job activities and on the social work baccalaureate and master's curriculum (Fortune, 1994). The self-efficacy scale had excellent internal consistency (alpha=.85) and beginning evidence of reliability and criterion validity (Fortune, Kaye, Holden, & Cavazos, 2002). We used the mean of items. Self-efficacy was moderate (M=79.75, SD=14.14, on the 100- point scale).
Outcome Measures
Satisfaction with field education. For student satisfaction with field education, students rated their satisfaction with their field agency, field instructor, and field learning (alpha=.86). Responses were on 5-point scales from 1=completely dissatisfied to 6=completely satisfied. We used the mean of the three items. Students were moderately satisfied with field education (M=4.02, SD=1.01).
Self-rating of social work skills. Each student rated his or her own social work skills on 6 broad items: student as learner; development of professional attitudes, values and ethics; knowledge and skills for agency-based work; communication skills; assessment skills; and intervention skills. Responses were on a 5- point scale with 1=unacceptable, 2=needs improvement, 3=satisfactory, 4=very good, and 5=outstanding. The internal consistency was moderate with an alpha of .72. Again, we used the mean of items. Students rated their skills slightly above satisfactory (M=3.33, SD=.61 on the 5-point scale).
Field instructor evaluation. The field instructors' evaluations at the end of the practicum were available for students at Albany and University of Texas–Pan American. The evaluation form was different for graduate and undergraduate students. In each program, the field instructor rated the student on specific skills. The undergraduate evaluations contained 17 items, the Albany 1st-year (generalist) MSW evaluation included 112 skills, while the 2nd-year Albany MSW evaluation included 123 skills. All evaluation forms used 5-point Likert-like scales with 1 indicating the lowest score (unacceptable performance, no understanding, no ability to understand a skill) and 5 indicating the highest (outstanding, high degree of understanding, high ability). Field instructors rated the students quite high (M=4.40, SD=.45).
Statistical Analyses
To test the hypotheses, for each outcome measure, we first conducted Pearson's correlations to determine direct relationships between motivation items and the outcome measure. We then used forced-entry ordinary least squares (OLS) multiple regression to determine the relationships when the effect of all variables was considered. Tests of multicollinearity indicated that it was acceptable to include all variables in each equation (modest correlations and tolerances of at least .65). The residuals and predicted variables from each regression were also analyzed to determine if the data met requirements for multiple regression. The analysis of studentized residuals indicated two outliers, or individuals with discrepant scores, on at least two dependent variables. These two individuals were dropped from the analyses. However, the distribution of residuals for each regression equation was still not perfectly normal, indicating some departure from the assumptions for multiple regression.
Satisfaction With Field
The Pearson's correlations indicate significant relationships between students' satisfaction with field and all motivation variables (Table 1). In the regression equation, task value, intrinsic motivation, difficulty, and self-efficacy were significant, with intrinsic motivation and task value the most important predictors (Table 2). Higher satisfaction with field was associated with greater task value, higher intrinsic motivation, less perceived difficulty, and higher self-efficacy. Only con- fidence in ability to complete tasks was not significant. Because self-efficacy and confi- dence are related to each other both theoretically and statistically, we conducted further analyses to see if self-efficacy suppressed a relationship between confidence and satisfaction. It did not: confidence was not significant when self-efficacy was omitted from the analysis, and the betas did not change when confidence was added to a regression equation with self-efficacy. The full regression equation with all variables accounted for 62% of variance in field satisfaction.
1. Relation of Achievement Motivation to Outcome: Pearson's Correlation
r, One-Tailed Probability
2. Regression of Satisfaction With Field Education on Measures of Achievement
Self-Rated Social Work Skills
Students' social work skills had significant correlations with task value, intrinsic motivation, difficulty of task, and self-efficacy (Table 1). In the regression equation, higher self-rating of skills was significantly associated with greater task value, greater intrinsic motivation, and greater self-efficacy (Table 3). Neither difficulty of task nor confidence was significant. The full equation explained 44% of the variance in student's social work skills.
3. Regression of Social Work Skills on Measures of Achievement Motivation
Field Instructor Evaluations
The field instructor evaluations were significantly correlated only with student confidence (Table 1). However, the multiple regression showed no significant relationships between field instructor's evaluation and any item measuring student motivation (Table 4). The field instructor's evaluation of student performance is not explained by concepts from theories of achievement motivation.
4. Regression of Field Instructor Evaluation on Measures of Achievement
The hypothesis that achievement motivation is related to student outcomes in field practicum is partially upheld. Self-efficacy and several constructs from expectancy-value theory were associated with student satisfaction with field practicum and self-rated social work skills. However, student motivation was not associated with field instructor evaluations of student performance.
For students' self-rated social work skills, students rated their social work skills better if they valued their tasks more, had greater intrinsic motivation, and higher self-efficacy. All three were quite important (betas between .26 and .35). Difficulty of tasks and confidence in ability to complete them were not related to social work skills. These results about students' skills only partially replicates those in our earlier study (Kaye & Fortune, 2003). The differences in results—the importance of con- fidence and difficulty in the earlier study, the importance of value in the current study—may relate to the timing of the two studies in the course of students' field practica. The first study took place approximately 7 weeks after the beginning of an 8-month practicum, while this study took place shortly before the end of the practicum. Several studies have shown differences in student self-ratings over time (Holden, Cuzzi, Rutter, Rosenberg, & Chernack, 1996; Plourde, 2002; Urbani et al., 2002; Williams, King, & Koob, 2002). It may be that students new to the practicum were daunted by tasks they thought were difficult, and they relied more on their sense of self-confidence. Students later in the practicum knew from experience that they could do tasks that seemed difficult initially. For value, tasks are valued more if a student has clear long-term goals as a context for understanding the relevance of those tasks (Miller, DeBacker, & Greene, 1999). Again, the students who were completing practicum may have clearer and more realistic career goals, and thus were better able to evaluate the value of the tasks they were learning.
For student satisfaction with field education, students were more satisfied if they valued their tasks in field more, had greater intrinsic motivation, saw less difficulty doing what was asked in field, and had a higher sense of self-efficacy regarding field tasks. Task value and intrinsic motivation were particularly important predictors of student's satisfaction with field (betas of .35 and .47). Only confidence in their ability to complete the tasks was not related to satisfaction.
In this study, the same variables were the most important predictors of both satisfaction with field and social work skills: value of the task, intrinsic motivation, and self-efficacy. Students are more satisfied and rate their skills higher if they believe that what they are learning in field is important, take pleasure in field tasks, and believe they can execute social work skills to achieve an outcome. These results are consistent with research and theory about achievement motivation. Understanding the usefulness of learning tasks enhances intrinsic motivation (Linnenbrink & Pintrich, 2002), and that pleasure should increase satisfaction. At the same time, seeing the value of tasks and intrinsic motivation are directly related to positive learning behaviors such as self-regulation and to achievement outcomes (Linnenbrink & Pintrich, 2002), in this case, students' self-rating of social work skills. Similarly, self-efficacy is related to achievement (Bandura, 1997), and presumably a positive assessment of one's capability to produce a good outcome enhances one's satisfaction with the situation.
However, contrary to the hypothesis, achievement motivation was not related to the evaluation of students by outside observers, their field instructors. No significant relationships were found between instructor evaluation and any facet of achievement motivation. This is very much contrary to research on achievement motivation in other fields, which has found motivation associated with achievement on objective behaviors as wide-ranging as academic grades, career achievement, and healthy behaviors (Holden, 1991; Linnenbrink & Pintrich, 2002; Wigfield, 1994a). The lack of relationship may be due to problems with the outcome measure. Field instructor ratings of the students bore no relation to the students' own rating of their skills (r=.06). Further, the analysis of residuals indicates the data are not fully suited for the regression statistical analysis. Field instructor evaluations tended to be on the high end of the scale, restricting the range, a problem encountered in other attempts to use instructor evaluations (Power & Bogo, 2002). As Bogo and colleagues note, pressures on field instructors during evaluation may limit the validity of the evaluations (Bogo, Regehr, Hughes, Power, & Globerman, 2002). On the other hand, the only study directly addressing field instructor evaluations suggests that those evaluations compare favorably to assessments by outside judges who listened to audiotapes of student practice (Reid, Bailey-Dempsey, & Viggiani, 1996).
In addition to potential limitations of the field instructor evaluations, the measures of value-expectancy concepts have not been validated. Such concepts are necessarily task-specific and value-expectancy concepts have not been applied to social work field performance until recently. In other motivation research, investigators commonly develop new items for specific tasks, and we have followed this tradition (see, for example, Jackson, 2002; Patrick, Hisley, & Kempler, 2000; Pintrich & Schunk, 1996; Vrugt, Oort, & Zeeberg, 2002). Nevertheless, as these concepts prove useful, the measures should be validated.
Another limitation is that the sample includes volunteers and is relatively small (188 students). An advantage is that the sample included four social work programs, both graduate and undergraduate, and from several states. Nevertheless, further research is needed to determine if the results are similar among other social work students. Finally, an issue in interpreting the results is that the direction of the causal relationship is unclear because most of the measures were student perceptions taken at the same time. We cannot tell, for example, if students rated their skills high because they were interested in field education, or if they were interested in field tasks because they thought they had the skills to do them.
Implications for Field Education
Despite the limitations, this study offers further evidence that achievement motivation is related to attainment of social work skills. Achievement motivation theories are useful because they suggest attributes that enhance student learning. While this study did not examine change in motivation, its results combined with other research suggest potential interventions to make the field practicum more satisfying and productive for students.
First, in terms of enhancing task value, the activities assigned to students should be meaningful and related to accomplishment of professional goals. Students value meaningful and challenging activities, and such activities increase intrinsic motivation (Linnenbrink & Pintrich, 2002; Patrick et al., 2000). For example, most students are more motivated to work with clients than to review case reports or prepare mailings.
The relevance and value of an activity should be explained clearly. In social work, as elsewhere, understanding why something is done and how it is relevant are related to student satisfaction and perception of learning (Alperin, 1998; Fortune & Abramson, 1993; Knight, 2001). For example, students are more likely to complete process recordings and to value them if they understand the contribution of process recordings to their learning. It may also be helpful to link learning activities to students' long-term career goals (Miller et al., 1999). For example, students who plan a clinical career may resist program evaluation tasks unless they understand the relevance of evaluation to funding for clinical services.
In addition, offering students a choice of learning activities allows them to select ones they value or find intrinsically motivating (Linnenbrink & Pintrich, 2002; Patrick et al., 2000). Learning contracts used in many schools of social work include such negotiation of assignments (Fox & Zischka, 1989; Friedman & Neuman, 2001), often within an overall structure of competencies to be mastered. The process of negotiation also empowers students through mutual respect and accountability (Lemieux, 2001), which again increases intrinsic motivation.
Second, there are several ways to further enhance intrinsic motivation. Most straightforwardly, instructor enthusiasm is critically important in student motivation (Patrick et al., 2000). Field instructors are important role models, and their attitudes tell students what is worth learning. Even if an instructor is not excited about some aspect of the job, artificially generated enthusiasm can motivate the student.
Intrinsic motivation includes a contextual component—situational interest—as well as the more familiar and stable personal interest (Hidi, 1990; Linnenbrink & Pintrich, 2002). Situational interest can be increased by manipulating the learning situation to "catch" and then "hold" the interest of learners (Mitchell, 1993). "Catch" factors include new and exciting tasks, for example, new interventions, intriguing cases, or collaboration with different colleagues, rather than repetition of similar experiences. "Hold" factors make content meaningful and involve students in the task, for example, through handson experience. In many senses, field practicum is ideal for creating situational interest, especially when compared to academic classes.
Intrinsic motivation is also affected by the student's type of goal. Students whose goals are performance avoidant—driven by a fear of failure—are less motivated than those driven by competition or a pure desire to learn (Rawsthorne & Elliot, 1999). This suggests that instructors avoid situations that shame students, for example, denigrating their performances in front of colleagues. Feedback should not include social comparison ("John can run a group better than you") although it may be useful to include normative comparison ("Students at this point in the practicum should be able to assess the group dynamics and make comments that will increase cohesion").
Third, self-efficacy may be enhanced by addressing the sources of information people use in developing their sense of self-efficacy. Bandura (1997) suggests four processes: performing an activity, watching role models, verbal encouragement, and physiological feedback. Performance is, of course, central to "learning by doing" in social work. However, to increase self-efficacy (and achievement) requires successful performance—the perception of failure decreases self-efficacy (Miller et al., 1999; Resnick, 2002)—and so student learning opportunities should be chosen to maximize the likelihood of success (Linnenbrink & Pintrich, 2002). For example, field instructors may initially select student cases with circumscribed problems, or have a student coordinate a work group whose members have previous successful experience working together.
The effects of performance may be enhanced by modeling skills early in the learning sequence, particularly for complex counseling skills (Miller et al., 1999; Wise & Trunnell, 2001). Students who can watch experienced practitioners conduct an assessment, for example, are more likely to perform well than those who do it themselves without a role model, especially if there are also guidelines for completing an assessment (Resnick, 2002; Wise & Trunnell, 2001). However, simply watching others is not particularly effective (Wise & Trunnell, 2001); students need to combine watching others with applying their skills.
Similarly, verbal encouragement is less effective by itself than if it occurs after a student has performed a skill (Wise & Trunnell, 2001). Immediate feedback is better than general exhortation or encouragement. Effective encouragement is individualized, accurate, tied to successful performance, and not effusive (Daniels & Larson, 2001; Jackson, 2002; Linnenbrink & Pintrich, 2002). For example, field instructors might praise the timing of students' interventions: "Your comment about goals refocused Charles without making him feel put down." While such feedback should emphasize things students do well, not their errors (Daniels & Larson, 2001), it is also important to ensure accurate self-efficacy. Beginning students often overestimate their abilities (Holden et al., 1996; Urbani et al., 2002; Vrugt et al., 2002). Consequently, accurate assessment of student limitations should temper positive feedback so students may begin to understand the scope and complexity of professional tasks. For example, field instructors might add comments about the potential for more systemic interventions: "Although Charles felt included in the group, you could have helped the group take responsibility for the direction of the meeting."
Physiological feedback includes emotional as well as physical sensations. Attention to physiological feedback, especially the emotional feedback, should be part of professional self-awareness. For example, physical sensations include a reinforcing glow of pleasure after task accomplishment or anxiety prior to dreaded activities. If physiological arousal is perceived by students as negative, instructors can reinterpret it as indicating a challenge to be mastered, a signal that a new learning opportunity is present.
Overall, the research on achievement motivation suggests that student motivation and thus performance can be increased by (1) increasing the value of an activity by offering choice among meaningful tasks and clarifying utility of the activity; (2) altering contextual factors and individual goals; and (3) emphasizing performance while modeling complex skills, providing appropriate targeted encouragement, and interpreting physiological cues. Most of these principles are familiar to social work education. Many are outlined in classic texts on supervision such as Bogo and Vayada (1998), Kadushin (1992) and Munson (1993). The importance of motivation and the various methods of enhancing it can be included easily in field instructor training.
This study suggests that achievement motivation is an important factor in students' success in field practicum, at least from their own perspectives. Students who value what they are learning, take pleasure in what they are doing, and have greater self-efficacy about accomplishing it successfully, are more satisfied with their field education and report greater skill at social work tasks. Their achievement motivation— and self-ratings—are not, however, associated with field instructor evaluations of their skills.
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Accepted: 02/04.
Anne E. Fortune is professor, and Mingun Lee doctoral student, School of Social Welfare, University at Albany, Albany, NY. Alonzo Cavazos is associate professor, Department of Social Work, University of Texas–Pan American, Edinburg, TX.
Address correspondence to Anne E. Fortune, School of Social Welfare, University at Albany, 135 Western Avenue, Albany, NY 12222; email: firstname.lastname@example.com.
The authors thank Kathryn Skinner, former director of field education, Marywood University, Scranton, PA; Bonita Sanchez, coordinator of field education, University at Albany; Laura Kaye, then doctoral assistant at the University at Albany; and the students who generously completed the questionnaires.
© by the Council on Social Work Education, Inc. All rights reserved.


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Introduction: A Brief Trajectory of Public Choice and Public Law
Daniel A. Farber
University of California, Berkeley - School of Law
Anne Joseph O'Connell
University of California, Berkeley - School of Law
RESEARCH HANDBOOK ON PUBLIC CHOICE AND PUBLIC LAW, D. Farber, A. O'Connell, eds., Edward Elgar, 2010
UC Berkeley Public Law Research Paper No. 1670388
Public choice theory plays a critical role in public law, particularly for legal scholarship and to some extent for doctrine. To be sure, it is not the only game in town, but it is an important one. The Research Handbook on Public Choice and Public Law is part of a new series, Research Handbooks in Law and Economics, which has been developed under the direction of Judge Richard Posner and Professor Francesco Parisi. Each volume in the series aims to serve as a reference, providing helpful introductions to important topics, and as a provocateur, suggesting weaknesses and important areas for further exploration.
Our volume also emphasizes interdisciplinary and empirical approaches to public choice and public law, drawing from a range of social sciences and legal subjects. It is broken into four major segments: foundations, constitutional law and democracy, administrative design and action, and examples of specific statutory schemes. This introductory essay has several goals and audiences. To situate the novice, it starts by providing some cursory background on public choice theory, which the first part of the book covers in a more deliberate and stimulating manner. For the more sophisticated reader, it suggests that the field has shifted considerably in its aims and even its methods, comparing its origins to its current manifestations. For scholars engaged in this or related research, it then offers some lessons to consider as the field moves forward. Finally, for all readers, it summarizes the chapters contained in the volume.
Number of Pages in PDF File: 17
Keywords: public choice, public law, foundations, constitutional law, agency design and action, statutory schemesAccepted Paper Series
Date posted: September 3, 2010
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While you were doing your Monday thing, there were stories about the Cardinals happening. Darnell Dockett went jet skiing with a rival. Tyrann Mathieu was asked about punt returns. Sam Acho keeps on doing things that affect the world. Plus, the NFL had a bunch of things happen, too. Read away!
Word From the Birds Blog | Acho impact way beyond football
What wasn't new for Acho is that he combined his nuptials with more work in that country for his family's Living Hope Ministries, when he helps hundreds in need of medical attention of one sort or another.
Word From the Birds Blog | Returning to Peterson
It was the question that was inevitable once Mathieu was drafted.
Darnell Dockett's Jet Ski Ride
Watch DL Darnell Dockett take some time off from training to ride a jet ski through the Atlantic Ocean in Miami.
NFC West receivers gaining ground on Cardinals' Larry Fitzgerald? - ESPN
We consider today five leading challengers from the NFC West in 2013, ranked by ESPN's fantasy projections for total receptions:
When NFC West rivals get along fine - NFC West Blog - ESPN
"I know you all looking like, 'Why am I hanging with a Seahawk?' " Dockett said, "but it's all love. It's war on the field, but it's all love right now. We're just having a good time."
Chiefs, Dolphins, Giants among teams with reasons for optimism - NFL.com
Cards picked by one NFL writer.
OL age and the NFL: 2013 edition - Bleeding Green Nation
Where does your favorite team's offensive line rank, in terms of average age?
Chicago Bears, Henry Melton will not reach extension - SBNation.com
Henry Melton has been one of the most productive defensive tackles in the league for the Chicago Bears, but the 2012 Pro Bowler's attempts to reach an extension with his squad did not pan out.
Anthony Spencer will play under Cowboys franchise tag - SBNation.com
As expected, Anthony Spencer and the Dallas Cowboys couldn't reach a deal, meaning the Pro Bowler switching from linebacker to defensive end is likely in his last year in Dallas.
Broncos hand down punishments to Russell, Heckert - Mile High Report
Matt Russell suspended indefinitely w/out pay, Tom Heckert suspended 1 month w/out pay.
Broncos OL Quentin Saulsberry arrested in May for DUI - SBNation.com
Quentin Saulsberry's career since graduating from Mississippi State has been checkered: he got a four-game PED suspension last year on the Broncos' practice squad, and now has a DUI to his name.
Maurkice Pouncey regrets wearing 'Free Hernandez' hat - SBNation.com
One of the Pouncey brothers photographed in a pro-Aaron Hernandez hat says he regrets his decision.
Cam Newton is a fan of the Atlanta Falcons - SBNation.com
Let the overreactions begin! Cam Newton is a fan of the Atlanta Falcons.
Michael Vick not assured to start at quarterback - SBNation.com
Many think Michael Vick will ultimately win the Eagles' starting quarterback job, but it's a legitimate competition and Nick Foles -- not Vick -- may be in the lead.
Bengals likely to move on from Michael Johnson after 2013 - SBNation.com
Despite breaking out in 2012, Michael Johnson could be squeezed out of Cincinnati after failing to sign a long-term deal on Monday.
Ryan Clady, Broncos agree to long term contract - SBNation.com
The Denver Broncos signed offensive tackle Ryan Clady to a five-year deal worth a reported $57.5 million.
NFL news roundup: Maurkice Pouncey apologizes for 'Free Hernandez', Jets prepare for another controversy - SBNation.com
The Pouncey brothers wear ill-advised headwear, while the Jets continue to have QB controversy.
REPORTS: Bengals sign Carlos Dunlap to six-year deal worth $40 million - Cincy Jungle
Multiple reports are citing a six-year deal worth $40 million for Bengals defensive end Carlos Dunlap. This story is developing.
Franchise tag deadline passes, where does everyone stand? - SBNation.com
Ryan Clady got his deal, but the other franchised players did not. Where does everyone stand now that Monday's deadline has passed?
The Jets quarterback controversy is the story we've all been waiting for - SBNation.com
A wiser Mark Sanchez. Geno Smith in the read option. The New York Jets have a quarterback controversy, and it's a welcome sign that football is right around the corner.
More from Revenge of the Birds:
- Arizona Cardinals training camp preview: The safeties
- ROTB Arizona Cardinals podcast: Carson Palmer and ranking NFL QBs
- Arizona Cardinals training camp preview: Special teams
- What types of defenses has Carson Palmer had on his teams?
- NFL power rankings: Arizona Cardinals near the top of the 'un'rankings
- Calais Campbell says Arizona Cardinals 'very likely' to win NFC West
Keep up with Cardinals news and opinions when you are not on the site. Follow Revenge of the Birds on Twitter at @revengeofbirds and "like" us on Facebook. You can follow me individually at @senorjessroot.


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Did you miss the first football equipment fitting day on Saturday July 19th?
Next makeup football equipment fitting:
Date: Sunday July 20th
Time: 1:30pm - 3:30pm
Location: Norris Park (910 S. Hughes St. in Apex)
If you have not turned in all you paperwork and/or registration fee, please make sure you bring it with you. Even though you registered on-line, you still have to print the forms, sign and turn in. Click here to print your forms.
• Pop Warner Participant Contract And Parental Concent Form (2 pages)
• Pop Warner Physical Fitness & Medical History Form (2 pages - physical form is filled out by your doctor)
• ASA Volunteer Agreement
• ASA Expectation of Parents and Code of Conduct Form
• Copy of 2013/2014 Year End Report Card
• Copy of Birth Certificate - Not needed if played lasted year for ASA Football.
• Registration Fee has to be paid before equipment can be handed out and allowed to practice.
If you have any questions, please email commissioner Mark Priest email@example.com or email@example.com.
ASA will be hosting a Challenger Game at 1:30pm, so please come out and support these kids. Check out the CFF website for more information about it. Challenger Division
2013 ASA Tiny Mite Bowl Information
All games are played at:
West Lake Middle School
4600 West Lake Road, Apex, NC 27539
(Parking in front of the middle school only!)
Cougar Select is now Red Devil United
Click here for the Red Deveil United website.
ASA Lacrosse is now Carolina Youth Lacrosse Association
Click here for the Carolina Youth Lacrosse Association website.
ASA is no longer offering a wrestling program.
Please visit Dynamic Sports Group for available wrestling programs.


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Florida defense stealing the show
Published: Wednesday, March 5, 2014 at 5:32 p.m.
Last Modified: Wednesday, March 5, 2014 at 5:32 p.m.
COLUMBIA, S.C. — Behind a record shooting night from sophomore guard Michael Frazier II, top-ranked Florida continued its march Tuesday toward a No. 1 seed in the NCAA Tournament.
Up next
What: No. 25 Kentucky (22-8, 12-5 SEC) at No. 1 Florida (28-2, 17-0)
When: Saturday, noon
Where: O'Connell Center
Gainesville-area radio: WRUF
But Frazier's 37 points and school-record 11 3-pointers would not have happened if not for an equally strong night from the Gators on the defensive end of the floor.
Florida had a season-high 17 steals in its 72-46 win over the Gamecocks. Overall, the Gators (28-2, 17-0 SEC) scored 27 points off 19 South Carolina turnovers to record their 22nd straight win.
"That's kind of amazing in a way because when there are steals that means they are live ball turnovers, which gives you an opportunity to fast break," Florida coach Billy Donovan said. "I thought in the second half some of those opportunities allowed Frazier to get loose and get some 3s."
Six different Florida players recorded at least one steal in the win. Senior forward Casey Prather, freshman point guard Kasey Hill and Frazier led the way with four steals apiece. Senior point guard Scottie Wilbekin and senior center Patric Young each had two steals.
"They kind of bait you to dribble the ball in certain areas and as soon as you dribble it, they attack you like piranhas," South Carolina coach Frank Martin said.
Florida went to the press early in the game in an attempt to rattle South Carolina's guards.
"I thought South Carolina did a great job handling our press," Donovan said. "They didn't really turn the ball over. We got a couple of steals in the press. We got more steals with back pursuit, back tipping. We got our hands on some basketballs, which was good."
The Gators turned up their defensive intensity a notch in the second half, allowing just five South Carolina field goals in the 20 minutes (by comparison, Frazier had six 3-pointers in the second half). The key was better defensive rebounds. Florida allowed nine South Carolina offensive rebounds in the first half and just four in the second half.
As a result, the Gators held South Carolina to just 32-percent shooting from the floor and 25 percent (4 of 16) from 3-point range. The 46 points the Gators allowed were the fewest for an opponent since Feb. 1, when Florida beat Texas A&M 69-36.
"I thought our first shot defense in the first half was really good," Donovan said. "I thought our second shot defense was really bad. We kind of fixed that in the second half."
Notes: Frazier's 3-point record topped the 1986 school mark of Joe Lawrence, who had nine against California. It was also the most in a SEC game, although Rotnei Clarke hit 13 in 2010 and Alex Dillard made 12 in 1994, but both Arkansas players did it against non-conference opponents. … Frazier's 37 points are the most scored by a UF player since Joakim Noah put up 37 against Georgia in 2006. Tony Miller holds the school record with 54 against Chicago State in 1972.
Contact Kevin Brockway at 352-374-5054 or email@example.com. Also check out Brockway's blog at Gatorsports.com.
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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Basil Chutney
1 bunch basil (at least 10 large leaves)
3 sprigs parsley
1 tablespoon pine nuts
1 tablespoon chopped walnuts
2 tablespoons olive oil
1 tablespoon grated Parmigiano Reggiano
Salt and white pepper to taste
Combine all the ingredients in a food processor, and pulse until chopped fine but not pureed. Serve on the side with crab cakes. Makes about 3/4 cup, 4 servings.
Per serving: 103 calories (89 percent from fat), 10.5 g fat (1.6 g saturated, 6.0 g monounsaturated), 1.1 mg cholesterol, 1.5 g protein, 1.6 g carbohydrates, .8 g fiber, 27 mg sodium.