text:
A01522 Summary:
SPONSOR Thiele (MS)
COSPNSR Jaffee, Miller
MLTSPNSR Magnarelli, McDonough
Amd SS3602-c, 4451 & 4452, rpld S4452 sub 1 c, d, e & f, rpld & add S4453, Ed L
Relates to gifted and talented pupils with special needs.Go to top
A01522 Memo:
BILL NUMBER:A1522B TITLE OF BILL: An act to amend the education law, in relation to gifted and talented pupils with special needs, and to repeal certain provisions of such law related thereto PURPOSE OR GENERAL IDEA OF BILL: To address the unrecognized and underserved gifted and talented children with special needs in New York City public schools and public schools throughout the State of New York. SUMMARY OF SPECIFIC PROVISIONS: Amendments are made to the Education law (Section 3602-c; Section 4451; Section 4452). Repeals paragraphs c, d, e and f of subdivision 1 of Section 4432 of the Education Law and new paragraphs c, d, e, f and g are added. Repeals Section 4453 of the Education Law and a new Section 4453 is added. EXISTING LAW: Dictates educational programs and/or services are available for children who require extraordinary learning, but neglects and excludes children with special needs who require advanced learning. JUSTIFICATION: Prior efforts had been made in recent years by the United States government and other interested parties to classify pupils with disabilities and proven evidence of high cognitive capabilities, but because these efforts have largely remained fruitless, educational opportunities and placement in to gifted programs are being denied for pupils with special needs. Two current pieces of federal education legislation had sought to address this issue: The Gifted and Talented Students Act of 2007 and the Talented Students Education of 2001. The Gifted and Talented Students Act of 2007 was referred to the subcommittee on Early Childhood, Elementary, and Secondary Education on September 11, 2007 where it remained and did not move further. The Talented Students Education Act of 2001 did not move out of its respective committee, as well. Although the proposed legislative pieces would have created funding for research, demonstration projects, innovative strategies and direct education services and materials to gifted and talented students, it did not compel service to the twice-exceptional in any school district in any state. In 2006, the National Education Association explained in their manual THE TWICE EXCEPTIONAL DILEMMA that twice-exceptional students "students who have outstanding gifts or talents and are capable of high performance, but who also have a disability that affects some aspect of learning" - are among the most frequently under-identified population in public schools, and are thus underserved. The manual highlighted an unnecessary problem for educators, parents, and students who must continually ask themselves what service they would choose in addressing one exceptionally or the other. A pupil who is either hearing, speech, visually, orthopedic or health impaired, as well as emotionally disturbed or learning disabled, should have the option to apply for and be eligible for a special education needs and related services gifted program. If a pupil can demonstrate in their evaluation outstanding ability in one area (e.g., abstract reasoning, divergent thinking, vocal articulation, fine artistry-including dance, a well above average ability to comprehend and articulate reading content) over an area that affects learning (e.g., social cues as in Asberger's Syndrome, reading, writing or math impairment as in Dyslexia, Disgraphia or iscalculia, maladjustment disorders or attention deficit), that pupil should have an opportunity to improve on their special gift within an educational environment fully satisfying to their exceptional needs and characteristics. By enacting this bill, those under-identified pupils will be identified and services will be made available for them. Doing so will not only provide these students with a free and appropriate education, but also it will serve society. By developing the gifts and talents of this at-risk student population, the education system will be generating a valuable societal resource rather than creating a societal burden. PRIOR LEGISLATIVE HISTORY: 2011-12: A.5507/S.1273 2009-10: A.9209-A/S.6216-A FISCAL IMPLICATIONS: Unknown. Appropriation of state funds shall take in account the education of both gifted pupils and twice-exceptional pupils, with the latter defining pupils who have disabilities and have shown evidence of high cognitive capabilities. In addition, this act calls for the education commissioner to establish an advisory council consisted of at least ten members on the education of gifted and twice-exceptional pupils. EFFECTIVE DATE: This act shall take effect April 1, 2015; provided, however, that effective immediately, the addition, amendment and/or repeal of any rule or regulation necessary for the implementation of this act on its effective date is authorized to be made and completed on or before such date.Go to top
A01522 Text:
S T A T E O F N E W Y O R K ________________________________________________________________________ S. 1875--B A. 1522--B 2013-2014 Regular Sessions S E N A T E - A S S E M B L Y (PREFILED) January 9, 2013 ___________ IN SENATE -- Introduced by Sens. ADDABBO, ESPAILLAT, SAMPSON -- read twice and ordered printed, and when printed to be committed to the Committee on Education -- committee discharged, bill amended, ordered reprinted as amended and recommitted to said committee -- recommitted to the Committee on Education in accordance with Senate Rule 6, sec. 8 -- committee discharged, bill amended, ordered reprinted as amended and recommitted to said committee IN ASSEMBLY -- Introduced by M. of A. THIELE, JAFFEE, MILLER -- Multi- Sponsored by -- M. of A. MAGNARELLI, McDONOUGH -- read once and referred to the Committee on Education -- committee discharged, bill amended, ordered reprinted as amended and recommitted to said commit- tee -- recommitted to the Committee on Education in accordance with Assembly Rule 3, sec. 2 -- committee discharged, bill amended, ordered reprinted as amended and recommitted to said committee AN ACT to amend the education law, in relation to gifted and talented pupils with special needs, and to repeal certain provisions of such law related thereto THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM- BLY, DO ENACT AS FOLLOWS: 1 Section 1. Subdivision 1 of section 3602-c of the education law is 2 amended by adding a new paragraph g to read as follows: 3 G. "TWICE-EXCEPTIONAL" SHALL MEAN THOSE PUPILS WHO GIVE EVIDENCE OF 4 THE POTENTIAL FOR HIGH COGNITIVE PROCESSING CAPABILITIES COMMENSURATE 5 WITH OR CONTRARY TO COGNITIVE PROCESSING TAKEN AS NORMS OF REGULAR 6 EDUCATION IN AREAS SUCH AS, BUT NOT LIMITED TO: SPECIFIC ACADEMICS, 7 GENERAL INTELLECTUAL ABILITY, CREATIVITY, LEADERSHIP, AND/OR VISUAL, 8 SPATIAL OR PERFORMING ARTS; AND ALSO GIVE EVIDENCE OF ONE OR MORE DISA- 9 BILITIES AS DEFINED BY FEDERAL OR STATE ELIGIBILITY CRITERIA SUCH AS, 10 BUT NOT LIMITED TO, SPECIFIC LEARNING DISABILITIES, SPEECH AND LANGUAGE EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets [ ] is old law to be omitted. LBD04499-04-4 S. 1875--B 2 A. 1522--B 1 DISORDERS, EMOTIONAL/BEHAVIORAL DISORDERS, PHYSICAL DISABILITIES, AUTISM 2 SPECTRUM, OR OTHER HEALTH IMPAIRMENTS, SUCH AS ADHD. SUCH TERM SHALL 3 INCLUDE THOSE PUPILS WHO REQUIRE EDUCATIONAL PROGRAMS OR SERVICES BEYOND 4 THOSE NORMALLY PROVIDED BY THE REGULAR SCHOOL PROGRAM IN ORDER TO REAL- 5 IZE THEIR FULL POTENTIAL. 6 S 2. Paragraph a of subdivision 1 of section 3602-c of the education 7 law, as amended by chapter 474 of the laws of 2004, is amended to read 8 as follows: 9 a. "Services" shall mean instruction in the areas of gifted pupils, 10 TWICE-EXCEPTIONAL PUPILS, career education and education for students 11 with disabilities, and counseling, psychological and social work 12 services related to such instruction provided during the regular school 13 year for pupils enrolled in a nonpublic school located in a school 14 district, provided that such instruction is given to pupils enrolled in 15 the public schools of such district. 16 S 3. Section 4451 of the education law, as added by chapter 740 of the 17 laws of 1982, is amended to read as follows: 18 S 4451. Powers of the department with respect to gifted pupils. 19 [Subject to the availability of funds, the] THE state education depart- 20 ment is hereby authorized [and], empowered AND DIRECTED to assist 21 districts in meeting the educational needs EQUALLY of BOTH GENERAL 22 EDUCATION AND DISABLED gifted pupils, WHO ARE COMMONLY REFERRED TO AS 23 TWICE-EXCEPTIONAL STUDENTS, through the following: 24 1. provide information to school districts concerning development of 25 programs, curriculum resources, instructional procedures and strategies 26 to identify and encourage EQUALLY BOTH GENERAL EDUCATION AND DISABLED 27 gifted pupils, WHO ARE COMMONLY REFERRED TO AS TWICE-EXCEPTIONAL 28 STUDENTS; 29 2. provide technical assistance and [inservice] IN-SERVICE education, 30 PROFESSIONAL DEVELOPMENT AND PROGRAM EVALUATION for teachers and admin- 31 istrators; 32 3. maintain a record of programs available, and make this record 33 available for public inspection; 34 4. develop, maintain, and distribute a handbook for parents of BOTH 35 GENERAL EDUCATION AND DISABLED gifted pupils, WHO ARE COMMONLY REFERRED 36 TO AS TWICE-EXCEPTIONAL STUDENTS. 37 S 4. The opening paragraph of subdivision 1 of section 4452 of the 38 education law, as added by chapter 740 of the laws of 1982, is amended 39 to read as follows: 40 In order to provide for educational programs to meet special needs of 41 gifted pupils, the commissioner is hereby authorized AND DIRECTED to 42 make recommendations to school districts in accordance with the 43 provisions of this subdivision and section thirty-six hundred two of 44 this chapter. 45 S 5. Subdivision 1 of section 4452 of the education law is amended by 46 adding a new paragraph a-1 to read as follows: 47 A-1. AS USED IN THIS ARTICLE, THE TERM "TWICE-EXCEPTIONAL" SHALL MEAN 48 THOSE PUPILS WHO GIVE EVIDENCE OF THE POTENTIAL FOR HIGH COGNITIVE PROC- 49 ESSING CAPABILITIES COMMENSURATE WITH OR CONTRARY TO COGNITIVE PROCESS- 50 ING TAKEN AS NORMS OF REGULAR EDUCATION IN AREAS SUCH AS, BUT NOT LIMIT- 51 ED TO: SPECIFIC ACADEMICS, GENERAL INTELLECTUAL ABILITY, CREATIVITY, 52 LEADERSHIP, AND/OR VISUAL, SPATIAL OR PERFORMING ARTS; AND ALSO GIVE 53 EVIDENCE OF ONE OR MORE DISABILITIES AS DEFINED BY FEDERAL OR STATE 54 ELIGIBILITY CRITERIA SUCH AS, BUT NOT LIMITED TO, SPECIFIC LEARNING 55 DISABILITIES, SPEECH AND LANGUAGE DISORDERS, EMOTIONAL/BEHAVIORAL DISOR- 56 DERS, PHYSICAL DISABILITIES, AUTISM SPECTRUM, OR OTHER HEALTH IMPAIR- S. 1875--B 3 A. 1522--B 1 MENTS, SUCH AS ADHD. SUCH DEFINITION SHALL INCLUDE THOSE PUPILS WHO 2 REQUIRE EDUCATIONAL PROGRAMS OR SERVICES BEYOND THOSE NORMALLY PROVIDED 3 BY THE REGULAR SCHOOL PROGRAM IN ORDER TO REALIZE THEIR FULL POTENTIAL. 4 (I) FOR THE PURPOSE OF THIS ARTICLE, THE TERMS "DISABILITY" AND "DISA- 5 BLED" SHALL MEAN A CHILD: 6 A. WITH HEARING IMPAIRMENTS (INCLUDING DEAFNESS), SPEECH OR LANGUAGE 7 IMPAIRMENTS, VISUAL IMPAIRMENTS (INCLUDING BLINDNESS), EMOTIONAL 8 DISTURBANCE, ORTHOPEDIC IMPAIRMENTS, OTHER HEALTH IMPAIRMENTS, OR 9 SPECIFIC LEARNING DISABILITIES; AND 10 B. WHO, BY REASON THEREOF, NEEDS SPECIAL EDUCATION AND RELATED 11 SERVICES WITHIN A GIFTED PROGRAM. 12 (II) FOR PURPOSES OF THIS ARTICLE, THE TERM "SPECIFIC LEARNING DISA- 13 BILITY" MEANS A DISORDER IN ONE OR MORE OF THE BASIC PSYCHOLOGICAL PROC- 14 ESSES INVOLVED IN UNDERSTANDING OR IN USING LANGUAGE, SPOKEN OR WRITTEN, 15 WHICH DISORDER MAY MANIFEST ITSELF IN THE IMPERFECT ABILITY TO LISTEN, 16 THINK, SPEAK, READ, WRITE, SPELL, OR DO MATHEMATICAL CALCULATIONS. 17 S 6. Paragraphs c, d, e and f of subdivision 1 of section 4452 of the 18 education law are REPEALED and five new paragraphs c, d, e, f and g are 19 added to read as follows: 20 C. PRIOR TO PAYMENT OF STATE FUNDS FOR EDUCATION OF GIFTED PUPILS AND 21 TWICE-EXCEPTIONAL PUPILS, A SCHOOL DISTRICT SHALL SUBMIT TO THE COMMIS- 22 SIONER A SUMMARY PLAN FOR THE IDENTIFICATION AND EDUCATION OF GIFTED 23 PUPILS AND TWICE-EXCEPTIONAL PUPILS. THE PLAN SHALL BE IN FORM AND 24 CONTENT AS PRESCRIBED BY THE COMMISSIONER. 25 D. UPON ACCEPTANCE BY A LOCAL SCHOOL DISTRICT OF THE APPORTIONMENTS 26 MADE UNDER SECTION THIRTY-SIX HUNDRED TWO OF THIS CHAPTER SUCH DISTRICT 27 SHALL USE SUCH FUNDING IN ACCORDANCE WITH GUIDELINES TO BE ESTABLISHED 28 BY THE COMMISSIONER FOR SERVICES TO GIFTED PUPILS AND TWICE-EXCEPTIONAL 29 PUPILS. SUCH SERVICES SHALL INCLUDE BUT NOT BE LIMITED TO IDENTIFICA- 30 TION, INSTRUCTIONAL PROGRAMS, GIFTED IEPS (GIEPS) DEVELOPED BY CERTIFIED 31 GIFTED AND TALENTED LEARNING SPECIALISTS, COUNSELING, PLANNING, IN-SER- 32 VICE EDUCATION AND PROGRAM EVALUATION. A BOARD OF EDUCATION MAY CONTRACT 33 WITH ANOTHER DISTRICT OR BOARD OF COOPERATIVE EDUCATIONAL SERVICES TO 34 PROVIDE THE PROGRAM AND/OR SERVICES WITH THE APPROVAL OF THE COMMISSION- 35 ER UNDER GUIDELINES ESTABLISHED BY THE COMMISSIONER. 36 E. THE IDENTIFICATION OF PUPILS FOR PARTICIPATION IN EITHER GIFTED 37 PROGRAMS OR TWICE-EXCEPTIONAL PROGRAMS FUNDED UNDER THIS CHAPTER SHALL 38 COMMENCE THROUGH THE REFERRAL OF A PARENT, TEACHER OR ADMINISTRATOR. 39 F. UPON REFERRAL OF A PUPIL FOR PARTICIPATION IN EITHER A GIFTED 40 PROGRAM OR TWICE-EXCEPTIONAL PROGRAM FUNDED UNDER THIS CHAPTER, THE 41 SCHOOL DISTRICT SHALL SO INFORM THE PARENT OR GUARDIAN OF SUCH PUPIL'S 42 REFERRAL AND SHALL SEEK THEIR APPROVAL TO ADMINISTER DIAGNOSTIC TESTS OR 43 OTHER EVALUATION MECHANISMS RELATED TO THE PROGRAM OBJECTIVES OF THE 44 DISTRICT IN ORDER TO DETERMINE ELIGIBILITY FOR PARTICIPATION IN SUCH 45 GIFTED OR TWICE-EXCEPTIONAL PROGRAM. FAILING TO RECEIVE APPROVAL, THE 46 CHILD SHALL NOT BE TESTED, EVALUATED OR PARTICIPATE IN THE PROGRAM. IN 47 NO CASE SHALL THE PARENT, GUARDIAN OR PUPIL BE CHARGED A FEE FOR THE 48 ADMINISTRATION OF SUCH DIAGNOSTIC TESTS OR OTHER EVALUATION MECHANISMS. 49 G. THE PARENT OR GUARDIAN OF A PUPIL DESIGNATED AS GIFTED OR TWICE-EX- 50 CEPTIONAL SHALL BE INFORMED BY THE LOCAL SCHOOL AUTHORITIES OF THE 51 PUPIL'S PLACEMENT IN SUCH GIFTED OR TWICE-EXCEPTIONAL PROGRAM FUNDED 52 UNDER THIS CHAPTER. 53 S 7. Section 4453 of the education law is REPEALED and a new section 54 4453 is added to read as follows: 55 S 4453. ADVISORY COUNCIL ON THE EDUCATION OF GIFTED PUPILS. 1. THE 56 COMMISSIONER SHALL ESTABLISH WITHIN THE DEPARTMENT AN ADVISORY COUNCIL S. 1875--B 4 A. 1522--B 1 ON THE EDUCATION OF GIFTED AND TWICE-EXCEPTIONAL PUPILS. SUCH COUNCIL 2 SHALL ASSIST AND ADVISE THE COMMISSIONER AND HIS DESIGNEES WITH RESPECT 3 TO POLICIES AND PROCEDURES RELATING TO THE EDUCATION OF GIFTED AND 4 TWICE-EXCEPTIONAL PUPILS AND PROGRAMS ASSOCIATED THEREWITH. 5 2. SUCH ADVISORY COUNCIL APPOINTED BY THE COMMISSIONER SHALL CONSIST 6 OF AT LEAST TEN MEMBERS, WHO ARE DIRECTLY CONCERNED WITH GENERAL EDUCA- 7 TION AND DISABLED GIFTED PUPILS OR WHO HAVE SPECIALIZED IN THE EDUCATION 8 OF SUCH PUPILS, PROVIDED, HOWEVER THAT SUCH ADVISORY COUNCIL SHALL 9 INCLUDE AT LEAST A PLURALITY OF PARENTS OF SUCH PUPILS, INCLUDING 10 PARENTS OF THOSE TWICE-EXCEPTIONAL PUPILS. THE MEMBERS SHALL BE RESI- 11 DENTS OF THIS STATE AND SHALL BE SELECTED ON THE BASIS OF THEIR COMPE- 12 TENCE, CONCERN, AND PROFESSIONAL ACTIVITY IN THE EDUCATION OF GIFTED AND 13 TWICE-EXCEPTIONAL PUPILS. 14 3. THE ADVISORY COUNCIL SHALL MEET AT LEAST THREE TIMES EACH YEAR AT A 15 LOCATION TO BE DETERMINED BY THE COMMISSIONER. THE ADVISORY COUNCIL 16 SHALL REPORT AT LEAST BIANNUALLY TO THE COMMISSIONER. 17 S 8. This act shall take effect April 1, 2015; provided, however, that 18 effective immediately, the addition, amendment and/or repeal of any rule 19 or regulation necessary for the implementation of this act on its effec- 20 tive date is authorized to be made and completed on or before such date.Go to top


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Elk Neck State Forest Gun Ranges to Close Mondays in March
3-26-13 Update: All ranges are open
Elk Neck State Forest staff will be closing the rifle and shotgun ranges on Mondays in March (March 4, 11, 18 and 25) for routine repairs to the ranges' safety baffles. The pistol range is open. The ranges may open sooner if the work is completed ahead of schedule.
Other than the dates listed, all ranges will be open during normally scheduled hours. Citizens may call the Forest Office at 410-287-5675 for updates.
Forest staff remind visitors that no rifles or long shotguns are permitted in the pistol range, it is for pistol or revolver shooting only.
Mar 10 2013
Hello. About the pistol range. Do I need to bring my own free-standing frame to hold my targets? Also, is the cost still $10? It's been quite a few years since I've been there. I seem to remember an honor system in place to purchase a permit as well.
Thank you in advance for your time and help.
May 15 2014
I noticed the last time I was at ElkNeck the trap range has only 2 slots, I have a foot operated thrower and cant use it on the hand operated stand, can someone stand off to the side in back of the firing area and use these types of throwers?

subset: commoncrawl


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Originally published Sunday, January 6, 2013 at 5:32 AM
Get a leg up on fitness with a Rockette's workout
Kick like the Rockettes and get in shape at the same time.
Chicago Tribune
The first thing the Rockettes are known for is synchronized high kicks. The second thing they're known for is the way their legs look when they do those kicks. Countless hours of practice, rehearsals and performing (sometimes up to four shows a day) leave these women in tiptop shape.
Take some cues from Stacy Paydo, a Los Angeles-based Rockette, who created a workout of ballet, Pilates and yoga that'll get you on the way to the famed Rockette legs (if you run through this set of exercises enough times, that is).
Before you start, do a five-minute warm-up by taking a walk or another easy cardio exercise. Do each exercise 8 to 10 times and repeat the set three times for a full workout.
Stand straight with your feet under your hips. If you have a Thera-band, place it around the outside of both ankles so your feet are inside. If you don't have one, you can do the exercise without it.
Starting with your right leg, extend it straight forward to the maximum height the Thera-band will allow. Pulse and lift here 8 to 10 times. Repeat the exercise to the side and to the back and then switch to the left leg. This exercise also challenges your balance, which works your core muscles.
In dancer lingo, these are known as elevés. Heels can be lifted with feet parallel hip-width apart, or you can turn out to first position (heels touching, toes apart) to work those deep lateral rotators buried in your gluteus maximus.
Start in a deep lunge, create a 90-degree angle with your front leg, keeping your back leg straight. When lunging, your heel should be right under your knee.
Reach your arms high into the sky. Slowly transfer your weight forward, lowering your torso, and lifting your back leg until you are parallel with the floor and feeling like a big capital "T." Arms reach forward by your head or can be to the side if you are having trouble balancing. With control, bend your supporting leg and return to your starting crescent lunge. Switch sides.
Start in a deep grand plié in second position. Place the feet wide apart with the toes comfortably facing out to the side. There should be no discomfort in the knees. If it doesn't feel right, try angling your feet more toward the corner.
Bend your knees until you've created a 90-degree angle between your hamstring and calf, and keep your bottom in line with your knees. Arms can be out to the side. Explode off the floor by pushing through your feet. Reach the arms up when you jump. Smoothly return to your turned-out grand plié when you land and repeat.
Find an exercise ball and lay on your back. Place the ball underneath your heels so that your legs are lifted in the air. Place your arms to your sides and press down until you can lift your pelvis off the floor. At this point all of your leg muscles should be fired up and your feet should be flexed. Keep pressing into the floor and try to keep your hips lifting high as you bring your heels closer to your bottom and back out again. If done successfully, your ball should be rolling along the floor.
Start on your back, legs bent, knees pointing to the ceiling, feet flat on the floor. Rolling through your spine, lift your pelvis so that one line is created from knees to shoulders. Pressing into the ground with your hands should help you with this.
Carefully lift one leg straight up to the ceiling, lower it until your knees are even, and then bring it back up again. Repeat lowering and lifting on one leg 8 to 10 times before placing the foot back on the floor and switching to the other side.
At the end of a great performance it is common to bow. The ladylike version of this is the curtsy, so what better way to prepare for a standing ovation than with this exercise?
Start by placing one foot behind you and bend both legs in a turned out fourth position (right toes pointing to the right, left toes to the left, legs crossed so the right toes line up for the left heel. Feet should be about 2 feet apart).
Place your hands on your hips or to the side to help with balance. In one swift movement, straighten your supporting leg and bring the back foot into passé and hold. Passé is a common dance position when you bring the toe of one foot to the knee of the opposite leg.
Take the foot in passé back down behind you into your lunge and repeat.
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Opexa Receives Clinical Trial Approval From Health Canada For Novel T-Cell Therapy
About SPMS
SPMS is a progressive phase of MS which is characterized by a steady progression of clinical neurological damage with or without relapses. After ten years of disease characterized by relapse events and remitting disability (RRMS), approximately 50 percent of patients will have progressed to SPMS. In SPMS, relapses dissipate over time and subjects experience general progression and increasing disability. It is believed that the resulting neurological damage cannot be reversed.
About Tcelna
Tcelna (imilecleucel-T) is a personalized therapy that is specifically tailored to each patient's disease profile. Tcelna is manufactured using ImmPath ™, Opexa's proprietary method for the production of a patient-specific T-cell immunotherapy, which encompasses the collection of blood from the MS patient, isolation of peripheral blood mononuclear cells, generation of an autologous pool of myelin-reactive T-cells (MRTCs) raised against selected peptides from myelin basic protein (MBP), myelin oligodendrocyte glycoprotein (MOG) and proteolipid protein (PLP), and the return of these expanded, irradiated T-cells back to the patient. These attenuated T-cells are reintroduced into the patient via subcutaneous injection to trigger a therapeutic immune system response. Opexa believes the potential combination of efficacy, superior safety, excellent tolerability and administration may position Tcelna as an MS treatment of choice as compared to existing therapeutics.About Opexa Opexa Therapeutics, Inc. is dedicated to the development of patient-specific cellular therapies for the treatment of autoimmune diseases such as MS. The Company's leading therapy, Tcelna ™, is a personalized cellular immunotherapy treatment that is in late stage clinical development for MS. Tcelna is derived from T-cells isolated from peripheral blood, expanded ex vivo, and reintroduced into the patients via subcutaneous injections. This process triggers a potent immune response against specific subsets of autoreactive T-cells known to attack myelin and, thereby, reduces the risk of relapse over time. For more information visit the Opexa Therapeutics website at www.opexatherapeutics.com. Cautionary Statement Relating to Forward-Looking Information for the Purpose of "Safe Harbor" Provisions of the Private Securities Litigation Reform Act of 1995 This press release contains forward-looking statements which are made pursuant to the safe harbor provisions of Section 27A of the Securities Act of 1933, as amended, and Section 21E of the Securities Exchange Act of 1934, as amended. The words "expects," "believes," "hopes," "anticipates," "estimates," "may," "could," "intends," "exploring," "enable," "enhance," "evaluating," "progressing," "proceeding" and similar expressions are intended to identify forward-looking statements. The forward-looking statements in this release do not constitute guarantees of future performance. Investors are cautioned that statements in this press release which are not strictly historical statements, including, without limitation, statements regarding the development of the Company's product candidate, Tcelna, constitute forward-looking statements. Such forward-looking statements are subject to a number of risks and uncertainties that could cause actual results to differ materially from those anticipated, including, without limitation, risks associated with: our capital position, the rights and preferences provided to the Series A Convertible Preferred Stock and investors in the convertible secured notes issued by the Company in July 2012 (including a secured interest in all of our assets), the ability of the Company to enter into and benefit from a partnering arrangement for the Company's product candidate, Tcelna, on reasonably satisfactory terms (if at all), our dependence (if partnered) on the resources and abilities of any partner for the further development of Tcelna, our ability to compete with larger, better financed pharmaceutical and biotechnology companies, new approaches to the treatment of our targeted diseases, our expectation of incurring continued losses, our uncertainty of developing a marketable product, our ability to raise additional capital to continue our development programs (including to undertake and complete any ongoing or further clinical studies for Tcelna) including in this regard our ability to satisfy various conditions required to access the financing potentially available under the purchase agreements with Lincoln Park (such as the minimum closing price for our common stock, the registration of the underlying shares of common stock under the Securities Act of 1933, as amended, and the requirement for an ongoing trading market for our stock), the success of our clinical trials, the efficacy of Tcelna for any particular indication, such as for relapsing remitting MS or secondary progressive MS, our ability to develop and commercialize products, our ability to obtain required regulatory approvals, our compliance with all Food and Drug Administration regulations, our ability to obtain, maintain and protect intellectual property rights (including for Tcelna), the risk of litigation regarding our intellectual property rights or the rights of third parties, the success of third party development and commercialization efforts with respect to products covered by intellectual property rights that the Company may license or transfer, our limited manufacturing capabilities, our dependence on third-party manufacturers, our ability to hire and retain skilled personnel, our volatile stock price, and other risks detailed in our filings with the Securities and Exchange Commission. These forward-looking statements speak only as of the date made. We assume no obligation or undertaking to update any forward-looking statements to reflect any changes in expectations with regard thereto or any change in events, conditions or circumstances on which any such statement is based. You should, however, review additional disclosures we make in our reports filed with the Securities and Exchange Commission, including our Annual Report on Form 10-K for the year ended December 31, 2011.
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text: Just because you build and advertise a webinar doesn't mean people will come. And once they show up doesn't mean they will stay. And just because they stay doesn't mean they will listen actively and shut out the other distractions around them. Your slides—how you design and use them—play a key role in enticing people […]Read More


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Conacher And Stamkos Contribute As Lightning Beat Jets 8-3
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TAMPA, Fla. (AP) — Cory Conacher had two goals and an assist to lead the Tampa Bay Lightning past the Winnipeg Jets 8-3 on Friday night.
Tampa Bay also got goals from Steven Stamkos, Vincent Lecavalier, Nate Thompson, Teddy Purcell, Ryan Malone and Benoit Pouliot. Stamkos and Lecavalier both added two assists.
The Lightning, 6-1-0 this season, have scored five or more goals in four consecutive games.
Tobias Enstrom, Paul Postma and Andrew Ladd scored third-period goals for Winnipeg, which has lost three in a row. The Jets were coming off a 6-3 loss at Florida on Thursday night in which the Panthers scored five third-period goals.
Stamkos has five goals and 14 points during a season-opening seven-game point streak.
Copyright 2013 The Associated Press.


text: The Information Engineering (IE) Department develops, maintains, administers, and enhances Web-accessed Enterprise Resource Planning (ERP) Systems supporting Academic, Military, Management and Administrative requirements that are essential to performing the day-to-day operations of the U.S. Naval Academy. We follow a formal software development life cycle for all development work performed. These systems include:


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Teach Preschool
Our class LOVED exploring crayon melting and making leaves. This was an idea we will definitely be trying again this year.
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Harbor Inn Restaurant & Motel, Grand Marais
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Harbor Inn Restaurant & Motel, Grand Marais
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Coining Some Mathematics: The 50 State Quarters Program
April 2002, Volume 7, Issue 8, Page 465
Since 1999, the U.S. Mint has been giving pocket change a new look, with the advent of its 50 State Quarters program. Those new shiny
quarters can also be taken into the classroom in the form of lesson plans.
ArticleGrades 6-8
About NCTM | Standards & Focal Points | Membership | Conferences | Professional DevelopmentJournals & Books | Research, News & Advocacy | Shop Online | Jobs | Advertise | Site Map
The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
Use of this Web site constitutes acceptance of the Terms of Use.
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That was great , loved it . i have seen some pictures of this movie and looked for it on the net but never found it till now .I think the movie is longer , nobody has the full movie ?? really like this . Thanks .
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I live north of Boston, with my husband, son and dog (who is more like a child than a dog). We
love to make the most out of each and every day. If you are looking for us you might find us out exploring festivals, parks, our own backyard, on adult dates and kiddy dates, gardening, working (gotta pay the bills), or inventing something new, you just never know, it just takes one BIG idea! We are also expecting our second baby in late October of 2012, so we are all getting ready for that next big adventure.
I am a social worker who works with older adults. I primarily work with people who hoard. I teach as an adjunct at Salem State University in the social work department. I am building a business http://www.reachingaforkintheroad.com and developing a Hoarding Outreach Program at a local senior service agency. Life is busy good.
I am a want to be writer, I have been as long as I can remember. I started this blog to start writing again (stuff I want to write!) and to share the moments that make up my life which I think are learning moments and I hope you do too.
We are a PR friendly site… contact me for reviews, giveaways, advertising, travel opportunities, to say hi or to share a funny story. Guest bloggers are always welcome and will be highlighted on the site and in all social media ways I know how! Small businesses please let me know how I can highlight your products, as a small business owner I know how difficult marketing can be- let me help you! Reasonable rates, contact me for more details.
Contact me by e-mail: thefamilythat at gmail dot com
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Or by snail mail at P.O. Box 584 Peabody, MA 01960
I am also part of a Tribe on Triberr with a reach of 149,419 reach, a member of Boston Parent Bloggers, Momn'Baby Social Network, and a featured blog on Boston.com. I contribute and post weekly on Today's Mama.
In my first year blogging I have had the privledge of working with: Tiny Prints, My Memories Software, Sports Action Board, Hidden in Plain Sight Art Walks of NYC, Glasses.Com, My True Nature, Peter Pan in three-sixty", the Drool Expo, Boston Travel Expo, Collette Creations, Loveable Labels, Here Comes the Sun, Scentsy, and sponsored posts from Social Spark and a few others that interest me.
(Numbers and information updated 8/14/2012, see full disclosure policy page for more information on the information that I share).


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Posts Tagged: Harry H. Laidlaw Jr. Honey Bee Research Facility
Honey of a Color
Honey isn't always amber-colored.
It can range from white to dark brown, depending on the flowers the bees visit.
Back in 1971, a group of UC Davis bee specialists wrote a booklet, Fundamentals of California Beekeeping, published by the "University of California College of Agriculture." Although now 37 years old, it's still a good source of information in many respects.
The authors included UC Davis faculty members Harry H. Laidlaw (for whom the bee biology facility at UC Davis is named), Robbin Thorp, Norman Gary and Lee Watkins. UC Davis Extension apiculurist Ward Stanger served as the editor, consulting with Len Foote, then supervisor of apiary inspection for the State Department of Agriculture.
"Hundreds of species of California plants yield pollen or nectar, but the most important plants for commercial nectar are alfalfa, oranges, cotton, beans, sages (black, sonoma, white and white leaf), yellow starthistle, wild buckwheats, manzanita, eucalyptus and blue curls," the authors wrote. "Extensive use of herbicides to control yellow starthistle has decidedly reduced its pasturage in California. Alfalfa, oranges, cotton and beans present a hazard for bees because of pesticides used on them."
The book also mentions the toxicity of California buckeye (Aesculus californica). It blooms in May and June and is very attractive to bees.
"...bees feeding on its pollen are believed to produce larval food (pollen and honey) which results in malformed adults," the authors pointed out.
Yellow starthistle (Centaurea solstitialis) deserves special mention. Growers hate it and beekeepers love it. It's an exotic, invasive weed that's well established in California. It blooms from May to October.
The honey? It's white to extra light amber and delicious.
So, buckeye is attractive to bees but bad for them, and yellow starthistle is bad for farmers but good for beekeepers.
That's something to think about when you're spreading honey on your freshly baked roll or dribbling it over your pancakes.
Honey bee
It's All About the Bees
It's all about the bees.
When A. G. Kawamura, secretary of the California Department of Food and Agriculture, and the newly selected State Apiary Board meet from 10 a.m. to 4 p.m. on Friday, Oct. 3 at the Harry H. Laidlaw Jr. Honey Bee Research Facility, UC Davis, they'll talk about the troubled bee business, tour the facility, elect new officers, and listen to research presentations.
Members of the apiary board are all beekeepers. The five members represent the state's major geographical regions. They are Jackie Park-Burris of Palo Cedro, president of the California State Beekeepers' Association; Leroy Brant of Oakdale; Lyle Johnston of Madera; Steve Godlin of Visalia; and Richard Ashurst of Westmorland. They will each serve a four-year term. The UC Davis liaison is apiculturist Eric Mussen, member of the UC Davis Department of Entomology faculty and a Cooperative Extension bee specialist since 1976.
If there's ever been an industry under attack, it's the apiary industry. The bees are subjected to stress, parasites, diseases, pesticides, malnutrition, climate change, and that mysterious phenomonen known as colony collapse disorder (CCD), in which bees abandon their hives..
Meanwhile, the United States is facing its worst financial crisis since the Great Depression. The new "buzz words" include mortgage meltdowns, skyrocketing fuel prices, diving stocks, and crumbling financial institutions.
But there's another "buzz" that should grab our attention: the bees.
Honey bees pollinate about one-third of the food we eat. They pollinate more than 90 fruit, vegetable and nut crops, including apples, strawberries, cherries, peaches, cantaloupe, tomatoes, cucumbers, and almonds.
As state legislators agreed when they formed the apiary board: "A healthy and vibrant apiary industry is important to the economy and welfare of the state" and the industry's "promotion and protection is in the interest of the people of the state of Califonria."
It is indeed.
Newborn bee
Examining bees
Why the Stink Bug Stinks
Ever wonder why the stink bug stinks?
The stink bug, from the family Pentamodae, is a shield-shaped insect that tomato growers would love to ban from the face of this earth.
Some 50 species exist in California. The adults are either brown or green. Most stink bugs are plant feeders. However, the species of one subfamily prey on other insects, according to the excellent guidebook, California Insects, written by Jerry A. Powell and Charles L. Hogue and published by the University of California Press.
When a group of us from the UC Davis Department of Entomology worked the soil today at the Harry H. Laidlaw Jr. Honey Bee Research Facility, west of the central UC Davis campus, we encountered several lizards, lots of centipedes and ladybeetles, and several stink bugs.
So, how did the stink bug get its name? It stinks when it's disturbed. It emits a powerful odor from its thoracic glands to ward off predators.
The stink bugs we unearthed didn't stink. Guess we didn't disturb them enough!
Stink Bug


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The Visual StoryAuthor:
Block, Bruce
Edition: 2
Pub Date: 2007
Publisher: Butterworth-Heinemann
Summary: This updated text, now in full colour, offers students in cinematography, production design, directing and screenwirting a clear view of the relationship between the story/script structure and the visual structure of a film or video.
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Our customers are the core of our business, and taking care of their needs is our top priority from the point of booking to transit through the airport, on board and on arrival.
Thus, Gulf Air provides a highly connected network not only in the air but extending it on the ground.
DB Bahn (German Rail)If you are travelling into or out of Germany on Gulf Air, and need onward travel to a destination elsewhere in the country, we can arrange through tickets on the German rail network. You can book your Rail & Fly in Germany connecting to your Gulf Air flights, by selecting "DB train station" from the drop down list of airports on gulfair.com, or by contacting your nearest Gulf Air office or your travel agent.


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Monday, December 22, 2014
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Sports News
Eid-Diwali Milan Cricket Cup-2012: JKP XI Vishal Club win ties
JAMMU, Oct 27: JKP XI drubbed Aircel X1by 33 runs in a close contest match in the ongoing Eid-Diwali Milan Cricket Cup-2012 being played at MA Stadium here today.
Winning the toss and batting first, JKP XI scored a decent total of 177 runs in the stipulated 20 overs. Amit Sharma was the top scorer with 94 runs scored in 62 balls including 11 crispy boundaries and four sixes, while Rajesh Gill hit well made 35 runs in 24 balls with the help of 6 fours. Nishu contributed 18 runs to the total. Rakesh was most successful bowler, who captured 2 wickets, while Ajay claimed one wicket .
In reply, Aircel XI managed to score 134 runs in the stipulated overs by losing 9 wicket in the process, thus lost the match by 33 runs. Sumit top scored with 33 runs, while Ajay and Pawandeep contributed 26 and 20 runs to the total respectively. For JKP XI, Rajesh Gill Skipper was the wrecker-in-chief, who captured 3 important wickets, while Sohan lal also claimed 2 wickets and Sunil Sharma & Vishal bagged one wicket each. Amit Sharma of JKP XI was adjudged man of the match for his brilliant knock of 94 runs.
In other match, Vishal Cricket defeated Atman Sports XI by 6 wickets in an easy contest.
Winning the toss and batting first, Atman Sports XI scored only 101 runs in the stipulated 20 overs. Raman was the top scorer with 35 runs scored in 28 balls including 6 crispy boundaries and 1 six , while Captain Sanjay Mahajan made 17 runs in 29 balls with the help of 3 fours.
In reply, Vishal Cricket XI managed to score 102 runs in the 16.3 overs by losing only 4 wicket in the process, thus won the match by 6 wickets. Avinash Jamwal top scored with 52 runs in 50 balls with 6 fours and 1 six, while Bansi and Manjeet Raj Kumar, Raman Singh shared a wicket each. Avinash Jamwal of Vishal XI was adjudged man of the match for his brilliant knock of 52 runs. Organised by J&K Police & Simula Software.
The tournament is being Organised by J&K Police & Simula Software.Ishar Sports, Atman Sports , Simula Sports & JKP are the official sponsors. While DIG Jammu J.P.Singh, S.O. to IGP Jammu Ramesh Angral, Hilal Rather M.D.Simula Software and Rajesh Dhar are the members of the organizing team while Former Ranji trophy player, Rajesh Gill is organizing secretary of the tournament and the tournament is organized under the overall supervision of IGP Dilbag Singh.
The matches were officiated by Akul and Vinod as umpires, while Yogesh Sharma acted as scorer.
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News Updated at : Sunday, October 28, 2012
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SRINAGAR, Oct 27: Eid-ul-Zuha was celebrated with traditional fervour and gaiety across Kashmir Valley today. People in large number offered Eid prayers at mosques, shrines, and Eidgahs. The biggest congregations were held at Eidgah, Hazratbal and TRC Ground here. The separatist leaders could not offer prayers in any mosque as they were placed under house arrest. However, chief minister Omar Abdullah offered prayers at Hazratbal shrine amid tight security cover. Syed Ali Shah Geelani, chairm
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Immersion: Pedagogy
Pedagogical immersion allows for participation as teachers in a Mexican, Spanish-speaking school. In this unique school-based immersion experience, you will observe and support an upper elementary classroom teacher at Colegio Simon Bolivar, near the Coayacan neighborhood – the fine arts center of Mexico City. From 9am – 2pm for 8 days of the two-week program, you will work side-by-side a teacher in a 4th, 5th, or 6th grade classroom with Mexican students. Prior to the trip, you will virtually meet and collaborate with your partner teacher in order to form a true partnership and learn how you can best support the classroom, teacher and students with your expertise and resources.