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Sixteen years ago, Sailor Mooring's mother dove into the Atlantic Ocean and was never seen again. Now, Sailor is following her mother's long swim to find answers to the questions that have haunted her life: Why did her mother leave? And what really happened the night Sailor's father died?
Callum Murchadh has spent the last five years banished from his home and his people. At 19, he now lives a human life in the northern islands of Scotland, where maintaining a quiet existence is crucial to keeping his secrets hidden.
But having a finfolk girl step off the ferry and into his life was the last thing he expected.
Sailor finds herself both drawn to Callum and frightened by his warnings. He may hold the clues she needs to reach the ancestral home of her people, but knowing whether to trust him isn't easy.
Dive deeper into the world of the finfolk of Swans Landing in this sequel to Surfacing.
©2012 Shana Norris (P)2013 Audible, Inc.
"Slow going..."
I enjoyed the first book of this series but this second book seemed to drag on and on, only getting interesting in the last hour. Then, just as I was beginning to enjoy the story, it was over. I will probably listen to the next book in hopes that it is better than the 2nd. The best part of this was the narrator, Amanda Ronconi. She was wonderful, as always.
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Do Prograf and Cellcept cause changes in glucose levels?
- Q: Do Prograf and Cellcept cause changes in glucose levels? I also take simvastatin and diltiazem.
- A: The transplant alone, as you know, can possibly cause changes in your blood sugar levels. Manufacturer information shows that Cellcept (Mycophenolate Mofetil) and Prograf (Tacrolimus) are known to possibly cause moderate increases in blood sugar in some patients. Zocor (Simvastatin) and Cardizem (Diltiazem) also listed increased blood sugar as a possible side effect, although it appeared as if the incidence was small. I am including a link for you. www.diabetesincontrol.com/issues/Issue_246/drugs.pdf Melissa Liddle, PD
Related Questions
- Q: Is Prograf causing my blood glucose level to spike since my heart transplant?
- Q: Does Prograf cause an increase in appetite and weight gain?
- Q: Can I take psyllium and metformin?
- Q: How can you stop taking medications?
- Q: I have pemphigus and have lesions in my mouth (tongue). What can be used for treatment?
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subset: commoncrawl


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As a web developer, I am writing to emphatically tell you that the RAND patent policy is going to inhibit the growth of the internet at a time when that is not feasible! If passed, it will pose a serious threat to the global economy. Please do NOT let this happen! Thank you for listening, Kenn Louis -- r.a.b.b.l.e.r.o.u.s.e.r. http://www.rabblerouser.comReceived on Friday, 5 October 2001 13:14:20 GMT
This archive was generated by hypermail 2.2.0+W3C-0.50 : Tuesday, 27 April 2010 00:13:41 GMT


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Market Vectors® Family Of ETFs Announces Distributions
Please call 888.MKT.VCTR or visit our website for the most recent month-end performance of Market Vectors ETFs. This information will be available no later than seven business days after the most recent month end.
The principal risks of investing in Market Vectors ETFs include sector, market, economic, political, foreign currency, world event, index tracking and non-diversification risks, as well as fluctuations in net asset value and the risks associated with investing in less developed capital markets. The Funds may loan their securities, which may subject them to additional credit and counterparty risk. Please see the Prospectus of each Fund for more complete information regarding its specific risks.
Fund shares are not individually redeemable and will be issued and redeemed at their NAV only through certain authorized broker-dealers in large, specified blocks of shares called "creation units" and otherwise can be bought and sold only through exchange trading. Creation units are issued and redeemed principally in kind. Shares may trade at a premium or discount to their NAV in the secondary market.
Investors may call 888.MKT.VCTR or visit vaneck.com/etf for a free prospectus and summary prospectus . Investing involves risk, including possible loss of principal. They should consider the investment objective, risks, and charges and expenses of Market Vectors ETFs carefully before investing. The prospectus and summary prospectus contains this and other information. Please read the prospectus and summary prospectus carefully before investing.Van Eck Securities Corporation, Distributor, 335 Madison Avenue, New York, NY 10017
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Courtney is STILL looking for this frog!
The loss of Peaches (that is our beloved frog's name) began with an arm… it was downhill from there. There is nothing I would love more than to find a relative of this frog to give back to my friend.
They were created in a variety of colors, so color is not an issue. Please help me to find this elusive frog…it will be cherished in its new home!
Thank you so much,
If you can help Courtney find this MOSHI Style Microbead Frog, CONTACT US, including #9235 in the subject, or Comment Here.
Originally posted 08/04/2008
Please be sure you Contact US with an email address that is correct, and that you will be using for a long time!! I can't help you if I can't contact you!!


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Underage Drinking
Find a Conversation
|Mon, 02-18-2013 - 8:02am
We have friends who find nothing wrong with allowing their 16 year olds to drink. They allow them to have beer pong parties with their friends (because they are doing it in their home) and allow them to try different types of wines (In their words "to make them a connoisseur of wine").
We find this unacceptable as if they are doing it at home, you know they are doing it elsewhere and these kids are able to drive now so I can not believe that none of them ever drive home drunk.
What does everyone think of this?
|Mon, 02-18-2013 - 2:20pm
|Mon, 02-18-2013 - 2:20pm
|Mon, 02-18-2013 - 2:18pm
|Mon, 02-18-2013 - 2:18pm
|Mon, 02-18-2013 - 2:17pm
|Mon, 02-18-2013 - 2:17pm
|Mon, 02-18-2013 - 2:16pm
|Mon, 02-18-2013 - 2:15pm
|Mon, 02-18-2013 - 2:10pm
|Mon, 02-18-2013 - 2:05pm
Why wait until 16? Some kids hit dad and mom's liquor cabinet earlier, like 14 or 15, Lol.... All they need is the house all to themselves and a friend or two or three to do it with, Blech. My DD actually knew of these girls a couple Summers ago who were making skrewdrivers at her dad's houses, Yes 14 year olds, Dad was at work. It opened a lot of dialogue about the dangers in that and I'm glad we talk...... I have a real probelm with parents allowing underage drinking, other moms and I bring this up now and then, We actually spoke about this last Spring when a couple of them were planning graduation parties, ok, so the kids were 17 or 18, Lol but the thougts were whether or not to offer beer at parties since parents would be there, Given the honoree is an underage child my answer was no and I know of one that didn't offer alchohol b/c we were there. Further, Some parents pretend to be their kids' friends and try to play both parent and child in these situations. I see these underage drinking pics of nieces on fb too that I cringe at and it doesn't faze mom or grandma one bit! To each their own, Kids grow up too fast as it is, Why the need to push 21 onto 14, 15 or 16 year olds is beyond me... I guess some think the world is going to come to a crashing end if they dont' get to.
Those are my thoughts.


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Fortress Reports Second Quarter 2012 Results And Announces Dividend Of $0.05 Per Share
- Drawbridge Special Opportunities Fund net return of 3.3% for the second quarter of 2012 and 7.6% year-to-date through June 30, 2012
- Successful close of Fortress Credit Opportunities Fund III and related managed accounts, with $4.3 billion in total commitments
- Raised over $650 million of third party capital in the second quarter, bringing total capital raised year-to-date to $3.4 billion through June 30, 2012.
- Called approximately $350 million of dry powder capital for investments during the quarter and distributed over $800 million of capital back to limited partners
- Fortress was named "Credit-Focused Hedge Fund of the Year" for a second consecutive year by Institutional Investor
(See supplemental data on pages 18-19 for more detail on Credit results)
The Credit business, which includes our Credit Hedge Funds and Credit Private Equity Funds, generated pre-tax DE of $25 million in the second quarter of 2012, which is roughly flat compared to the first quarter. During the quarter, the business recorded $40 million of incentive income, of which $26 million was from the hedge funds and $14 million from the private-equity style funds. The private equity-style incentive income was primarily driven by tax-related distributions in the Credit Opportunities Fund II.
On a year-to-date basis, pre-tax DE of $51 million is down from $86 million compared to the same time period last year. This is largely attributable to fewer realizations in the private-equity style funds.In our Credit Hedge funds, the Drawbridge Special Opportunities Fund continued to build on its outstanding track record of investment performance, with strong returns in the second quarter. The fund had a net return of 3.3% in the quarter, bringing returns year-to-date through June to 7.6%. Net annualized inception-to-date returns in the fund were 10.7% as of June 30, 2012. Notably, the Credit Hedge Fund segment had $4.6 billion of incentive eligible NAV above performance thresholds as of June 30, 2012.
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Use code HA9MWXdetails >* To Save 10% on orders $249 or more. Use promotion code HA9MWX during checkout. Discount does not apply to shipping charges, delivery surcharges, duties or customs fees and cannot be combined with any other offer. Promotion cannot be used on previous orders. This promotional offer may be modified or terminated at any time. Offer expires 12/27/2014 at 11:59pm ET.
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Speaking truth to race-hustlers
Right on:
(h/t Sissy Willis via F.A.M.)
And right on again, from Jerome Hudson via Human Events:
Like most Americans, I've had enough with this administration's policies. I was fed up and fired up.
I am even more so in the wake of the most moving gathering I've ever been privileged to be a part of.
At one point, some of the people attending the Rev. Al Sharpton's "counter rally," coined "Reclaiming King," stopped me. I guess they must have been judging me by the color of my skin not the content of my character, because they asked if I was going to come join them.
"No, I won't be there," I told them. "Why?" one of them asked with a grimace on his face. I looked at him and said, "I want to be where the Lord is and the Lord is in this place."
One of the older black women in the group asked me if I felt like I was "selling out" for being one of the "tokens" in the Beck rally crowd?
I laughed and said "Ma'am, Al Sharpton is a pretender. He is going to tell you to pretend that the color of your skin matters. He is going to ask you to ignore the now overwhelming proof that 50 years after the Civil Rights movement, blacks are now destroying each other faster than the KKK could have dreamed."
As I walked away, the group stood frozen, not knowing how to reply.
Three cheers for hope and change from independent-minded minorities revolting against their self-appointed civil rights "leaders."
It's a long time coming.
See also: Tolerant liberals attacking minority conservatives – ""Christianity Is A White Man's Religion."
Read and remember: Meet the cops who gave their lives
August 14, 2014 10:47 PM by Michelle Malkin
Hilarous video montage: Al Sharpton unhooked on phonics
May 8, 2014 11:56 AM by Doug Powers
Al Sharpton: Obama's got this election locked up because his Halloween masks are out-selling Romney's
September 29, 2012 02:45 PM by Doug Powers
Team Obama's Brother Sharpton Moment
June 27, 2012 09:42 AM by Michelle Malkin
Wow: Actor Don Cheadle slams NBC over Zimmerman tape-editing, engages conservatives
April 5, 2012 12:23 AM by Michelle Malkin
Categories: Al Sharpton, Hollyweird, New Black Panther Party, Politics, Race relations


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by Jac La Tour
We're bringing up the topic of cash reserves again for one simple reason: It's important. So important, in fact, that we created a free tool to help you discern if your reserves are adequate. Because inadequate reserves can translate into inability to pursue your ministry's mission. [read more]


text:
Hop off plane, eat from food truck
Updated On: Nov 26 2013 01:25:47 PM PST
Once passengers hop off their planes at Sacramento International Airport, they can head to a nearby food truck for a bite this holiday season.
For just this week, food trucks will be serving treats from 11 a.m. to 7 p.m.
The trucks will be located at Crossfield and Lindberg streets, which is an area where visitors can wait for arriving passengers.
Gyro King, Slightly Skew and Orale Mole will be among the choices throughout the week. Gyro King will be available Tuesday, followed by Slightly Skewed on Wednesday and Orale Mole will serve it up on Friday.
Copyright 2013 by KCRA.com All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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KNOX COUNTY, Tenn. (WVLT)-- Fire officials believe arson may have been the cause of a fire that destroyed an East Knox County home Wednesday morning.
The fire broke out just before 8:30 a.m. in the 1500 block on Frank Meritt Lane.
Battalion Chief Jeff Devlin said the house was an older, abandoned home. He said there was no power inside the home and the person who lived there is in jail.
"We have no doubt we'll find who did this," Devlin said.
Melvin Merritt, who lives across the street, said the house didn't always sit empty. He said he saw cars come and go.
"Last night I was sitting watching tv and noticed light shining through window there," Merritt said. "A flashlight was shining around the house there. Like they were looking for something."
Merritt also noticed a white Ford truck parked behind the home. It is unknown if the truck is connected to the fire.
The investigation is ongoing.
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Preparing professional educators who positively impact learning for all students
Our candidates value and demonstrate academic excellence, collaboration, openness, and integrity. They are dedicated to service and committed to lifelong learning and professional development.
Introduction: A Shared and Aligned Vision
Anchored in the beliefs of the College of Education [COE], our conceptual framework incorporates a shared view of how to best prepare our candidates to deliver educational services to children and youth, schools, families, and communities. This framework is designed to embody the essential elements of our programs and provides a blueprint for ensuring coherence among curriculum, instruction, field experiences, clinical practice, and assessment for our candidates. It serves to guide the systematic experiences we require of candidates in our programs and provides the basis for the continuous improvement process of candidates and programs. The overarching aim of this collaborative process is for candidates to develop the requisite knowledge, skills, and dispositions and for our programs to continuously evolve and improve.
The COE at Stephen F. Austin State University [SFASU] encompasses a variety of comprehensive programs for the preparation of teachers and other professional school personnel. While all programs exemplify the principles contained in the Conceptual Framework [CF], each SFASU academic program enjoys significant academic autonomy. Thus the CF is viewed as a dynamic structure that must be adapted to the experience and background of the candidates within each program, and to external change forces. The CF will be continually revisited and revised to ensure alignment with changes in the larger professional, practical, and policy-based publics directly connected with the programs, unit, and the University.
This CF integrates several elements that provide assurance that all programs for the preparation of school personnel share a commonly held vision and a cohesive and aligned approach distinctive of Stephen F. Austin State University. These foundational elements include the institution's and unit's missions; the unit's values and philosophy; and the delineation of the unit's commitment to being the "College of Choice" as evidenced in its goals. The professional standards and best practices that connect programs within the unit are predicated on candidate performance expectations that are aligned with professional, state, and institutional standards and systematically assessed to gauge candidate, program, and unit performance. A common thread within educator preparation programs is the centrality of diversity and integration of technology within each program.
Institutional Vision and Mission
The primary mission of Stephen F. Austin State University remains closely connected to its founding purpose, which was to prepare teachers for schools in Deep East Texas. At this time, as has been its rich history, SFA is experiencing cultural and social change, tempered by regional, state, national, and international events. The vision for SFA has remained focused on students and the future; concerned with the role that a comprehensive regional institution plays in the lives of the people it serves.
Stephen F. Austin State University will be the national model of a high quality, student-focused, comprehensive university whose graduates are productive citizens and successful leaders.
The mission of Stephen F. Austin State University is to provide students a foundation for success, a passion for learning and a commitment to responsible global citizenship in a community dedicated to teaching, research, creativity and service.
Unit Vision, Mission, and Goals
The College of Education at Stephen F. Austin State University will be the college of choice for students striving to achieve professional excellence through exemplary programs that are recognized at state, national, and international levels.
The mission of the College of Education is to prepare competent, successful, caring and enthusiastic professionals dedicated to responsible service, leadership, and continued professional and intellectual development.
The goals of the Unit and its affiliate academic units and educational programs are to:
In the College of Education at Stephen F. Austin State University, we value and are committed to:
As a Unit concerned with academic excellence, we believe that our primary purpose is to develop educators who have the capacity for critical, reflective, and creative thinking, conceptual and content knowledge, practical teaching skills, and ethical principles. We recognize that knowledge is gained in many ways. This necessitates that educators utilize various strategies from direct teaching to inquiry methods, from individual to small group and large group formats. We realize that learners differ in their abilities to learn and that these differences must be incorporated into educational practice. We do not believe that education should be based on only one theory of learning. Constructivism, behaviorism, and maturational theories have merit
s in the context of the whole of education. Behavioral and constructivist learning theories have often been viewed as contradictory rather than complementary. However, we agree with Slavin (2006) and advocate a balanced approach to instruction – one that includes both direct instruction and constructivist methods. To be effective with diverse learners, educators must be proficient in a wide range of methods. While several programs in our unit are based more heavily on one particular theory, we want our candidates to be knowledgeable of multiple theories given the complexity of the teaching and learning process. The continual dialogue revolving around these learning theories stimulates critical thinking and openness to new ideas, research, and change with the ultimate beneficiaries being our candidates.
We believe that all educators must carefully observe the effects of their practices on students. Rather than assuming that a certain practice is effective, we believe professional educators must continually collect and analyze objective data on the effects of their professional practices and, as life-long learners, systematically incorporate the changes necessary to improve student performance. By engaging in this reflective practice, and with a goal of continuous improvement, we believe that educators must ethically put into practice methodologies that are responsive to individual student needs. We believe that effective educational practice is impossible without continuous reflection based on principles of scientific inquiry. Critical reflection is a powerful strategy for addressing persistent and complicated challenges in education and for attending to demands for continuous educational improvement.
Prior knowledge and beliefs about learning, teaching, students and subject matter play a central role in learning to teach. They function as interpretive lenses through which teachers make sense of their experience and which determine how they frame and resolve teaching problems. In studies on learning to teach, teacher learning is described as a process of organizing and reorganizing, structuring and restructuring a teacher's understanding of practice. Teachers are viewed as learners who actively construct knowledge by interpreting events on the basis of existing knowledge, beliefs, and dispositions (Borko & Putnam, 1996; Feiman-Nemser & Remillard, 1996; Putnam & Borko, 1997). Learning to teach requires opportunities for teacher candidates to learn from personal experiences. Reflection on these experiences allows for the natural formulation of questions for investigation and the accumulation of new perspectives and discourse options (Short et al., 1996) and for personal exploration and expanded thinking (Harste, 1993).
We believe that candidate learning is a process of continuous transformation; discovery, hands-on experiences, and problem solving. We believe that it should be grounded in rich, first hand, field based experiences, scientific research, and best practices.
We must insure that each of our candidates possesses knowledge of scientific, research-based pedagogy, the science of learning, human growth and development, classroom management, specific content knowledge of subjects to be taught, and laws governing public education and ethical conduct. We believe that professional educators must develop a balanced foundation of subject matter and professional knowledge, and pedagogical skills allowing them to transform what they know into viable skills for professional practice, that actively engage students in the learning process (Olson, 2000). We believe that teaching and learning is a highly complex, context-specific activity, and therein "teaching requires considerable judgment, a variety of pedagogical and instructional strategies, and a good understanding of the context in order to select those strategies that best fit the situation" (Uhlenbeck, Verloop, & Beijaard, 2002, p. 245). We believe that content knowledge is essential to effective teaching. Therein, educators as instructional leaders must be well grounded in the specific content knowledge that they are responsible for in the classroom and schools. We feel that candidates, in order to facilitate instruction, must have current knowledge of the appropriate use of instructional technologies and applications that positively impact learning for all students. It is our belief that the quality of the learning experience for students is directly related to the quality of instructional planning and assessment. Relatedly, we believe that assessment of student needs should drive instructional decisions and practices.
To better serve the community we believe educators must value life-long learning and act continuously to increase and update their knowledge of practice, legal and ethical issues. In so doing, educators act in an accountable and ethical manner. Professional education is an ongoing continuum of opportunities to learn to become an expert teacher, leader, or other school professional. We should focus on engaging our candidates toward developing the habits of mind that prompt them to see their participation in our programs as the initial step in the continual process of becoming professionals. Our ultimate aim is for our candidates have the knowledge, skills, and dispositions to develop new understandings of teaching and learning, to learn new instructional skills, and to expand their knowledge base for learning, teaching, and leading.
We believe that individuals preparing to be educators and leaders—professional educators in school settings—must be accomplished learners with a clear command of their discipline(s) in order to organize instruction and schools focused on the diverse needs of their students. They must be able to create viable learning experiences of emerging relevance to students. They also must know how to shape what is known in ways that are understandable and accessible to the particular students they serve. This requires both the knowledge and understanding of and disposition for being culturally responsive in an increasingly diverse society. Educators must develop and exercise a critical consciousness with respect to teaching and learning and recognize that they must continue to gain new insights into the craft of teaching and leading to meet the individual learning needs of students.
We believe that educators must collaborate with the families, community, and other professionals in order to be effective. Schools constitute an alliance of professional educators and community stakeholders. For schools' to attain their primary mission, we believe that educators must act collaboratively and collegially. Internships, student teaching, and other critical field experiences must be carefully crafted for our candidates, in collaboration with partners, to maximize the practical application of their knowledge, skills, and dispositions. Each educator within a school must act in consort with other educators and see their own service as an integral part of the common mission of the whole school. Only when educators work collaboratively with their "village" can all P-12 students within a school experience success and equity. We believe that communication is at the heart of effective teaching and a high quality learning experience for students. Therein, we believe that each candidate must have the skills and dispositions to communicate within and across classroom, community, and educational contexts.
An educator who communicates effectively must proficiently:
Collaborative approaches which integrate parents and communities into the schools provide more cohesive educational teams.
We believe that educators must be open to new ideas, to culturally diverse people, and to innovation and change. They must be able to tolerate ambiguity and dissonance when new ideas are introduced, share an eagerness to examine new ideas, and be willing to examine and research the "new." We believe that understandings are ongoing, open to change and challenge, and ever subject to critical inquiry. Educators must recognize that pedagogical knowledge and skills are emergent based on the scientifically-based research of learning and best practice. Content changes over time and professional educators must be open to change.
We believe that educators prepare students to meet the needs of a pluralistic society by reflecting in their teaching the broad range of values and experiences inherent to American society. Educators provide opportunities for open discussion and debate of the important issues facing a diverse democratic society. Educators practice in ways that facilitate access to knowledge and expedite the success of all students. We give special attention to the needs of students, whose learning has been adversely affected by cultural heritage, disability, possessing a language differing from the language of their instruction or other aspects of cultural diversity.
We believe that educators must demonstrate integrity, a quality of consistency of character defined by responsibility, diligence, and ethical behavior. By demonstrating characteristics of honesty and commitment to standards of conduct, educators provide models of behavior for P-12 students.
We view education as a profession serving students, families, the community, and humanity. SFASU and the COE support and encourage all faculty members to provide service to the greater community and to the profession. As educators we promote altruism by example. When we, as educators, notice and encourage altruistic behavior in classrooms we provide the foundation for producing kinder, more supportive, understanding, and empathetic interactions among students. The development of collaboration and service to mankind is at the heart of a democratic society.
Knowledge, Skills, and Dispositions
Professional educators must recognize the highly contextualized nature of learning activity, and be able to facilitate learning and development through the expression of appropriate dispositions that are learner-centered, ethical, socially just, culturally responsive, and provide alternative possibilities. The contextualized character of teaching and learning implies that P-12 teachers' expertise rests on their ability to create situated knowledge about professional practice, which in turn is used to change social practice and instruct the design of appropriate learning activities for students.
Successful educators plan developmentally appropriate and creative activities, create well structured and varied lesson plans, utilize the Texas statewide curriculum, continuously evaluate student achievement using a variety of assessments, and utilize appropriate technologies to support, extend, and improve student learning. In addition, successful educators promote P-12 students' use of self-assessment.
We believe that positive learning environments are supportive of individual differences. Additionally, a caring school climate promotes respectful and productive interactions among P-12 students, communicates the importance of content, utilizes time effectively (i.e. time on learning), and promotes a safe and productive physical environment.
We believe that the educator candidates ought to not only embody the knowledge, skills, and dispositions of the profession, but also must:
Additionally, candidates should display curiosity and the desire to become an active and contributing member of the profession and professional organizations.
Educator candidates in the COE at SFASU demonstrate what Dewey (1922) terms "habits," of mind, those professional "working capacities" that govern our dispositions, desires and ends, as well as our abilities to care, perceive and think. Like Dewey (1922), we view these "habits" as a "kind of human activity which is influenced by prior activity and in that sense acquired" (p. 31) within the preparation program and in the practical context of the classroom experience. Becoming an educator is a process of becoming a professional, situated in a network of activities. Candidates pursuing certification are expected to acquire dispositions consistent with the characteristics of effective educators. Relatedly, P-12 students are expected to acquire the knowledge and skills necessary to develop the habits of mind that hallmark a professional educator.
Knowledge as exemplified in College of Education includes formal or codified, pedagogical, and inquiry-based practical knowledge. Cochran-Smith and Lytle's (1999) framework of knowledge-for-practice, knowledge-in-practice, and knowledge-of-practice reflects the Unit's beliefs related to knowledge.
Expertise in teaching or related professional educator roles requires the use of multiple skills appropriately applied to particular situations, rather than the unvarying exhibition of uniform behaviors in all learning circumstances (Brophy & Everston, 1976; Doyle, 1978; Darling-Hammond, Wise, & Klein, 1995; Good & Brophy, 1986). Our view of curriculum encompasses all opportunities—formal, informal, and hidden—that students have to learn "under auspices of schools" (McCutcheon, 1988/1997) and highlights the "lived experience" (Connelly & Clandinin, 1988) of teachers and students in classrooms, within multiple embedded contexts.
Dispositions are the intellectual, social, ethical, and other personal attributes and beliefs generally ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development.
It is the belief of the COE that these dispositions will serve to inform and guide educators in their practice and profession.
These are the candidate proficiencies that have been aligned with expectations in professional and state standards for educators prepared in programs at the College of Education:
Knowledge of Learning Theory/Philosophy
1. The candidate has knowledge of a variety of learning theories including behavioral, cognitive, and social learning.
2. The candidate understands that learning occurs through experiences that relate to prior knowledge, involving active participation and problem solving, and through structured teacher-directed activities.
3. The candidate demonstrates understanding of how all children/youth learn and develop intellectually, physically, socially, and emotionally while appreciating individual variation within each area of development.
4. The candidate demonstrates understanding of the influence of social class, gender, race, ethnicity, talents, disabilities, religion, and geographic location and values diversity in children/youth, families, and the community.
5. The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.
6. The candidate knows about the process of language and second language acquisition and about strategies to support the learning of students whose first language is not English.
7. The candidate models effective verbal and nonverbal communication strategies in conveying ideas and information and in asking questions.
8. The candidate uses effective verbal, nonverbal, media and technological communication techniques to shape the classroom/school into a community of learners engaged in active inquiry, collaborative exploration, and supportive interactions.
9. The candidate uses an understanding of individual and group motivation and behavior to create learning environments that encourages active engagement in learning, self-direction, and positive social interaction.
10. The candidate organizes, allocates, and manages time, space and activities, and resources to promote active engagement of students in productive learning.
11. The candidate understands major concepts, assumptions, processes of inquiry, and ways of knowing that are central to the discipline and can relate content knowledge to other subject areas.
12. The candidate knows and implements the State of Texas curriculum in the subject area.
13. The candidate uses technology to help students learn.
14. The candidate understands and uses a variety of instructional strategies, including technological resources, to promote and assess students' development of critical thinking, problem-solving, and meaningful learning.
15. The candidate makes use of a variety of assessment and questioning strategies and makes instructional decisions based on assessment data.
16. The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
17. The candidate plans, implements, and designs assessment of instruction based upon knowledge of subject matter, students, the community, and the Texas Essential Knowledge and Skills.
18. The candidate communicates and interacts in a positive manner with parents/families, school colleagues, and members of the community.
19. The candidate collaborates with parents and professionals to improve the overall learning environment for students.
20. The candidate understands and implements legal requirements related to students' rights and teachers' responsibilities.
21. The candidate understands and honors the Texas Code of Ethics for Professional Educators.
22. The candidate is open to new ideas, reflects upon his or her practice, and actively seeks out opportunities to grow professionally.
Performance Based Assessment and Evaluation System
Universities in Texas are accountable for candidate performance on state certification examinations in both content and pedagogy. This Accountability System for Educator Preparation (ASEP) is designed to collect data (pass rates) for six disaggregated groups (males, females, white, Hispanic, African-American, and other) and is evaluated each year. All programs at SFASU are reviewed annually to review the pass rates on the Examinations for the Certification of Teachers in Texas (ExCETs) and to modify programs as needed to meet the standards. The Title II "National Report Card" is yet another system in which we must report data on the performance of our candidates. According to the 2003-2004 report, 99 percent of Stephen F. Austin State University students seeking initial teacher certification passed all state-required assessments in basic skills, professional knowledge/pedagogy, academic content area, and or teaching special populations. As the unit developed new vision, mission, and goal statements, it became apparent that the SFASU College of Education needed a more comprehensive assessment system to monitor the progress of all educator candidates' at critical benchmarks throughout the preparation programs.
In the fall of 2004, a committee composed of faculty from each program began the task of creating a comprehensive unit assessment system that reflects the conceptual framework. After a review of the current assessment practices, the committee developed a plan for the systematic collection of data to evaluate candidate performance. The system was presented to faculty in January of 2005 and all programs will use the unit assessments for the systematic collection of data. The assessment system is designed to provide a plan for the collection and analysis of candidate performance data to improve the unit and its programs. The assessment system includes candidate performance measures in the areas of knowledge, skills, dispositions, and PK-12 student learning and reflects the vision, mission, and goals of the university and the college of education as well as the state standards for teacher certification. The unit assessment system has four benchmarks for the collection of data: Admission to Program, Field Experience/Clinical Practice, Program Exit, and Post Graduate Follow-Up Assessment. At each benchmark, there are multiple assessments collected from both internal and external sources.
The Unit assessment system provides a means to monitor candidate performance at each stage of the program and during the first years of practice. The Unit compiles, summarizes, and analyzes data from the assessment system for the purpose of improving candidate performance, program quality, and unit operations, and makes recommendations for improvement. Likewise, the conceptual framework and assessment system are reviewed annually to reflect the conceptual changes and assessment modifications for the unit. Data is shared on a regular basis with candidates and faculty to help them reflect on their performance and improve it. The unit assessment data is collected every semester and entered into the data management system. Each program analyzes their data and evaluates program effectiveness and reports their goals for the next year to the dean of the COE. Unit assessment data are regularly reported to educator programs, and governance and advisory councils. Fairness and accuracy of data collection is reviewed and changes are made as needed to identify changes necessary to continuously improve COE programs and student and candidate learning.
The conceptual framework incorporates a shared view of how to best prepare the Stephen F. Austin State University College of Education candidates to deliver educational services to children and youth, schools, families, and communities. This framework embodies the essential elements of our programs and provides a blueprint for ensuring coherence among curriculum, instruction, field experiences, clinical practice, and assessment for our candidates. It is a guide for the systematic experiences we require of candidates in our programs and provides the basis for the continuous improvement process of candidates and programs. The goal of this collaborative process is for candidates to develop the requisite knowledge, skills, and dispositions and for our programs to continuously evolve and improve.


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Visit LCIF's new website
Lions Clubs International
Lions Worldwide Week of Service
Lions Clubs Online Radio
Texto apenas
Pular para navegação
Pular para conteúdo
Encontre um clube
Loja do LCI
Entre em contato conosco
Faça doações
Sobre o Lions
Como se tornar um LeĂŁo
A Fundação
Nosso trabalho
Nosso impacto
NotĂcias e eventos
Centro de atendimento aos sĂłcios
Planejamento de projetos
SĂłcios e novos clubes
Administrar um clube
Administrar um distrito
Desenvolvimento da Liderança
Comunidade Online
Página inicial
Página inicial
Centro de atendimento aos sĂłcios
Desenvolvimento da Liderança
Comunicações de Liderança
> Leia o que os outros distritos e clubes estĂŁo fazendo
Compartilhe as suas Histórias de Sucesso em Liderança
Leia o que os outros distritos e clubes estĂŁo fazendo
Leia o que os outros distritos e clubes estĂŁo fazendo
Tipo de projeto/evento:
Lions Training
Nome do projeto ou evento:
How to use the Lions Clubs Membership Website
Metas do Projeto ou Evento:
To educate Club Secretaries to use the Lions Clubs Website for filing WMMRS and Service Activity Reports
Descrição /resultados:
After the training, the participants were more confident in using the Lions Clubs Website and gathered a lot of information about methods of filing PU101 form online, adding and deleting members, updating member details, transferring a member, obtaining a roster of members online and successfully filing the WMMR. A number of queries were answered and since the lions website was kept on-line at the time of training, it became more effective. The members were happy and desired to have more such training sessions in the future.
Tipo de projeto/evento:
Lions Training
Nome do projeto ou evento:
training LEADERSHIP
Metas do Projeto ou Evento:
Training for new presidents, secretaries, treasurers and directors of members of Lions Clubs. Aside from knowing the duties of such functions, the lions were encouraged to develop goals and plans to participate in classroom practice using the LCI website. The seminar had as instructors CL Iroito Leo (GLT LA-3), CL Edward Macedo (DMLA GLT) and CL Walmir Soares(GMT LA-3).
Descrição /resultados:
After training it was possible to observe the high motivation of leaders lions to the beginning of its activities, and establish goals and seek new information and tools on the LCI website.
Tipo de projeto/evento:
Lions Training
Nome do projeto ou evento:
Membership Recruitment Training
Metas do Projeto ou Evento:
To train Lions to be able to recruit new members to develop and charter new clubs, to rebuild existing clubs, and to do "cold call" recruiting.
Descrição /resultados:
On a warm summer evening 14 Lions from 8 different clubs participated in the 2 hour training that was offered for the first time. The training included three separate parts:1. how to recruit members and charter a new club, 2. how to build existing clubs, and 3. how to recruit at public events and public places. The trainers included Lion Past President Paul Levine and PDG Randy Pinch, District GLT Coordinator. The training will be repeated in other parts of the district since other Lions wanted to attend, but could not due to conflicts.
Tipo de projeto/evento:
Lions Training
Nome do projeto ou evento:
Training for Club Presidents
Metas do Projeto ou Evento:
To educate and motivate club presidents to achieve excellence. Things to do before assuming the office. Planning the year. Kick off for a good start. Communication with members. Selecting and appointing committees. Lead a team to success.
Descrição /resultados:
After completion of the workshop presidents indicate that they received the knowledge to plan their year and work as a team. They recognized the importance of planning meetings and projects.
I have successfully conducted the workshop for Club Presidents Elect. I have practiced what I have learned from the Agra Faculty Development Institute. It was very useful for me to design and deliver my presentations in a professional manner.
Further results of attending the Faculty Development Institute; I have been appointed by the DG team to work as the District GLT coordinator for three year period beginning from this year.
Tipo de projeto/evento:
Lions Training
Nome do projeto ou evento:
Young Lions Academy
337-A Fukuoka
Metas do Projeto ou Evento:
To conduct the first Young Lions Academy
To motivate younger Lions to prepare to take leadership roles
To provide the opportunity for younger lions to meet other young lions beyond the boundaries of each club
Descrição /resultados:
District Governor Isao Yoshida appointed a special district committee and a young committee chairperson for the Young Lions Academy. Committee Chairperson Tokunaga visited all the zone meetings and used the internet to promote attendance. In spite of initial resistance, in January 2011 600 Lions attended the Lions Academy forum focused on the theme of Lions in the Future. Now, other districts in Japan (331-C, 330-B) have added a Young Lions Academy committee to their official district committees.The Lion magazine of Japan has featured several interviews with Lions under 50.
Termos e Condições
Norma de Privacidade
Mapa do Site
Diretório Online (necessita de senha)
Custom web development, hosting and implementation provided by
Alkon Consulting


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AirTalk for December 6, 2013
'Sun City': The anti-apartheid song remembered
Michael Loccisano/Getty Images
Musician Steven Van Zandt onstage at the 25th Annual Rock And Roll Hall of Fame Induction Ceremony at the Waldorf=Astoria on March 15, 2010 in New York City.
American musician Steven Van Zandt wrote and co-produced the 1985 anti-apartheid song and album "Sun City." We'll talk to Van Zandt about the inspiration of his songs and why he thought it necessary to record the song at the time.
Steven Van Zandt, musician, songwriter, producer who co-produced and wrote the 1985 anti-apartheid song and album, "Sun City"


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CROSSVILLE, Tenn. (WVLT) -- Bruce Pearl spoke on camera Monday for the first time since his ouster, sitting down for an exclusive interview with the Sports Overtime team.
"It's a real life-changing transition, but we've purposely tried to take the focus off ourselves," Pearl said.
"It's been a few weeks since I got fired. It's time for me to walk away from that."
Pearl refused to comment on the specific events surrounding his firing, but said he's still loyal to the school he led to six NCAA Tournaments in six seasons.
"I still have my orange on, and I still sign my name 'Go Vols,'" Pearl said.
Pearl was working at Camp Koinonia, a camp for mentally challenged kids. Pearl has been very involved with the camp since coming to Tennessee.
"This is God's calling, to do good things in the community," Pearl said. "So this is what we're going to continue to do."
Pearl has not moved elsewhere; in fact, he says he plans on remaining in town for the near future.
"My family and I still live here and plan on living here for awhile," Pearl said. "My kids go to school here.
"We're trying to keep things as normal as we possibly can without being a distraction and without taking attention away from our new coach.
"A lot of times you brought [attention] to yourself because it was the right thing to do to develop the program. Now it needs to go elsewhere."
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Usability in Open Source Software
By Celeste Lyn Paul
Celeste Lyn Paul is Senior Interaction Architect for User-Centered Design, Inc., organizes the KDE Usability Project, and works with open source projects such as KDE, Linux Foundation, OpenUsability, and Ubuntu.
Free as in free speech.
Open source is a software licensing philosophy which believes the human readable code source of a software should be available for the public to freely install, modify, or redistribute. The term "open source" can also refer to the community and development practices of thousands of free/libre/open source software (FLOSS) projects who subscribe to this philosophy and license their software under one of the many available software licenses.
Even if you have never heard of "open source" before, there is a good chance you have used open source software. For example, the second most popular browser on the web, Firefox, is open source software. If you have ever flown with Virgin America, their in-flight entertainment system runs on the open source operating system Red Hat Linux. The popular web publishing systems WordPress and more recently MovableType are also open source.
Open source has been hot news in the design world as well. Robert Watkins' 2003 article in the UPA Voice first introduced open source to usability professionals. The Sugar user interface for the One Laptop Per Child project was a long running discussion on the Interaction Design Association's mailing list. Recently, open source was the featured topic in the Summer 2007 issue of BCS's Interfaces magazine and the November/December 2007 issue of ACM's Interactions magazine.
The developers were running the asylum.
Open source is fundamentally a user-centered community. Projects rely on bug reports, wish lists, and functionality requests submitted by users to shape future development goals. Open source software is often criticized for having poor usability and being developer-centric, but it is important to remember that it began as a software movement for developers by developers. The primary users were traditionally developers, making the software essentially user-centric.
Over time open source software grew in popularity, attracting a diverse population of users beyond developers. When new users who were less technically savvy began using developer-centered software, it became the tipping point at which open source software went from having an "advanced user interface" to a "bad user interface". However, software development continued to focus on functionality and features instead of improving the user interface.
A driving factor for pushing usability forward in open source was centered around the GNU Linux operating system. As Linux became more refined and ready for mainstream use, the concern for the quality of its software grew. Bad press about poor software usability correlating with a group of usability-dedicated developers and designers help pushed usability in a direction where a growing number of projects wanted it.
We've come a long way.
Being a designer in an open source project is not easy. For many years, usability specialists were disregarded, under appreciated, and ignored. This attitude probably sounds familiar to many of you because it was not too long ago that professional usability specialists encountered the same resistance.
Over time, developers in the open source community became more knowledgeable about usability and design due to good case studies, developer-designer education, and increased exposure through industry software practices. It took several years before many open source projects embraced usability as part of the development process and not as an afterthought.
There are a few of organizations dedicated to promoting and practicing usability in open source software. Open Usability is a not-for-profit organization which aims to bring designers and developers together to produce more usable software and get more designers involved in open source. One of its major outreach programs (in partnership with FLOSS Usability and Aspiration), the OpenUsability Season of Usability, is modeled after Google's developer-oriented Summer of Code program. The program offers several sponsorships for design students to work with an experienced designer and a software developer to help improve the usability or design of an open source project.
Some open source software projects have managed to successfully integrate usability into their development cycle. Although a small project, KDE's HCI working group consists of artists, usability specialists, translators, and accessibility specialists to help improve the user experience of the K Desktop Environment. It is common practice for usability issues to be reported as bugs, which has elevated the status of these issues to as important as other bugs in the software. Designers often participate in developer meetings to discuss user interface design updates due to functionality or feature changes. The KDE project has also supported usability testing to help gather user feedback and improve its software.
The Linux Foundation's OpenPrinting working group aims to establish a set of standards so that printing across applications, desktop environments, and operating systems is consistent. One of the working group's projects includes developing a set of standards for consistent printing interfaces. They sponsor interaction designers and usability specialists so that they can attend meetings, conduct user research, design interface prototypes, and help write the specification.
Why get involved?
As usability professionals, we can learn a lot from working with open source software. The short fix-and-release cycles can help us develop practices we can apply to clients with an iterative- or short- development cycle (e.g. Agile development). The closer interaction with developers (often abstracted by project managers) can help us develop better documentation and deliverables for development teams. Many open source projects are highly innovative which provide unique challenges that can help us improve as designers.
Many of us enjoy participating in communities. Otherwise, we would not have the hundreds of UPA chapters, special interest groups, and mini-conferences which require dedicated volunteers. Communities offer the opportunity to sharpen and further develop our professional skills, network with colleagues and friends, or contribute to the greater good. The next time you are looking for a fun and innovative community to join, consider an open source project.
Usability Professionals'
|Contact the Voice


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A close quarters combat weapon, and one of the more vicious ways to ruin someone's day
UAC Scientists have discovered a strange artifact on the surface of Phobos. They wish to transport it to an 'off-the-radar' base above Saturn's moon, Titan, but fear that space pirates may have gained intel on the artifact. Additional protection is needed; this is where you come in!
A Cosmic Era, Event Horizon/Doom-influenced Plot, for the optional Occult Brotherhood quest.
The three sacred relics of Ahkti.
The result of Vauraki's wrath directed by Axtrami's will. The Sila'Khrysath is the elemental embodiment of the fury of the desert. Woe to those who encounter the Great Sand Wyrm within the Karikun Desert!
Jacob Latris was a Taurian immigrant to Obstaria. Now he is a man who has severed his connections to sanity long ago, and is searching for something that probably doesn't exist.
A thin, dainty old woman with a love of both gardening and the physical suffering of others.
Those of the bare chin, the clan of the wolverine, they who walked away from the mountain.
" Not all arrows hit their target, and not all bows are designed to make the arrow flew farther, but not all targets can evade, if you do it right... " - Pra'Eimus
A demon unleashed... to make the world a better place.
Incarceration in the Cosmic Era, adjustable for futuristic and dystopian settings
The birth and life of a god through the long ages.
With many legends and myths attributed to it, the Shield of St. John was wielded by the Prophet and bears the curse of fame for bearing holy magic. However, the only benefit the Shield could bestow upon the wielder is psychological.
Messes cleaned, maintenance conducted, problems fixed.
The sound was most troublesome. Long have I been prisoner to Kormack and his evil designs, and the torturous sounds my heart has been cursed to endure has left me cold inside. I endure and ignore. Cold to the pain and the suffering of poor souls around me. Their Fate forsworn as soon as they enter His lair. But this, this atrocity has pierced my now icebound heart and cracked deep into my very soul. The children... The mewling babes that know nothing of their future, nothing of the joys of life. Innocent of horrors of the world and the dread future it holds. How short that future is. I can not get the sound of the mewling infants from my mind, it is seared into memory as a brand on an animals flank forever to remain. Some have even laughed right up till the end and nothing is more damaging to ones sanity than a broken childs laugh.
Master Blacksmith Heaf Astes
The Prophet John's life and, indeed, death was a mystery. Some say that the gods placed him on this earth for his purpose without a past, and others, a rare few, claim that he was a god himself.
A final update on what happened to Kingmakers.
'You don't step into the ring with Ali because you think you can box.
When parapsychic abilities began manifesting, martial artists found that their discipline from years of training provided them with the acumen and ability to channel and control the unexpected powers that now flowed from their fingertips.
Incomplete and unlikely to be finished.
The CogNet might be policed by sentient programs and controlled by artificially intelligent super computers, but it is built on top of millions of organic memory cores that function as its host.
A planet (or city, valley ect) where those who enter witness protection can escape old age and death itself, so they can live for centuries without aging-provided they maintain their cover perfectly. If they are outed by anyone or ever utter their true name, they age the number of years they have not aged since the day they entered witness protection (which might mean that they age centuries in seconds and crumble into dust and bone.)


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Doonbeg River
West Clare, Co Clare
The Doonbeg River is located in West Co.Clare. The river rises near the Kilmihil/Kilmaley border and flows southward for approx 7 miles and then turns northwest and continues for approx 15 miles through Cooraclare before entering the sea at Doonbeg.
Lough Donnell
Seafield, Quilty, Co Clare
This beach is 2 miles south of Seafield and access is from the northern end. The main point to fish is the freshwater outlet and bottom fishing is the best using sandeel and lugworm which catches bass and flatfish.


text:
Most Recent Articles In Fashion Scoops
Latest Fashion Scoops Articles
Maison Martin Margiela chief executive officer Giovanni Pungetti hinted there'll likely be bigger design projects to come. "We've been thinking about the kinds of projects we could do in home decoration or hotel design. This was a great opportunity to show what we can do," he said, confirming the house also plans to intensify its home design line, likely adding carpet and wallpaper lines. So will the next Maison Martin Margiela show take place in the house's new temporary Trocadero home? "Who knows? The apartment's ours for a year and we definitely intend to make good use of it," said Pungetti.


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I've had my hair enough odd colors to form a veritable rainbow, but it's been about two years since that period. Sooo over February vacay I ran to Sally Beauty, picked up a color remover, a bleach kit, and a couple of jars of Manic Panic, and let the torture commence. As my hair is dyed black, the ends of what I bleached wound up this sort of horrid orange color, as was to be expected, and the roots were the blonde I had hoped for- didn't apply heat, stupid mistake. :|
Anyway, I used Manic Panic's Hot Hot Pink over the bleached bits, and the result is nothing short of delicious. The roots, as I said, were better bleached so they're quite bright- but this is what you get when you put that particular dye over ginger hair (check the pic)


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Your email has been sent.
'Going To Make Progress Virtually Impossible'
Aaron David Miller on Egypt's effect on the peace process
Yesterday, over at my series of interviews about the Egyptian crisis, reporter Judith Miller and scholar Brian Katulis focused mainly on what was and is going on in Egypt itself. This morning, Aaron David Miller, an experienced American Mideast hand, turns his gaze slightly north and explains what the repercussions of the incredible events will mean for Israel and the peace process.
Crisis in Cairo [Tablet Magazine]
Daybreak: U.S. Joins Egyptians in the Streets
Plus Israel watches Sinai, turmoil in Jordan, and more in the news


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Red Yeast Rice lowers cholesterol and improves circulation. Its side effects are rare and should only be used by adults over the age of 20.
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text:
Contact Us Today!
Advanced Roof Technology
1075 McClendon St
Melbourne, FL 32935
321.253.5081 Phone
321.253.5083 Fax
Email Us
Office Hours
8:00am to 5:00 pm (Mon.-Fri.)
Welcome to Advanced Roof Technology!
We have been serving Brevard County for over 25 years offering new roofs,
roof repairs & maintenance for residential, commercial, industrial & condominium complexes. Ask about our contractors' installation warranty.
We offer the following types of roofs:
We also install Soffit & Fascia.
Proudly Affiliated With:
Space Coast LicensedRoofers Association
State Certified Roofing Contractor CC C1326692
Website Design by: Bold Designs, www.bold-designs.com


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Book your room at Antigua Capilla Bed and Breakfast
Please enter your travel dates.
4.5-star adults-only bed & breakfast in San Miguel de Allende with a complimentary breakfast
Situated in San Miguel de Allende, this luxury bed & breakfast is close to The Other Face of Mexico, La Esquina Mexican Folk Toy Museum, and Academia Hispano Americana. Also nearby are Church of Our Lady Of Health and Temple of San Francisco.
Property Features
Amenities at Antigua Capilla Bed and Breakfast include complimentary wireless Internet access and self parking (subject to charges).
Room Amenities
Flat-screen televisions come with cable channels. Guestrooms also feature fireplaces, complimentary wireless Internet access, and iPod docking stations.Information missing or incorrect? Tell us!
Antigua Capilla Bed and Breakfast
Hotel Amenities
A complimentary breakfast is offered. Public areas are equipped with complimentary high-speed wireless Internet access. Parking is available onsite for a surcharge.
Antigua Capilla Bed and Breakfast is a smoke-free property.
- Total number of rooms - 8
- Number of floors - 2
- Number of buildings/towers - 1
- Free breakfast
- Front desk (limited hours)
- Self parking (surcharge)
- Free Wi-Fi
- Smoke-free property
Available in all rooms: Free Wi-Fi
Available in some public areas: Free Wi-Fi
Room Amenities
- In-room massage available
- DVD player
- Fireplace
- Phone
- Flat-panel TV
- Private bathroom
- Free Wi-Fi
- iPod docking station
- Cable TV service
Where to Eat
Guests are offered complimentary continental and full breakfasts.
Spa Services
- Massages
Hotel Policies
Check-in time starts at 3 PM
Check-in time ends at 8 PM
Special check-in instructions:
Check-out time is 11 AM
Payment types
You need to know
Extra-person charges may apply and vary depending on hotel policy.
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
Caters to adults only
- Self parking fee: MXN 150 per night
We should mention
Children 12 years old and younger are not permitted at this adults-only property.


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1) English native-speaker
2) Bachelors Degree
3) Teacher License/Certificate holder
Student Level:G10-G12
Location: New Taipei City
Contract period: Jan.-6/30, 2013, renewable
Curriculum: EFL, collaborating-teaching involved
Monthly Salary: $ bachelor 62720 NTD (around $2150 USD) master $ 69965 NTD
Performance bonus: Around one month salary, by proportion of actual working months
Paid vacation: Summer & Winter vacation in accordance with the school calendar
Labor insurance and health insurance Available
Work permit & ARC provided
Teaching hour: Mon-Fri 9am-5pm,
21 class weekly, 50 min/class
25-40 students
If interested, please contact me as soon as possible.
Send copy of updated resume with photo, degree certificate, and teacher license to:
Dewey International Education Consultants, Ltd.
Attention: Mae San
Email Address: recruit02(at)de-wey.com.tw
Do you want to experience teaching in Taiwan? Then join our team of experts! Have your application screened for no obligation!
We have started our screening process for 2013 teaching positions in Taiwan. If you are a graduate of any course, with teaching license/certification, you are qualified for our ENGLISH Teacher post in Taiwan.
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Available Projects
I have a 80 year old home that I'm starting to do some remodels and upgrades and I'm not really sure where to start or what i have to do. when i purchased the home the old couple had the home moved from up the street to its new location where it sits now its very out dated and i think i wanna start in the basement and work my way up. the major issue i think i have is the wall looks like it was repaired in the past I'm not sure what I'm gonna see when i remove the old work bench I'm concerned with what i will find. I'm not looking to complete or make anything more with my basement other then my weight equipment. i have a mess of things running up on the ceiling i was thinking of upgrading the wiring fuse box and wires as well as my oil boiler with new windows so basically i am unsure what i should be more concerned about i know nothing and do intend on hiring people with the know how but would like a little understanding what i am looking at so i know what questions to ask etc any help will be awesome…..
Unless the basements filling up with water that would be the last thing I'd be working on.
Far more important things to be worked on first.
Always start on the outside first. Not going to do any good if there's leaks ruining all your work.
What condition is the roof and flashings in?
Gutters, siding.
Old two wire wiring, undersized panel box, recalled panel box, wiring not to code?
Old steel supply pipes at some point always leak and rust out from the inside out so they close up on the inside reducing flow.
Before changing the windows figure out if you plan on also changing the siding. There's an order it needs to be done if it's siding and windows.
fix the stuff first that requires the most damage to get to. always without fail, foundation and roof issues that need fixing, get them now. why risk everything else because you had a basement leak or were missing ten shingles and had a hole in the deck?
next... plumbing. a leaky stack means tearing a bunch of walls out, and it's a first class health and fire hazard. low-flow rusty galvanized pipe is also a destroyer of liveability and value, get them too. PEX is becoming the preferred replacement.
next, "tarball" wiring and ancient fuse panels. you don't have to tear out whole sections of wall for this, but it's expensive and you will have lots of "handhold" patches. ancient insulation on wiring is a fire waiting to happen, and the insulation blocks in old fuse panels never get better with age. if by chance that's a Frank Adam, get quotes now, they crumble.
once the mechanicals are up to date, and you have verified the floors are level and strong enough to meet code, then you can work on the pretty stuff like in the magazine.This message has been edited. Last edited by: swschrad,
sig: if this is a new economy, how come they still want my old-fashioned money?
well what about the basement windows should i have them repaired first i am getting dampness and bubbles in paint on the wall (its sinderblocks) should i get windows and repaint with dry lock ? then move on to like the roof and gutters ? or just do roof and gutters first
also i have had roof repairs a few years ago its a slate roof and I'm now noticing some water damage on my ceiling does i don't know what insurance covers if anything I'm new to all this i really have no idea what should be done
Sounds like you have a whole host of possible issues. It would be a good idea to hire a local contractor to just take a quick survey of your house and make recommendations. If you want to do this on the cheap, you could get good results if you have a friend with building knowledge willing to do the same thing.
A water lead via the roof is high priority and should be looked at ASAP. Insurance normally covers damage from an event but not from lack of maintenance. So a tree falling through your roof during a rainstorm and causing water damage should be covered, but leaking flashing not so much. Best bet here would be a quick call to your local agent, as they could accurately tell you what your homeowners policy does or does not cover.
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For 2014, True has added LED lighting to the glass door model TBB-4G-S for attractive and even light in this merchandiser.


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All fellows complete at least 6 months in the cath labs. An additional two months are available for fellows during the UIHC intensive care unit and heart failure rotations. Fellows receive extensive training in vascular access, left and right heart catheterization, diagnostic coronary angiography, invasive hemodynamics, and RV biopsy. A weekly Cath Conference is held during which faculty and fellows present teaching cases and review angiographic and hemodynamic findings, discuss diagnostic and management issues, review complications and promote discussion of specific cardiology topics pertaining to invasive cardiology. Fellows seeking certification in Interventional Cardiology must do an additional year of training.
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The Model 6330 is a six-in-one multifunction electrical safety tester that performs six common electrical safety tests all in a single instrument. The unit provides 3.5 kV of ac hipot test voltage, 3.5 kV of dc hipot test voltage, 30 A of ground bond test current, and insulation resistance measurements up to 1000 MΩ at 1000 V dc. In the functional run mode, the tester can monitor minimum and maximum readings for voltage, current, power, power factor, and leakage current. In the line leakage test mode, the unit has five common measuring devices built in, which allows quick and easy line leakage testing to common agency specifications. The safety tester offers 10 memory locations with 20 steps per memory and a single-step mode, which allows operators to set up and store testing procedures for multiple products in the instrument's internal memory. The single-step mode allows the unit to perform each test in a setup individually, providing manufacturers with flexibility in configuring their testing procedure.
Canon Communications LLC . © 2008


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|Bringing the Outdoors Inside
Bringing the Outdoors Inside
Plants don't just add to your home decor. They actually can improve your health. Get some insider's secrets on how you can go green for you and your decor design.
Green construction. Eco-friendly building. LEED-certified. Environmentally responsible home. If you haven't heard any of these phrases in the last year, go ahead and crawl out from under your rock and get some sunlight.
While these phrases all speak to the health of the environment and the overall well-being of Mother Earth, you rarely hear about how a sustainable design can benefit your own health and well-being. Well, Via Design Owner Karen Sullivan has some news to share.
Via Design won the 2008 Biomimicry Guild Design Competition, and Sullivan headed to Costa Rica with the guild for a "Biomimicry and Design Workshop." Now, what is biomimicry? In short, it's the imitation of life's processes in design. So in the Costa Rican rain forest, Sullivan and other workshop participants observed nature for inspiration for their various fields, ranging from interior design to aircraft engineering.
Beyond the rain forest, Sullivan has studied what the Biomimicry Guild calls "Life's Principles," and she has applied them to her designs to promote thriving in one's environment rather than just existing in it. Sullivan shares with Cincy Chic some ways you can incorporate these methods into your own interior design to benefit your planet and yourself.
Sustain for the Cure
Society has placed an emphasis on pure water with faucet filters, bottled water and purification pitchers. While clean water is important, where is all the hype for clean air?
Sullivan directed us to a NASA study, which showed that synthetic materials used in construction give off low levels of irritants and potential carcinogens. These air pollutants can cause allergy-like symptoms that make up a "sick building syndrome."
So natural materials like bamboo and cork not only promote an environmentally friendly build because they grow quickly to replace used materials. These natural resources also offer a health-friendly environment for you, as they do not give off irritants.
Pure Life
Just because your home doesn't meet "green" standards doesn't mean you're out of luck, though. Certain plants can remove the chemicals given off by synthetic materials from your air so that you don't have to eat, sleep and breathe carcinogens.
"You could see what you might have in your house and then have plants that would help that. And some of [the plants] are really ordinary plants like gerbera daisies," Sullivan says. Other helpful plants include potted chrysanthemums and ficus, depending on what irritants are polluting your air.
A relevant trend in the design world is the living wall. This vertical garden incorporates air-purifying plants that eliminate irritants as they provide an inside link back to nature.
Natural Connection
That link back to nature affects our health as well. Whether you are bringing in live plants or natural light, bringing the outside in can increase your energy level and positively affect your mood.
While windows and glass doors help to bring in natural sunlight, Sullivan also recommends using light tubes or light shells. These devices "bounce light further into a space," so that you get more use of the sun's rays, Sullivan says.
For more information on how you can improve your health by improving your carbon footprint, schedule a consultation with Sullivan at Via-Design-Ltd.com.
Photographer: Linda Palacios
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Mission Statement
Ho Rehabilitation Center was founded in 1983 with the vision of providing quality health care to patients of all ages who are in need of physical therapy. For more than 25 years, Dr. Ho and his staff have achieved a high level of patient care through the integration of clinical expertise, current research and continuing education. Ho Rehab Center is committed to the pursuit of excellence through the practice of art and science in physical therapy.
Our philosophy at Ho Rehab Center is to provide individualized and holistic treatment based on the unique needs and goals of each person. An appropriate treatment plan is based on a thorough neuromusculoskeletal evaluation. Our goal is to relieve pain and facilitate healing, improve functional status, provide patient education for prevention and promote wellness.
Visit Our Office *New*
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Hours:M/W/F 8am-6pm, T/Th 8am-5pm
Closed Saturday & Sunday
Phone:(818) 996-8386
Fax:(818) 996-8979


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tag:blogger.com,1999:blog-10901468.post113993115488974474..comments2014-12-19T02:30:48.869-05:00Comments on The Panopticon: Aim HigherFranklinhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-68632570369876514482011-11-15T06:48:09.561-05:002011-11-15T06:48:09.561-05:00Gosh, there is so much useful data above!Gosh, there is so much useful data above!www.caceres-3d.comhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1144165936316133542006-04-04T11:52:00.000-04:002006-04-04T11:52:00.000-04:00Euphemia? And, when in the Lake District, you pho...Euphemia? And, when in the Lake District, you photographed yourself at Ruskin's grave?

I think I am in love.

So, which of you will end up with Millais in this version? (And don't try to tell me you're just Effie's father figure. John tried that excuse, too.)

firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1140398191033161402006-02-19T20:16:00.000-05:002006-02-19T20:16:00.000-05:00OMG, Frankin, I TOLD you were a celebrity! I can't...OMG, Frankin, I TOLD you were a celebrity! I can't wait to watch your interview on Oprah!Jayhttp://email@example.com:blogger.com,1999:blog-10901468.post-1140049012343992902006-02-15T19:16:00.000-05:002006-02-15T19:16:00.000-05:00Kokomo? Why on God's green earth would they pick ...Kokomo? Why on God's green earth would they pick Kokomo? It's only a tiny bit better than Muncie, which is where I grew up (and escaped from).

BTW: Your boiled ass washrag looks great.Bethhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1140027915619485132006-02-15T13:25:00.000-05:002006-02-15T13:25:00.000-05:00That is sooooo coool!!!!How great!And yes, lace wh...That is sooooo coool!!!!

How great!

And yes, lace while on needles truly looks like boiled ass. But then it gets better. You go.Lizhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1140016281515325152006-02-15T10:11:00.000-05:002006-02-15T10:11:00.000-05:00Lucia, to be fair, I was going to be a linguist (w...Lucia, to be fair, I was going to be a linguist (whatever happened to THAT goal?) and I studied Latin from 7th grade through 12th, French all through HS and my family was German, so I had an ear for the stuff.

And I was a mathspastic. Knitting taught me how to do math, not school.Marilynhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1140007169266884022006-02-15T07:39:00.000-05:002006-02-15T07:39:00.000-05:00Sarah, "cave ovem" is "beware of the sheep." Cave ...Sarah, "cave ovem" is "beware of the sheep." Cave as in caveat, ovem as in ovine.

Translating Virgil cold?? You're a better woman than I, Marilyn. That man could throw off 3 pages of ablative absolutes without even breathing hard.Luciahttp://email@example.com:blogger.com,1999:blog-10901468.post-1139996511978602582006-02-15T04:41:00.000-05:002006-02-15T04:41:00.000-05:00Hehehe, *small world*And the lace is LOVELY!!!!Hehehe, *small world*

And the lace is LOVELY!!!!Elemmacilturhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139991215093933212006-02-15T03:13:00.000-05:002006-02-15T03:13:00.000-05:00Jess, they *are* lovely people. So many people are...Jess, they *are* lovely people. So many people are not what they seem, but Franklin's folks are true-blue. I find this comforting.

*wave* to Franklin's folks if you're reading... :-)birdfarmhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139982624418018062006-02-15T00:50:00.000-05:002006-02-15T00:50:00.000-05:00Kokomo, Indiana! I want to move there very badly (...Kokomo, Indiana! I want to move there very badly (my mom grew up there a bit until she moved to Arizona). It seems more appealing than Arizona.

I love blog randomness. A week or so ago I looked at a blog to find a photo of a HS friend modeling a scarf.jen.http://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139973116420265612006-02-14T22:11:00.000-05:002006-02-14T22:11:00.000-05:00OK, I've searched and searched. What is the meanin...OK, I've searched and searched. What is the meaning of Cave Ovem?Sarahhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139965094260328402006-02-14T19:58:00.000-05:002006-02-14T19:58:00.000-05:00Hi Franklin,Thank you, and readers, for your answe...Hi Franklin,

Thank you, and readers, for your answers to my question about reading the pattern or not. Yes, I definitely need, most of the times, to go "blind", and be swept by the designer's technique.

Really, what a small world! Your lovely story reminded me of the first time I went to the Empire State Building. I met an elementary school teacher of mine there. She remembered me, after all those years. The more remarkable part of the story is that I grew up in Brazil. I moved to NY, to live, and she was on vacation then.

Rosane.Rosanehttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139964115195697262006-02-14T19:41:00.000-05:002006-02-14T19:41:00.000-05:00Kokomo? Indiana? Their dream home? Sorry, sweet...Kokomo? Indiana? Their dream home? Sorry, sweetie, we escaped central Indiana 5 years ago, and it just wobbles the mind that people want to move there. Especially from a metropolitan area. Of course, the cost of living is much more firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139961753686906762006-02-14T19:02:00.000-05:002006-02-14T19:02:00.000-05:00Of course, being a gay personnage, you might have ...Of course, being a gay personnage, you might have put "Cave Ovum" on Euphemia's embroidery.

Just a thought. "Curses, it's Persis" Cope, my wonderful Latin teacher who made her own shoes, is up in heaven smiling down upon her former star student who so loved to translate Virgil cold.Marilynhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139960914558164362006-02-14T18:48:00.000-05:002006-02-14T18:48:00.000-05:00Me Da and brother live in Kokomo. It's a nice town...Me Da and brother live in Kokomo. It's a nice town, and delightfully close to Indy.Christinahttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139950083551773982006-02-14T15:48:00.000-05:002006-02-14T15:48:00.000-05:00"cave ovem" -- you caught me on that one, too. It'..."cave ovem" -- you caught me on that one, too. It's brilliant! I suspect you and I were made for each other in heaven.

JeanJeanhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139945255740945582006-02-14T14:27:00.000-05:002006-02-14T14:27:00.000-05:00Hi! new to your blog and found you via Cast On. I ...Hi! new to your blog and found you via Cast On. I wanted to write and let you know how much I love your essays on the podcast! You really find a balance between writing about what we can all relate to and yet doing so in an original way.
I'm loving the cartoons as well. Thanks for the fun read and listen.MaryMRhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139944632492722862006-02-14T14:17:00.000-05:002006-02-14T14:17:00.000-05:00Okay, okay, now you're truly famous.Okay, okay, now you're truly famous.goblinboxhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139943662609384582006-02-14T14:01:00.000-05:002006-02-14T14:01:00.000-05:00If your parents move to Kokomo, and you go to visi...If your parents move to Kokomo, and you go to visit them, can I visit them too so I can meet them? I'm only a short distance away in Indy and I've laughed and cried while reading your blog, so I feel like I should get to meet you.

Sweet Caroline
Caroline's Culture Ranch, home of the Unruly Wool RoomSweet email@example.com:blogger.com,1999:blog-10901468.post-1139943259766218252006-02-14T13:54:00.000-05:002006-02-14T13:54:00.000-05:00Oh how soon you'll be ducking the paparazzi as you...Oh how soon you'll be ducking the paparazzi as you pick up your yarn. Then you will long for the old days.Davidhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139941669565676252006-02-14T13:27:00.000-05:002006-02-14T13:27:00.000-05:00I love stuff like that. Because if you made it up...I love stuff like that. Because if you made it up, no one would believe you.Ruthhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139941584578628882006-02-14T13:26:00.000-05:002006-02-14T13:26:00.000-05:00I forgot to add:One thing I understand is benefici...I forgot to add:

One thing I understand is beneficial when knitting lace is to, every few inches, insert a lifeline in a row which you know to be correct. At the end of the row, thread a blunt needle with a heavy thread -- like button thread -- and run it through the stitches on the needle. Secure the ends -- I tie them together. Then, if you find you have made a mistake, you are able to pick up all the stitches correctly without loosing any.

That said, I have found that the only time I need a lifeline is when I haven't created one. Go figure.Aidanhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139939156529927212006-02-14T12:45:00.000-05:002006-02-14T12:45:00.000-05:00"Cave Ovem"?That was the funniest part of it for m..."Cave Ovem"?

That was the funniest part of it for me.

Nobody could make up a story like that. Jess, if you think his parents are nice, you should meet the Lacemaster himself.

Good choice, that center pattern. Are you ready to Wedding Ring Rumble?Marilynhttp://firstname.lastname@example.com:blogger.com,1999:blog-10901468.post-1139936140393174692006-02-14T11:55:00.000-05:002006-02-14T11:55:00.000-05:00OMG! that's just toooo toooo funny...Your lace loo...OMG! that's just toooo toooo funny...

Your lace looks loverly, dear.Jonhttp://email@example.com:blogger.com,1999:blog-10901468.post-1139936043458173822006-02-14T11:54:00.000-05:002006-02-14T11:54:00.000-05:00As we said in my young days, that is really neat. ...As we said in my young days, that is really neat. (Yes, I am old. Deal with it.)

And I just consulted an online Latin dictionary (ovine, DUH) and am now ROFLMAO, shredding any workplace dignity I might have had left.Luciahttp://email@example.com


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We, at Suzanne L. Martin Real Estate LLC, are dedicated and knowledgeable REALTORS ready to offer you assistance in selecting the right property for you and your family or finding the right buyer for your home or business property.
Since 1985, the "Martin team" with their combined 70 years of experience has been helping buyers and sellers in central NY achieve their real estate goals. Whether you are a first time home buyer or an experienced seller or investor, we will provide you with the highest level of service.
We care about our clients and are enthusiastic about our profession. As the "Martin team", we are proud and committed to the communities we live, work and play in…. we want you to enjoy Central New York, as well!
Please use this website to peruse our listings and those within the multiple listing service by clicking the MLS Search. We look forward to meeting you!
Owner / Broker
Office: (315) 824-2203
Cell: (315) 430-0359
Fax: (315) 824-2203
Office: (315) 824-2203
Home Phone: (315) 824-1634
Cell: (315) 762-4995
Office Fax: (315) 824-2203
Office: (315) 824-2203
Cell: (315) 825-3586
Fax: (315) 824-2203
Office: (315) 824-2203
Home Phone: (315) 824-2587
Cell: (315) 263-7136
Fax: (315) 824-2203
We'd like to thank John Hubbard and Don Martin for the Hamilton, NY area photography as well as the team photos found on this site.


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Arizona Wildcats
UA Football loses an assistant coach
Reports out of West Virginia indicate that Tony Gibson, Arizona's assistant head coach and safeties and defensive special teams coach, is leaving Rich Rodriguez's staff to join Dana Holgorsen's staff at WVU.
Gibson has coached with Rodriguez at Glenville State, West Virginia, Michigan and Arizona but now returns to Morgantown to coach cornerbacks.
In 2011, Gibson was part of Todd Graham's staff at Pittsburgh before reuniting with Rodriguez in Tucson.
Most Popular
Wildcats Audio
- What's on your mind? Vince shares some of the thoughts going through his head this week.
- Ray Anderson- ASU athletic directorRay Anderson stresses the importance of closing the gap between their football program and Oregon's
- Jake Plummer- Former ASU and Cardinals quarterbackJake Plummer thought the Arizona Wildcats were the team of destiny in 2014.
- Bearing Down with Adam and Jarrett - Dec. 9, 2014Adam and Jarrett talk a Pac-12 title game loss, the Fiesta Bowl and some hoops.
- Bickley BlastArizona Wildcat fans have an all-time high level of anticipation for the Pac-12 Championship.


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Over 300 Students and 100 Endorsers can't be wrong...
As mentioned in Inc Magazine October 2011 issue.
There are people out there who want what you are selling. Who will give you their money if only they knew you existed. But they don't.
For a struggling start up like yours, there is only one way to get to the right person. Pick up the phone.
This class will turn you into a revenue generating, phone wielding master.
Cold Calling is a deeply psychological exercise. We'll start with a brainstorm. Why does cold calling suck? What do you feel when you get that call? when you make one? We'll tackle these issues so that you can build up your confidence and deliver a flawless call.
Then we'll get strategic. We'll review how to call into large companies, cold emailing, the art of the voicemail. You'll learn how to to explore every nook and cranny on the internet in order to find that elusive lead.
And finally, you'll get the tools to make your own calls. Cold calling is personal, and everybody needs to find her own style.
If you are still on the fence - send me an email at Georges dot Janin at Gmail dot com.
Coming soon...
Coming Soon...