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Guidebook for Clerkship Directors
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Medical schools have many missions, including education, research, and clinical care. However, education of medical students is paramount because only medical schools graduate physicians and medical school faculty fill a critical in ensuring the competence and professionalism of the future physician workforce. Clinical clerkships form the foundation of student education during the third year. Sir William Osler created the first clerkship and established the traditional format more than a century ago. The student was involved initially as an observer and then, with more experience, as a participant in patient care on inpatient wards. Since that time, overseeing organizations such as the Liaison Committee on Medical Education (LCME) have required more structure to the experience; clerkship goals and objectives must be clarified, the numbers and types of patients to be seen by students must be determined for each clerkship, and activities that address specific competencies must be formulated for each clerkship (www.LCME.org). The Accreditation Council of Graduate Medical Education (ACGME) recently developed six competencies that must be taught and evaluated in residency programs. Medical schools will likely soon be required to assess similar competencies, ensuring adequate preparation of students for the transition to residency (www.ACGME.org). Additionally, formal summative and formative assessments of student performance are required for each clerkship.
As the clerkship format has evolved, so have the expectations and roles of the clerkship director. Clerkship Directors ensure that the rotation's curriculum complements the school's pre-clinical and overall clinical curriculum, coordinate resident and faculty teaching of students within the department, and assume responsibility for evaluation of student performance. Clerkship Directors often serve as mentors to students who are interested in their specialty and may conduct education research. Within the institution, Clerkship Directors often perform administrative functions, serving as members or leaders of curriculum or promotions or other committees. The role of a Clerkship Director has evolved into a career pathway. To be successful in this pathway, Clerkship Directors require appropriate knowledge and skills to administer their clerkship and assume an education leadership role within the department. This introductory chapter will review the role of the Clerkship Director and set the stage for in-depth discussions in subsequent chapters.
Clerkship Directors should have a strong interest in medical student education and be knowledgeable about the school's values, culture, and educational goals and objectives. Many faculty become Clerkship Directors at the request of department chairs who recognize a faculty member's desire to become a departmental education leader. As the Clerkship Director often serves as the chair's spokesperson regarding education matters within the medical school, an effective working relationship is essential. The Clerkship Director is a critical member and leader of a department's education team, and serves as a liaison between students and residents, and faculty of the department, other departments, and the school's administration. Few Clerkship Directors are formally trained as education leaders or teachers and, therefore, usually receive mentoring by former Clerkship Directors or by the chair. Increasingly, specialty societies offer training opportunities for new Clerkship Directors. In many institutions, Clerkship Directors from all required clerkships have periodic meetings during which experienced Clerkship Directors from other specialties and associate deans may serve as mentors for new Clerkship Directors. Finally, much of the knowledge and skills as Clerkship Directors comes from "on the job training."
Many Clerkship Directors consider the coordination of student education as their major job responsibility and remain at their posts for many years. 1, 2 Long-term career development for the successful Clerkship Director includes the development of innovative approaches to student education and educational scholarship.3 Clerkship Directors may gain the experience and skills to progress to higher level administrative positions.
Who Should Be a Clerkship Director?
Interest in and understanding of medical student education is essential. New Clerkship Directors should have experience teaching medical students in didactic or clinical settings to ensure they enjoy teaching students and understand the differences between educating students and residents. Clerkship Directors must understand their medical school's curriculum as well as national expectations for medical school curricula. New Clerkship Directors benefit from meeting with Clerkship Directors from other specialties to learn about common clerkship issues. Meeting with the dean responsible for the undergraduate curriculum helps give the Clerkship Directors perspective on the goals and objectives of the curriculum. Developing relationships with educational leaders in the institution provides an invaluable foundation for success as a Clerkship Directors. Experience in running an administrative program is helpful, but can be gained "on the job." Most Clerkship Directors are physicians in the given specialty, ensuring a thorough understanding of the field and credibility with students. However, some Clerkship Directors are EdDs or PhDs with a special interest in the given specialty. Many departments have an education committee or division, and Clerkship Directors often serve as department education leaders. Clerkship Directors must have good interpersonal skills and enthusiasm for the work. Establishing rapport with students, staff, and administrators is essential. Being able and willing to collaborate with individuals at all levels of the institution is critical in developing and maintaining a successful clerkship. Flexibility is another indispensable trait, given the inevitable differences of opinions that Clerkship Directors encounter in their role as liaison between students and others. Pangaro et al. 4 published a widely distributed manuscript describing the qualifications of a clerkship director. In some specialties, specialty-specific qualifications are enumerated. 5
Recommended qualifications of a clerkship director:
What Are the Tasks of a Clerkship Director?
Table 1 lists clerkship directors' tasks and links them to the pertinent chapters in this guidebook.
Create and Maintain Effective Learning Experiences
A clerkship director must establish and maintain a vibrant, clinically oriented learning experience for students. The clerkship curriculum is built around clearly stated goals and objectives that reflect the field's core knowledge and the clinical volume available to students. Clinical and didactic experiences that enable the students to attain these goals must be carefully planned and implemented. Fair assessments of clinical performance and didactic knowledge must be developed and continuously evaluated.
Relationships with Students
A mutually respectful relationship between the clerkship director and students is an outgrowth of careful planning and organization of clerkship orientation and activities, enthusiasm in conducting the clerkship, and the implementation of assessment and grading policies that are fair and non-arbitrary. Regular meetings with students, both as a group and, at least once during the clerkship as individuals, are invaluable for the clerkship directors in assessing the educational value of clinical and didactic clerkship activities. Additionally, an "open door" policy, where students have a standing invitation to discuss issues with the clerkship director, may reveal a personality conflict or identify professionalism problems that may deter a student from having a productive clerkship experience.
Relationship with Chair
The clerkship director provides a critical link in the department, keeping the department chair apprised of undergraduate education activities, and serving as a link between students and the faculty and residents. The clerkship director functions as the chair's advisor in matters of student education. The clerkship director's relationship with the chair is critical both for success in negotiating for resources and for support in developing and implementing new ideas.
Relationship with Residency Program Director
Because residents play a major role in educating medical students, the clerkship director must collaborate with residents and residency program directors. It is important to minimize "conflicts of interest" between education for residents and students. Since the ACGME 80-hour-work week requirements have been in place, continuity of teaching has been more challenging. Frequent communication with the residency program director and the coordination of student and resident goals and objectives will foster an environment that meets the needs of both. Just as meetings with students help to identify problems, periodic meetings with the residents facilitate their understanding of the student curriculum and allow them to voice questions and concerns. The clerkship director may participate in presentations to residents on how to teach medical students.
Faculty Development
The clerkship director plays an important role in faculty development. The clerkship director, in cooperation with the chair, gives departmental faculty information regarding the goals and objectives for the students' learning experience on the clerkship, expectations for student performance, and criteria for grading and feedback. Faculty development can include conferences or institution and department level training in teaching techniques. Access to faculty development opportunities is very helpful in recruiting and retaining faculty who are dedicated to educating medical students. The clerkship director may function as an information clearinghouse for such opportunities. (return to top )
How Much Time Is Required to Be a Successful Clerkship Director?
An effective clerkship director must devote considerable time to developing, administering and evaluating the clerkship as well as to direct teaching activities and evaluation of students. The clerkship cirector must have adequate time dedicated to these functions. In the 1990s, internal medicine department chairs endorsed the recommendation that clerkship directors devote 25% of their time to directing the clerkship and receive 25% salary support for this activity. 6 A survey of internal medicine clerkship directors showed that clerkship directors generally require about 25% of their time for administrative clerkship activities. 3 However, the performance expectations of clerkship directors have increased with a greater emphasis on scholarly work in the area of medical education. Most recently, a minimum of 50% time allocation has been strongly recommended for clerkship administration, teaching, and scholarly work. 4 Psychiatry has recommended 55% time. 5 It is critical to negotiate with the department chair for adequate time and monetary support to ensure successful clerkship administration and teaching and attending faculty development conferences that help bring educational innovations to the clerkship. (return to top )
What Faculty Development Is Available for a Clerkship Director?
Faculty become clerkship directors from many different pathways, some at the beginning and some at the end of their careers.
Some clerkship directors complete a faculty development fellowship. Family medicine and internal medicine have such fellowships that emphasize teaching skills, assessment strategies, and research techniques. This training is helpful but not necessary in becoming a competent clerkship directors. (See also, Chapter 12, professional and career development.)
Mentoring from previous clerkship directors, the department chair, and from clerkship directors of other disciplines and/or institutions is crucial for new clerkship directors. Many specialties have organizations or divisions of organizations that focus specifically on undergraduate medical education, (See Table 2). These organizations often sponsor faculty development seminars that address the needs of clerkship directors, particularly those who recently have taken the position of clerkship directors. In addition, larger specialty educational meetings may offer presentations that are pertinent.
On line Resources
Some groups have active listserves where new clerkship directors can post a question, or find old discussion threads that address issues relevant to their clerkships. There are a number of online resources as well: the AAMC MedEdPORTAL is an online registry for a comprehensive collection of peer-reviewed education materials. There are other such repositories such as HEAL (health education assets library (http://www.healcentral.org/index.jsp) and the Family Medicine Digital Resource Library (http://www.fmdrl.org/).
(return to top )
Who Supports a Clerkship Director?
Clerkship Coordinator
The most important administrative support for the clerkship director is the clerkship coordinator. This individual performs a wide range of functions, including the implementing the logistics of student work schedules, arranging meetings, scheduling rooms for teaching and compiling evaluation data and grades. The clerkship coordinator must also have excellent interpersonal skills as s/he is on the front line with students, faculty, residents, and school administrators. Much of the students' impression of the overall clerkship depends on positive interactions with the clerkship coordinator. The clerkship coordinator may also provide secretarial support to the clerkship director.
Clinical Faculty
Clinical faculty in the department play a major role in student education as preceptors in the out-patient office, operating room, and wards. They may also help with didactic sessions, evaluation, and grading, and assist in development and implementation of curricular innovations. Some departments have dedicated faculty whose primary non-clinical responsibilities are related to student education. Their involvement and enthusiasm are critical to the clerkship's success. Faculty must be supported and recognized for their contributions to student education, since teaching is only one of multiple competing duties. Providing direction, training in teaching techniques and mentorship to faculty is a core task for a clerkship director.
Residents participate extensively in the education of medical students on many core clerkships and are often the primary teachers on in-patient rotations. They do much of the one-on-one teaching, they can lead small groups to help with clinical skills acquisition, and they can help with didactic sessions. Most, but not all, enjoy teaching. Residents' efforts in educating medical students should be supported and recognized. Like faculty, residents have many competing duties and may lose enthusiasm for teaching if their efforts are unacknowledged. The clerkship director should work with the Associate Dean for Graduate Medical Education and residency program directors to ensure residents acquire effective teaching skills.
Non-clinical Faculty
Some departments have non-physician educators and many institutions contain offices dedicated to educational functions such as assessment, faculty development and research assistance. Clerkship directors should identify these resources in their departments and institutions. These individuals and offices can help in many facets of the clerkship director's job such as curricular planning, assessment, and educational research. Standardized patient (SP) program staff are also key resources. They assist with planning formative SP activities and objective standardized clinical examinations (OSCEs).
Dean's Office
Dean's office staff and resources may be a source of important support. In medical schools with centralized (often on-line) evaluation systems. Dean's staff collect evaluations and distribute results to clerkships. Staff may also provide comparative data across clerkships and coordinate student schedules. Student Affairs deans and staff help with problems related to specific students or situations. There is a trend toward integrated, centralized management of clinical (and basic science) curricula and collaboration through the Dean's office and may be a major source of innovative ideas and integrated programs. The Dean's office also may help to fund new programs in which they are invested.
Clerkship Director Committee
In schools where the clerkship directors of the required clerkships meet regularly, this group can be a great support and source of inspiration for clerkship improvement. These groups may be involved with curricular innovations that span several or all clerkships, standardization of certain elements (such as assessment) across clerkships, and solving shared problems. Information is shared and regular meetings provide opportunities for collaboration that might not otherwise be available. (return to top )
How Does a Clerkship Director Fit into a Department?
Some clerkship directors report to the department chair and others to a director of student education (or "predoctoral director," a term often used in Family Medicine departments). In some departments, clerkship directors direct preclinical courses such as introduction to clinical medicine or organ systems courses. Depending on the workload, some clerkship directors have an associate clerkship director to help them accomplish the multiple tasks of administering the clerkship.
Junior Faculty Clerkship Directors
The clerkship director may be a junior faculty at an assistant professor level. An inexperienced junior faculty clerkship director must have strong support from the chair to prevent difficulty recruiting and directing more senior faculty. Student programs may suffer if the departmental culture does not staunchly support student education. With the chair and program director's support, a junior faculty clerkship director may be highly effective. There are advantages in giving junior faculty this role: junior faculty are often strongly committed to and enthusiastic about student education and innovation, and they stand to benefit most from the role of clerkship director as a stepping stone for their academic careers. However, junior faculty who identify mentors are more likely to be successful academically than those who do not. Junior faculty clerkship directors should engage in educational scholarship if they want this position as clerkship director to become a cornerstone of their career development (see also Chapter 12, Professional Growth and Development, and Chapter 14, Educational Scholarship).
Mid-level or Senior Faculty Clerkship Directors
Senior faculty often report directly to the chair. This relationship may give student education programs more visibility and importance in the department. Some clerkship directors simultaneously fulfill a leadership role in residency education. This dual role gives the clerkship director authority to schedule residents and supervise their teaching responsibilities more directly. However, some of the drawbacks to this arrangement are the large administrative burden associated with both GME and UME responsibilities, student education conflicting with what is best for residents, and conflicting pressures for teaching time which may create difficulty in being the primary advocate for both students and residents. (return to top )
What Negotiation Skills Does a Clerkship Director Need?
Negotiation skills are critical, starting with negotiating to accept the clerkship director position (see Chapter 2, Educational Administration and Chapter 12, Professional Growth and Development). Before accepting the position, the clerkship director must specifically negotiate time, money, and space, because they are integral to the success of the clerkship. Because many faculty, particularly junior faculty, may have little experience in negotiation of any kind, reading this guidebook and published articles 4 may be helpful. Talking with clerkship directors from other departments within the same or other institutions provides information that may assist in negotiations. After accepting the position, the new clerkship director may need to continue to negotiate with the chair as well as with the dean for additional resources for the clerkship. These negotiations require careful preparation, with well-thought-out reasoning and clear written justifications. Alliances with other clerkship directors with similar needs may help in this process of negotiation. (return to top )
How Does a Clerkship Director Engage in Scholarship and Get Promoted?
Expectations for scholarly activity vary depending on the institution and on the particular academic track. Clerkship directors usually are expected to produce some form of scholarly work. 7 Participation in scholarly work enhances the experience of the clerkship director and also furthers his/her academic career. Scholarship is creative activity that results in a product that is reviewed by peers for quality and publicly disseminated for others to learn from or build upon. Scholarly work includes articles in peer-reviewed journals, but can consist of many other activities as well. Developing curricula, writing textbook chapters, or creating online cases are a few examples of scholarly work that can be included in an educator's portfolio. The Clerkship Director should be meticulous in tracking all such activities, as an updated portfolio is critical when promotion and tenure decisions are made.
Educational research may include describing novel teaching modules or assessment modalities, incorporating new clinical experiences, and assessing the effects of these. Curricular innovations should be assessed. Students may be asked to do a pre- and post- test or give a before-and-after opinion of the value of the innovation. Outcomes also can include performance on standardized exams or separately administered questionnaires (See also Chapter 14, Educational Scholarship).
A number of education journals, including Academic Medicine, Teaching and Learning in Medicine, and Medical Education, publish education scholarship. In addition to publishing in peer-reviewed journals, the Health Education Assets Library (HEAL at www.Healcentral.org) and MedED PORTAL www.aamc.org/meded/mededportal/author.htm are on-line resources for peer-reviewed educational material. This is an excellent resource for clerkship directors to access information, but also to "publish" their own educational resources at a peer-reviewed site.Each specialty has national meetings where scholarly work can be presented, as well as interdisciplinary meetings like the Association of American Medical Colleges (AAMC at www.aamc.org/meetings/start.htm) annual meeting. Collaborations with Clerkship Directors from other medical schools who have interest in similar areas add strength to these activities. (return to top )
This guidebook is intended to be a comprehensive manual for clerkship directors as well as other members of the medical student teaching team. Above all, the message should come across that the clerkship director position can be extremely rewarding both personally and professionally. The clerkship director is at the heart of the medical school's primary mission is the most critical leader of the medical education team. (return to top )
Tasks of a Clerkship Director
Curriculum design and implementation
Administering the clerkship
Orienting students to the clerkship
Teaching methods
Faculty development
Evaluation and grading
Evaluating faculty and programs
Working with students who have difficulties
Paying attention to your own professional growth and development
Clerkship directors and LCME accreditation site visit preparation
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National Clerkship Directors Organizations
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1. Goepfert AR, Phelan SP, Cliver SP, Herbert WNP. An evaluation of trends in obstetrics and gynecology clerkships in the United States and Canada. Am J Obstr Gynec. 2004;191:354-358.
2. Sierles FS, Magrane D. Psychiatry Clerkship Directors: who they are, what they do, and what they think. Psychiatric Quarterly. 1996;67:153-162.
3. Fincher R-ME, Lewis LA. Profile of medicine clerkship directors. Acad Med. 1997;72:S112-114.
4. Pangaro L, Fincher RM, Bachicha J, Gelb D, Brodkey A, Morgenstern B, Chumley H, Sachdeva AK. Expectations of and for Clerkship Directors: A Collaborative Statement from the Alliance for Clinical Education. Teach Learning in Med. 2003;15(3):217-222.
5. Kuhn TW, Cohen MJM, Polan HJ, Campbell EC, Clegg KA, Brodkey AC. Standards for Psychiatry Clerkship Directors. Acad Psych. 200; 26(1):31-37.
6. Pangaro L. Expectations of and for the medicine clerkship director. Am JMed. 1998;105:363-365.
7. Fincher RME, Simpson, DE, Mennin SP, Rosenfeld GC, Rothman A, McGrew, MC, Hansen, PA, Mazmanian. P, Turnbull JM. Scholarship in teaching: an imperative for the new millennium. Acad Med. 2000;75:17-24 (September)


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The helmet must stay on your head even when you hit more than once--usually a car first, and then the road, or perhaps several trees on a mountainside. So it needs a strong strap and buckle. The helmet should sit level on your head and cover as much as possible. Above all, with the strap fastened you should not be able to get the helmet off your head by any combination of pulling or twisting. If it comes off or slips enough to leave large areas of your head unprotected, adjust the straps again or try another helmet. Keep the strap comfortably snug when riding. The straps hold your helmet on, not the rear stabilizer.
Beware of gimmicks. You want a smoothly rounded outer shell, with no sharp ribs or snag points. Excessive vents mean less foam contacting your head, and that could concentrate force on one point. "Aero" helmets are not noticeably faster, and in a crash the "tail" could snag or knock the helmet aside. Skinny straps are less comfortable. Dark helmets are hard for motorists to see. Rigid visors can snag or shatter in a fall. Helmet standards do not address these problems--it's up to you!
Fit is not certified by any standard, so test that on your own head. Visors are not tested for shattering or snagging in a fall, so you are on your own there.
We have a review up on helmets for the current season. It has no impact ratings, but our limited testing has shown that most helmets have about the same impact protection regardless of price.
When you pick up a helmet, look first for a CPSC sticker inside and a smooth, well-rounded shell with a bright color outside. Put it on, adjust the pads and straps or the one-size-fits-all head ring, and then try hard to tear it off. Look for vents and sweat control. Helmets sell in bike shops from $30 up, or in discount stores for less. A good shop helps with fitting, and fit is important for safety. The $10 discount helmet can be equally protective if you take the time to fit it carefully, and for another $10 you get easier fitting. Helmets are cheap now, and are seldom on sale, so don't wait for a sale price. Many of us bought our helmets after a crash. You can be smarter than that.
BHSI is the helmet advocacy program of the Washington Area Bicyclist Association. Our volunteers provide helmet information and work on the ASTM national helmet standard committee. In 1983 we published in Bicycling Magazine the first bicycle helmet article including actual lab test results (based on testing done for us by the Snell Foundation). We are funded by consumer donations of about $11,000 a year. We do not accept funds from manufacturers or anyone involved in helmet sales.
BHSI is located at 4611 Seventh Street South, Arlington, VA 22204-1419, tel. 703-486-0100. Our Web server where you found this page is at www.helmets.org. Our email address is firstname.lastname@example.com.
Our parent organization (WABA) is a local non-profit founded in 1972 to improve bicycling conditions in the Washington, DC area and encourage the use of bicycles for transportation. BHSI is an outgrowth of the WABA Helmet Committee that began ride testing helmets in 1974. WABA has a Web page at www.waba.org.
This pamphlet was produced with donations from those who read it earlier. We welcome your tax-deductible donation to make it available to the next rider or parent who will need it. Checks can be made payable to WABA/BHSI. Thanks!
Copyright 2014 by the Bicycle Helmet Safety Institute
A program of the Washington Area Bicyclist Association
Illustrations by Nancy Olds
Available as a pamphlet in Word or .pdf format. You can save it to disk, print it out in Word, another word processor or Adobe Acrobat reader and photocopy it for non-profit use. The Word file name is guide.doc and it was originally formatted for our HP Laserjet at 1200x1200 dpi. If it refuses to format correctly for your printer, contact us at
email@example.com or at the postal address above and give us the postal mailing address where we can send you a paper copy to reproduce. We can't mail it on paper to your email address!
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text: 04 November 2013 Lessons the Hard Way: Conservation Experiments with Black Bears Posted by: Chris Haney | 2 comments | Share: Along the floodplains where the White River of Arkansas meets the mighty Mississippi, lies one of the largest tracts of bottomland hardwood forests remaining anywhere in North America. Here the fertile forests, three hundred lakes, plus various streams, sloughs, and bayous make up the spectacular 160,000-acre White River National Wildlife Refuge (NWR). In historical times, this region was also home to a thriving population of black bear (Ursus americanus), but by the 1940s the population had dwindled to only about 25 isolated animals. With protection on the refuge, however, the population rebounded, so much so that by the 1990s biologists estimated as many as 400 bears were living inside and adjacent to the refuge. Black bear The bear's rebound was so convincing that wildlife managers supposed they now had a surplus. Some of this surplus was used to establish another subpopulation of bears by moving bears (mostly females) down to Felsenthal NWR in southern Arkansas – a process called translocation. Because bears from White River NWR often wandered outside the refuge boundaries, raiding crops and chicken coops, in 2001 the state opened a hunting quota outside the refuge with the aim of reducing landowner complaints. But optimism over the White River bears was premature, if not entirely misplaced. Translocating bears for conservation, combined with the quota used in the hunt, caused the White River bear population to decline substantially. By 2007, scientists studying White River bears discovered that hunting caused an even greater proportional decline than had the translocations. Translocation and hunting were taking more females than males, so the population had become reproductively unbalanced. Because of their much smaller home ranges, female bears were far more vulnerable to capture AND to hunting. What lessons can we learn from the White River bears? Sometimes our attempts at conservation go awry. No doubt resource officials had good intentions in trans-locating the bears, and trying to foster more social tolerance for this large carnivore by reducing conflicts. Yet this recovering population could not withstand both sources of removal at the same time. White River bears first show us how vital it is to have spatial buffers around otherwise isolated protected areas. And secondly, the bears demonstrate to us that it is not a wise idea to re-initiate a hunting regimen before a population has truly recovered. Sufficiently large population buffers are necessary before any removals are undertaken, whatever the reason. Conservation experiments like this one still should be attempted if we can learn quickly and adapt. In this instance, science luckily gave us an early-warning signal that the management and conservation goals implemented for White River black bears could not yet be reconciled. Let's hope that all species are fortunate in getting timely feedback from conservation research. Chris Haney, Ph.D. is Defenders' Chief Scientist 2 Responses to "Lessons the Hard Way: Conservation Experiments with Black Bears" belen ordoñez November 4th, 2013 LA NATRUALEZA DEVE SER PRESERVADA POR EL HOMBRE Y RSPETADA EN TODO SU SER CADA VEZ MASSS PUESTO CADA DIA HAY MENOS DE NATURAL DE AUTENTICOOO DE QUE NOS VALE EL DINEROS SIN UNA TIERRA DIGNAAA ES LA VERDADERA CASA DEL HOBRE EL GLOBO TERRAQUEO Y SU VIDA ANIMAL SU CULTRUAAA LA MATAMOSSS LA ASESINAMOSSS LA DESTRUIMOSSS A PASOSO AGIGANTADOSSS NOS DESTRUIMOSSS TODOSSS CADA DIA MASSS Y MASSS Y MASSSS DESTRUCCCIONNN Reply Miranda November 5th, 2013 hope these lessons learnt will help all species. the government should read this and consider the wolves! people just do not appreciate how vital ALL species are to OUR healthy survival. they just do not "get it"! the only see themselves as an isolated human, with absolutely no connection to our natural surroundings. very sad! Reply Post Your Comment Click here to cancel reply. Name (required) Mail (required) (will not be published) You May also be interested in New record set for panthers killed on roads Last November, the death of a young Florida panther broke the all-time record set in 2012 of Florida panthers killed on roads. Will the Roadless Rule be Restored? We hope the Ninth Circuit will make the right decision to reinstate the Roadless Rule, giving the Tongass and its wildlife the protection it deserves. Wolf Weekly Wrap-Up Help Us Fight Back in Washington State; New York Senator Sends Letter to Secretary of Interior Sally Jewell Requesting Continued Protection for Gray Wolves


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From the Twitter account of @GraemeMcDowell: "Was thinking of adding @FarmersInsOpen to my schedule next year. Maybe need to reconsider. Tiger owns the place. #tigerwoodsshow"
With due respect to the chatty Northern Irishman (a golf scribe's best friend), if touring pros were to stay away from all the courses Tiger Woods owns, or has owned, they would have to play a lot of their golf in places like Honolulu and Hilton Head, and Hartford, Hereford and Hampshire and … well, Canada.
Because Woods owns more than just Torrey Pines, where he won the Farmers Insurance event Monday in a cakewalk, his eighth victory (including the 2008 U.S. Open) at the scenic public track atop the bluffs overlooking the Pacific Ocean north of San Diego.
State of Tiger Woods can be measured at Torrey Pines
Based on his record alone, there could be cause for alarm the way Tiger Woods started his season.
Woods never finished out of the top 10 in his season opener until his 13th season, when he was coming off reconstructive surgery on his left knee and was eliminated in the second round of the Match Play Championship.
He was eliminated on the second day of the Abu Dhabi Championship in memorable fashion — a late rally to seemingly make the cut with one shot to spare, only to be informed that he was not supposed to get relief from an imbedded lie in sandy soil on the fifth hole. Two shots were added to his score, and Woods was on his way back with only the 10th missed cut of his career, his first outside the PGA Tour and a bad start to the year.
The more important measure, however, is this week at Torrey Pines.
In fact, of the 75 PGA Tour victories he has amassed since turning pro in 1996, nearly half — 36 of them — have been achieved on just six golf courses: eight at Torrey, seven each at Bay Hill and Firestone (Akron, Ohio), five each at Cog Hill (Chicago) and Muirfield Village (Columbus, Ohio), and four at Augusta National.
Take that for what it's worth: probably what it says is that, other than majors, where he can't very well just skip one because he doesn't like the venue, he is successful enough to be able to play a limited schedule and cherry-pick mostly courses where he knows he'll do well.
No. 75 was bereft of drama, given his six-stroke lead on the field with 11 holes to play when darkness fell on Sunday evening, though like any Woods round when he's failing to keep his tee shots on the planet, it was not lacking adventure.
The foregone conclusion didn't stop the Golf Channel and CBS from insisting on an 11:10 a.m. resumption of play to gain a larger audience for 11 holes that took most of a glacial four (4) hours to complete.
But the ridiculous pace of play (not Woods's fault) was probably good business for the TV networks, just as it's good business for announcers Ian Baker-Finch and Nick Faldo to predict that a win early in his season — it was Woods's 2013 PGA Tour debut, though he played (and missed the cut) last week in Abu Dhabi — sets him up for the kind of mammoth year that winning at Torrey Pines has kick-started many times before.
Well, maybe. The whole "He's back!" or "He's lost it!" debate, staged several times a year since the greatest player of his era ran his SUV into that fire hydrant in November of 2009 — after which he "gave two years away due to injuries and irresponsibility," to quote Golf Channel's Tim Rosaforte — is re-ignited each time he wins a tournament. So it will once again be alive in the nine weeks leading up to this year's Masters, which really is the first place either side can have anything to say with certainty.
Because as surely as he is, on any given week, capable of beating everyone in the world, none of those given weeks has happened in a major championship since June of 2008. And when he's sneaking up on five years since his last big one — the only wins by which he measures himself — he knows better than anybody, whatever he may say in public, that there is no such thing as "He's back" until he's done it again, under pressure, on the biggest stage.
Until then, it's just a hissing match between his "wanna bet?" true believers and his "told you so" doubters.
Lately, especially in majors, pressure has not been his friend. Monday, even without any, he limped home with wild drives and improbable recoveries and dropped shots, and an eight-stroke cushion became seven, then six, then five, then four.
And even so, when they added up the scores, he had shot a final-round 72, rarely hitting a fairway, which is the difference between him, and, say, Ottawa's Brad Fritsch, who would have been paired in the final round with Woods if weather hadn't forced the same groups that played the third round to stay paired for the fourth.
Even without the Tiger Effect dragging him down, Fritsch struggled to a 75 to drop from second alone to a tie for ninth with, among others, Graham DeLaet of Weyburn, Sask., who got home in 71.
They'll still cash a nice cheque, but the difference between second and T-9 is about half a million clams.
Monday qualifier Adam Hadwin of Abbotsford, B.C., was looking at a top-10 finish after 54 holes but collapsed utterly Sunday — he was 12-over-par through 15 holes when he withdrew with a sore wrist.
That left the final Canadian survivor of the cut, Mike Weir, who opened with a 66 on the easier North Course but on the South shot 75-73-76 to go from TV face time on Friday to a tie for 68th — and the extra 600 yards on the South probably tells you all you need to know.
Long courses are not Tiger's problem, which is why he has dominated Firestone and Torrey Pines and Cog Hill and Bay Hill and Augusta (though not so much lately).
Still, even mired in his major championship stall, he is three-quarters of the way to 100 PGA Tour wins now, and he's 37 years old. He has already surpassed Jack Nicklaus's 73 wins, and is seven shy of Sam Snead's record 82.
He will have 36 more chances — nine years' worth of majors, assuming he stays healthy — to get the four victories he needs to tie, five to beat, Nicklaus's record of 18 by the age, 46, when the Golden Bear won his last.
He has averaged better than one victory in every four starts for his entire career, and his win percentage in majors is just under one in four.
Doable? Sure.
Done? Not by a long, sideways shot.


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item 723441Disappears under clothing! You'll love this full brief panty. Offers full coverage with back shaping seam. With cotton gusset.
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Pharmacy practice faculty publish research
Pharmacy practice faculty have written papers accepted for publication.
Jeanne Frenzel, associate professor of pharmacy practice; Elizabeth Skoy, assistant professor of pharmacy practice; and Heidi Eukel, assistant professor of pharmacy practice, co-wrote "Viewing Student Produced Videos to Increase Knowledge of Self-Care Topics and Nonprescription Medications" that has been accepted for publication in the Currents in Pharmacy Teaching and Learning.
Skoy, Eukel and Frenzel also co-wrote the paper, "A Cross-Over Comparison of Two Forms of Simulation to Train and Assess Pharmacy Students' Injection Technique." It has been accepted for the American Journal of Pharmaceutical Education.
David Scott, professor of pharmacy practice; and Mark Dewey, assistant professor of pharmacy practice, co-wrote "What Types of Nursing Homes are More Likely to Adopt a Pharmacist's Medication Review Recommendations?" that was accepted for publication in The Consultant Pharmacist.
NDSU is recognized as one of the nation's top 108 public and private universities by the Carnegie Commission on Higher Education.


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Impact Baseball traveled to the mountains of North Carolina for this edition of "In The Dugout" with T.C. Roberson Head Coach Eric Filipek. Expectations are high around Asheville this time of year due to T.C. Roberson Rams currently being ranked seventh in the country. Coach Filipek is excited to get his Rams on the diamond and prepare for the 2013 journey...
Name: Eric Filipek
T.C. Roberson Head Baseball Coach
Years at T.C. Roberson: 3rd Year
Location: Skyland, NC (Asheville)
Classification: 4A
What are your expectations for this coming year?
My expectations are to be in a position to win every time we step on the field. I expect our players to compete at an extremely high level to win every pitch in every inning of every game. I expect our players to respect every aspect of our journey, to be accountable on and off the field, to understand the mission of our program, and to get back on their feet when they get knocked down.
Being a top team in the state and ranked number seven in the nation. How do you keep your team grounded with the high ranking?
The game of baseball will do that on its own. Our players are educated enough about the game to realize that it will humble them very quickly if they cheat it. This particular team hasn't won a thing. They know that!! They know what we achieve will solely depend on how committed they are to working together. I don't believe this group wants being in any pre-season ranking to be the highlight of their 2013 season.
What are the strengths of your club?
The strength of our club is our pitching depth. Innings on the mound will be tough to come by. Our pitchers are well aware that the smallest intangible separates our #1 from our #6. It will be a battle for the ball each and every week.
You guys are the only North Carolina team playing in the National Invitational Tournament in Cary at the USA Complex. That tournament has the nation's best teams coming in, what are your thoughts on being selected for that?
It's great to think about the experience this particular team will have at this event. I believe it will be a week they will talk to their grandkids about one day. I hope our guys understand that this is a chance of a lifetime for a high school baseball player. We plan to represent our school, our community, and our state in a positive manner. We aren't heading to Cary at the end of March to play in the consolation games after round one.
T.C. Roberson has always been a hot bed for great baseball players, what's the secret up here?
The parents, kids, and community have a passion for the game. No secrets, the kids start at a young age and are relentless. I'd love to say that the coaching is just better here, but I know that it's all about the players and what they are willing to give up to be great.
How is your roster shaking out for the year? (Seniors, Junior, etc)
I am not sure; our tryouts will end on Friday, February 15th. I don't like to discuss team personnel before our team is selected. I would imagine we'll have a good mix of seniors and juniors, with an occasional sophomore that can contribute. It is very rare for any freshman to have any impact in our program.
What's your favorite hitting drill?
I like to set up a Tee on home plate and ask hitters to hit a line-drive that can reach the opposite field outfield grass with some backspin. You'd be amazed how many high school players and even many college hitters that will struggle with this.
What's your favorite infield drill?
I guess a favorite is something that you do the most. That would have to be our "Absolutes". It is a series of short hops that our infielders perform regularly from different positions such as forehand, backhand, 1-hand, 2-hand, no-feet, with feet, etc. They partner up and get about ten feet apart and perform ten drills in ten minutes. Occasionally, they'll finish with a game of Infielder Hockey where each fielder will try to score the ball between the legs of their partner while the partner stays low with their glove out being a goalie with good hands. The whole concept of "Absolutes" was picked up from a time when I had the pleasure of learning as an assistant from Gary Gilmore at Coastal Carolina. What a coach that man is… positively speaking!
Do you have any pre-game rituals?
I strive to hit the best possible Catcher's pop following pre-game infield/outfield that I can. I want to hit a better one than the opposing coach. Last year my record was worse than our overall team record. I can live with that. I want competitive players… the great ones will compete for everything. That is how the good players become great… never satisfied and keep competing.
What's a typical T.C. Roberson practice like?
Structured, competitive, and as our players will tell you… "too much talking by Coach Filly". I want our players to understand what it takes to succeed at the next level. I try to prepare a practice plan that is similar to what they may see moving forward. We begin each practice with a theme, quote, or verse that ties in what we are doing or going through as a team. It helps our guys with a vision for that day. All players like to hit, so we traditionally tackle the less attractive stuff early on, such as base running, team defense, etc.
What are your hobbies outside of baseball?
I am blessed to say that baseball is my hobby. It is a struggle to keep it that way at times and there was a time that it was my entire life… but things change and life happens. I strive to not let it outrank my faith, my family/kids, and non-baseball growth of my extended family… the 30+ kids in our program.
I got to ask, as cold as it gets up here.. What happens when it's brutally cold raining/snowing and you guys have to get a practice in?
We practice.
Who's the best player you have seen in North Carolina High School baseball while at T.C. Roberson?
Carlos Rodon in the 1st game of the State Championship series in 2011. His composure and poise on the mound matched his physical ability. His success in college last year is not a big surprise.
Who's the best player you have coached at T.C. Roberson?
The best players I have coached here are those that are unselfish in their efforts and genuine in their care for their teammates and our program. There are many in the past couple of years that measure up.
What should fans expect coming to watch this year's club?
I told my team the other day… I don't want people who come to watch us play to walk away saying that we are talented. I want them walking away commenting on how hard we play and compete. If this doesn't happen, we won't reach our potential.
Impact Baseball would like to thank Coach Filipek for his "In The Dugout" interview. We would like to wish him and the Rams the best of luck this season!!
Stay tuned tomorrow for more interviews here from Impact Baseball!!
Impact Baseball traveled out to The Oakwood School located in Greenville, North Carolina for this edition of "Under The Gun" with Gabe Tippett. Tippett brings alot to the table as a high school baseball player, he is very eager to get this season underway. Gabe is a very versatile player that can play multiple positions on the diamond and is looking to guide the Eagles in his 2013 campaign.
Name: Gabe Tippett
High School: The Oakwood School
Position: INF
Graduation: 2014
College Commitment: Undecided
What has been your main focus on improving from last year?
My main focus has been just being more confident in myself, and executing situations that will put my team in a position to win.
What are your strengths as a baseball player?
I believe my strengths are being aggressive, when I step on the field to compete I go all out. I would also say my mental strength, when I have made a mistake I can just brush it off and move on to the next play or pitch.
What's your mindset in the box?
Jump on the first straight thing I see and square it up, if I get down in the count my mindset is to put the ball in play and let the rest take care of itself.
What are your personal goals for this upcoming season and summer?
My personal goals this year are to be more aggressive on the base paths, use the whole field when I'm at the plate, and make every play that is hit anywhere near me.
What's your most memorable game up to this point of your career?
I'm going to change the question to most memorable games. When the Dirtbags went down to Ft. Myers, Florida this past year it was the best experience of my life. Just being able to play on the big stage with all my teammates and just having fun.
You are a very versatile player that can play many positions. How have you tried to improve this part of your game this off-season?
I've been working on my range to be able to get to hard hit grounders, and my side to side motion so I'm explosive and not late like I have been in the past. I have also been working on my arm strength as much as I possibly can, so I can throw anyone out that hits it to me.
Last week we interviewed your High School Coach (Coach Axel Smith). Describe what he brings to the table from a player's perspective?
Coach Smith brings a variety of different things, he brings tons of knowledge that he has learned over the years, he has a lot of fire and desire to win but to also have fun and play the game right way. Coach Smith also understands how to talk to different players according to how they react to things which is tremendous in my opinion.
What's your favorite hitting drill?
With Coach Smith in the cages we go through different levels of "school", first you have to get 7 out of 10 to move on to the next grade then 5 out of 6, then 3 out of 3, but if you don't get it you have to go to "summer school" and try again. Then it goes to 1 pitch in which you have to hit backside, then you have completed school.
What are your plans this summer?
My plans are to play summer ball again with the Dirtbags and continue to improve and become the best I can be.
What's a typical day like for you?
Right now my day is I get up at 5:15 go workout with my fellow Dirtbag Will Cooke from 6 a.m.-7 a.m., with our personal trainer John Briley. After that I shower, eat, and go to school; once school is over I go to the gym and work on homework till our practice at 6:30. Once my practice is over I go home, eat dinner, shower, do some more homework and do it all over again the next day.
Who's the best player you have played with?
Braxton Davidson (UNC Commit)
Who's the best player you have played against?
Wood Myers (UNC Commit)
Below, I am going to name some names. Tell me in one word, what comes to mind when you hear them?
Braxton Davidson: Bombs
Matt Horkey: Lights-out
Chandler Jenkins: Country
Cole Hart: Cannon
Eric Jenkins: Fast
Ryan Falcon: Jacked
Lee Land: Hilarious
Andy Partin: Knowledgeable
What are your hobbies outside of baseball?
My hobbies outside of baseball are I like to hang out with my friends, play some pick-up basketball and working out.
If you had a chance to go anywhere in the world, where would it be?
I would want to go to Hawaii to Pearl Harbor; I have always been interested in the history behind it and would love to see it and what it is like.
If you could sit down with any professional athlete and ask them a question, who would it be and what would you ask them?
Josh Hamilton- I would ask him what it was like being drafted out of high school, and just what is like as a professional baseball player!
Impact Baseball would like to thank Gabe Tippett for his "Under The Gun" interview. We wish him and the Oakwood Eagles the best of luck this spring...
Stay tuned for another interview coming up this afternoon!!
Impact Baseball traveled out to Winterville, North Carolina the home of the South Central Falcons for this edition of "Under The Gun" with Drew Piscorik. Piscorik is a smooth, crisp infielder who is fun to watch get after it on the diamond. The sophomore has high hopes and expectations for the spring season.
Name: Drew Piscorik
High School: South Central High School
Position: INF
Graduation: 2015
College Commitment: Uncommitted
What have you been doing this off-season to get you ready for your sophomore campaign?
I have really been working hard in the weight room on Monday, Wednesday, Friday and also working on speed and agility on Tuesday and Thursday.
Starting out as a freshman on the varsity last year and playing alot this summer, how do you think it has made your game develop from the previous year?
I gained alot of game experience playing against great competition which has made me more mature and given me great confidence in my abilities.
What are your personal goals this season?
I want to do whatever is needed to help my team win and individually play consistently on offense and defense. Personally, I want to strive to hit the ball hard somewhere every at bat and make all the routine plays on defense while occasionally making the Sportscenter top ten play.
What are your strengths as a baseball player?
My strengths defensively is my ability to play any position in the infield. With my experience from last year, offensively I have developed into a gap to gap hitter that can handle the bat and hit it to all fields.
What's the biggest difference in your game from your freshman year to sophomore year?
My hitting ability is the biggest difference in my game. After seeing varsity pitching all spring and playing against great competition this summer and fall, I am more confident in my ability to hit consistently at this level and look forward to competing this year.
What's your most memorable game up to this point of your young career?
I wouldn't say it was one game, but having the opportunity to play varsity baseball last year with my high school as a freshman was a great experience.
Your dad was a former ACC baseball player (Duke), how has that helped having him as a mentor?
He has taught me how to play the game the right way and knows what it takes to be successful. He has played at a level that I am trying to get to.
Your father could swing the stick back in his day, what is the approach in the box he tries to teach you?
Work hard on mechanics in the cage, but when it comes to the game, trust your swing and see the baseball and hit it hard. Biggest thing is relax and be aggressive on a good pitch, see it and hit it hard from the inside. My dad can still hit it today.
Do you have any pre-game rituals?
My pre-game rituals are getting in all my pre-game handshakes with my teammates and pre-game prayer.
What's a typical day like for you?
I get up at 6:00 a.m. then head to lift weights after that I go to school. After school is over I go to baseball workout, then do my homework that night and get ready to do it again.
What's your favorite hitting drill?
It's got to be front toss. This drill helps me keeps my hands inside the baseball.
Who's the best player you have ever played with?
Cole Hart (N.C. State Commit)
Who's the best player you have played against?
Adam Pate (UNC Commit)
What's your favorite food?
Steak with loaded baked potato
Who's your favorite college basketball team?
What are your hobbies outside of baseball?
My hobbies outside of baseball are playing basketball, lifting weights and hanging out with friends.
What's one fact most people don't know about Drew Piscorik?
I can dance for a white guy!
Impact Baseball would like to thank Drew Piscorik for his "Under The Gun" interview. We wish him and the Falcons the best of luck this season.
Stay tuned for more interviews later today!!
Ladies and Gentlemen, do we have a treat for you this afternoon! Impact was fortunate enough to sit down for this edition of "Up Close" with Mr. Eric Leary. Leary is one of the best offensive football minds in the state of North Carolina, he also brings a superior mind to the baseball diamond. Sit back, relax, grab some food and enjoy reading from one of the top "Gurus" of high school sports today in the Tarheel state.
Name: Eric Leary
Coach Experience:
- working with the Dirtbags last summer (excited about the coming season too)
- Currently coaching Football at White Oak High School (1st year)
- Baseball and Football at Richlands HS (2006-2010)
- Baseball and Football at Southwest Onslow HS (1995-20006)
- Baseball at Wilson Fike HS (1995)
- Baseball with Wilson Post 13 (1993-95)
- Baseball as a Student Assistant at Barton College (1993-94)
- Baseball at Greenfield School in Wilson NC (1992)
How's the off-season been? I know fall is a busy time of year for you coaching high school football at White Oak this year..
Any time you do something new it can be overwhelming. We have a ways to go right now. But coming onto this staff, we knew that what we were asking of everybody was different from what was before. Changing culture takes time, it's not a right or wrong thing, it's a then and now thing. This past year was like drinking from a fire hose for everybody. Hopefully we can get better.
Alot of kids in the baseball arena have asked me... Where is Coach Leary? He really helped me this past summer. You seem to have a great way of helping kids grow in the game of baseball. What's your mind set when you try to help a kid grow in the game?
Key word there is "grow." I just want to try to help them get better. To do that we have to see not only where the players are at, but what they can do. Let's set some realistic expectations and not waste a lot of time working on stuff that can't be done or that will never happen. Teaching in the classroom or coaching on the field is the same deal to me; try to take the kid from where they are to where they want to be. That takes telling the truth and sometimes putting a person in a position different than the way they see it ... you have to want to be coached to get any coaching.
You coached one of the best two way athletes ever in the state of North Carolina, Mr. Kendric Burney. Can you describe what he brought on the diamond and also on the gridiron?
KB was very uncommon for a high school athlete to me. Some may get guys like that all the time - I haven't. He was physically gifted, but he also wanted to beat your rear end. He played so hard. He did things that looking back make me say "wow" today because I don't see people do those things every day. He did things that were never coached, but he was coachable. Whether he was throwing a ball, or hitting a ball, or hitting a ball carrier, he was trying to loosen the laces on it. Very explosive!!!
You wrote an article here with us called "no my bad". Where did you come up with that?
That article was the result of a friend/mentor encouraging me to submit an article for the ABCA's Coaches Digest in the mid/late 90's. I had been a head coach for a couple of years and noticed the "my bad" phrase being used and over-used by my players to excuse themselves from making a bad play or a moment of failure - almost wanting someone to tell them it's ok, don't worry about it. My point was, and remains, that if we continue to make mistakes and bad plays, it's not ok. Let's spend less time looking for a hug and get back in there and do better next time.
Football and Baseball are kind along the same principal being a tough minded individual, whether it's being on the rubber or throwing a block for a teammate. You know playing baseball; you can get your feelings hurt on the bump not having your best stuff, or on the football field getting laid out. What do you see being the mindset of those kids that are two way players that you have coached in the past?
I love multi-sport guys. I know the idea today is that they could be a lot better at the one if they would specialize and focus on say football or baseball. But, to me most kids playing sports are not going to play at a next level. Let's use the field to get ready for all the adversity that will happen in life when the playing days are over. So enjoy high school and be a part of as much as you can. As for the kid that can play at higher levels, I still prefer it because he can now draw on different experiences to handle those setbacks or challenges that will happen. The baseball player that plays football maybe brings some grit into those tense situations. Or the football player that plays baseball has a different perspective and maybe accentuates his cognitive abilities and decision making skills.
Being a huge college football fan I am, I know you are a big "Wing-T" offensive coordinator. The closest thing I have seen to the offense in the past couple of years was when Arkansas had McFadden and Felix Jones in the backfield. What's your take on the "Wing-T" why don't we see it more in college football? By the way, it's unstoppable on XBOX...
I have coached in several different systems - with a Wing-T type of offense being among them. I love system football. Its how one play puts a variety of defenders in conflict and essentially sets up another play. It's that chess-match mentality to coaching football that is fun for me. Like setting up hitters with pitches or running a pick play in baseball. How can we make similar things look different and different things look the same. For me now, option football is how I like to do that. We ran the option in some sets with Burney in 2004 & 2005, but since then the flexbone has been the system (like Navy & Georgia Tech). I like it because it not only creates conflict for the defense, but now I am engaging the player to be a prime decision maker. Like when we get our catchers to learn how to call his own game. It takes time and trust. The reward for the player is to be equipped to put themselves and the team in the best position. The reward for me is the process of them "getting it."
These systems (wing-t, flexbone, even Air Raid) all take a commitment and an approach that this is what we are going to do and then to execute it. Very hard to do, but very rewarding. I like that - instead of trying to do so much, let's just get good at something.
Why don't folks do it at higher levels? Probably the "cool" factor. Running the football can be boring to watch for a lot of fans I guess. Those systems are run-first systems. The "spread" is more exciting. I don't know. Some of those guys are just running Wing-T and flexbone and power plays in the gun. It's all perception.
I know some of these are difficult questions, but you got to understand I rarely get to sit down once in a while with a "Guru" like yourself!! Can you describe how these great coaches continue to have success every year after bringing in new talent? Such as Coach K (Duke), Coach Brad Stevens (Butler), Nick Saban (Alabama) the list could go on...
These guys are the gurus! I think what makes a coach have the ability to consistently bring players to a level above their peers, is to have a system and to believe in that system. Not just X's and O's either. Everything works on paper. It's believing in the way you go about your business and then convincing others to follow you or to even take the lead on the journey. Sometimes that requires you to act like you know what you don't know. How did he know that play would work? He didn't really. He hoped it would; and hoping is more than wishing. We can hope when we trust those that we are depending on. Hope is like knowing it eventually will come true.
All of this comes with great sacrifice - there is a cost to it all. But the ones that do this deal consistently - especially if they show the ability to do it at different places - they are most impressive to me and I think their key is in "selling" their ideas and then commanding the process. Great leaders in anything insure us to know they are putting in just as much effort as we are to be successful.
Let's move on to some lighter questions, I think...
Who's the best baseball player you have seen in North Carolina over the years?
Maybe shorter answers, but not easier.
The best? Hamilton was impressive of course. Some of the guys that came through those Impact Baseball showcases were fun to keep track of as their careers continued.
Tough to say just one ... Maybe the most impactful to me was two guys that played on some American Legion teams I helped with in the 90's. Steve Salargo and Bobby Cook played to game the way it is supposed to be played. They were both talented and played at higher levels but they were baseball players. Tough, gritty and willing to do anything to help the team win.
Who's the best football player you have seen in North Carolina over the years?
Bunch of "wow" guys here ... Willie Parker (Clinton), T.A. McClendon (Albemarle), Chris Leak (Independence), Mario Williams (Richlands), Kendric Burney (SW Onslow) ... tons of others.
Who's the best North Carolina High School baseball team you ever seen?
I have always enjoyed watching teams coached by Coach Fulghum at Greene Central. Saw some of the New Hanover editions of the 90's too - impressive.
Who's the best North Carolina High School football team you have ever seen?
Sure there is plenty I haven't seen, but the Clinton Darkhorses of the 1990's and into the 2000's were the real deal. Best I ever coached against was the 1999 High Point Central 2A state champions. Saw the 2001 Independence team beat Laney in the state championship - and I thought that Laney team was one of the best I had seen.
Who are some of North Carolina best High School coaches that coach both sports (football/baseball)? Tough job being involved in both..
Easier question 10-15 years ago!! Sure plenty still do both, I just don't know as many. A lot of the guys I know have chosen one or the other. I always though Charlie Smith at Havelock was good at both. Battle Holley is good at both - only doing football now. Bottom line, a lot of guys that are good football coaches are/would be good baseball coaches because it's about how they can relate to their kids and the sport they are in is their platform to build that relationship. You could put most successful coaches of either sport into a field they had no experience and with some time to learn the rules and fundamentals, they would be successful again.
Fun Facts:
Favorite Food:
All of it. Especially the stuff I shouldn't eat. Probably like seafood best -got to be near the coast though.
Favorite Movie:
Either Bull Durham or Young Guns
Favorite Television Show:
Nothing in particular. Will watch a show and enjoy it but don't have any favorites anymore. Usually a ballgame or just a flipper.
Favorite Place to Eat:
Anywhere Andy Partin is buying.
Favorite Hobby:
Spending time and doing stuff with my family. Use to hunt and fish a lot - still enjoy it. I try to keep the grass cut. I like going to ballgames.
Favorite College Football team:
All of them! Love college football! Just want to watch the best game every week.
Favorite MLB team:
Orioles. No one else is close!!
Favorite College Football Coach:
I appreciate guys like Paul Johnson and Mike Leach. I like Urban Meyer, Les Miles. They all seem to be themselves and not apologize for it. Sure some more could go on that list.
Favorite Sport Baseball or Football: (Won't make you answer that one!)
Yeah, to my own detriment I have never really made that choice. Maybe I'll figure it out one day.
Impact Baseball would like to thank Mr. Eric Leary for his "Up Close" interview today!
Check back tomorrow for more interviews and news here from Impact Baseball!!
Impact Baseball decided to stay in house and interview the head man for this edition of "Up Close" Mr. Andy Partin. Partin's track record speaks for itself having helped over 440 young men move on to play college baseball. Andy brings and abundant amount of knowledge and dedication to Impact Baseball and The Dirtbags program.
Name: Andy Partin
Coaching Experience:
1997 – 1999: Varsity Assistant Coach at Riverside high school
1997: North Durham Little League (13U). At 19 years old, I was voted to coach the 13U All Star Team. (Pretty cool)
1997 – 2001: Head Coach North Carolina Warhawks (13U, 14U, 15U). Finished 3rd in AAU National Championship
2002 – Present Day: Head Coach of the Dirtbags Baseball Club
2009 – 2011 – Varsity Head Coach at Forsyth Country Day School (2011 State Champions, preseason ranked #4 Nationally by Perfect Game USA)
You had an exciting three year coaching career at Forsyth Country Day. How was that experience?
It was great. I was treated very well by all the staff, supporters and faculty at FCD. It was great time in my life. I developed great relationships with many people in my time there and really learned a lot about myself as a coach and how to handle situations I wasn't used to dealing with.
In 2011 you won the State Championship at Forsyth Country Day, describe that journey for you as a Coach.
When you have a team that talented you are more of a psychiatrist than a coach! I'm pretty sure every coach reading this would love the opportunity to coach two draft picks, and seven D-I guys on the same team (laughing). That spring was a blast and a real challenge for me as a coach. I had to constantly find ways to challenge those guys as individuals and as a group. We did accomplish some great things that spring though. After really buying in to our strength plan we hit 62 homeruns as a team, breaking the North Carolina high school state record and ultimately winning the school's first State Championship.
Since you are not coaching high school baseball in the spring anymore, what's on tap for you this spring?
I will be out and about watching high school games of course and running our tryout camps. The spring is also a time when I enjoy spending time with my wife Tracy and our 3 kids (Molly-7, Cooper-4, and Lucy-2) before the very busy summer schedule gets going.
How has the game changed since 2001 when you first started and helped create this "thing" we call showcase baseball?
That's a loaded question. I wouldn't even know where or how to begin answering that question... I will write all about that in my future book.
The WWBA World Championship comes every October to Jupiter, Florida. The top 85 teams in the USA, Puerto Rico and Canada come in full force. Some of those teams are bringing kids in from all over the nation to fill their rosters and make "All-Star" teams, while you take kids that play with you all season long from North Carolina and continue to do very well against some of the top players in the country. What do you point your success to?
Well first, we have some of the top players in the USA in our program. Secondly, my perception has changed over the past 10 or so years. I began with the idea that "if you want to compete Nationally, you have to recruit Nationally." I found out you can be successful with your group of guys and adding 1, 2 or 3 players from outside the organization. We've never had more than 3 players on a select-team from outside our own organization. 2008 was the last time we took any player from outside our own program to Jupiter. Since then we have a World Championship, a 5th, and a 9th place finish the past 4 years down there. So, you can be successful both ways. Now we just choose to compete with the guys in our program. I think there is a lot to be said about that.
Now, I think the reason our teams are so successful is a combination of following our own principals and playing the "Dirtbag Way." We do things the right way. We demand a lot out of our guys as far as working and playing with great effort and respect. We're interested in developing our players and forming winning "teams." Our guys develop trust with each other, and believe in one another. Mix that all up with some great players and personnel and you will have some teams that are tough to beat.
Why did you start the Dirtbags?
To be honest I really enjoy helping young people; I love teaching them what I have learned, I am extremely competitive, and I really love to teach baseball. It's been a great vehicle for me to reach young people and hopefully inspire them in some way. Plus, it fuels my competitive side. I love competing for something, and I love watching each of my team's develop differently.
Who do you try to model your coaching after?
I just try to be myself. I think when you try to be somebody different your players see through that. I coach kids the way I would have wanted to be coached. I coach them same way now, as a 34 year old as I did when I was 19. I just know a lot more about the game now, and I probably don't sound quite as "cool" as I did back then.
Below I am going to list some former players of yours, describe in one word what comes to mind when you hear their names:
Dylan Dickens: Clutch
Levi Michael: Warrior
Lee Land: Teammate
Seth Constable: Competitor
Kyle Seager: Gamer
Dustin Ackley: Freak
Adam Pate: Leader
Benton Moss: Inspiring
Jeremy Synan: Blue-collar
You did something very unique and chose to retire Tyler Hanover's #3 jersey. Please describe what he brought to the program.
If there is a face of the program it's Hanover. When I decided on the name of my program, I chose the "Dirtbags" because of the type of player you expect to see wearing that uniform. Tyler Hanover is the epitome of a Dirtbag. I love the energetic, dirty-shirt, blue collar guy who gets after it. We have had several of those guys over the years. There are not enough adjectives to describe Hanover in my mind. He made such an impact on our organization and really helped pilot us to another level. I felt the best way I could show my respect and appreciation was by never allowing anyone else to wear his #3 again. I've got all kinds of great Tyler Hanover stories. I love talking about that guy.
What's your most memorable Dirtbag game?
2010 Final 4 in Jupiter we matched up with the pre-tournament favorite St. Louis Cardinals Scout Team. They ended up having like 6 or 7 of the top 30 picks on that team. It was the most talented team I have ever seen on the field. I'm going to take a hunch and say NOBODY other than us thought we were going to win that game. As I watch our bulldog, sub-marine right-hander Dylan Dickens carve up first-rounder after first-rounder; we continued getting runners on base and I saw our team really believe we were going to win. With the bases loaded and two outs in the 6th inning, Seth Constable hit a swinging bunt in front of the plate and beat it out at firstbase to score the game's only run. We went on to be 2010 World Champions.
If you could give the high school kids out there a piece of advice about having aspirations of playing at the next level what would it be?
I could talk for hours on this subject. I'll answer with this… If you want to be great at something you have to learn everything you can about it and practice it over and over again. You have to work hard! Too many people think they are working hard when they aren't really working hard at all. Ask yourself, are you really doing everything you possibly can to become the best you can be at whatever it is you are trying to accomplish? Next, you have to make sacrifices. To get something, you usually have to give up something. Becoming really good at something isn't easy. You can't become great overnight; it takes time and persistence. After that, I'd say be much, much more realistic about your own ability level. Not every kid can play in the ACC. Not every kid can play Division I baseball. And that's OK! Thousands of young men have played small college baseball and went on to have great careers in professional baseball, but more importantly in life.
So, I must ask, Matt Vernon brought up this fishing competition with me the other day. Can you describe that day and how you were able to conquer the match up against him and Wood Myers? From what I understood from Matt, it wasn't even close it was kind of like a wave the white flag kind of deal.
I've been fishing in small ponds for longer than they have been alive. Just listening to them talk about fishing I knew I was going to win if I could catch just one fish. I ended up pulling in two bass in about 45 minutes; one was about 3 or 4 lbs. And to set the record straight, I had never fished at that pond before. My truck did look nice after they washed it. So if baseball doesn't work out for Matt and Wood they could certainly open up a car wash.
What's your hobbies outside of baseball?
I prefer to spend any spare time with my wife and kids. Currently we have several evening "Just Dance 4" contests per week on the Wii between family members. Needless to say I can't beat my 4 year old son Cooper or my 7 year old daughter Molly. And I've come to realize I will never beat my wife Tracy at this game. Anyone who plays Lucy, my 2 year old daughter can't finish the game because she screams and cries if she can't have both remotes… One other hobby I would have to include is moving the weights around at the gym. I really enjoy doing that.
What's your favorite TV Show?
Finding Bigfoot (Animal Planet)
Being a huge Duke basketball fan, who is your one favorite player of all time for the Devils:
That's easy, Christian Laettner, without a doubt. He's one of the top college basketball players and probably the best competitor of all time.
One last question: At the end of the day, what are your goals for yourself?
I want to be the best husband and father I can be. That's number one. Secondly, I really love to inspire people to roll up their sleeves like I did the last 11 years and get things done. And of course, I will continue to pave the way for many others to follow in my chosen profession. After that, I want to do what makes me happy and enjoy waking up each morning. I have several projects I am currently working on also, some outside of baseball. It's an exciting time!
We here at Impact Baseball would sincerely like to thank Mr. Andy Partin for his "Up Close" interview. Please stay tuned for more exciting interviews and articles here from Impact Baseball...


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Blumenthal wants telemarketers lying for charities to be investigated
WASHINGTON — The connection between major national charities and telemarketers should be investigated by the Federal Trade Commission for possibly abusing tax-exempt status or breaking the law, U.S. Sens. Richard Blumenthal and Herb Kohl say.
"I am writing to ask that the FTC investigate reports that telemarketers acting on behalf of well-respected charities are deploying deceptive tactics to induce individuals to donate money that is kept mostly, and sometimes entirely, by the telemarketer," Blumenthal, a Connecticut Democrat, wrote to the FTC on Nov. 30. "These practices are unethical and in some circumstances may be illegal."
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Doris wrote on Dec 7, 2012 1:17 AM:
" They should be investigated! Although not every solicitation call is a scam, I used to get calls like that a lot and share a little of what I have and later that day, I find the caller's phone number reported at Callercenter.com for scam. Very tricky scammers! "
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Viking Moving and Storage
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Hours comment deadline extended, lawmakers protest cross-border plan, bill would allow truck safety tax credit, FMCSA issues CDL amendments and other industry news items are featured.
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From the editor and writers of Bright Lights Film Journal
Action! Interviews with Directors from Classical Hollywood to Contemporary Iran
(Anthem Art and Culture), by Gary Morris (Editor), Bert Cardullo (Introduction), Jonathan Rosenbaum (Foreword). London and New York: Anthem Press, 2009.
(Anthem Art and Culture), by Gary Morris (Editor), Bert Cardullo (Introduction), Jonathan Rosenbaum (Foreword). London and New York: Anthem Press, 2009.
"I dare anyone to squeeze between two covers a more varied, useful and flat out entertaining sampling of the personalities that make the seventh art the liveliest."
David Hudson, IFC.com
David Hudson, IFC.com
Decamping with Andy
Inner and Outer Space, Screen Test, Hedy, and Horse
What do Edie Sedgwick, Hedy Lamarr, Mary Woronov, and a pack of queer cowpokes have in common? Andy Warhol, natch.
The Whitney Museum and New York MOMA's restoration of Andy Warhol's staggering film legacy — 4,000 individual works at last count — is making it possible to finally start to assess the Popmeister's contribution to cinema. For too long he's been associated with Paul Morrissey's distinctly different and ultimately quite un-Warholesque films like Trash and Heat (no putdown of those classics intended).
Warhol's disengagement with an art form whose course he radically altered is legendary; the image of a permanently distracted Andy turning on a camera, corralling some of his "superstars" to primp and prance in front of it, then wandering off on some new tangent seems irrefutable. And arguably some of the best of the early films that are only recently surfacing suggest another auteur at work: poet and campmeister Ronald Tavel.
But it's Warhol's personality that dominates, just as it does his more obviously personal works like the silkscreens. A film like Inner and Outer Space (1965), with multiple Edie Sedgwicks, is clearly related to the multiple Elvises, or electric chairs, or soup cans. The obsession with surface, and the terror of what lies beneath it, that's rampant in his visual art is all over films like Hedy and Horse (both 1965) and, supremely, the hundreds of four-minute Screen Tests (1964-66) he shot that are just now being uncovered. And Warhol's attraction to everything kitsch, camp, and queer in his pop art is more than evident in the films, the individual contributions of a fabulous parade of demented drag queens, preening hustlers, and self-absorbed fag hags notwithstanding. In March 1999, the S.F. Cinematheque hosted "Pop Resurrection: A Warhold Weekend" to help us judge these things firsthand.
The Popmeister's sadistic streak (disguised as calculated indifference and whimsical incompetence) is most blatantly displayed in the Screen Tests series. Warhol "instructed" (it's hard to imagine his wishes taking such a firm form) his subjects to simply sit still and not talk or move while he photographed them. While most of the ten people in this sampling (including Susan Sontag) become increasingly disturbed by this process of naked objectification, at least the wonderful Mary Woronov shows some kick in her brief segment; she's the only one who actively challenges the camera, obviously torn between obeying Warhol's directive and the demands of her own larger than life personality. Through sheer force of will she breaks through, glaring back at the camera, tossing her head, and barely suppressing a smirk. Less resistant is Edie Sedgwick, seen here in all her fragile, fleeting beauty. Four minutes is plenty of time to watch a person begin to unravel; that's what Edie, like several of the other subjects here, starts to do under Warhol's pitiless gaze.
Less disturbing and infinitely more campy is Hedy, starring legendary drag queen and Factory staple Mario Montez playing a beleaguered Hedy Lamarr post-stardom. The opening shot of this 66-minute film has Hedy under the knife — she's getting plastic surgery to make her look like the "14-year-old girl" she imagines herself to be. While Hedy raves on about how beautiful she is, the surgeon (Ronald Tavel), perhaps sick of her mindless egotism, screams: "I'll give you the face of an 80-year-old hag!" From here, she goes to a "store" where she's caught shoplifting by a very young Mary Woronov. Next it's a trial, with Tavel now her judge, and her five ex-husbands (among them Gerard Malanga) her jury. Along the way she sings "I Feel Pretty" and "Young at Heart" while the husbands prance decoratively around her.
Montez's Hedy is brilliantly detached from the melodrama around her, too self-consumed to notice or care. She pauses to pose no matter what the circumstance. Her response to a string of indignities — treacherous husbands, rude shopgirls, threatening surgeons — is as stoic as Margaret Dumont's to one of Groucho's importunities, and she sometimes casually turns these assaults to her advantage, as when she forces one of her tormentors (Woronov) to hold the mirror while she primps. Too, she stylishly endures Warhol's constant narrative ruptures, remaining grimly poised as technicians adjust the lighting and Factory gawkers stare at her from the sidelines. And she bravely endures the film's refusal to even consider the idea of verisimilitude — the "store" is just a table in the Factory; the "court" is a file cabinet and a table a few feet away.
Ronald Tavel is listed as the scenarist for Hedy, and he's also a driving force behind Horse, a "classic western" according to Tavel and clearly the inspiration for Lonesome Cowboys. Here there's even less interest in realism — this "western" takes place indoors, in the Factory. We know it's a western because there's a real horse standing on the Factory floor indifferently eating hay, and four hunky young men in vaguely western gear saying things like "Get outta town!" and "One of you two guys is a murderer!" Other "characters" coexist onscreen but far outside the narrative. They include the horse's trainer; Edie Sedgwick, who answers the phone and meanders around; Andy, who comes and goes; various technicians, onlookers, undesignated street people, and a string of super- and perhaps substars.
The cowboys — who include well-known art critic Gregory Battcock — spend most of the movie capsizing every western cliché and dragging the homo subtexts to the surface. So the time-honored poker game becomes a strip poker game, with an offscreen Tavel screaming at the boys to take their clothes off, which of course they're all too happy to do. And the cowboy's legendary love of his horse becomes a quasi-zoophilic romp as our boys suggestively pet and paw Old Paint, and "the Kid," stripped to his undies, giddily humps its back. Among the camp curiosities here are the shifting accents (sometimes "western," sometimes Brooklyn); a guy who unzips another's pants with his toes; and the sudden intrusion of a cheesy aria that's wildly dramatized by one of the boys, who takes the concept of "horse opera" to its literal extreme.
Don't worry if you arrive late for this one. Warhol was as subtly sadistic toward his audience (if he imagined one) as he was toward his players. This film is 99 minutes long, and the first third is mostly an extended shot of the horse eating.
August 1999 | Issue 25
Copyright © 2014 by
Gary Morris
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Do you get to the pool much?
Find a Conversation
Do you get to the pool much?
|Wed, 06-05-2013 - 12:26pm
Do you get to the pool much in the summer?
|Sun, 06-09-2013 - 9:49am
No. I like to sit out by a pool in the evenings just for the atmosphere but I don't really care to squeeze myself in a swimsuit and swim.
|Fri, 06-14-2013 - 12:48pm
I've got two little ones, who are both taking swim lessons, and I have found that its a lot easier to let them wear off their abundance of energy in the Texas sun at the pool than anywhere else, and they are finally old enough that I don't have to be right on top of them and at all times which is nice. Its also about the only other way for me to get lots of natural vitamin D.


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Composition Commissions issued to Hana Ajiashvili, Josef Bardanashvili, Yinam Leef, Ofer Pelz and Dan Yuhas
Israel Contemporary Players
In 1991 the Israel Contemporary Players (ICP) were founded with the aim of bringing 20th century repertoire for chamber ensembles as well as new and latest works onto stages in Israel. Comprising 15 musicians the ensemble has at its disposal an electronics studio as well as a concert hall serving as a venue not only for concert series but also workshops with composers and conductors, also in cooperation with the Jerusalem Music Centre Educational Projects. In cooperation with the EvS Music Foundation and in celebration of their 20th anniversary the ICP have now issued five composition commissions to Hana Ajiashvili, Josef Bardanashvili, Yinam Leef, Ofer Pelz and Dan Yuhas – composers of very different generations, traditions, origins and backgrounds nevertheless all based in Israel.
2010/2011 Concert Season
Tel Aviv, Jaffa and Jerusalem, Israel
Further Information: