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The Power of Principals
Regional School Unit 20 Student-Centered Learning Implementation Case Study
- Introduction
- Context
- Searsport District High School
- Troy Howard Middle School
- Belfast Area High School
- Regional School Unit 20
Regional School Unit 20 (RSU 20) comprises the schools of Belfast, Searsmont, Belmont, Northport, Frankfort, Morrill, Swanville, Searsport and Stockton Springs ? towns which had previously been parts of MSAD 34 and MSAD 56.? On a map, the RSU has the look of a hub and spoke, with Belfast and Belfast Bay at the center. Its towns thrived as part of the once-booming commercial region defined by the bay and the Penobscot River.?Those towns now struggle as the region has taken hit after economic hit over the past two decades.?In this way, the towns of RSU 20 ? and their schools ? are not dissimilar to many others in Maine.
The district has an enrollment of approximately 2,500 students in 13 schools (plus an adult education program), with a budget of approximately $29 million.?Over the past two years, the school board has embraced proficiency-based/learner-centered education, though not without controversy. Though this is new for the district as a whole, work in individual schools has been going on for many years.?The elementary schools of MSAD 34, for example, adopted standards-referenced practices in the early 2000s.?Troy Howard Middle School, in Belfast, began looking into formative assessment in 2006, and then followed the path of transformation all the way to a thoroughly standards-based, middle school approach. Searsport High School embraced a standards-based reporting system at around the same time, and developed an aggressive intervention system for struggling students.? This system has become a model looked to throughout the state.?These are but two examples of a movement that spread through the district.
This case study explores how the RSU 20 has navigated the implementation of this model up to this point. For this case study, 18 administrators and educators, from a variety of buildings and grade levels, were interviewed in November and December 2012.
In the fall of 2012, the alliance of towns that made up RSU 20 still felt new to its members. The marriage between the districts that had been Maine School Administrative District 34 and Maine School Administrative District 56 had been rocky. Complaints about being "forced by the state" to consolidate were common.
In the year after the consolidation, during fairly savage budget cuts throughout the state, then-Superintendent Bruce Mailloux had been tasked with proposing a reorganization plan for the RSU, to think as if the district were "a blank canvas." The plan delivered the required cost savings but called for the closing of some smaller, "outlying" schools and significant changes in where students would attend. All high school students, for example, would be sent to Belfast; all middle school students would be sent to Searsport; the elementary schools, which had been K-6 or K-8 up until then, would be reorganized as PreK-2 or 4-6, etc. The result of this proposal was that resentment of the new RSU metastasized into a series of genuine withdrawal movements. Through 2012, these consolidation and withdrawal issues continued to take up most of the attention of the RSU 20 school board.
And yet the district, under the leadership of new Superintendent Brian Carpenter, insisted that, despite the politics of district and town, RSU 20 students would continue to benefit from an excellent, 21st century education. In the midst of the conflict over consolidation and withdrawal, Carpenter and Curriculum Coordinator John McDonald moved the school board to firmly embrace proficiency-based/learner-centered practice. The board unanimously supported a future vision that included a commitment to continuous improvement and a guaranteed and viable curriculum for all students. The future vision advocated an educational system that is, among other things, standards-based PreK?12, provides multiple pathways to meet standards, and meets the needs of all students.
Three things led to the proposal of this vision. First, as presented, it represented the personal educational vision of Superintendent Carpenter. Second, in the spring of 2012 the Maine State Legislature passed LD 1422, requiring all districts to issue diplomas that certified that students had demonstrated proficiency in all standards. Both Carpenter and McDonald agreed that this legislation provided leverage (and cover) for moving the district forward at that time. Third, within the district itself there have been bright spots of innovation, schools working hard and in relative isolation for nearly a decade. In these cases, rather than the district taking the lead, it has been the work of building principals. The early work at Troy Howard Middle School, Searsport District High School, and many of the elementary schools has become a firm part of the culture of RSU 20.
Searsport District High School
One tenet of change theory is that an institution can change only when the necessity of that change is recognized by a "critical mass" of stakeholders. This often requires that the institution come to a moment of crisis, i.e., they need to see the necessity for change. For Searsport High School that moment came in 2003. At that time, the Searsport District High School went through the NEASC (New England Association of Schools and Colleges) accreditation process, a two-year process involving a year-long self study conducted by the faculty, a site visit by the NEASC team, and an accreditation report that evaluated the school's status and offered concrete and comprehensive suggestions for improvement.
Searsport paid a good amount for the privilege of being thus evaluated. They did so because the year of self-study ? the faculty evaluating its own structures and programs ? was seen as enormously valuable. Also, it was commonly understood that when the final report emerged, the citations of deficiencies would provide leverage when asking the community for resources to make necessary improvements. All of this was true. When, Searsport lost accreditation, the community noticed.
Gerry Crocker, a school coach who worked with Searsport District High School, explained, "The school lost its accreditation. Primarily, it was for the building but at the time?scores were tanking and kids weren't achieving. So the community came in and rescued, basically, the school."
Clare Guse, a science teacher, remembered that the school "had just lost its accreditation?because of weakness in the facilities. The lab that I was working in was shared between two teachers, and it was pretty inadequate. That was part of it, along with the libraries. Because the accreditation had been lost, there was a big push for school improvement."
At the time, federal Comprehensive School Reform Demonstration (CSRD) grants were being made available in Maine under the flag of Promising Futures grants. Under the leadership of then Principal Gregg Palmer, Searsport District High School applied for and received a grant. This would be the first in a series of grants received through 2013. Through this early grant SDHS adopted comprehensive, systemic reforms, including heterogeneous grouping, advisor/advisee programs, and portfolios as demonstrations of student achievement. This was the first context in which the school encountered what was then called standards-based grading, upon which the Promising Futures model centered. Clearly this went beyond the criticisms of SDHS's physical plant, but according to current Principal Brian Campbell, Palmer saw more essential problems that needed addressing.
"It came down to low graduation rate. It was in the 70 percent range." said Campbell, listing the problems that beset the school. "Low college entrance rate. Low persistence rate. Underachieving on the state tests. Not being equipped with the requisite skills that kids needed to be successful at the next grade level. A tiered system that really separated the haves and the have nots. All those elements conjoined led to [Palmer] investigating what he could do to raise achievement, and raise engagement, raise test scores. Raise the graduation rate, lower the dropout rate."
Between that research and the direction provided by Promising Futures, SDHS began a shift that was rooted in standards-based reporting. Searsport was one of the first districts in Maine to fully implement a standards-based report card. Though it would now be called standards-referenced, it embraced the then-controversial ideas that report cards should report on student achievement of standards, that standards should be clearly defined and transparent, and that scores for standards should not be averaged to produce a "course grade." Courses, went the thinking, were vehicles for the teaching and assessing standards. By themselves they meant nothing. The standards were the statements of what students needed to learn. The algebra standard was explicit and descriptive of this need. The course names ? Algebra 1 or Algebra 2? were neither explicit nor descriptive. The standards (the Maine Learning Results) were consistent throughout the state. The course structures changed from school to school, even within districts.
In order to ease public will, Palmer introduced the new reporting system to the high school a grade at a time. First ninth grade, then tenth. In the third year the 11th and 12th grades were added. Despite their generalized support, this level of change ? which included heterogeneous grouping, adviser/advisee, portfolios and standards-based reporting ? was hard on both the faculty and community. Palmer attempted to bring them along by engaging them in regular, deep conversations about the practice and the ideas behind them. These began at a retreat given by the Great Maine Schools Project (facilitated by the Great Schools Partnership).
Asked where the real change started, teacher Jeff Shula said, "I'd go back to the Great Maine Schools [conference]. The meetings we had at Point Lookout, where a small group of faculty along with Mr. Palmer, started to brainstorm what a school ? a standard-base school would be like. We started talking about doing away with grade levels?.We didn't end up doing that, but that gives you an idea of how open the conversations were."
Conversations like this were ever-present and ongoing. They allowed the culture of the high school to navigate the tension between top-down leadership and grassroots engagement. Every participant of this study recognized the work of Gregg Palmer as the leader of this shift, but they also described a shift in which every stakeholder took part in both the conversations and the hard work. The heavy lifting began. Departments identified standards to be met in particular courses, wrote rubrics, and designed units. Massive amounts of professional development occurred, and many faculty meetings were spent discussing the implications of standards-based reform. In addition, Palmer wrote a number of essays explaining his understandings and posted these to the Searsport website. These were widely read by faculty and community members and soon were being read around the state. (See resources)
But there was something missing. The work they had done up to that point focused on two questions, 1) what should kids who graduate from Searsport District High School know and be able to do when they graduate, and 2) how shall we design curriculum, assessment, instruction and reporting to ensure that they do know. There was a third question, though, that they hadn't yet addressed: What will we do if a student does not know what they need to know?
In response to this question, Searsport devised its system of academic interventions. Kathleen Jenkins, ELA teacher at SDHS, said, "When we went to standards, we realized the goal is that every kid's going to get threes [i.e., meet the standards] by the end. And some kids are going to take more time and going to need more support. So how is that going to happen? We figured out this intervention system."
"They just invented it out of need," remembered Gerry Crocker, the school coach who worked with the team that devised it. They were "really interested in how you support kids who struggle to meet the standards. They were trying to come up with a system for informing each other about what kids know and can do. I said, 'It almost feels like you need to systematize this so that you can guarantee [meeting the standard]. What's your bottom-line for kids? Can you all agree that if a student doesn't pass in a homework assignment, or hasn't reached meets on an assessment that you will require or mandate an intervention to be done?' And that was a huge breakthrough. We spent the rest of the day crafting this wonderful system for being consistent with students, for delivering that message to teachers, and then creating an electronic system for tracking kids. And once they had it perfected they took it to the whole school, and over time, the entire school adopted it. It was organic."
The intervention system, illustrated by the flow chart (right), developed two branches: skill-based interventions, for when the student was not getting a standard or learning target, and behavior-based interventions, for when the student was choosing not to complete assignments. In both cases, it was seen as essential that the intervention occur as soon as possible after the need was recognized, certainly during the same day. It was also seen as essential that the whole faculty adopt the culture of these interventions, that no one in the building would let the student off the hook, essentially saying, "It's OK if you don't meet this standard." The faculty agreed. It was not OK for a student to choose not to meet a standard.
Principal Brian Campbell describes Palmer's work as incremental. ?Aside from phasing in the reform a grade level at a time, the ideas were brought in at intervals, rather than as one large package for faculty to contend with. Nonetheless, every participant was fully aware of how much change had occurred at Searsport District High School. More so, they were aware that a culture of change had developed at the school that would not go away. "We've been in a constant state of change," said Clare Guse.
Part of that change has been in the form of scaling their system out from the school. Most locally, the standards-based/interventions system moved into the middle school (which shares a campus with the high school) two years ago, and this year it has moved to Searsport Elementary School. More widely, districts from around the state and from around the country have come to Searsport to see the model in action. Until he left as principal, Gregg Palmer regularly traveled to talk about the change to support other districts trying to improve.
During the fall of 2013 faculty took on the task of rewriting the school's entire bank of standards based on their experience of the past half-decade. They are developing power standards: a year-long project, grouping standards together into logical bundles and selecting those that are deemed essential or non-negotiable for graduation. They are implementing programs providing multiple pathways for students to achieve standards (early college, internships, etc.), and having a serious discussion about developing a more learner-centered approach to standards. This conversation was similar to the conversations at the beginning of the shift. One teacher, for example, discussed Bea McGarvey and Chuck Schwahn's book, Inevitable, and wondered how the individualized plans of that model compared ethically to the core curriculum model that the school embraced when it undertook this work.
In fall of 2013 Searsport High School began, once again, the re-accreditation process with NEASC.
Troy Howard Middle School
Troy Howard Middle School, in Belfast, also had its critical moment. In 2003, Kim Buckheit was hired as principal. "The building was in disarray [in many ways]," said Buckheit. "It was a bit of a viper's den" with "bullying occurring on many scopes and scales." The faculty had upheld a "vote of no confidence" on the prior principal. As importantly, the school had failed to make AYP (Adequate Yearly Progress) for a number of years and was multiple levels into the CIPS (Continuous Improvement School) list. "Scores were, in general, around the 30 percent range, both reading and math, in terms of proficiency." Troy Howard Middle School was reeling under climate and achievement issues.
Buckheit's first year there focused almost entirely on climate issues, building relationships and trust. They partnered with the University of Maine's Department of Peace and Reconciliation Studies and began to look into the Restorative Practices Project of the Midcoast. The point of this first year was to build relationships while assessing needs for "everyone who walks through the door." It was also crucial that the year be "appealing," that it alter the negative atmosphere that had developed in the previous years.
As the second year approached, Troy Howard Middle School realized it would need resources. Though the school hadn't made AYP for consecutive years and had been labeled a CIPS school, they received none of the supports that might be forthcoming from the State. CIPS sanctions only apply to schools receiving Title 1A (ESEA) support. MSAD 34, like many districts in Maine, had chosen to reserve its Title 1A funds for its K-5 schools. Buckheit advocated that the middle school be designated a Title 1A school, since it met the criteria for student free and reduced lunch levels. The board agreed. With that done, Troy Howard was able to create a math specialist position to support faculty and students; they were able to enter fully into work in Restorative Practices; and they were able to work with a Maine Department of Education consultant to plan steps for addressing systemic achievement issues.
There was a lot they could have focused on. By the third year, many initiatives were on the table to be pursued. They had already begun work with a math specialist and were looking at literacy work. Troy Howard's CIPS consultant was George Tucker, of the Maine Department of Education. He urged the school to choose one thing and focus on it, rather than dividing their energies. In the end they chose two things. First they focused on non-fiction literacy through a program conducted with the University of Maine (Orono). Secondly, they focused on formative assessment, the importance of which was becoming evident throughout the state.
Rick Stiggins' book, Classroom Assessment for Student Learning, was referenced a number of times in interviews as being essential to the shift in the school. For assessment, it is referred to at Troy Howard as "The Bible." Buckheit and a leadership team used CIPS funds to attend the "Assessment for Learning" conference in Portland, Ore., and made a connection directly with Stiggins.
"It was one of those opportunities," remembered Buckheit, "For those individuals that went, the passion was ignited. They felt, 'this is the right stuff, and this is what we need to be doing.'" One person from each of the school's teams attended the conference. When they returned "the original plan was that we were just going to do half of the building ? in terms of being trained ? going through [Assessment for Learning] for the year. You couldn't do it as a quick book study. Rick was very clear. You had to do it for a year. At the time we had five interdisciplinary teams. We were just going to do three [the first year], and then the next year do two. But after that conference, we wondered, 'Is it fair to kids that they have to wait a year before their teachers begin to use best practice?' We felt, 'It doesn't make sense. We just want to go school-wide.'"
Carla Fancy, a Troy Howard teacher who attended the Portland event, agreed that they came back with tremendous enthusiasm. "It was very exciting. We were totally into it, our whole group. We would go to the sessions while we were there, and then we would meet back in the afternoon and gather and talk. We brainstormed a lot of ideas while we were there. And when we came back?we understood that we were going to work with the teams that we were already working in. We already had a relationship, and each of us who had been to Portland would be the leader for that team. But it was less about our regular team meeting and more about coming together to really educate each other."
Shortly thereafter, the faculty of Troy Howard Middle School worked with Rick and Becky Dufour (authors of Whatever it Takes), and adopted their model of Professional Learning Communities (PLCs) for their conversations. Other teachers saw the value of these moves quickly. Teacher Kevin Coombs didn't classify himself as an "early enthusiast," but he did feel, from the beginning, "it was a good program for our school?.Everything that I learned from these groups coming back, and the literature that they gave out, the books that we read. It seemed like it was something that would help our school; it would make improvements in our school."
It was a challenge, instituting these reforms wholesale, rather than in sections or grade levels, or through pilots, but there was value to the fact that the whole faculty was involved. "Any of our staff," said Buckheit, "would tell you that it was pivotal in our change?that it was always occurring as a whole staff. All of our staff meetings, all of our discussion time, professional discussion times, are together in talking about these best practice elements. The way it ended up working was?it was basically one trainer per interdisciplinary team. [But] what had to be clear was that none of us were experts. We were all on this journey together. We were all novice."
As important as the increase in assessment literacy was for Troy Howard, developing this process for the whole faculty to address change was far more important. The adoption of PLCs as a model meant that the middle school had an effective model of communication that they could use to discuss even the most sensitive topics.
The years up through 2013 were a steady parade of change, most prominently the adoption of standards-based grading and reporting. This involved, according to faculty, many conversations about the implications of their traditional system, from its lack of equity to its inherent inability to truthfully report on student achievement. The issues explored in these conversations included separating behavior and work ethic from academic performance, averaging of grades, identification of course standards, record keeping, accountability, and addressing the problem of how to support this. Each of these moves involved in-depth conversations that continue to this day.
At the same time, the school adopted an "academies" model for grouping students. In this model, students were assigned to one of three academies ? Ecology, Innovation or International ? and have the bulk of their classes with the faculty of that academy. Aside from each focusing on a particular theme, the team approach supports the advisor/advisee structure of the school, and facilitates the PLC culture of the school. Also, just to pile on another initiative, Troy Howard has had to face the same challenges around the Maine Learning Technology Initiative that every middle school has had to face.
In 2012-13, the culture of change continued as the science teachers began pilots in customized learning. Teacher Kelley Littlefield attended a conference with Bea McGarvey (author, with Chuck Schwahn, of Inevitable)the previous year and felt that the approach reflected her natural teaching style. With Principal Buckheit's support she began formally adopting practices from Inevitable and reporting out on her progress to faculty ? including in a video posted to the school's website. (See resources)
A number of participants noted the dichotomy in the school culture between principal leadership and shared leadership. A vibrant PLC culture evidenced a shared, progressive vision and execution, but opting out of that vision was not an option for teachers. Principal Buckheit's strong moral and positional leadership was frequently remarked upon, as was her impact on the composition of the staff over the past years. Buckheit has assembled a faculty that largely shares her vision and energy, and she leads with a mixture of both tight and loose methods. This has been effective. As one teacher put it, "It's great to have a boss who says, 'You don't have to get in line and march with me, but you do have to be on the same page of music.'"
Belfast Area High School
For decades, Belfast Area High School (BAHS) had seen itself as a successful and famously rigorous and traditional high school. The teachers of BAHS looked at Searsport District High School, and saw themselves as in tension with each other ? "across the river" was the oft-used phrase. This tension did not disperse when the two became a part of the same school unit. Recall that when the district reorganization was proposed one plan was for Searsport District High School to cease to exist, become the regional middle school, and send all of the district's high school students to BAHS. That did not occur, but the two high schools haven't generally been able to work together in curriculum or professional development settings. Participants in this study, generally, were circumspect in discussing the tension. Still, when the school board voted to move the district toward a proficiency-based system, it was stipulated that BAHS would have to be allowed to find its own way.
With this commitment from Belfast Area High School, RSU 20 became entirely a proficiency-based system. As in the past, it was the building administration that was the locus of change. BAHS Principal Stephen Fitzpatrick led the move to apply for a MELMAC (Maine Education Loan Marketing Corporation) planning grant, which allowed the school to develop a plan to approach a variety of needs. Fitzpatrick also, with the support of the district, brought in school coaches from the Great Schools Partnership to facilitate the faculty conversation.
According to school coach Jean Haegar, the effort was more wide-ranging than implementing proficiency-based systems. "We did a data analysis session with a small leadership group," recalled Haegar. "The learning committee and the department coordinators looked at some of their student performance data and identified the really high course failures and relatively low percentage of students going on to college and staying in college." Haeger continued, "The action plan [for the first] year focuses on four areas?Room mediation and interventions is the one that they have been focusing on for immediate implementation. Standards-based, learning and planning. That's been the department coordinators that have taken the lead with that. Aspirations [promoting student aspirations for graduation and college] is another ? the group that's coordinating the MELMAC work is taking the lead on the Aspirations work. And then the fourth area is professional development ? the professional development that undergirds all of those initiatives."
According to Fitzpatrick, the discussions showed that while the most struggling students and the highest achieving students were well attended to, the large swath in the middle, especially the lower middle, needed more attention in order to thrive. Fitzpatrick saw promise in the proficiency-based/learner-centered system, especially with its focus on multiple pathways. "It has a potential," he said, "for student engagement, for student buy-in, for students owning their own education, and their own direction. And I think once you have buy-in [from students], whether you're an administrator, whether you're a teacher, I think you're halfway there."
2012-13 has been the first genuine year of investigation for Belfast Area High School. Teachers have visited districts that "seem to be functioning" with a proficiency-based system, and they've found that they have to answer the same questions for themselves that every other district has had to answer. Questions are arising about the interactions of the new grading system with colleges. Questions are arising about the setting of standards for graduation, i.e., the practice of adopting power standards. "We had been told," said one teacher, "that it had to be every standard. But these schools we're visiting are picking certain standards that are most important. That's a relief to us." More importantly, it was a relief to see a school where a proficiency-based system actually worked. The teachers at BAHS have known that they will shift to a proficiency-based diploma ? "It's the law. This is not going away." ? but they have also been working hard to understand the foundations behind it. "But the understanding, the book learning, needs to be reinforced?by seeing it in action."
Understanding the foundations and planning next year's action steps have been the work of the year. The faculty has been hard pressed, but, as any number of participants said, "They're professionals." They have recognized that this initiative "is different from the stereotype. It's not going away."
Regional School Unit 20
As much as the shift in Searsport District High School, Troy Howard Middle School, and Belfast Area High School has been a shift in structures, philosophy, and technique, it has also been a shift in culture. Part of that culture has been the isolation felt in each school. In each of their separate school departments, the two schools were operating alone. In MSAD 56, Searsport District High School's issues were seen as something for them alone to handle (which, to be fair, was typical in Maine at the time). In MSAD 34, Troy Howard moved forward essentially under the radar, occasionally suffering condescension from parents and faculty of Belfast Area High School. At Belfast Area High School, as discussed, the culture was such that they "had to find their own way," and have only recently begun.
This isolation was somewhat alleviated when the RSU came into existence. The faculties of Troy Howard and SDHS did eventually get together to share standards and resources. Also, districts all over the state have continued sending teachers to observe the two schools. These visiting districts have been interested in moving forward either with formative assessment, standards-based grading, or interventions. This was very affirming. In 2012 and 2013, the state made its explicit commitment to proficiency-based/learner-centered education, with the Education Evolving strategic plan, and, especially, with the passage of LD 1422 (Proficiency-Based Diploma). The RSU 20 school board, as mentioned, has explicitly stated its support for proficiency-based/learner-centered education. The superintendent has included it as a central feature of his vision and five-year plan (also adopted by the board).
Meanwhile, the changes flowed through the elementary schools largely without comment. In the old MSAD 34, the elementary schools all adopted standards-referenced systems in the early 2000s, meaning that grading and reporting was done according to demonstration of standards, but decisions about advancement and placement were not. Jody Henderson, Principal of the Captain Albert Stevens Elementary School (Belfast), remembered extensive collaborative work done among the districts elementary schools. In Searsport, to the contrary, the elementary school was the last to begin the change to a proficiency-based system. Under the leadership of Principal Linda Bowe, Searsport Elementary School began its first year as a standards-based school.
Beginning with the freshmen class of 2014, the entirety of RSU 20 will be standards-based. To the extent that this is successful, it will be because buildings ? their principals and teachers ? took the initiative to examine, question and adopt best practices for their kids. If, as Assistant Superintendent John MacDonald hopes, the schools of the district can come together to actively support each other by developing a comprehensive preK-12 curriculum, and reinforcing instructional and assessment practices, then the system that develops ? the culture that develops ? will be considerably more powerful.
This Center for Best Practice is a collaboration between the Maine Department of Education and the Nellie Mae Education Foundation, made possible by the contributions of the Maine schools that share their stories.


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Preparing a summer Hella run
Preparing a summer Hella run
Well I'm 22 ~170lbs and I'm sitting here setting up my 2nd Hella cycle. My first was done when I was 20 at 50/50/50/50 with a mere Purus Labs Recycle as my PCT, such a bad idea. Great gains just a horrible time post cycle.
I chose Hella because I'm familiar with how my body reacted to it on cycle and the sides were minimal. I actually felt great.
So this time I'm looking to do it by the book.*
I'm thinking:
Hella 75/75/75/100/100/100*(or maybe 75 for the entire 6 wks? Because my first time was a bit of a bust during PCT)
Anabolic Inovations Cycle Support Day 1 thru the end of PCT 3 times daily (powder)
As for PCT
Torem (is this dosed by weight of my rat or should he run it 90/60/30/30 like I've seen others)
DAA 3 g's two times daily 4 weeks*
Erase 3/3/3/3
Trying to be the most cost effective without being as crummy as I was after my first cycle.
Any thoughts would be great. I plan to start 2nd week of June if PCT arrives in time. - 05-06-2012, 02:06 PM
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- 6'0" 200 lbs.
- Join Date
- Apr 2011
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DAA 3g 2x a day?? makes no sense.. with DAA more is not better... just dose 3g a day. and no erase until 3rd week of pct then taper the dosage down 0/0/3/2/1
Log of EPIC by FRL - http://anabolicminds.com/forum/supplement-reviews-logs/202576-should-epic-frl.html - 05-06-2012, 10:00 PM
Alright I'll just stick with the 3g's
Curious, if I throw in Forma would it be a good idea to use it from Day 1 thru the end of PCT?
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- 5'11" 195 lbs.
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- May 2012
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- 25
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Cost effective would be cycle support stack from aisports website. Its the 2 cycle supports and one post cycle support for $100. But u can use a 30% off coupon
And ive read tapering erase is better to prevent estro rebound. 1/2/3/3/2/1 starting with pct. Tht way u hit max dose at the same time as minimum dose of serm - 05-23-2012, 09:42 PM
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- 5'6" 180 lbs.
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- May 2012
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I am just starting a summer Hella cycle. Not trying to steal your post but I was planing on using Recycle as well. Why was it a bust for you?
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Is your child verbal or non-verbal?
Quoting samomama:My son is very verbal. He is on target for his age language wise, and I sure hope that doesn't change. His speech is often flat though, with not much intonation, which was one of the red flags for the diagnosis.
Hopefully . The organizatrion my son is with just gave him a really intense assessment for this schoolyear . Slowly but surely Bubb is expressing the letters,etc he sees and hears . One day at a time .
When was your son diagnosed? What sorts of therapies is he in? We are very new to this. DS turned 3 yo 10 days ago.
Quoting amonkeymom: Sounds a lot like my son, but he also sometimes stops mid-word to take a breath.Quoting samomama:My son is very verbal. He is on target for his age language wise, and I sure hope that doesn't change. His speech is often flat though, with not much intonation, which was one of the red flags for the diagnosis.
Both my almost 6 year olds are technically labled non-verbal. My son speaks with echolalia meaning he repeats what he hears as memorized phrases and speaks them at the correct times (mostly). His teachers, speach therapists, and ABA therapist are trying to teach him spontaneous language. He can say quite a bit, but because it is mainly echolalia, it is still considered non-verbal technically. I don't really see him that way anymore, I use to when he only had a scream and no language up until getting help a little before 3.
My daughter is non-verbal with no effective form of communication, so she is who I really consider non-verbal in our home. We have and continue to try PECS, Sign, Communication device, verbal language, etc. I am hopefully she developes some form of communication to help her through her life and 'speak' for her wants and needs. Every year she ages I decrease a little bit of really thinking she will truly talk, but I never decrease in the hope that she will some day do so. I would love to hear her little voice, but it is much more important to me she is able to somehow communicate her choices, needs, and opinions as any person should be able to be heard.
I don't spell it right, but echolalia. My son has it too.
Quoting mommy2girls0506:she's verbal but she talks a lot in cartoon.... repeats whole shows i know there is a name for it but I can't think of it. I hope for it to change one day.


text:
Jocelyn fur jacket
ACNE sweatshirt // SHOP SIMILAR
Vintage Wrangler jeans
Botkier purse // SHOP SIMILAR
Sam Edelman shoes // SHOP HERE
Gentle Monster sunglasses
Oh man, I still haven't gotten through half of my NYFW outfits yet. This past week was a crazy one, so I'm still catching up. I had my hopes up and thought things would slow down right after fashion week was over, but nope. It was trade shows (my sister have a new design collab we are working on!), photo shoots, video shoots, editing, work dinners, WERK, TWERK. Just so much. But I love what I do, so I shouldn't complain. It's just that sometimes my body tells my mind different things and things just start to go haywire. I mean, I was sick for over 10 days. But hey, feeling better and leaving for Paris tonight and damn am I so excited!! My sister and I are going for Zadig & Voltaire's presentation during Paris Fashion Week, and we are going to throw in a bunch of sightseeing and meeting up with wonderful people in the city. Maybe make out with a French boy or two? Who knows really! lol. I've only been to Paris once, and it was only for two days, so I feel like I didn't really get to see the city. This will be a trip not much longer, but I think we're really going to make the most of it this time around. Follow the #SuarezSistersParis adventure via Instagram, of course :)
Shop my look:


text:
The Pneumatic Engineering Technician A.A.S. degree program prepares individuals to perform high level research and design work utilized in the fluid power industry. Emphasis is placed on pneumatic system design, test and evaluation, problem-solving, business communications, system integration, computer-aided circuit construction and programmable logic controls. Pneumatic Engineering Technicians design, modify and specify motion controls for today's high-speed production equipment. The program will focus on improving pneumatic system efficiency through the integration of technology (pneumatics, PLC's, industrial controls and computers). Individuals with a high mechanical aptitude that enjoy working with their hands as well as their minds should consider this program. This individual must be a people orientated person.
Program Title: Fluid Power Engineering Technology Award Type: Associate in Applied Science Degree |
Credits: Total Associate in Applied Science Degree Credits 72 |
Award Outcomes:
| |
Career Opportunities: The fluid power industry is one of the fastest growing technologies today. Pneumatic Engineering Technicians will find employment with industries in automation, material handling and processing, robotics, plant automation and fluid power distribution. These opportunities will exist in large and small companies in local as well as international markets. Jobs will include supervision, pneumatic engineering, inside and outside sales consultant and product development. |
Technical Studies Required: 45 Credits | ||
FLPW1101 Fluid Power Technology I 3 | ||
FLPW1106 Fluid Power Technology II 4 | ||
FLPW1150 Pneumatic Components 4 | ||
FLPW1231 Industrial Electricity I 3 | ||
FLPW1236 Industrial Electricity II 3 | ||
FLPW1340 Pneumatic Circuits and Air Logic 4 | ||
FLPW2000 Programmable Logic Controllers 3 | ||
FLPW2020 Advanced Programmable Logic Controllers 3 | ||
FLPW2112 Instrumentation of Fluid Power Systems 3 | ||
FLPW2321 System Engineering Portfolio 3 | ||
FLPW2360 Pneumatic Specialist Certification Review 2 | ||
METS2000 Engineering Design Principles 3 | ||
METS2100 Statics and Strength of Materials 3 Choose one of the following: | ||
ENGC1100 AutoCAD 4 | ||
ENGC1160 Inventor 4 | ||
ENGC1250 SolidWorks I 4 | ||
ENGC2100 Pro/ENGINEER I 4 | ||
FLPW1400 Engineering Drawings and Schematics 4 |
Technical Studies Electives: 9 Credits | ||
Any FLPW course that is not required for this award may be used as an elective. |
General Education Required: 12 Credits | ||
ENGL2121 Writing and Research 4 or | ||
ENGL2125 Technical Writing 3 | ||
METS1000 Computers in Manufacturing 3 Choose 6 Credits from within two of the MnTC Goal Areas 2-10 6 |
General Education Electives: 6 Credits | ||
Hennepin Technical College's 2000-level general education courses meet the guidelines of the Minnesota Transfer Curriculum (MnTC). |


text:
User Review: Wolfenstein 3D by id Software (1992)
The six planets of the Blacktooth Empire
Starting point
Your first task is somehow get to Heels
On a lift
As Homer would say, "Hmm. Donuts."
You're supposed to jump these things
One of the first monsters that you encounter
Say hello to Propellar Head
Riding a robot
Puzzle: Stack the three seats on top of each other to reach the north exit
A glowing crystal
Get the hooter
What's Prince Charles's head doing here?


text:
Cokie Roberts
Cokie Roberts is a political commentator for ABC News, providing analysis for all network news programming. From 1996-2002 she and Sam Donaldson co-anchored the weekly ABC interview program, "This Week." Roberts also contributes political analysis for NPR. In her more than 40 years in broadcasting, she has won countless awards, including three Emmys. She has been inducted into the Broadcasting and Cable Hall of Fame, and was cited by the American Women in Radio and Television as one of the 50 Greatest Women in the History of Broadcasting.
In addition to her appearances on the airwaves, Roberts, along with her husband, Steven V. Roberts, writes a weekly column syndicated in newspapers around the country by U Click. The Roberts also wrote Our Haggadah: Uniting Traditions for Interfaith Families, published in 2011. Their other book together, From this Day Forward, an account of their now more than 45-year marriage and other marriages in American history, immediately went onto The New York Times Bestseller List. It followed Cokie Roberts's No 1 bestseller, We Are Our Mothers' Daughters, an account of women's roles and relationships throughout American history. Her histories of women in America's founding era, Founding Mothers, published in 2004, and Ladies of Liberty in 2008, also became instant bestsellers. In 2014, Roberts released a children's book Founding Mothers: Remembering the Ladies, which landed on The New York Times Bestseller List for picture books. Her upcoming book Capital Dames, The Civil War and the Women of Washington, 1848- 1868 will be released in April 2015.
Roberts holds more than 20 honorary degrees, serves on the boards of several non-profit institutions, and President Bush appointed her to his Commission on Service and Civic Participation. In 2008 the Library of Congress named her a "Living Legend," one of the very few Americans to have attained that honor. She is the mother of two and grandmother of six.


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Have many of you had to do this?
What did you do as far as going to the hospital?
What about older kids?
Did you have a labor support person?
How old was the baby before he got home?
Any advice?
I am so feeling like Bill is not going to make it in time. If he makes at all it will be for the pushing stage or after the baby is here. My last 2 labors where only 3 hours from first contraction until baby was born. He is only in VT (150 miles away) but some days he can be in Mass at MEPS and unable to leave or have to drop a kid back in VT first, or as far north as 5 miles from the Canadian boarder.
I gave birth do DS2 while DH was deployed. I am not going to lie, it sux. I actually had to move home with my family while he was gone because I knew that I would not have anyone to watch the other two kids while I was in the hospital having the baby. I didn't really have a labor support person. My cousin was there pretty much the whole time with me but she has not had any children or attended any other birth, so she was mainly there to keep me company. My mom was there too but since her and my dad and sister were watching DS and DD, she got there like 5 mins before he popped out. The baby was 3 months old when DH got home.
One thing that really helped me was that I was able to be on the phone with DH when the baby came. Definitely not the same.....but you have to make do with what you got. My cousin took a ton of pics and videos with my phone too so we were able to email them to him immediately.
I don't have any experience with this, but I wanted to offer hugs. I hope he is able to make it home in time.
Where in VT is he? I live in Barre which is near Montpelier. Just curious.
DH: Gideon
Married: 06/01/2002
Hadley Christine: 05/17/2008
Malia Rose: 08/14/2010
Blog: Our Jones Family Experience
What branch is he?
Have many of you had to do this? I did!
What did you do as far as going to the hospital? I planned a home birth but transferred after 48 hours.
What about older kids? Sylvia was with me for the most part, until I transferred. A friend of the family kept her occupied and out of the house a lot. She also went to her daycare during the day and followed her regular night time routine. When I transferred, my sister came home from college and stayed with her.
Did you have a labor support person? My mom was there. I also had a MW and her assistant.
How old was the baby before he got home? Since I had a c/s, we Red Crossed him, but that was not the plan. Had I had a vbac, he would have come home around 4 months later. He came home one week after Justus was born.
Any advice? It really, really sucked. I needed him. I wanted him there. I needed his support, and felt like they just didn't "get" me at times like he does. He called several times throughout but I wasn't even able to talk to him. I did have a picture there, but it got me really upset at times. If I had it to do over again (with him being gone), I don't know if anything would have made the situation any better. It just all around sucked.
Ariel & John: Military Family since May 17, 2006
Sylvia: 12/18/08, Justus: 9/17/10, Bunni: 5/11/12, Surprise Baby: Guess Date 11/5/13


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A keisaku in action |
Karate, at least the majority of the stuff you see today, seems to be pursued by thin-skinned tough guys; folk who get angry when they find something they don't agree with or can't understand. People who need their hands held and have to be told how to train, how to think, and what everything means.....like kindergarten kids! But don't mention that to them whatever you do...or they write emails and call you nasty names and threaten all kinds of retribution....from the other side of the planet!
To clarify the meaning of my email reply to the dumb question, it was a 'slap'; and a good slap is what every serious karateka should be getting from time to time. If you have never been on the receiving end of one, then I'm sorry your teacher isn't interested in you enough to teach you properly; perhaps they were never slapped, and so never learnt much about karate beyond how to kick and punch. When you look at the caliber of the average karate instructor these days, that shouldn't come as a big surprise.
"Are you still here?" |
Of course, if you've never been slapped you have no right at all to slap others...oh no! This level of training is not for the coward. The sound of one hand slapping should be as familiar to you as it becomes to the people you teach......


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May 25th, 2012, 08:01 AM | #942 |
Just bump it....
RIP Collin
Southern Michigan Rockcrawlers |
May 25th, 2012, 08:07 AM | #944 |
RIP brother you fought like hell and reading your post and to see all the friends you have made,goes to show how strong of a person you were. May you rest comfortably and know you made a impact on my outlook at fighting health issues.
God bless your wife and family. God Speed brother Sent from my Nexus S 4G using Tapatalk 2 |
May 25th, 2012, 08:24 AM | #951 |
I have been drawn to this thread over and over again. During my mom's fight with cancer I would read the posts and be filled with hope. Collin's strength, courage, and positive attitude was comforting. I never met you Collin but you have touched my life and through your words and the words of so many on here, have reinforced for me the good in man kind. So many friends, family, and strangers pulling for you, praying for you, I am sure you must be a great man. Rest In Peace in God's love and prepare for us the way. We will all wheel with you some day, and on that day we will not be stangers.
My prayers for your family and friends. |
May 25th, 2012, 08:36 AM | #955 |
I work out
RIP Colin....Like a lot of other people in this thread, I never have meet you before either but your story hit close to home for me. I have an aunt that is currently battling cancer as well. I just hope she can find half the courage and strength that you have shown through your struggle.
May 25th, 2012, 08:40 AM | #957 |
81 inches of fun
RIP Collin...
Tags |
whoop cancers ass! |
Thread Tools | Search this Thread |


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Heat-Magic Preview
Sometimes it's easy to forget that LeBron James does not have to do it all for the Miami Heat - even when Dwyane Wade is sitting on the bench.
James fell off his recent torrid pace in Miami's last game, but the Heat will still go for their fifth straight victory when they visit the Orlando Magic on Wednesday night when Wade sits out again.
James entered Tuesday's home game against Atlanta with a 34.0 scoring average on 70.2 percent shooting (40 for 57) over the previous three games. But the Hawks held the four-time league MVP scoreless for the first 16 minutes before he finished 6 of 13 for a season-low 13 points in a 104-88 victory.
With Wade being held out to rest his troublesome knees as a precaution for the second straight night Wednesday, the Heat are hoping to get solid all-around contributions once again. Chris Bosh scored 19 points, Mario Chalmers went on a personal 9-0 run in a 39-second spurt of the pivotal third quarter, and Ray Allen scored Miami's first 12 points of the fourth and finished with 17.
"We're very confident in our lineup we got, man," James said. "Those guys continue to play well. They continue to work together and it's great to have a Hall of Famer in that lineup with Ray coming back."
Bosh shot 8 of 9 for Miami, which took control with a 15-2 run in the third and rested all of its starters for the entire fourth quarter.
"We just try to get out in transition, let our defense be our offense most of the time and keep working from there," Chalmers said.
The victory improved the winning percentage of Heat coach Erik Spoelstra (268-137) to .6617. If Miami beats Orlando, he would pass Boston Celtics legend Red Auerbach (.6619) on the NBA's career list among coaches with more than 400 games.
James, who is two free throws shy of 5,000 in his career, has failed to reach 20 points three times this season, but the Heat (8-3) have won each of those games. At least four Miami players have reached double digits in those contests.
The Magic (4-6) have had a four-day layoff since dropping their fourth in the last five games, 108-100 against Dallas on Saturday.
Orlando had cut the deficit to 91-87 with about six minutes remaining when rookie guard Victor Oladipo had two of his career-worst nine turnovers on consecutive possessions to stop the Magic's momentum.
"I just have to perform better in those circumstances," said Oladipo, who turned it over four times in the final period. "It was a close game and I have to learn to execute in those times. Most of it, really, is on me."
Oladipo played the entire fourth quarter. Starter Jameer Nelson had a good game with 15 points, one assist and one turnover, but sat on the bench over the final 17 minutes.
"If we didn't have those turnovers down the stretch, maybe the game could have been different," coach Jacque Vaughn said. "We need to learn to value the basketball whether it's the first quarter or the fourth quarter."
Arron Afflalo led the Magic with 25 points and Nikola Vucevic added 16 and eight rebounds. Oladipo had 10 points and six assists.
Orlando has dropped five consecutive meetings with the Heat, the most recent a 105-93 loss at Miami on April 17 in the 2012-13 regular-season finale.
James missed that game to attend to a personal matter but likely would have sat anyway to rest for the playoffs. He shot 30 for 66 and averaged 25.0 points in the previous four victories.
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Is AA Too White? By Posted by Administrator Jeff Deeney: Dismissing AA as a white-person's movement, many black addicts take a pass on the 12-steps and seek salvation from their church. That's not always a prescription for success.
Perry Pandering By Carl Matthes Carl Matthes: I understand that a remake of "Dumb and Dumber" ("Dumb and Dumber 2") is in the works. I suggest that the producers contact two governors of Texas who might be perfect for the starring roles!


text: We are a family of musicians and individuals that works hard together like a well oiled machine bringing the music listener music that inspires, and makes us think, while cultivating memories - music that will stand the test of time. It is through this family atmosphere that new collaborations have evolved to create a rich blend of dynamic new music. |


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On the Filmmaker blog,
Scott Macaulay ponders how the now-ending transit strike might have thus far impacted New York producers trying to
hustle their features through post in time for Sundance. "Fortunately," he writes, "the project I'm
working on is picture-locked and all elements are to the appropriate vendors. My worry is with the vendors and their
employees, hoping that the strike doesn't slow them down." He goes on to ask others involved with NY productions,
Sundance or otherwise, to shar their horror stories. The major catastrophe for us is that I missed two press screenings
on the first day of the strike - Casanova and Rumor Has It – and will be able to write a
straight review of neither. How should I handle this conundrum? What would you like to see instead? And if you have
other movie-related strike stories, do tell. Now that it's all over it's time to take stock – and take the L
train into city for the first time this week.
Transit strike and NY indies
Fone Finds
- Cinderella's Dazzling Pictures Will Take Your Breath Away - POPSUGAR
- Netflix and Judd Apatow Are Making a New Pee-wee Herman Movie - Vulture
- Lady Gaga's 'Sound of Music' Tribute Made the Oscars Worth Watching - POPSUGAR
- Honest Trailers: 'Dumb and Dumber To' - ScreenJunkies
- 11 'This Is Spinal Tap' Facts - ScreenCrush
- Christina Aguilera's Britney Spears Impression Is Perfect - POPSUGAR
- Behind-the-Scenes Oscar-Party Timeline - Vulture
- 40 Books Becoming Movies in 2015 - POPSUGAR
- The Best 'Parks and Recreation' Drinking Moments - Vulture
- Here's an Amazing Dark and Gritty 'Power Rangers' Reboot - ScreenCrush


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At least they took our social security numbers off of them!
My license says 175... but I am no where NEAR 175. I haven't been at 175 since I got my license renewed for a name change in 2005! lol
My Journal
Primal since 9/24/2010"Our greatest foes, and whom we must chiefly combat, are within." Miguel de CervantesMFP username: MDAPebbles67
My Journal
Nah, I think you get 72 virgins regardless of the status of your undershorts. I think I would make a pretty crappy suicide bomber, since I would want my teacher to explain why he wants me to do it, but he's not going to do it himself. And 72 virgins? Really? What happens after you've had sex with them all? Then they want you to sweep the floors and help do dishes, and mow the grass, and do the laundry, etc...72 womens would be hard to deal with, yo.
If I just said LOL, I lied. Do or do not. There is no try.
This is Valhalla- or whatever. The virginness regenerates overnight.
How annoying would that be? "This is how you do that. I've shown you that for the last 35 nights."
Wide-eyed innocence. "But I've never *giggle* seen one of those before!"
*aggrived sigh* "Just bend over, ok?"
http://cattaillady.com/ My blog exploring the beginning stages of learning how to homestead. With the occasional rant.
Originally Posted by TheFastCat: Less is more more or less
And now I have an Etsy store: CattailsandCalendula
Whoa, they sneaked that in there. That's like the guy at the end of a commercial that talks so fast you can't understand what he says...I think aspiring terrorists everywhere should know this!
If I just said LOL, I lied. Do or do not. There is no try.
I've never really understood the fascination with virgins. Is piercing a hymen really that satisfying cos you know they ain't got no skills.
My Journal


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Important information on where to get help and how to give help after deadly tornado! http://drachma-girl.blogspot.com/2011/04/tuscaloosa-al-important-information-on.html
Added by Chryssy67 on April 29, 2011 at 11:46am — No Comments
This article is in response to the Deadly Tornado that hit our town, Tuscaloosa, AL! It is NEVER too late to get prepared, so please don't wait until the next disaster! Please read & print out. The information here is very valuable! http://drachma-girl.blogspot.com/2009/01/are-you-ready-for-disaster.html
Added by Chryssy67 on April 28, 2011 at 7:56pm — No Comments
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Available Positions
Current Employment Openings
Last updated: January 19, 2015
- Direct Support Professional
"Kreider Services currently has full time and part time second and third shift openings in our Dixon, Amboy, Rock Falls, Franklin Grove, Ashton group homes. This job requires weekend work. Please see the DSP job description for duties and requirements.
Prepared By: Community Living Supervisor
Department: Community Living
Prepared Date: 11/25/02
Reports to: Community Living Supervisor
Revised Date: 1/1/12
FLSA Status: Non-Exempt
Approved By: R Heiderscheit
Pay: $10.57
- Substitute
Kreider Services currently has first, second and third shift substitute openings in its Day Training and Community Living program. Please see the Substitute job description for job duties and requirements.
Prepared by: Scheduling Manager
Department: Scheduling
Prepared Date: September 25, 2002
Reports to: Substitute Supervisor I
Revised Date: 8/1/04
FSLA Status: Non-exempt
Pay: $9.80
- Float Direct Support Professional
The primary purpose of this position is to provide coverage for Kreider Services programs when regular staff is not on duty. You will complete all of the duties of the Habilitation Technician position, but will work in various settings depending upon the need.
Prepared by: Scheduling Manager
Department: Float
Prepared Date: September 25, 2002
Reports to: Float Supervisor II
Revised Date: 1/1/12
FSLA Status: Non-exempt
Pay: $10.57 + .50 differential
How to Apply
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(815) 288-6691
More Information
For more details, please contact Jodi Murdock at (815) 288-6691, ext. 227.
Kreider Services is an Equal Employment Opportunity (EEO) and Drug Free workplace.


text:
Town Square
Bedbugs discovered in Mountain View apartments
Original post made on Jan 19, 2011
Read the full story here Web Link posted Wednesday, January 19, 2011, 3:45 PM
Comments (4)
a resident of Old Mountain View
on Jan 19, 2011 at 5:33 pm
What are possible ailments/disorders that could be caused by bedbugs or molds (now that cell tower issues have been put to rest)?
a resident of Old Mountain View
on Jan 20, 2011 at 12:10 pm
I lived at Avalon at Crackside for 10 months, it was the worst place I have ever lived, and I have lived in at least 17 different places in my 33 years of existence. This place is a total crap hole, I am not surprised about the bedbugs, who knows what else is there. The location is excellent, the land value must be extremely high.
a resident of another community
on Jan 20, 2011 at 2:32 pm
Please call Project Sentinel if you and/or your property manager have any issues/concerns about bedbug treatments/costs etc. and tenant rights issues. We have been dealing with concerns in various apartment buildings for a couple of months: (650) 960-0495 ext. 15
Anky van Deursen
Mountain View Case Manager
Project Sentinel
a resident of Old Mountain View
on Jan 21, 2011 at 9:13 am
When I lived at this Avalon, I almost slipped on the mold that is all over the wooden staircases. It could have been really really bad.
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Career Training for Home Remodeling Jobs
Trade schools and colleges offer many educational programs for individuals looking to begin a career in home remodeling. Diploma, certificate and associate degree programs provide training and experience for careers that can involve carpentry and construction management. Most programs combine coursework with hands-on training in home remodeling projects.
General Home Remodeling Diploma Programs
Diploma programs in general remodeling may be suitable for people looking to perform their own home remodeling projects and repairs. Programs often offer basic courses in plumbing and electrical repair and maintenance. Sometimes, the course credits from general remodeling diplomas are transferable to associate degree programs for those training for a career in home remodeling.
Light Residential Construction Diploma Programs
Programs in residential construction and remodeling teach students the fundamentals of starting a remodeling project from scratch. They learn all phases of home construction, from laying foundations to adding a roof. Coursework can include site preparation, construction planning, industrial math and applied physics.
Green Remodeling Diploma Programs
Green and sustainable remodeling programs involve the study of environmentally friendly construction methods and the use of green materials in home improvement. Coursework can include energy conservation, green home design, solar heating and sustainable masonry.
General Home Remodeling and Repair Certificate Programs
Certificate programs in general remodeling and repair offer a broad overview of the practices involved with basic home improvement projects. Coursework can include the use of power tools, basic safety procedures in light construction and blueprint reading. Depending on local and state regulations, some general certificates may make remodelers eligible for home remodeling licenses.
Carpentry Certificate Programs
Many carpentry programs include classes or a concentration option in home remodeling. Students learn basic carpentry skills and discover how to apply them in residential remodeling projects. Carpentry remodeling jobs can include framing walls, laying floors and installing cabinetry.
Interior Design Certificate Programs
Certificate programs in interior design usually offer study in designing home improvement projects, creating additions for homes or renovating existing structures. Coursework can include kitchen and bathroom design, space usage and design elements.
Associate Degree Programs for Home Contractors
Home contractors learn the main construction practices and principles involved in home improvement through associate degree programs. They often learn the skills needed to run a contracting business with courses in building codes, safety regulations and small business practices.
Associate Degree Programs in Residential Construction Technology
Residential construction technology programs train students for entry-level positions in the building of new homes and the remodeling of existing homes. Students usually have coursework in a variety of practices used in the construction industry, such as plumbing, carpentry and masonry.
Associate Degree Programs in Residential Construction Management
A degree in residential construction management prepares students to manage home remodeling projects and oversee home remodeling crews. Some programs require previous educational training in remodeling practices. Students often learn project management skills, drafting and computer modeling.
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Broken microwave plate Eric B. • Pottstown, PA • April 12, 2014 My Repair & Advice Replaced it with part ordered. It was the correct part and fast delivery Was this review helpful to you?
Part was cracked Darryl G. • Lincoln, CA • November 21, 2014 My Repair & Advice It easily snapped into place Was this review helpful to you?
Refrigerator door shelf broke Violetta B. • Land O Lakes, FL • February 23, 2015 My Repair & Advice Took broken shelf door out put new one in. Nothing to it. Very easy . Part came in 3 days regular shipping. Was this review helpful to you?
Broke microwave handle Gopakumar G. • Orangevale, CA • November 24, 2014 Appliance: Model GH5184XPS-7 My Repair & Advice I started by watching the video posted by couple of people on youtube on how to replace a microwave handle. After taking out the liner, I hit a roadblock with unscrewing the handle screw. The grip on the front side had basically melted causing it to be loose, so the screw and the plastic part would rotate together. After trying several things, I gave up and took it to Ace hardware to find an extractor of some sort. Luckily, the guys there used several tools and managed to get the screw out. Once I got it out, I was able to put everything back together with the new handle I got from appliancepros pretty fast. I did break a couple of those flimsy plastic latches on the inside of the door trying to pry the plastic liner out. So please be very careful with that. Was this review helpful to you?
I have to change the filters under the hood for whirlpool microwave Ajay R. • Aldie, VA • January 12, 2015 My Repair & Advice Just replaced the old greasy filters and put these new ones. They matched perfectly. The tool that matces the fit based on the model number was accurate Was this review helpful to you?


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Buffalo Audubon Society holding new volunteer open house July 12
July 6, 2014 BUFFALO — The Buffalo Audubon Society, which promotes the appreciation and enjoyment of the natural world through education and stewardship, is looking for volunteers and is holding an open house on... more »»
Project Time
June 29, 2014 I'm great at starting projects. I'm not so great at finishing them. I have baskets full of half knitted items, patterns and fabric waiting to be made into clothing, gardens that need tending... more »»
School gardens weed out couch potatoes while sprouting fit kids
June 29, 2014 ITHACA — Planting a school garden into elementary school activities can teach about nutrition while boosting physical activity and exercise. more »»
A rose by any other name
June 22, 2014 I think we've all heard the quote "A rose by any other name would smell as sweet. more »»
Japanese knotwood among worst invasive exotics
June 22, 2014 Another nasty invasive weed has invaded our country. more »»
Lighting up the night
June 15, 2014 I was camping in Allegheny National Forest last summer when it happened. The tent was full of the sounds of a family deeply asleep. more »»
The life of the Luna moth
June 8, 2014 I'm not sure how I saw it. It all happened so quickly, but out of the corner of my eye I watched a small green-winged creature ricochet off the tractor trailer driving in front of m. more »»
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June 8, 2014 Spring is fast turning into summer and the temperatures are rising. Outdoor activities are increasing for people, pets and livestock. more »»
Rattle your nerves
June 1, 2014 It is an otherworldly sound — it both belongs and doesn't. At once it instills a fear that renders you motionless, but also attracts you with a deep rooted thrill fueled by adrenaline. Rattlesnake. more »»
Herbalicious gardening
June 1, 2014 By LINDA SWAIN Special to the OBSERVER One of my favorite things to grow is herbs because they offer a combination of beauty and usefulness, and can virtually be grown anywhere with ease. more »»
June Skies
June 1, 2014 Mercury is positioned between Earth and the sun and is not visible this month. Brilliant Venus appears as the "morning star" during June. Look for it at dawn, low in the eastern sky. more »»
The Canada Goose
May 25, 2014 By CRIN?FREDRICKSON Special to the OBSERVER Duck, duck, GOOSE! The Canada Goose is a common sight in our neck of the woods; many of us can recognize their familiar calls or even their V-shaped... more »»
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May 18, 2014 An excellent way to double or triple yields, conserve space, and decrease work in your garden is to grow vertically. more »»
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May 11, 2014 I love this time of year. It is obviously spring, the forest turning from brown to green. Warm days seem as gifts not to be spent inside but outside finding something new each day. more »»
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Walk fast, walk slow
April 27, 2014 You can walk the same trail at the same time with friends and family and still walk a completely different trail. Everyone brings something different with the. more »»
April 27, 2014 If you are staring at all of the seed packets spread out on your kitchen table and wondering which ones you should start indoors, your first thought should be which seeds are amenable to the... more »» |


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Family-Friendly Grease Performed by Los Gatos Youth Theatre
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It's everyone's favorite hand-jivin' rock 'n' roll musical! This family-friendly school edition transforms the Los Gatos High School Auditorium into Rydell High in the 1950s. From "Summer Nights" and "Beauty School Drop Out" to "Born to Hand Jive" and "Greased Lightning," this all-American musical is filled with memorable songs and magical moments. Join Sandy, Danny, Rizzo, Kenickie and the rest of the gang as the youth performers of Los Gatos Youth Theatre help you discover why Grease is the word!
* Additional fees apply. No coupon or promo codes necessary to enjoy the displayed discount price.
All offers for Grease -- School Version have expired.
The last date listed for Grease -- School Version was Sunday July 31, 2011 / 2:00pm.
Most Popular Theater Event Nearby
Cinderella: Rodgers and Hammerstein's Magical, Musical Fairy Tale
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When Rodgers and Hammerstein, perhaps the greatest composing team in history (The Sound of Music, … More
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The weather was warm & dry.. I wore a casual top & slacks with a cardigan sweater..
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The weather was beautiful. I wore casual clothing, sandals, some might want a sweater for afterwards.
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Featured review from Winona Henebry
view more less of this reviewI took my grand daughter to the Sat. afternoon show and we loved it. I have been talking with my grand daughter about theater and this was a great intoduction to her. It opened her eyes to new horizons.
attended Jul 28 2011
star this review starred report as inappropriateGreat family event. Fun to see young kids (11-14) trying on their theater shoes. Well done!
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Jackson House Move Denied
Pop superstar Michael Jackson will not be moving to England, despite recent press reports to the contrary The singer's spokeswoman Raymone Bain has vehemently denied the rumours which surfaced last weekend (11-12MAR06) suggesting Jackson was eyeing a stately home in Berkshire, southern England, after spending the last month there with his three children. But Bain insists, "He's not purchased a house in London, he's not been scouting schools for his kids, he has no intention of moving to London. "The reports having originated out of London regarding this thing are untrue. "It quotes an official spokesperson, which I assume is me. I've not spoken to anybody, in any publication in London regarding Mr Jackson's intentions of moving to London, this is totally erroneous and they need to stop it."


text:
Posts: 597 Registered: 04-11
Posts: 1356 Registered: 02-11
If the time taken exceeds 59:59 (i.e. it is one hour or more), TIME SUCKS is displayed instead. Many source ports, however, can display longer times, and some (such as PrBoom) also display the cumulative time for all levels completed.
Posts: 1123 Registered: 01-03
buttspit said: Apparently, if you spend a very long time before exiting a level, the stats screen will display your time as "sucks", what is seen here: http://www.eeggs.com/images/items/3843.full.jpg Has anyone had the pleasure/misfortune of seeing and confirming this?
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buttspit said: Has anyone had the pleasure/misfortune of seeing and confirming this?
Posts: 2716 Registered: 07-10
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Posts: 2552 Registered: 08-10
j4rio said: AV was supposed to be named Alien Vindicta. Heh.
Posts: 11828 Registered: 07-07
LigH said: I get a "403: Forbidden" HTTP error trying to load this image. But I can imagine how it looks, I know the patch.
Posts: 802 Registered: 07-09
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Posts: 413 Registered: 08-11
neubejiita said: http://sphotos-g.ak.fbcdn.net/hphot...853859686_o.jpg This secret room in TNT MAP23.
Posts: 58 Registered: 01-13
Last edited by MarkAnthony89 on 01-29-13 at 16:07
LigH said: Gosh, "Br�tal DOOM" uses "Heavy Metal Umlauts", not knowing that german umlauts make the sound softer instead of harder...
MarkAnthony89 said: HEY EVERYBODY! Look what I've just found out about Doom: Before Doom was made someone from ID Software said that the game should have a story then other one said that "Doom with a story would be like a pornographic movie with a story" then the other was dismissed. (...)
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DoomCollector said: The Ultimate Doom has 36 levels... 1+2+3...+34+35+36 = 666. Coincidence?
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Next-Generation Mazda MX-5 New York Debut Rumored By Stephen Elmer Mar 24 2014 Share this Article Tweet There might be a big surprise in store for fans of the Mazda MX-5 at this year's New York Auto Show. Continue Reading... Filed under: Auto Show News Featured Articles Japanese MazdaTags: 2014 new york auto show, 2015 mazda miata, 2016 Mazda Miata, miata, New Mazda Miata, Next-Gen Miata
Next Mazda MX-5 Miata to Debut at 2015 Chicago Auto Show By Jason Siu Jan 18 2014 Share this Article Tweet The next-generation Mazda MX-5 is currently scheduled to make its debut at the 2015 Chicago Auto Show, where the original MX-5 was launched in 1989. Continue Reading... Filed under: Auto Show News Convertibles Coupes Featured Articles Japanese Mazda Sports CarsTags: 2015 mazda miata, 2015 mazda mx-5, 2015 mazda mx-5 miata, chicago auto show, Mazda, mazda miata, mazda mx-5, mazda mx-5 miata, miata
2015 Mazda MX-5 to Get 1.3-Liter Turbo By Jason Siu Aug 29 2012 1 Share this Article Tweet Clearly there's plenty of excitement surrounding the next-generation Mazda MX-5 model, to the point that the rumors are starting to become hard to keep track of. Continue Reading... Filed under: Compact Cars Convertibles Coupes Featured Articles Japanese Mazda Sports CarsTags: 2014 mazda mx-5, 2015 mazda miata, 2015 miata, 2015 mx-5, japanese cars, Mazda, mazda mx-5, mx-5, mx-5 miata, next gen mx-5, next generation mx-5, roadsters, Sports Cars, turbo mx-5


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Aorticopulmonary septum
Aorticopulmonary septum | |
Diagrams to show the development of the septum of the aortic bulb and of the ventricles.
Transverse sections through the aortic bulb to show the growth of the aortic septum. The lowest section is on the left, the highest on the right of the figure.
Details | |
Latin | septum aorticopulmonale |
Days | 37 |
Precursor | neural crest |
Identifiers | |
Gray's | p.514 |
Code | TE E22.214.171.124.0.3.12 |
Anatomical terminology |
The aorticopulmonary septum (also called the spiral septum, or aortic septum in older texts) is developmentally formed from neural crest, specifically the cardiac neural crest, and actively separates the aorta and pulmonary arteries and fuses with the interventricular septum within the heart during heart development.[1][2]
In the developing heart, the truncus arteriosus and bulbus cordis are divided by the aortic septum. This makes its appearance in three portions.
- Two distal ridge-like thickenings project into the lumen of the tube; these increase in size, and ultimately meet and fuse to form a septum, which takes a spiral course toward the proximal end of the truncus arteriosus. It divides the distal part of the truncus into two vessels, the aorta and pulmonary artery, which lie side by side above, but near the heart the pulmonary artery is in front of the aorta.
- Four endocardial cushions appear in the proximal part of the truncus arteriosus in the region of the future semilunar valves; the manner in which these are related to the aortic septum is described below.
- Two endocardial thickenings—anterior and posterior—develop in the bulbus cordis and unite to form a short septum; this joins above with the aortic septum and below with the ventricular septum. The septum grows down into the ventricle as an oblique partition, which ultimately blends with the ventricular septum in such a way as to bring the bulbus cordis into communication with the pulmonary artery, and through the latter with the sixth pair of aortic arches; while the left ventricle is brought into continuity with the aorta, which communicates with the remaining aortic arches.
Clinical significance[edit]
The actual mechanism of septation of the outflow tract is poorly understood, but is recognized as a dynamic process with contributions from contractile, hemodynamic, and extracellular matrix interactions. Malalignment of the septum can cause the congenital heart conditions Tetralogy of Fallot, truncus arteriosus, dextro-Transposition of the great arteries, tricuspid atresia, and TAVPR (Total Anomalous Pulmonary Venous Return).
See also[edit]
This article incorporates text from a public domain edition of Gray's Anatomy.
- ^ Kirby ML, Gale TF, and Stewart DE. (1983). "Neural crest cells contribute to normal aorticopulmonary septation.". Science 220 (4061): 1059–61. doi:10.1126/science.6844926. PMID 6844926.
- ^ Jiang X, Rowitch DH, Soriano P, McMahon AP, Sucov HM.. (2000). "Fate of the mammalian cardiac neural crest...". Development (Cambridge, England) 127 (8): 1607–16. PMID 10725237.
External links[edit]


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ND agency says chase through West Acres mall could have been handled better
FARGO – In response to public scrutiny, the North Dakota Bureau of Criminal Investigation issued a report Thursday critiquing last month's chase through West Acres mall that involved plainclothes officers with guns drawn pursuing a man wanted on felony charges.
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Very convenient and cozy apartment very close to Realto Bridge. Very central but very quiet. At the nearby street everything necessary - supermarket, food shop, bakery, some non expensive restaurants. Nice and helpful host. When next time in Venice-will definitely stay in this place!
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text: Transient radiation-induced effects in air-guiding photonic crystal fibers (Air-PCF) are investigated for the first time to our knowledge. We characterize the vulnerability of this kind of waveguide by measuring the time dependent changes of their radiation-induced attenuation (RIA) at 1.55 μm. We compare their radiation response to those of two silica-based single-mode fibers with germanium-doped and pure-silica cores. An X-ray pulse induces globally the same effects in all waveguides: a strong and transient increase of RIA. For higher tested doses (10