text:
Mar 29, 2012
On March 26, 2012, the Federal Trade Commission (FTC) issued its long-awaited final report on privacy, titled "Protecting Consumer Privacy in an Era of Rapid Change" (Report). This Report follows a preliminary staff report issued by the FTC in December 2010 (Preliminary Report). Since the Preliminary Report, the Commission notes that the industry has made significant progress in certain areas, most notably in responding to the Report's call for Do Not Track, but that progress in other areas has been slower. Also, since the Preliminary Report, the FTC has initiated a number of enforcement actions against companies and industries involving unfair or deceptive practices with regard to consumer data, which help define and frame the issues of greatest concern to the FTC, as detailed in the Report. These cases involved the data practices of Google and Facebook, online advertising networks, mobile applications, list brokers involving the Fair Credit Reporting Act, and companies that failed to maintain reasonable data security.
The Report sets forth the FTC's final privacy framework (described in detail below) and a number of proposals that will significantly impact entities that collect, use, and share consumer data obtained online, offline, and through apps and wireless devices. In particular, companies that collect data would be permitted to use consumer information only for purposes related to the particular purpose for which such information was collected or that may be reasonably expected by the consumer given the context of the situation. Any other uses would require notice to, and the consent of, the affected consumers. However, the FTC appears to retreat from its recommendation in the Preliminary Report for Do Not Track legislation, noting the industry's efforts to improve consumer control over how their information is collected and used online for behavioral tracking and ad serving, and it encourages continued improvements and full implementation of those mechanisms.
Although the FTC does not specifically call for Do Not Track legislation at this time, it does encourage Congress to consider enacting basic privacy and data security and data broker legislation, consistent with the framework. At the same time, the Commission urges companies in the data industry to accelerate the pace of self-regulation to implement the Commission's overall privacy framework. Should the industry not heed the FTC's call, the agency suggests that legislation be enacted to advance these principles in order to protect consumers' privacy in today's digital age.
The following is a summary of the FTC's findings and proposals:
Data Brokers: The Commission supports targeted legislation that would provide consumers access to their information held by a data broker and calls on data brokers that compile data for marketing purposes to explore creating a centralized Web site where brokers could (1) identify themselves to consumers and describe how they collect and use consumer data and (2) detail the access rights and other choices they provide with respect to the consumer data they maintain.
The Privacy FrameworkThe Report retains the general concepts of Privacy by Design, Simplified Choice, and Greater Transparency, as initially suggested in the Preliminary Report, with some changes as noted below.
Scope: The privacy framework would apply to all commercial entities that collect or use consumer data that can be reasonably linked to a specific consumer, computer, or other device, unless the entity collects only nonsensitive data from fewer than 5,000 consumers a year and does not share the data with third parties. This approach reflects a change from the scope of the Preliminary Report in terms of the entities and the type of data to which it applies. The Preliminary Report proposed that the privacy framework apply to all commercial entities that collect or use consumer data that can be reasonably linked to a specific consumer, computer, or other device. Thus the framework grants an exemption for smaller businesses that collect nonsensitive data. Second, the Report also clarifies the reasonable linkability standard by explaining that data is not "reasonably linkable" to the extent that a company (i) takes reasonable measures to ensure the data is de-identified, (ii) publicly commits to not trying to re-identify the data, and (iii) contractually prohibits downstream recipients from trying to re-identify the data. Thus the Report suggests that to the extent a company maintains and uses data that is identifiable and data that it has taken steps to de-identify, the company should silo that data separately. The privacy framework applies in all commercial contexts, i.e., to both offline and online data.
Privacy by Design: The framework follows the "privacy by design" concept set forth in the Preliminary Report, which recommends that companies incorporate substantive privacy protections into their practices, such as data security, reasonable collection limits, sound retention and disposal practices, and data accuracy. The framework also recommends that companies adopt procedural protections to implement the substantive principles, i.e., companies should maintain comprehensive data management procedures throughout the life cycle of their products and services.
Simplified Consumer Choice: The framework also adopts the Preliminary Report's principle that companies should simplify consumer choice. However, the framework modifies the approach as to how companies should provide consumers with choices.
Transparency: The Report also adopts many of the recommendations for transparency found in the Preliminary Report, including:
Why it matters: The Report demonstrates the FTC's ongoing interest in consumer privacy issues and calls upon the industry to continue its notable efforts to date and for Congress to consider enacting certain baseline legislation. We expect the FTC to continue its active enforcement role in privacy matters, particularly in the five areas described above. Some of this activity will likely reflect the continuation of the FTC's enforcement trends over the past few years, such as data security, honoring privacy policies, data retention and disposal practices, and data accuracy. However, the Report also provides new insight into how the FTC intends to evaluate the methods by which companies provide consumers with data collection choices and the ability to access the data they maintain.
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Linda A. GoldsteinPartnerEmail212.790.4544
Jeffrey S. EdelsteinPartnerEmail212.790.4533
Marc RothPartnerEmail212.790.4542
Practice OverviewMembers
April 8-9, 2015 (NY) May 14-15, 2015 (CA and via webcast) PLI TechLaw Institute 2015: The Digital EvolutionTopic/Speaker: "Emerging Issues in Big Data and Analytics" and "How Technology is Changing the Face of Marketing, Advertising, and Social Media" Marc RothTopic/Speaker: "The Virtual Workplace" Esra Hudson New York, NY San Francisco, CA For more information
April 15-17, 2015ABA 63rd Antitrust Spring MeetingTopic/Speaker: "Fundamentals of Consumer Protection Law"Lauren AronsonWashington, D.C.For more information
April 19-22, 20152015 PACE National ConventionTopic/Speakers: "Legal Compliance Update: What You Need to Know to Avoid TSR and TCPA Liability"Marc Roth, Christine Reilly Atlanta, GAFor more information
April 20-21, 2015FDLI 58th Annual Conference Topic/Speaker: "FTC Update: The Commission's Health Claims Scrutiny Deepens"Ivan Wasserman Washington, D.C. For more information
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Herbal Tonics / Combinations Jatamansi Tonic This Ayurvedic home remedy is used as a tonic for general debility and seminal weakness. Ingredients Jatamansi 5 parts Directions Mix all the ingredients together.
Make a decoction. [ Herbal Tonics Home ][ Herb Directory ] [Herbal Medicine Home ] [HolisticOnLine Home ] Holisticonline.com is developed and maintained
by ICBS, Inc. |

subset: commoncrawl


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Andrew County, Missouri Genealogy
From FamilySearch Wiki
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− | ==== History Timeline ==== | + | ==== History Timeline ==== |
Emphasis for this timeline is on events that affected migration, records, or record-keeping. Unless otherwise mentioned, the events below were gleaned from http://www.rootsweb.ancestry.com/~moandrew/and-hist.html | Emphasis for this timeline is on events that affected migration, records, or record-keeping. Unless otherwise mentioned, the events below were gleaned from http://www.rootsweb.ancestry.com/~moandrew/and-hist.html | ||
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== References == | == References == | ||
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[[Category:Andrew_County,_Missouri]] | [[Category:Andrew_County,_Missouri]] |
Revision as of 17:30, 15 November 2013
United States Missouri Andrew County
Guide to Andrew County Missouri genealogy. Birth records, marriage records, death records, census records, family history, and military records.
Andrew County, Missouri | |
Map | |
Location of Missouri in the U.S. | |
Facts | |
Founded | January 29, 1841 |
County Seat | Savanna |
Courthouse | |
Address | Andrew County Courthouse P.O. Box 206 411 Court Street Savannah, MO 64485-0206 Telephone: (816) 324-3624 Andrew County Website |
Contents |
County Courthouse
County Clerk has birth and death records 1883-1893;
Clerk Circuit Court has marriage, divorce and court
records from 1841, land and military records; Probate
Judge has probate records from 1841[1]
Andrew County, Missouri is located in Northwest Missouri and one of the six Platte Purchasecounties acquired by the United States from the Native Americans in 1836. The area now located in Andrew County was first part of Buchanan County, Missouri. Since it was organized in 1841 it is important to determine when ancestors first arrived in Andrew County. If they were there prior to 1841 it will be necessary to look for their records in Buchanan County. The marjority of the original records filed after 1841 are available at the courthouse which is located in Savannah, Missouri.
Parent County
1841--Andrew County was created 29 January 1841 from the Platte Purchase. County seat: Savannah [2]
Boundary Changes
See an interactive map of Andrew County border changes at N2Genealogy.
Record Loss
- The State Historical Society of Missouri has information on historical Missouri place names for all 114 Missouri Counties.
Populated Places
Neighboring Counties
For tips on accessing Andrew County, Missouri Genealogy census records online, see: Missouri Census.
Church records and the information they provide vary significantly depending on the denomination and the record keeper. They may contain information about members of the congregation, such as age, date of baptism, christening, or birth; marriage information and maiden names; and death date. For general information about Missouri denominations, view the Missouri Church Records wiki page.
Land and property records can place an ancestor in a particular location, provide economic information, and reveal family relationships. Land records include: deeds, abstracts and indexes, mortgages, leases, grants and land patents.
See Missouri Land and Property for information about records of land transfers from the government to private ownership. After that transfer, transactions were usually recorded and are currently housed at the county courthouse.
- Land patents are available online from 1844 to 1969 at the Missouri Secretary of State website
- Available from 1841 to present - original records filed at the Circuit Clerk and Recorder's Office
Local Histories
Local histories are available for Andrew County, Missouri Genealogy. County histories may include biographies, church, school and government history, and military information. For more information about local histories, see the Wiki page section Missouri Local Histories.
History Timeline
Emphasis for this timeline is on events that affected migration, records, or record-keeping. Unless otherwise mentioned, the events below were gleaned from http://www.rootsweb.ancestry.com/~moandrew/and-hist.html
- 1803 - what would become the state was a part of the Louisiana Purchase.
- 1820 - Missouri became a state.
- 1821 - Lewis and Clark began their explorations of the area.
- 1837 February - local tribes signed a treaty giving up their rights to land east of the Missouri River in what is now northwestern Missouri. This was called the Platte Purchase.
- 1841 January 29 - Andrew County was formally organized from part of this "Platte Purchase".
- 1844 - the Mormons were moving to Utah.
- 1849 - The California gold rush saw even faster westward expansion.
- Map of Andrew County townships (Histopolis)
- The University of Missouri Digital Library has digital copies of Missouri county plat books (ca. 1930) for all Missouri counties including Andrew County.
Early migration routes to and from Andrew County, Missouri Genealogy for European settlers included:
- Missouri River
- Oregon Trail 1830s from western Missouri to Oregon City, Oregon[3]
- California Trail 1846 from western Missouri to northern California[4]
Additional newspapers abstracts can sometimes be found using search phrases such as Andrew County, Missouri Genealogy newspapers in online catalogs like:
- WorldCat (For instructions see WorldCat Online Catalog).
- Do a Andrew County, Missouri Genealogy Place-name search for these and other records in the FamilySearch Catalog (For instructions see FamilySearch Catalog Place-name Search).
Probate records include wills, bonds, petitions, accounts, inventories, administrations, orders, decrees, and distributions. For further information, see United States Probate Records.
In Missouri, probate records have usually been recorded by the clerks of the probate courts, but in some counties the common pleas or circuit courts handled this function. They are frequently indexed.
Taxes were levied on free white males over 21 and slaves aged 21 to 60. These persons are referred to as "polls." Tax listings, or digests, of a county generally list the taxable landowners and other polls and the amount of tax. The records for each county are divided by militia district. For more information see the wiki page Missouri Taxation.
Vital Records
Vital Records consist of births, adoptions, marriages, divorces, and deaths. For additional guidance on researching and using vital records, see United States Vital Records or How to order Missouri Vital Records.
St. Louis and Kansas City recorded births and deaths starting as early as 1850 for deaths and 1870 for births. The Missouri Department of Health began keeping birth and death records in 1909. County records vary by year and the county. A copy or an extract of most original records can be purchased from the Missouri Vital Records State Department of Health, the County Clerk's office or order electronically online.
- 1840-1875 - Andrew County Marriage Book A Index 1840-1875. Batch M514591 at FamilySearch - free.[5]
- 1850-1883 - Andrew County Marriage Books B and C Index 1850-1883. Batch M514592 at FamilySearch - free.[5]
- 1881-1885 - Andrew County Marriage Book 1 Index 1881-1885. Batch M514593 at FamilySearch - free.[5]
- 1883-1893 - Andrew County Death Index 1883-1893. Batch B514594 at FamilySearch - free.[5]
- Missouri State Archives provides on-line access to Missouri Death Certificates more than 50 yrs old starting in 1910.
Societies and Libraries
- Andrew County Museum
202 East Duncan Drive
Savannah, Missouri 64485
- Missouri State Archives has a list of records available online.
- St. Joseph Public Library
927 Felix Street
St. Joseph, Missouri 64501
- Andrew County Historical Society
P. O. Box 12
Savannah, Missouri 64485
- Mid-Continent Library
317 West Highway 24
Independence, Missouri 64050
[moving in 2008 to new facility near Noland Road and Highway 24]
Family History Centers
Web Sites
- USGenWeb Archives - Andrew County
- MOGenWeb - Andrew County
- Kindred Trails - Andrew County
- Family History Library Catalog
- ↑ Handybook for Genealogists: United States of America, 10th ed. (Draper, Utah: Everton Pub., 2002), Andrew County, Missouri. Page 397 At various libraries (WorldCat); FHL Book 973 D27e 2002.
- ↑ The Handybook for Genealogists: United States of America,10th ed. (Draper, UT:Everton Publishers, 2002).
- ↑ National Park Service, "(Auto Tour Route) Maps" in Oregon National Historic Trail at http://www.nps.gov/oreg/planyourvisit/maps.htm (accessed 18 July 2011).
- ↑ National Park Service, "(Auto Tour Route) Maps" in California National Historic Trail at http://www.nps.gov/cali/planyourvisit/maps.htm (accessed 18 July 2011).
- ↑ 5.0 5.1 5.2 5.3 5.4 Genealogical Society of Utah, Parish and Vital Records List (July 1998). Microfiche. Digital version at https://www.familysearch.org/learn/wiki/en/images/5/5a/Igimissouria.pdf.
New to the Research Wiki?
In the FamilySearch Research Wiki, you can learn how to do genealogical research or share your knowledge with others.
Learn More


text:
Related Sections: | Lake Wylie | York County |
River Hills Plantation Country Club
1 Country Club DrLake Wylie, SC 29710
Phone: (803)831-2249Fax: (803)831-9758
This course is located next to Lake Wylie. The signature hole is #18, a par 4, requiring a second shot across the lake that guards the front of the green. This course is not long, but it has many out-of-bounds stakes lining the holes. The fairways are mostly average width, but there are some which are narrow. This is a well-balanced course that has many right and left dogleg fairways.
Holes: 18 | Greens: Bent Grass | Fairways: Bermuda Grass |
Greens Fees: | $20-$49 |
Course Type: | private |
Dress Code: | No denim, collared shirt and bermuda shorts required |
Season: | Open all year (closed on Mondays) |
Guest Policy: | Closed |
* Update this Course: Update/modify the details for this golf course's listing.
*All Greens Fees provided are subject to change. Please call the golf course to confirm the current fees.


text:
Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
SPienschke_at_TeacherArtExchange Date: Tue May 28 2002 - 12:04:10 PDT
Gabrielle, I understand how you feel and what you are going through. We just had a student pass away under different circumstances. A medical problem. But I did have a student one year killed by a drunk driver. I feel what you are now going through and lend an ear if you need it. Take care. Sal


text:
Cambridge Silversmiths
Simple yet elegantly styled, the clean lines and triangular handles of this set make it versatile enough for daily meals or elegant occasions. This stain-resistant, dishwasher-safe flatware is designed to be easy to maintain for years to come.
With a focus on style and a commitment to value, Cambridge Silversmiths graces the table with stainless-steel tableware designed and finished according to time-honored techniques. Every pattern is unique, and every implement is crafted to be a pleasure to hold and behold, with a brightness destined to endure thanks to superior stain-resistant properties.


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I did this one for this years NGADM run by Step which just recently finished up so I figured it was time to put it up for my Newgrounds Portfolio.
Congrats to Kor-Rune for his win in the final round against Waterflame
This years competition saw some amazing talent and I was happy to have been able to contribute some art.


text:
Justices Describe Virginia's Highest Court
From left: Justices Barbara Milano Keenan, S. Bernard Goodwyn and Donald Lemons. E-mail Newsletter Contact: Rob Seal |
Members of the Virginia Supreme Court hear cases on everything from baseball to defamation, and are among "the last generalists of society," a justice said at the Law School on Friday.
Three justices from the state's highest court visited the Law School to present an introduction to the court and answer students' questions.
Justices Barbara Milano Keenan, Donald Lemons and S. Bernard Goodwyn — all Law School alumni — each spoke about one aspect of the court before taking questions. Professor Kent Sinclair moderated the event.
Keenan focused on the breadth of the court, saying that in an era of increased legal specialization, the justices get a chance to see it all.
"The variety of subjects with which we deal is really limitless," she said. "You really don't have to be a nerd to get excited about it…it really is consistently interesting."
Lemons, who presented a brief history of the court, said one of its major duties is to review every death penalty case in the state.
Lemons pointed out that because Virginia is one of the top three states in the number of death penalty cases annually, many other states look to the Supreme Court of Virginia in matters of death penalty jurisprudence.
Keenan, who is the first person as a jurist to sit at all levels of the Virginia court system, also expressed her pride at the Supreme Court of Virginia's status as a "majority minority court," with two women and two African-American justices out of seven.
"I love the thought of what those old guys 200-and-some years ago [would think] about who's in charge," she said.
The court's diversity also comes into play when the justices are deliberating a case. Although justices are supposed to keep their personal experiences and the law separate, Lemons said the two often intersect when justices must determine certain gray areas of the law, such as reasonableness.
"One mistake a judge would make would be to, on the one hand, try to impose their will and values where they shouldn't, and in another sense, it would be to fail to listen to others who had different experiences that might inform such things as what's reasonable and what's not," he said.
Goodwyn echoed his colleagues' statements, noting that a justice's background influences how he or she interprets the totality of the circumstances of a particular case. Installed to the court in October 2007, Goodwyn said he is still adjusting to his job.
"For me, every court week is like 30 law school exams, but it is extremely interesting, and I have enjoyed this experience," he said.
During the question-and-answer period, Goodwyn cautioned future lawyers to make sure they listen carefully to the justices' questions should they ever argue in front of the Supreme Court of Virginia.
"A lot of times, judges are asking you questions because I know Don [Lemons has] got a problem with what you've said, and I'm giving you a softball so that you can explain for me why I am right about what you said," Goodwyn said.
Lemons said he often sees attorneys lose sight of where they are and treat their case as if they are still in a trial court.
"We are not a place to listen to an impassioned, persuasive factual summary of a case," Lemons said. "We're here because there are legal questions involved that have gotten your case to us."
• Reported by Lindsey Wagner


text:
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text:
Educational Leadership and Special Education
Department Office
Stevenson Hall 2010
707 664-4203fax 707 664-2483
Administrative Coordinator
Linda McKee
Department Chair
Thomas Cooke
Emiliano Ayala, Thomas Cooke, Melanie Dreisbach, Mary Dingle,
Paul Porter, Brian Shears, Robert Vieth
The Department of Educational Leadership and Special Education exists to provide state-of-the-art professional preparation for educators in the fields of educational administration and special education. The core values of our department center upon a dedication to educational excellence as a pivotal contributor to social progress. Indices of our notion of excellence include a view of schools as a crucible for an effective democracy, societal inclusivity, respect for differences in students, and an unflinching concentration on educational efficacy.
Our faculty is comprised of teachers, administrators, scholars, researchers, and program developers who possess wide and varied experience. The faculty, having won wide recognition and numerous educational awards and honors, are dedicated to preparing educators with the knowledge, skills and ethical commitment to improve society through powerful and effective schools.
Our credential and M.A. programs, described below, offer a full compliment of course and fieldwork for students to achieve Level I and Level II (known as PASC I and II in the case of Educational Administration) credentialing, as well as Master of Arts degrees. Both traditional and intern programs exist. Courses are scheduled in the late afternoon, evenings, on Saturdays, and delivered online, in order to accommodate practicing educators.
Students in the department of Educational Leadership and Special Education may expect to encounter programs which present cutting-edge information and skills, delivered by an expert, committed faculty, and scheduled for maximum access. Moreover, students can expect to be afforded respect, dignity, and professionally courteous treatment and be asked to provide similar regard to faculty and to one another.
Note: Since some specific program requirements change periodically, both via mandates of the California Commission on Teacher Credentialing and university-based modifications, prospective students are advised to consult the School of Education?s Teacher Recruitment and Information Center (TRIC) for updates on program details and policy statements, and visit the education website at www.sonome.edu/education.
Special Resources
Teacher Recruitment and Information Center (TRIC)The Teacher Recruitment and Information Center is available to provide information and admissions applications for all School of Education programs.TRIC is open daily for student drop-in or telephone requests. For advising about programs, applications, and options, consult the TRIC office in Stevenson Hall, 3011, 707 664-2131.
Credentials Office
The Credentials Office serves as the admissions and records center for all programs offered in the School of Education and is responsible for the recommendation of teaching and service credentials. Credentials analysts and staff are available for providing application information and credential information to prospective students, continuing students, out of state teachers/administrators, University constituents and the University service area in general.Career Outlook
California faces the daunting task of replacing 300,000 teachers over the next ten years. Newly credentialed teachers are generally finding jobs rather rapidly today, with equally good prospects for the future. Currently there exist shortages of credentialed teachers in mathematics, science, special education, Spanish, and bilingual education. In addition, graduates of the School of Education find positions in community agencies and in the private sector.Programs Offered in the Department of Educational Leadership and Special Education
The Education Specialist (special education) Credentials, Level I and Level II are offered for Mild/Moderate and Moderate/Severe disabilities, and authorize the holder to provide services in K-12 special day classes (SDC) or resource specialist program classes (RSP) or other related fields such as inclusion specialists. Many special educators also teach adults with disabilities.The Administrative Service Credentials, Preliminary Administrative Services (PASC I) and Professional Administrative Services (PASC II) prepare graduates for positions of leadership in K-12 educational institutions.
M.A. in education programs are designed with both full-time and part-time students in mind. Some master?s degree programs may be taken concurrently with advanced credential programs. Note: Program requirements change periodically, and current information may not be available in this catalog. For more detailed information on credentials and other education programs, please see the University?s special bulletins and the School of Education?s current program brochures and policy statements or visit the Education web site www.sonoma.edu/education.
Programs offered
Basic Teaching Credentials
Education Specialist (special education) Levels I and IIMild/Moderate; and Moderate/Severe Disabilities
Service Credentials
Administrative Services ? Preliminary, Intern and ProfessionalMaster?s Degree (M.A.) Programs Educational Leadership
Special Education (both in conjunction with School of Education M.A. programs)I. Preliminary Level I Education Specialist Credential in Mild/Moderate or Moderate/Severe Disabilities
A Preliminary Level I Education Specialist Credential Program is offered in the areas of mild/moderate (M/M) disabilities and moderate/severe (M/S) disabilities, authorizing the provision of services to individuals in grades K-12 in special day class (SDC) and resource specialist program (RSP) settings, and adults. The credential in M/M disabilities authorizes the teaching of individuals with specific learning disabilities, mental retardation, other health impairment, and serious emotional disturbance. The credential in M/S disabilities authorizes the teaching of individuals with autism, mental retardation, deaf-blindness, serious emotional disturbance, and multiple disabilities.
A Multiple Subject or Single Subject credential is no longer required as a prerequisite for admission to a credential program in special education. The Preliminary Level I Education Specialist Credential Program in M/M disabilities and in M/S disabilities includes specified coursework in multiple or single subject teacher education for those Education Specialist Credential candidates who do not hold a Multiple Subject or Single Subject credential.
Successful completion of the Preliminary Level I Education Specialist Credential Program in mild/moderate disabilities or in moderate/severe disabilities will allow the candidate to receive a preliminary Certificate of Eligibility, which authorizes the individual to seek initial employment as a special educator. On securing a special education teaching position, the candidate is eligible to receive a Preliminary Level I Credential that is valid for five years. The Preliminary Level I Education Specialist Credential holder must complete Professional Level II preparation in special education within five years of the date of issuance of the Preliminary Level I Credential.
EDUC 417 School and Society (3) or
LIBS 312 Schools in American Society (3)
EDUC 430 Special Education for Teachers (4)
Total prerequisite units: 7
Multiple/Single Subject Teacher Education Requirements
(Choose one of the following three options):
Multiple Subject ? Early Childhood Option
EDMS 437 Seminar: Integrated Curriculum in Preschool Through Elementary (3)
EDMS 462 Teaching Reading and Language Arts in Elementary School (includes a fieldwork component) (4)
Multiple Subject ? Elementary Option
EDMS 462 Teaching Reading and Language Arts in Elementary School (includes a fieldwork component) (4)
MATH 300 Elementary Number Systems and Applications (4)
Single Subject ? Secondary Option
EDSS 418 Learning and Development in Adolescents (3)
EDSS 446 Language and Literacy Across the Curriculum: Middle and Secondary Schools (includes a fieldwork component) (4)
Total general teacher education units: 7-8
Special Education Requirements
(Must complete Common Core plus M/M or M/S credential coursework)Common Core for Education Specialists
EDSP 422 Collaborative Partnerships in Special Education (3)
EDSP 423A Assessment, Curriculum and Instructional Strategies (3)
EDSP 424A Classroom Ecology: Management, Discipline and Behavioral Supports (3)
Credential-Specific Curriculum
Mild/Moderate Disabilities
EDSP 423B Assessment, Curriculum and Instruction: Applied Strategies for Students with M/M (3)
EDSP 424B Classroom Ecology: Social Competence and Applied Problem Solving (3)
EDSP 425 Developing Academic Performance of Students with M/M Disabilities (3)
EDSP 465 Student Teaching Practicum M/M (10)
EDSP 466 Student Teaching Seminar M/M (1)
Moderate/Severe Disabilities
EDUC 423C Assessment, Curriculum, and Instruction: Applied Strategies for Students with M/S (3)
EDUC 424C Positive Behavioral Supports and Instructional Models (3)
EDUC 428 Pro Seminar: Topics in the Education of Students with M/S Disabilities (3)
EDUC 467 Student Teaching Practicum M/S (10)
EDUC 468 Student Teaching Seminar M/S (1)
Total Level I Special Education units 29
Total units for the Preliminary Level I Education Specialist Credential in Mild/Moderate or
Moderate/Severe Disabilities 44-45
Level I Portfolio
All Level I Education Specialist credential students are required to develop and maintain a Professional Portfolio in the Level I program. This portfolio is based on the California Standards for the Teaching Profession, and will include professional writing samples and a record of the students? reflections on the impact of their study on their educational practice.Basic Authorization to Teach in the California Public Schools
The basic authorization to teach in the California public schools requires all the following:
1. Possession of a bachelor?s degree.
2. Verification of appropriate subject matter competency, either completion of an approved subject matter preparation program or passage of appropriate state-approved examination(s).
3. Passing scores on the California Basic Education Skills Test for Teachers (CBEST).
4. Completion of a college-level course or college-level examination that covers the U.S. Constitution. POLS 200 or 202 at SSU will meet the requirement.
5. Completion of a state-approved program of professional teacher education.
6. Filing of the application for a Certificate of Clearance, which includes fingerprinting.
Completion of the requirements listed above will allow an individual to obtain a preliminary basic teaching credential. A professional clear teaching credential will be recommended by the University upon completion of an approved fifth year of study (30 units beyond the bachelor?s degree) that includes requirements in health education/drug abuse, mainstreaming, computer education, and cardiopulmonary resuscitation (CPR).
Note: Students should consult with the TRIC office during their first semester on campus if they plan to pursue a teaching credential. Contact the Credentials Office for any changes in credential requirements.
Requirements for Admission to Basic Teaching Credential Preparation Programs
All credential candidates must complete the following before admission to the professional preparation programs:
1. Admission to the University.
2. Grade point average of 2.75 in upper division and/or graduate coursework or a 2.67 overall grade point average.
3. Submission of scores for California Basic Educational Skills Test (CBEST).
4. Two letters of recommendation.
5. Successful completion of an admissions interview.
6. Demonstration of aptitude, personality, and character traits that satisfy the standards of the teaching profession. Assessment of these qualities will be made by the School of Education through evaluation of interviews, letters of recommendation, and candidates? professional goals statements, and spontaneous writing sample.
Some students may be admitted to basic teaching credential programs who have not met one or more of the above requirements when such students have compensating strengths in other required areas.
Note: Additional program-specific admission requirements are listed with each program description.
Procedures for Admission to Basic Teaching Credential Preparation Programs
The Teacher Recruitment and Information Center office provides information regarding admissions requirements and dates for application to programs in the School of Education.1. Obtain application packets and additional information from the TRIC office, Stevenson 3011, or from the web site, www.sonoma.edu/education.
2. Submit to the Credentials office, Stevenson 3007, a complete application packet containing the following:
- Two official transcripts from each college/university attended (Check with the Office of Admissions and Records regarding additional official transcripts required for admission to the university.)
- Two letters of recommendation
- Official CBEST results or evidence of having taken the exam
- Professional goals statement
Continuation in Basic Teaching Credential Preparation Programs
1. During the first semester, all candidates must:
- Provide evidence from a physician of a clear chest x-ray or negative TB skin test; and
- Apply for a Certificate of Clearance. Application forms are available in the Credentials office.
2. All education students are required to meet each semester with an education advisor.
3. Students must successfully complete all requirements for each program phase? including coursework, practica, and student teaching ? before entering the subsequent phase.
4. Students are expected to make continuous progress toward the credential while maintaining a grade point average of 3.00 in professional education courses after entry into the credential program. Incomplete grades (I) and grades of D or F in professional education courses must be removed and statutory requirements met prior to continuing enrollment in courses.
5. Candidates who must delay progress in the professional education program may file a written request with the program coordinator for an extended program or for a leave of absence. A student returning from a program delay will be subject to the screening requirements in effect at the time of reentry and will be accommodated as space allows. Any student on academic probation is subject to automatic disqualification as a credential candidate.
The Integrated Degree and Credential Program
The Integrated Degree and Credential Program is an opportunity to earn a four-year baccalaureate degree and a teaching credential simultaneously. Students in this program must receive advising about course sequence prior to, or very early in, their freshman year; enroll in an average of 15-18 units per semester; and be willing to take courses in at least one summer session. Most majors will earn a four-year degree and a teaching credential in four years plus one additional semester. This program is currently available for majors in Chicano and Latino Studies (CALS) Multiple Subject Credential; and English, Mathematics, and Kinesiology Single Subject Credentials. For more information contact the Integrated Credential Program advisor in the appropriate department.Special Education Credentials
The California Commission on Teacher Credentialing (CCTC) adopted a two-level credential structure to respond to the changing needs in the field of special education. Candidates interested in obtaining a special education teaching credential must complete both the Preliminary Level I and the Professional Level II Education Specialist Credential programs. The School of Education offers both levels of the Education Specialist Credentials in Mild/Moderate Disabilities and in Moderate/Severe Disabilities.II. Internship Program in Special Education
The Education Specialist Internship Program in either M/M or M/S Disabilities allows public and nonpublic school special education teachers who do not hold the Preliminary Education Specialist Credential to complete a credential preparation program of study while employed as special education teachers and with supervision and mentoring support for the internship assignment. Further information may be obtained from the Teacher Recruitment Information Center or from the Intern Advisor, Dr. Mary Dingle.Admission into the Education Specialist Internship Program at Sonoma State University is built upon communication and collaboration between the university and the participating school district. The university will work with the districts in an effort to recruit, identify, and admit appropriate candidates for the internship program. To be eligible to participate in an internship program, each candidate must have:
- Earned a baccalaureate degree from an accredited college or university
- Passed the basic skills proficiency test (CBEST)
- Passed a subject matter knowledge exam or a program of subject matter study
- Completed character and identification clearance (fingerprints)
- Demonstrated knowledge of the U.S. Constitution
- Obtained an Intern Credential
- University application and application fee
- School of Education program application
- Verification of passage of CBEST
- One official transcript from all accredited colleges and universities attended
- (Admission requires a GPA commensurate with California State University requirements as outlined in Executive Order 547.)
- A letter of recommendation from the employing district based, where possible, on teaching evaluations or those used in the employment process, for newly hired candidates
- Verification of subject matter competence
- Photocopy of Intern Credential
Intern applicants should also be aware of the following, outlined in the Region 1 Consortium Alternative Certification Proposal:
Successful candidates must demonstrate to the University and the employing school district that they have had a variety of prior successful experiences with children and/or adolescents, such as teaching, tutoring, coaching, camp-counseling and so forth. They will also participate in a formal interview with university personnel, which will be used to assess their readiness to assume classroom responsibilities after appropriate pre-service instruction, and their attitudes toward schooling and children.
Candidates will also submit a two-page summary of relevant experiences that have led them to teaching. They will be asked to submit written letters of recommendation from people who are able to comment on their character, work experience, and potential as classroom teachers.
As soon as possible, but no later than 120 calendar days of service with the Preliminary Level I Education Specialist Credential, the beginning teacher, employer, and member of the SSU School of Education faculty in the program area of special education collaboratively design a Professional Induction Plan. The Level II induction plan addresses on each beginning teacher?s assessed needs and outlines specific goals and activities for facilitating professional development. The candidate must enroll in an approved program for the Professional Level II Education
Specialist Credential before the induction plan is completed.
To be eligible for the Professional Level II Education Specialist Credential, the candidate must complete a period of induction for at least one full year with a field mentor (support provider) identified by the employer; must verify successful completion of two years of teaching experience in a full-time special education position or the equivalent, in a public school or private school of equivalent status, while holding a Preliminary Level I Education Specialist Credential; must enroll in and successfully complete the Professional Level II program; and, must be recommended for the Professional Level II Education Specialist Credential by the Institution of Higher Education.
California Commission on Teacher Credentialing (CCTC) Statutory Requirements for Level II are:
Candidates outside the Level II program will review the portfolio requirements with their M.A. advisor to determine the purpose and focus of their M.A portfolio.
The Master of Arts in Education (M.A.) with a concentration in Special Education provides advanced academic study for persons working with or on behalf of individuals with disabilities. Candidates who possess a valid Preliminary Level I Education Specialist Credential in Mild/Moderate or Moderate/Severe Disabilities may combine their master?s degree studies with coursework from their Professional Level II Education Specialist Credential program preparation. Candidates from related disciplines may pursue this advanced degree with consent from the Department of Educational Leadership and Special Education.
Candidates must apply and be admitted both to the University and to the M.A. in Education-Special Education Concentration program in order to pursue this degree. The course of study (described below) includes the M.A core curriculum (9-12 units), Special Education Level II coursework (9-12 units) and relevant elective coursework (units vary). Candidates will select one of the following pathway options for completing their M.A. course of study:
All M.A. requirements listed above must be completed within seven years (14 semesters) of the initiation of graduate study.
Thesis or Project Options:
EDUC 598 Developing a Thesis/Project (3) and
EDUC 599 Supervised Research for Thesis/Project (3)
Cognate Option:
EDUC 572 Supervised Study for Cognate Project (3)
Individualized Examination Option:
EDUC 573 Supervised Study for the Individualized Examination (3)
Currently, Professional Level II courses in special education are offered on a rotating basis of two courses per semester (EDSP 512 & 514 in the fall and EDSP 513 & 515 in the spring). Level II candidates may enter in the fall or spring semester and begin their credential program of study with the course being offered that particular semester. During the first and the final semesters of the program, candidates also take a one-unit seminar related to the initial development and subsequently the final evaluation of the Professional Induction Plan (EDSP 511 and EDSP 516). Qualified applicants to the M.A. program in Education with a concentration in Special Education can be accepted in both fall and spring semesters. Those accepted into the M.A. program would have the option of beginning the M.A. program core coursework in the first semester of Level II study. Many students, however, may choose to take EDUC 570 in the second semester, particularly since the first semester of the Level II program requires four units of study.
In all three pathways, graduate students take 18 units in the program area of concentration and at least 6 units (EDUC 570 and 571) of M.A. core courses. All M.A. students work with a three-member committee, and most closely with the committee chair, to complete a culminating activity which is presented to the committee in a public forum. In addition to these points in common, there are distinct differences among the three pathways to program completion, as described below.
The thesis is a written product of a systematic study of a significant problem in education. The project is a written document describing a significant undertaking appropriate to education. The thesis/project option requires an extensive write-up, including an in-depth literature review. Students must also present their thesis/project to their three-member committee in a public forum. Examples of a thesis investigation include process/product research, correlational study, action research, ethnographic study, historical study, or theoretical study. Examples of a project include curriculum design, professional development for educators, program design, performance piece, or creative project.
The cognate project (e.g., portfolio, professional article, video, website, field-based product) is a significant undertaking through which students connect their cognate course of study with the M.A. core courses, program concentration, and/or work in the field. The project may address, for example, implications of the cognate course of study for the classroom, reflections on new teaching practices, response to scholarly research, or educational theory. A written reflection must be included in the project. Students must present the completed project to their three-member committee in a public forum.
The individualized examination addresses areas of study identified by the student in consultation with the student?s examination committee. The exam is written by the student?s committee (a chair plus two other members) and consists of four questions related to the student?s area(s) of study, including one question submitted in advance to the committee by the student. When the student is ready to take the examination, he/she receives the questions from the chair and has 72 hours to complete the written examination and to return it to the chair. Within two weeks of completing the examination, the student must meet with the committee for an oral examination in which the committee asks follow-up questions for clarification and elaboration.
In the program portfolio, students are expected to demonstrate:
The Preliminary Administrative Services Credential Program consists of 25 units of coursework, 29 for interns. Courses are limited to those individuals accepted in the PASC I Program. The structure of the program unites the administrative practicum experience with the core program curriculum, which is an integrated learning experience. The program is designed to provide students with a strong foundation or knowledge base and opportunities for the application of that knowledge. Areas of emphasis in the curriculum include:
III. Professional Level II Education Specialist Credential in Mild/Moderate or Moderate/Severe Disabilities
A Professional Level II Education Specialist Credential program is offered in the areas of mild/moderate (M/M) and moderate/severe (M/S) disabilities. Following receipt of the Preliminary Level I Education Specialist Credential, all candidates must complete Professional Level II preparation in special education within five years of issuance of the Preliminary Level I Credential. A major focus of the Professional Level II program is to provide a mechanism for the successful induction of a new professional. The emphasis of the professional development program is to move the special educator beyond the functional aspects of teaching to more advanced knowledge and reflective thinking about his or her role in providing effective instruction and an environment for student success.
1. Valid Preliminary Level I Education Specialist Credential in Mild/Moderate or Moderate/Severe Disabilities
2. Teaching position in special education in a public school or private school of equivalent status
Required Professional Level II courses
EDSP 511 Professional Induction Plan: Supervised Development (1)
EDSP 512 Advanced Issues in Assessment, Curriculum, and Instruction of Students with Disabilities (3)
EDSP 513 Current and Emerging Research and Practice in Special Education (3)
EDSP 514 Advanced Communication, Collaboration, and Consultation in Special Education (3)
EDSP 515 Advanced Legal Issues in Special Education (3)
EDSP 516 Professional Induction Plan: Culminating Assessment (1)
Total Special Education units for Professional Level II :14
EDUC 404 Computer Uses in Education (2) or
EDUC 484 Introduction to Multimedia and Web Authoring (or equivalent) (3)
NURS 473 Health Education and Drug Abuse (or equivalent) (3)
Cardiopulmonary Resuscitation (CPR) Training
Non-University Activities
Non-University Based Professional Development Activities approved by the Special Education Program Coordinator and the candidate?s field mentor may be substituted for 3 units of University coursework.
Level II Portfolio
All Level II Education Specialist credential students are required to develop and maintain a Professional Portfolio in the Level II program. This portfolio is a continuation of the Preliminary Level I Program Portfolio that is based on the California Standards for the Teaching Profession. Although the focus of each portfolio is different, there is some overlap, given they both include professional writing samples and a record of the students? professional reflections on the impact of their graduate study on their educational practice. Level II students, therefore, will include entries from their M.A. Portfolio in their Level II Portfolio.
IV. Master of Arts with a concentration in Special Education
Thesis/Project option (30 units)
Cognate option (36 units)
Individualized Examination option (33 units)
Procedures for Applying to the M.A. Program
1. Apply to the University as a graduate student.
2. Apply to the School of Education.
3. Submit the following:
Requirements for the M.A. Degree in Education
Graduate students must complete all requirements as established by the School of Education, the SSU graduate studies council, and the
University, to include:
1. Completion of an approved program consisting of a minimum of 30 units of upper-division and 500-level courses, as follows:
2. Completion and final approval of EDUC 572, 573 or 598 and completion and final approval of a cognate, individualized examination, thesis, curriculum project or creative project
3. Completion of M.A. Program portfolio. See description below.
School of Education Core Curriculum
The M.A degree with an emphasis in special education is built upon the M.A. core curriculum that includes:
EDUC 570 The Reflective Educator (3)
EDUC 571 Research Paradigms in Education (3) and one of the following pathways:
Special Education Concentration
The special education coursework, taken in addition to the M.A. core curriculum, includes four 3-unit courses that are part of the Professional Level II Education Specialist Credential program in Mild/Moderate and Moderate/Severe Disabilities.
EDSP 512 Advanced Issues in Assessment, Curriculum, and Instruction of Students with Disabilities (3)
EDSP 513 Current and Emerging Research and Practice in Special Education (3)
EDSP 514 Advanced Communication, Collaboration, and Consultation in Special Education
EDSP 515 Advanced Legal Issues in Special Education (3)
M.A. candidates will apply either 9 or 12 of the Level II special education coursework units toward their M.A. degree.
Candidates have the opportunity to seek breadth or depth in a related area of study through completion of elective courses. The number of elective units needed to complete the M.A. degree requirements varies depending upon the culminating option selected. Elective coursework may be drawn from other graduate programs in the School of Education, or other departments at Sonoma State University, such as psychology, counseling, kinesiology, or others. These courses are selected with the advice and approval of the special education faculty.
Course of Study
Professional Level II Candidates
Non-Professional Level II Candidates
Qualified applicants to the M.A. program in Education with a concentration in Special Education may be accepted in both fall and spring semesters. Candidates from other programs seeking an M.A. in Education with a concentration in Special Education are expected to complete three or four courses in the Level II program (9-12 units) although they are not expected to formally enroll in the Professional Level II program. Priority for enrollment in all Level II programs is given to candidates seeking the Professional Level II certificate. Therefore, consent of the instructor is required before outside candidates enroll in any Level II course.
All M.A candidates within the Special Education concentration will be assigned to a special education faculty advisor for the purpose of developing an individualized program of study. Electives will be determined in consideration with the advisor, in an effort to provide a broader program of study that responds to varying student interests.
Pathways to Program Completion
The M.A. program of study requires 30-36 semester units of coursework, depending on the M.A. in Education pathway a student selects. There are three pathways to program completion, including the thesis/project, cognate, and individualized examination. We encourage students to become knowledgeable about each of the pathways in order to pursue a program of study that meets their professional goals within their preferred style of learning.
The thesis/project pathway is a 30-unit course of study, including 18 units in students? program area of concentration and 12 units of core courses (EDUC 570, 571, 598, and 599). In order to prepare for the thesis/project, students must take Education 598 (Developing a Thesis/Project) and 599 (Supervised Study for the Thesis/Project) as their final two courses in the M.A. program.
The cognate pathway is a 36-unit course of study, including 18 units in the students? program area of concentration, 9 units of core courses (EDUC 570, 571, and 572), and a 9-unit cognate course of study. The cognate course of study is a group of courses which students choose in consultation with a faculty advisor and/or committee chair, and that allows students to examine areas of interest related to their M.A. concentration. In order to work with their three-member committee on the cognate project, students must take Education 572 (Supervised Study for the Cognate Project) as their final course in the M.A. program.
Individualized Examination
The individualized examination pathway is a 33-unit course of study, including 18 units in the students? program area of concentration, 9 units of core courses (EDUC 570, 571, and 573), and 6 units of elective courses. For the electives, students, in consultation with their faculty advisor and/or committee chair, choose courses which allow them to examine areas of interest related to the M.A. concentration and to focus on the examination area(s) of study that they have chosen. In order to work with their three-member committee as they prepare for the examination, students must take Education 573 (Supervised Study for the Individualized Examination) as their final course in the M.A. program.
M.A. Portfolio
In order to advance to candidacy, all students must complete a program portfolio and present it to their committee. In most cases, this presentation occurs at the same meeting where the student presents a proposal for the culminating activity. The program portfolio contains artifacts (papers, projects, etc.) produced by the student throughout the M.A. program which demonstrate the student?s proficiency and growth in the areas listed below. The portfolio should be reflective in nature and should show personal, professional, and intellectual growth. It should also demonstrate how the student?s M.A. program has prepared the student to undertake the culminating activity (thesis/project, cognate project, or individual examination).
Requirements for M.A. Advancement to Candidacy
Completion of M.A. core courses EDUC 570 and 571, and of M.A. concentrations.
Presentation and approval of program portfolio.
Filing of Advancement to Candidacy form with School of Education graduate director.
Educational Leadership Program Administrative Service Credentials
The Administrative Services Credential programs (Preliminary Administrative Services, Professional Administrative Services, Preliminary Intern Credential) were designed collaboratively by SSU faculty and local school administrators to prepare graduates for positions of leadership in K-12 educational institutions. Credentials authorize the holder to serve as a superintendent, as site administrator, or in a district-level position. The Preliminary Administrative Services Credential program (PASC I) focuses on entry-level skills for effective administration of elementary and secondary schools, with particular emphasis on the responsibilities of the principal. An intern program is available for individuals assigned to an administrative position but who have not earned the PASC I credential. The Professional Administrative Services Credential program (PASC II) offers advanced study and field work for practicing administrators in all areas of educational administration. All programs were designed with the working professional in mind. The PASC I Program and PASC I Intern Program are scheduled during the late afternoon and evening; the PASC II Program is scheduled on Saturday.
V. Preliminary Administrative
Services Credential (PASC I)
In addition to the general admission requirements for advanced credential programs, PASC I candidates must:
EDEL 404 Computer Uses in Education | 2 |
EDEL 580A Educational Leadership and School Management | 3 |
EDEL 580B Educational Leadership and School Management | 3 |
EDEL 581 Management of Education Personnel: Policies and Procedures | 3 |
EDEL 582 School-Community Relationships and Politics | 3 |
EDEL 583 School Governance: Judicial, Legislative and Financial Aspects | 3 |
EDEL 587 Field Experience in Administration | 2-6 |
EDEL 588 Educational Curriculum | 3 |
EDEL 589 Leadership for Diverse Populations | 3 |
Total units for PASC I | 25 |
Total units for PASC I Interns | 29 |
EDEL 596A Advanced Field Experiences: Organizational Theory, Planning and Application | 2 |
EDEL 596B Advanced Field Experiences: Reflective Leadership | 2 |
EDEL 596C Advanced Field Experiences: Evaluation and Strategic Issues Management | 2 |
EDEL 596D Advanced Field Experiences: School Law and Public Policy | 2 |
EDEL 596E Advanced Field Experiences: Fiscal and Human Resource Management | 2 |
EDEL 596F Advanced Field Experiences: Cultural and Organizational Environment | 2 |
PASC II Professional Development Plan:
Eight additional semester units or 120 clock hours of approved Professional Development PlanProfessional Development Plan | 8 |
The Professional Administrative Services Credential Program acknowledges that the professional must move beyond the functional aspects of performing administrative service, to reflecting and thinking about one?s role and behavior as a leader. To this end the curriculum focuses on action research plans developed by the student in conjunction with sponsoring school district. The program consists of the following:
PASC II Induction Plan:
EDEL 590A Advanced Leadership Assessment: Induction Plan (at the beginning of PASC II) | 2 |
EDEL 590B Competency Review Seminar: Assessment of Induction Plan (at the completion of PASC II) | 2 |
Total units for PASC II | 24 |
VII. Internship Program in Educational Administration
At present, the internship program in Educational Administration is simply embedded in the traditional program coursework and fieldwork. However, the faculty and representatives of the Community Advisory Committee of the Educational Leadership program are in the process of reviewing and modifying the existing intern program. Interested parties are asked to contact Dr. Bob Vieth, the advisor for the Educational Leadership program, for more current program details.VIII. Master of Arts with a Concentration in Educational Leadership
The objective of the M.A. degree program with concentration in Educational Leadership is to provide a strong academic foundation for competent administrative practice. The program is 30 semester units inclusive of course requirements for the PASC I/II programs. The degree may be taken in conjunction with either credential program. Completion of a thesis or creative project gives candidates the opportunity to synthesize the credential program work and related leadership activities.
The M.A. degree with an emphasis in Educational Leadership is built upon the M.A. core curriculum of the School of Education described above under Special Education.


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- Summary
The Mindy Project follows a woman who, despite having a successful career, desperately needs to break bad habits in her personal life. After all, how many doctors make inappropriate toasts at their ex-boyfriend's wedding, nearly drown at the bottom of a stranger's pool and get arrested for disorderly conduct just moments before having to deliver a baby? Funny, impatient and politically incorrect, Mindy Lahiri (Mindy Kaling) can quote every romantic comedy starring Meg Ryan that exists. She loves the good ones and the bad ones, because the girl always gets the guy. Mindy is determined to be more punctual, spend less money, lose weight and read more books – all in pursuit of becoming a well-rounded perfect woman...who can meet and date the perfect guy. Mindy is a skilled OB/GYN and shares a practice with a few other doctors, none of whom make life any easier for her. Jeremy Reed (Ed Weeks) is the walking definition of total bad news. He not only shares a practice with Mindy, but sometimes her bed as well – despite her best efforts to resist. He is funny, self-absorbed and super sexy. In contrast, Danny Castellano (Chris Messina) is a hothead and guys' guy who has a habit of stealing Mindy's patients. Danny criticizes her for everything, including her struggling love life and her lack of professionalism – even though it's obvious to everyone except Mindy that he secretly admires her work. His blue-collar childhood gives him a big chip on his shoulder, but he is a dedicated physician, which Mindy can't stand to admit because he's always getting on her case. Rounding out the office staff are the receptionists – Betsy Putch (Zoe Jarman), young, earnest and easily excitable, who thinks the world of Mindy and is always trying to impress her; and Shauna Dicanio (Dana DeLorenzo), a self-assured Jersey Girl who is indifferent to Mindy, always knows where the cool party is and carries a poorly concealed torch for Danny. Mindy is in constant communication with her beloved best friend from college, Gwen Grandy (Anna Camp), who also happens to be the governor's daughter. Gwen is a hilarious, sometimes too-blunt friend, and secretly a former carefree party girl (which only Mindy seems to remember). Although Gwen is now happily married to a financial analyst, with a six-year-old daughter, this lawyer-turned-Pilates mom remains squarely in Mindy's corner. As Mindy attempts to get her career off the ground and meet a guy who passes her red flag test (no drug habits, no skinny jeans and no secret families, among others), only time will tell if she gets her romantic comedy ending.


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Tips for how to use a stethoscope properly 3M™ Littmann® Stethoscopes are known for first-class sound quality and comfort. But there are some simple things you can do to ensure the performance and wearability of your new scope.
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text: On April 2nd, 2011, LCD Soundsystem played its final show at Madison Square Garden. LCD frontman James Murphy made the conscious decision to disband one of the most celebrated and influential bands of its generation at the peak of its popularity, ensuring that the band would go out on top with the biggest and most ambitious concert of its career. Shut Up and Play the Hits is simultaneously a document of a once-in-a-lifetime performance as well as an intimate portrait of Murphy as he navigates both the personal and professional ramifications of his decision.


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european escapade. has anyone been on these tours y do u need a sleeping bad for the escapade do u camp?
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Missouri man tells judge he wants to go back to prison
A Missouri man says he meant to get caught in November when he tried to rob a St. Joseph convenience store.
When the man asked the clerk to open the cash register and give him the money, the clerk refused – even after 43-year-old Roy Murphy offered to put on the camouflage ski mask he was carrying.
The St. Joseph News-Press reports Murphy was prepared to plead guilty Monday to second-degree robbery. But Circuit Judge Patrick Robb told him there was no threat of physical force, so he couldn't convict Murphy of the charge.
Murphy told the judge he doesn't know how to make it outside of prison and wanted to go back.
Robb accepted a lesser felony charge and sentenced Murphy to four years.
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- Luxurious and comfortable travel
- In just 3h and 17 mins to Paris
- 9 departures a day to Paris
Destinations of Thalys
Thalys – get to Belgium and (southern) France comfortably
Thalys is the ultimate high-speed train for daily connections between the Netherlands and France. In the summer Sun-Thalys will bring you directly to southern France. In the winter you can travel directly to the French Alps with Ski-Thalys. It's fast and it's easy!
With Thalys to Antwerp, Brussels and Paris
Thalys is the ultimate high-speed train for daily connections between the Netherlands, Belgium and France. From Amsterdam via Schiphol Airport and Rotterdam to Antwerp, Brussels and Paris at 300 km/h. On the way you can relax or work.
Thalys departs 10 times a day via the HSL-Zuid and 11 times on Fridays. Your travel time to Antwerp, Brussels and Paris will therefore become considerably shorter. Tickets can be bought 3 months before departure.
Amsterdam - Paris ► 3 hours and 16 minutes
Schiphol - Paris ► 3 hours and 1 minutes
Rotterdam - Paris ► 2 hours and 37 minutes
Domestic travel with international allure
With Thalys you can travel very quickly from Amsterdam via Schiphol to Rotterdam. When travelling domestically you can now profite from the luxury and comfort en comfort that Thalys has to offer. And you can travel from Amsterdam to Rotterdam in just 43 minutes from Schiphol to Rotterdam in just 26 minutes.
With Sun-Thalys to the south of France
In the months of July and August, you can travel every Saturday with the Sun-Thalys directly from Amsterdam Central to Valence, Avignon, Aix-en-Provence and Marseille.
From these four end stations, you can easily travel onwards to the beautiful Alps or the most well-known beach resorts in southern France.
With Ski-Thalys to the French Alps
In the winter months, you can travel with Ski-Thalys directly to Chambéry, Albertville, Moûtiers, Aime-la-Plagne, Landry and Bourg-St-Maurice. From these stations, bus transfers are offered by SnowBuzz to nearby skiing villages.
► Take a look at all the winter destinations you can travel to with the Ski-Thalys.


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Stories, Tell a story |
Stories, Tell a story |
Oct 27 2011, 12:29 AM
Capo Group: Members Posts: 1,084 Joined: 29-August 08 From: underworld Member No.: 42,672 |
This topic is for stories about things witnessed in the game. It can be something weird that happened, or a story about a big stunt, glitch or whatever that doesn't fit so well in the similar topic for funny quotes and funny episodes.
------------------------------- I freaking died inside Loco Low Co while selecting color for my car!!! I had a Tornado and went to Loco Low to mod it more. Sometimes the car will move when I press the buttons, and the radio station will change when I use the D-pad. I pressed X and held it down for a moment. The car drove forward, out of view. I could no longer hear the motor, it was no longer inside the garage. I felt the gamepad vibrate as if the car had hit something. These messages popped up: DOUBLE INSANE STUNT BONUS: $159 Distance: 77.92m. Height: 0.0m. Flips: 1. Rotation: 554 degrees. INSANE STUNT BONUS: $54 Distance: 21.10m. Height: 2.18m. Flips: 1. Rotation: 418 degrees. WASTED - And there was a cut scene showing the car in free fall from the skies, burning. I have done stunts inside a mod garage one or two times before, but this is the first time I die there. The Tornado was not damaged before it happened, so it could not have started burning without being upside down somewhere. EDIT: I was taken to All Saints General Hospital (in Market, LS). If I had died in eastern Willowfield where Loco Low is, I should have been taken to the hospital in East Los Santos. So the game must have taken me very far from Loco Low before I died. This post has been edited by demon: Nov 5 2011, 03:15 PM -------------------- The new GTA 5 website. GTA 5 forums.
That's for you ^ Use it in your sig or avatar because you are very special. QUOTE (TF) for being a little bitch Edited by TF. |
Nov 5 2011, 03:17 PM
Capo Group: Members Posts: 1,084 Joined: 29-August 08 From: underworld Member No.: 42,672 |
Balla attack Balla
One of the criminal guys are waiting on a green light, a Balla dude (from now Balla #1) don't stop in time and slightly bumps into the criminal's car. Balla #1 get angry, exit his Tahoma and start shooting at the criminal's car with a 9mm. The criminal floor it and get the hell outta there. Balla #1 return to his Tahoma, only to find that his former passenger, Balla #2 has taken over the driver's seat. Balla #1 pull out Balla #2 from the driver's seat and get in. Balla #2 don't like that and jacks the car and drive away. Balla #1 start shooting at his own car and run after it, shooting more. The car thief get away. -------------------- The new GTA 5 website. GTA 5 forums.
That's for you ^ Use it in your sig or avatar because you are very special. QUOTE (TF) for being a little bitch Edited by TF. |
Lo-Fi Version | Time is now: 18th April 2015 - 09:01 PM |


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Cognitive Bases of Musical Communication
This volume is the result of the "Cognitive Bases of Musical Communication" conference held in April 1990 and cosponsored by APA and The Ohio State University. The conference brought together some of the major names among the multidisciplinary scholars and theorists active in the field of music psychology to discuss how music communicates. This relatively new area of study of the cognitive bases of musical communication (most of the research has occurred within the past decade) invites the comparison of music with other forms of communication, particularly natural languages. Conference presentations provided perspectives on the role of affect and meaning in musical communication, listeners' interpretive responses to musical structure, approaches to pitch perception, the representation and acquisition of musical knowledge, and the issues of performance.
List of Contributors
- Cognitive Bases of Musical Communication: An Overview
—Mari Riess Jones and Susan Holleran
I. Communication, Meaning, and Affect in Music
- On the Possibility of a Determinate Semantics for Music
—Robert Kraut - Proposal for a Musical Semantics
—Diana Raffman - Empirical Studies of Emotional Response to Music
—John A. Sloboda
II. The Influence of Structure on Musical Understanding
- Musical Processing and Musical Affect
—Ray Jackendoff - The Influence of Embodied Registral Motion on the Perception of Higher-Level Melodic Implication
—Eugene Narmour - Attending to Musical Events
—Mari Riess Jones
III. Pitch and the Function of Tonality
- The Tritone Paradox: Implications for the Representation and Communication of Pitch Structures
—Diana Deutsch - Cognitive Interpretations of Functional Chromaticism in Tonal Music
—Helen Brown - On Pitch-Set Properties and Perceptual Attributes of the Minor Mode
—David Butler - Pitch-Space Journeys in Two Chopin Preludes
—Fred Lerdahl
IV. Acquisition and Representation of Musical Knowledge
- Internal Representations for Music Perception and Performance
—Carol L. Krumhansl - Tonality and Learnability
—Jamshed J. Bharucha - Revisiting Meyer's "Grammatical Simplicity and Relational Richness"
—Robert O. Gjerdingen
V. Communicating Interpretations Through Performance
- The Role of Interpretive Preferences in Music Performance
—Caroline Palmer - How to Interpret Music
—L. Henry Shaffer


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12-17-2010, 06:52 PM | #1 (permalink) |
Junior Member
Join Date: Dec 2010
Posts: 13
Trouble with rollers
i've been snowboarding at my local resort for about three years now and finally got a season pass this year.
I've been trying some diamonds and double diamonds but i'm having some trouble with the rollers and bumps in the snow. I cant seem to carve well or maintain control when i'm riding through them. It's difficult and extremely frustrating to fall on your ass 5 times on one run. I'm riding a 163 board, i've been told that's pretty long. Is that part of the problem? How should I handle this? thanks. |
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12-17-2010, 09:20 PM | #2 (permalink) |
Veteran Member
Join Date: Oct 2009
Location: Keystone, CO
Posts: 826
sounds like you need to go back to basics and practice more maybe in the blacks and even blue runs... get used to speed, hitting every jump/bump you see and keeping your legs loose with a steady upper trunk. Let your legs 'adapt' to the terrain while keeping a steady core having to raise your knees up/down as the terrain changes.
A few mogul runs and you'll absorb those bumps, and time them a lot better. It also builds good muscle memory and strength to let them instinctively and automatically react to changing terrain on double diamonds. |
12-17-2010, 09:48 PM | #3 (permalink) |
Veteran Member
Join Date: Jan 2009
Location: Long Beach, CA
Posts: 842
well board size alone is not giving us much. how much do you weigh and how tall are you relative to board size can determine how "big" or "small" a board is for you.
It just seems like you need more practice with the basics of keeping you legs loose and bent to absorb the bumps. I would recomend you really get your carving down on greens before taking it to steeper slopes. And just to clarify because i have a feeling you mean skidded turns instead of carves. Skid turning does not equal Carving. This is carving: YouTube - Lessons in alpine snowboard carving This is skid turning: YouTube - Beginner Snowboard Lesson Part Four
Too Fast! |
12-17-2010, 10:06 PM | #4 (permalink) |
Join Date: Dec 2009
Location: NYC looking for snow...
Posts: 678
Also what kind of board do you have? I remember having a stiff all mountain and it took a bit getting used to absorbe those bumps in the snow while my friends had softer boards and had an easier time.
12-17-2010, 11:00 PM | #5 (permalink) |
Junior Member
Join Date: Dec 2010
Posts: 13
Nitro Team Series Art Attack Snowboard 152 cm products, buy Nitro Team Series Art Attack Snowboard 152 cm products from alibaba.com
this is what i'm riding - though it's a 163. i weigh 150 and im 5'8. would you recommend skid turning on rollers rather than carving? i'm sorry i'm completely new to diamonds and double diamonds |
12-17-2010, 11:09 PM | #6 (permalink) |
Veteran Member
Join Date: Dec 2009
Posts: 1,746
That board is a bit long for your height and weight. As said above, use your legs like shock absorbers through that stuff, look ahead and make decisions based on the ruts/rollers and prepare yourself for them. Regarding skids vs carves, if you're hitting ruts like you describe then you're probably not going to be able to carve through them, carving requires edge hold and you wont get that bouncing around on the bumpy stuff. You can cut through them to a certain extent, but it depends on conditions.
12-18-2010, 01:33 PM | #9 (permalink) |
Junior Member
Join Date: Jul 2010
Location: Winnipeg
Posts: 4
Don't get too frustrated! After a rough run it's a good idea to build up your confidence again on some easier runs (getting back to basics, as other posters said).
Once you're back to feeling like you're king of the mountain, be sure to focus on the bump that comes next, rather than the one right in front of you. It will take time, but your body will eventually learn to absorb rises and falls without your direct focus. And yes, your board is a tad long, maybe you could sell it to a taller fellow in need! Nitro boards are sick though, be sure to stay with em :P
12-22-2010, 12:36 PM | #10 (permalink) |
Veteran Member
Join Date: Sep 2007
Location: Hicksville, NY
Posts: 1,846
My biggest issue with bump runs especially here on the east coast is the amount of people on them, usually skiers, who shouldn't be on them and don't understand how to pick a line and end up getting in the way and screwing up the rhythm you need to make it down smoothly.
It really is all about vision and seeing the line you want to take down the bumps. As others have said you always want to look at least 1 turn ahead of where you are and ideally 3+ so you can prepare your body to be in the right position. |
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"These gift tags are beautiful and arrive exactly as pictured. The design is so delicate; perfect for a baby shower which is what I used them for. The one caveat is that the white lettering is a bit difficult to see as the tag is a very pale pink. If I had to do it over again, I would use black, or a darker color, rather than the standard white. It is still very beautiful hence the five stars."
"I loved everything about this gift tag! Looked great on clear cellophane goodie bags for my son's Star Wars themed birthday party."
"We were looking for a sticker photo for my daughter's sorority recruitment cards. It needed to be small. The size was perfect, but I would've liked to have seen a few more designs. In particularly more "grown up" designs. The ones you currently offer have a baby/child theme."
"I ordered these for my sons Halloween treat bags for school. They are the perfect size for a treat bag and so super cute"
"Customized this with bright pink and yellow for my daughter's first birthday party - they turned out so spectacular. ONLY criticism is that the weight of the stickers is a bit thin... but used them as seals for her invitations and they perfectly coordinated with the address labels (same Fantastic First group, which I also customized). Happy customer!"


text: As state officials in Utah continue an investigation into who sent a list with 1,300 Latino names to ICE and the media, anxiety in the state's immigrant community is, predictably, intensifying. And local community leaders are pointing to the increasingly hostile immigration debate in both state and national politics as the impetus for the disturbing list's circulation. Utah is one of 21 states [currently discussing copycat legislation ](http://colorlines.com/archives/2010/06/mapping_the_nationwide_spread_of_...) following Arizona's SB 1070. "What they did in Arizona was wrong, and it looks like Utah is next," Salvador Lazalde, president of the United Mexican Federation, told ColorLines yesterday by phone. Lazalde is also convinced that the incident will deepen distrust many in the Latino community already have of the government. "The community is feeling scared, " he explained bluntly. "They don't know if they can trust the government anymore." Lazalde recounted how difficult it was for his group to do outreach for this year's Census. People were hesitant to give their names and addresses for fear that immigration officials would come after them, he said. Now, he thinks they had good reason to be scared. The list of names was initially sent to officials at ICE on April 4, along with a letter signed by "Concerned Citizens of the United States." Writing that they were not "a militia or any named organization," the authors of the letter demanded the immediate deportation of everyone included on the list, including at least six pregnant women. An updated list was then sent to media outlets this week, along with another letter asking that the names be made public. [As we reported yesterday](http://colorlines.com/archives/2010/07/1300_names_in_utah_leaked_to_ice....), at least some people on the list are documented residents. Everyone from the governor to community activists seem convinced the whole thing was an inside job by a state official with access to detailed personal information. Utah Gov. Gary Herbert asked for an investigation into the list's origins on Tuesday. And while that investigation is still pending, some in the state's Latino community say that Utah's increasingly anti-immigrant political climate is to blame. Local radio host and former director of the state's Office of Hispanic Affairs Tony Yapias [believes](http://www.abc4.com/content/news/state/story/Who-is-responsible-for-The-...) that the letter's authors were inspired, if not directly encouraged, by the right-wing Utah Coalition on Illegal Immigration. Robert Mortensen, one of the coalition's leaders, [told Salt Lake City's ABC News](http://www.abc4.com/content/news/state/story/Who-is-responsible-for-The-...), "It would be totally inaccurate because we're focused on preventing identity theft. We're very concerned about the fact that illegal aliens are using the identities of 50,000 Utah children and 1 million Arizona children. We've focused on that. And if that's what Tony is upset at me for, then I guess I apologize for it, but it's a fact." Officials at Utah's ICE office haven't confirmed whether it's investigating the matter. ColorLines' calls to the D.C. office were not immediately returned. *Photo: Utah Governor Gary Herbert*


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To say there were hours of comments at last night's Galesburg School Board meeting on restoring all 174 days to the school district's calendar would be an understatement.
Galesburg Public Schools Foundation Rubber Duck Race Winners
Here are the winners from this year's Galesburg Public Schools Foundation Rubber Duck Race.
Boat Regatta Winners List
Below is a list of winners of Sunday's Cardboard Boat Regatta Categories, and winners from the Galesburg Public Schools Foundation's Rubber Duck Race.


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Award Books
2011 2012 2013 Award Books back to school baking baking story Black History Month book lists book reviews caldecott celebrating literature chapter books children's authors children's programs concept books cookies Crafts Dig into Reading featured books finger plays Holidays monthly article mrcpl website additions newbery New Books nonfiction picture books poetry poetry contest pumpkins Random Book Sighting seasons songs staff message staff suggested Story Times story time starter summer library program Sy Montgomery Upcoming Events videos web resources what's going on winners -
Category Archives: Illustrator Spotlight
Today is Marc Brown's birthday! Best known for his Arthur the Aardvark series, Mr. Brown has made a career out of writing and illustrating children's books. He grew up in Pennsylvania and graduated from the Cleveland Institute of Art. It … Continue reading
Posted in Author Spotlight, Book Reviews, Children's Authors, Children's Programs, Feature Article, Featured Books, Illustrator Spotlight, Kids Web Sites, Spotlight, Videos, Web Resources
Tagged 2012, book reviews, children's authors, featured books, monthly article, picture books, staff suggested, videos, web resources
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We love having crafts available for kids to make after story time. We especially love it when we can find something that ties in directly with a book we just read! Many authors and illustrators have websites that are full … Continue reading
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Tagged 2012, children's authors, Crafts, Denise Fleming, Lift-the-Flap Mouse, Lunch
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Stars written by Mary Lyn Ray, illustrated by Marla Frazee From Miss Jennie at Ontario This is a new book that I just fell in love with! What child (or adult) hasn't gazed up into the evening sky and wondered … Continue reading
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Welcome to this months' author and illustrator spotlight! Maisy the mouse may not be as popular as many of the Disney characters — or any of the other animated TV characters, for that matter — but there is no question … Continue reading
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The celebrated Italian conductor, Arturo Toscanini, was born in Parma on 25 March 1867. His charismatic career was unstoppable despite his stand against Fascism and refusal to appear in countries under its sway. His later years with the NBC Symphony in New York - partly from his reputation as a strict orchestral disciplinarian - were outstanding. He died at Riverdale, New York on 16 January 1957.
CD Spotlight. Most Electrifying - Toscanini's Verdi Requiem from Carnegie Hall, enjoyed by Howard Smith. '... I find the 1951 adrenalin rush positively exhilarating.' Ensemble. A Conductor's Opera - A new production of Puccini's 'La bohème' at Rome's Teatro dell'Opera, reviewed by Giuseppe Pennisi Ensemble. A Wonderful Rendition - Puccini's 'La Fanciulla del West' at the movies impresses Maria Nockin Ensemble. A Marvelous Job - Puccini's 'La Fanciulla del West', heard by Giuseppe Pennisi Ensemble. What does this symphony mean? - Shostakovich's 'Leningrad', heard by Giuseppe Pennisi Ensemble. Hugely Satisfying - As New Zealand arts funding strikes a sour note, Howard Smith listens to the Vector Wellington Orchestra Ensemble. Eyes Tight Shut - 'La Fanciulla del West' at the Puccini Festival, reviewed by Giuseppe Pennisi Ensemble. Disillusioning in All its Grandeur - New York Metropolitan Opera's current production of Giuseppe Verdi's 'Attila' elicits a mixed reaction from Rebecca Schmid Ensemble. An Impressive Showcase - Pinchas Zukerman conducts the Israel Philharmonic, reviewed by Lawrence Budmen Ensemble. Student Life and Love - Puccini's 'La bohème' from Kentish Opera, enjoyed by Pippa Hare Ensemble. Meltingly Beautiful - Joshua Bell joins Vladimir Ashkenazy and the New World Symphony for music by Saint-Saëns and Mahler, reviewed by Lawrence Budmen Ensemble. Dramatic Veracity - Puccini's 'Turandot' from St Louis, reviewed by Maria Nockin Ensemble. Infectious Verve - Puccini's 'La bohème' in New Hampshire, reviewed by Maria Nockin CD Spotlight. A Fascinating Set - Opera recordings conducted by Stokowski, reviewed by Robert Hugill. 'It leaves one wishing that they'd recorded more.' Profile. The Hungarian Nightingale - A meeting with Gisela Doráti, better known as 'Gizi', by Bill Newman A star is reborn - BBC Legends, passing its one hundredth release, is appreciated by John Bell Young Record box - Trawling for treasure - Toscanini -


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A girl Who is SOOO skinny that when she bends over her back looks like a stegasaurus.
When that skinny bitch bends over her back looks like a stegosoreass.
by Rambo, John J.
January 03, 2008
1 more definition
Top Definition
added to the above definition.... examples of steggies could be crack whores or even meth whores
Look at that stegosoreass! She must be a filthy meth head!
by Jay R.
February 17, 2008


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Paradigm 7101 ACTIVcycle Motorized Exercised Cycle
Versatile home fitness tool targets upper- or lower-body muscle groups.
The Paradigm 7101 ACTIVcycle Motorized Exercise Cycle is a compact stationary unit that is easily adapted to work either the upper or lower body. The Paradigm 7101 takes up little floor space or rests atop a table for arm and shoulder work. The cycle's size, weight, affordability, and versatility make it an excellent low-impact cardio home fitness option, especially for those recovering from injury or with limited range of movement.
- Multi-function LCD display shows distance, time, speed, and calorie burn
- Compact design, lightweight
- Integrated handle for convenient storage
- Comfort pedal straps and non-skid floor mat
- Pre-assembled
- Quiet operation
- Workouts target only one region at a time
- Does not offer a wide range of complexities
- Does not provide pre-programmed workouts or monitor heart rate
The Paradigm 7101 ACTIVcycle Motorized Exercise Cycle is a fitness product; nutrition guidance is not provided.
EXERCISEThe Paradigm 7101 ACTIVcycle Motorized Exercise Cycle offers a low-impact cardio workout targeted to either the upper or lower body. Users have the option to utilize the built-in motor of to operate it manually for a higher level of resistance. The abbreviated range of low-impact, controlled motions available with the unit decrease the likelihood of muscle strain, making it an excellent choice for exercisers with physical limitations.
CONCLUSIONThe Paradigm 7101 ACTIVcycle Motorized Exercise Cycle is a great option for those with limited space to achieve a tailored cardio workout. Capable of working either the upper or lower body, the cycle is a great choice for those seeking a basic home fitness tool without the bulk of larger equipment.
Common MisspellingsParadime, Paradine, Paradign, Acticycle, Activecycle
Featured Diets
Related Diets: Schwinn 120 Upright Exercise Bike, Schwinn 140 Upright Exercise Bike, Schwinn A.C. Classic Indoor Cycle Trainer, Schwinn A.C. Performance Indoor Cycle Trainer, Schwinn A.C. Sport Indoor Cycle Trainer, Schwinn A10 Upright Bike