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1,000 - 5,000 downloadsAdd this app to your lists
+ By Georgia Tech Research Corporation
-Ground-up redesign of the app interface.
-Added the "Note this..." button to allow you to note specific locations that either need attention (issues with pavement, need for bike lanes, un-responsive traffic signals) or to point out useful amenities (bike racks, useful shortcuts, public facilities). "Note this..." allows you to select the specific kind of note and add a photo and description.
-Optimized data uploads.
-Bug fixes and improvements throughout the app.
-Removed the bicycle-bell reminder sound when recording long trips (or when forgetting to save a trip after reaching your destination).
Cycle Atlanta is a fun and easy way to record your bicycle trips, display maps of your rides, and help transportation planners make Atlanta a better place to bike. You can see maps of your rides, track your time, distance, and average speed, and even share maps of your favorite biking routes with friends if you want. Cycle Atlanta is easy to use: just hit "Start" when you begin your ride, hit "Save" when you are done, then select a Trip Purpose from a short list.
Do you bike occasionally for fun or exercise? Are you an avid cyclist who bikes to work everyday? Are you interested in helping to make Atlanta a more bike-friendly city? Then Cycle Atlanta is for you. Cycle Atlanta tracks your ride using the GPS on your iPhone. At the end of each trip, data representing your trip purpose, route, and the date and time are confidentially sent to researchers at Georgia Tech and planners at the City of Atlanta. You'll be helping Atlanta's transportation planners better understand the needs of cyclists—and you'll get to see maps and statistics of your rides.
NOTE: We assign a unique identifier to data you upload in order to group route data by user. No other identifying information is is automatically collected. You may optionally submit additional information about yourself.
Thank you for using Cycle Atlanta. The more data we get, the more we can do to make Atlanta a better city for cyclists!
Cycle Atlanta is a joint project between the City of Atlanta Department of Planning & Community Development, Georgia Institute of Technology, Atlanta Bicycle Coalition and Atlanta Regional Commission (ARC). It is funded through a contribution from the Atlanta Bicycle Coalition and the Atlanta Regional Commission's Livable Centers Initiative planning program.
(70 stars)
I've been using this app for a month now and have lost quite a few trips. The app is supposed to collect data but how accurate is that data when the app reads "0.0 miles in 19 minutes" huh? This is a sample commute from work to home that was actually 4 miles. Fix this please!
(70 stars)
Who came up with this app...beers to them!
(70 stars)
Wildly inaccurate. Says my 7 mile commute is only 5.5
(70 stars)
Love the simplicity. Doesn't always work. Ride 1.5 miles one way daily, start app, watch the gps data points start and go...only to arrive and it say, no gps collected. Other days its brilliant. Same route, same pocket. :-)


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Beating For You
The first time I loved you, you didn't noticed.
The second time, still nothing.
I vow to give up on you, but only if my heart would stop beating.
I tried to hate you,
But without a decent reason;
How long can this anger last?
Seeing your bright smile, my heart melts;
I tried to stop thinking about you,
By every time I see you, nothing else goes through my mind.
My love for you may not be as obvious as other's around us,
But I promise you it's still there.
Telling myself it's impossible,
Not wanting my heart to beat for you again,
Not for the third time this year.
But when I hear about your desires,
I wonder again, could that person be me.
The one you love, who is she?
Who is the one that keeps you from her?
Knowing that I will never have the courage to speak up,
I continue to dream on,
Even though I know that only heart break is waiting for me.
Even having friends telling me to stop,
Even doubting you myself,
After each heartbreak, and crying myself to sleep.
I still go back to you.
I still love you,
But when will you notice?
Or when will my heart stop?
Will it be the day when you reject me?
Or will my heart continue to beat after that?
If I can have one wish,
I would wish that I can have the ability to stop my heart from beating.
Beating for you.

subset: commoncrawl


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Former Immunex Management Team Chosen to Head-Up CTI Subsidiary Aequus BioPharma, Inc.
SEATTLE, May 14 /PRNewswire-FirstCall/ — Cell Therapeutics, Inc. (CTI) (Nasdaq; MTAX: CTIC) today announced the management team for its recently- formed subsidiary Aequus BioPharma, Inc. Carl J. March, Ph.D., MBA, a former Senior Vice President at Immunex has been chosen to lead the new company as President and CEO. Stewart D. Chipman, Ph.D., Vice President of Research at CTI and former Director of Biomolecular Screening at Immunex, who was a co- inventor of the technology and managed the team that advanced its development through an initial proof of concept stage, will serve as Executive Vice President and Chief Scientific Officer. David Cosman, Ph.D., former Distinguished Fellow and Research Director at Amgen and Vice President of Molecular Biology at Immunex, will join the Company's Board of Directors.
CTI also announced it will co-develop AQB-101 with Aequus BioPharma, Inc. AQB-101 is being developed as a follow-on biologic that is a Genetic Polymer modified version of G-CSF, to help fight infection in some patients taking chemotherapy. The therapy has the potential to be dosed once per chemotherapy cycle similar to some currently marketed G-CSF products, such as Neulasta(R). Using Aequus' Genetic Polymer technology to create the novel human therapeutic AQB-101 may result in greater ease of manufacture and a lower cost of goods.
"There is a lot of buzz around the Seattle venture and biotech community about this technology and its potential to rapidly develop follow-on biologics to current G-CSF or Interferon based human therapeutics while at the same time having novel applications for delivering small inhibitors of RNA," said James A. Bianco, M.D., President and CEO of CTI. "We have put together some of the scientists from the team who participated in the development of biologics at Immunex, such as Leukine(R) and Enbrel(R), so we are confident we have the requisite experience in protein therapeutic development and manufacturing."
CTI announced the formation of Aequus BioPharma in February. Its mission is to further develop the Genetic Polymer technology, discovered at CTI, which may speed the manufacture, development and commercialization of novel biopharmaceuticals including follow-on biologics or so-called biosimilars. CTI has committed to fund Aequus with a loan of up to $2 million and will initially retain a 70 percent equity interest in the new company.
"A key pitfall of protein therapeutics has been the relatively short plasma life of these types of drugs, which leads to the need for frequent injections and higher associated costs for therapies," said Bianco. "Aequus BioPharma will utilize the Genetic Polymer technology which we expect to extend the plasma half-life of therapeutic proteins and provide a potentially less expensive, streamlined development pathway for next generation of biologics. Aequus' technology can help speed access to the benefit of these new biotech drugs for millions of patients."
Carl March spent over 19 years in R&D at Immunex, most recently serving as Senior Vice President of Information Technology and Biochemical Sciences. In addition to co-managing the day-to-day discovery research effort at Immunex, March was directly responsible for the company's biochemical sciences group, which provided biochemistry, bioinformatics, protein chemistry, proteomics, and small molecule expertise to Immunex's cytokine biology research platform. March was also responsible for the corporate library and information technology at Immunex and helped guide the successful integration of the company's information systems with those at Amgen following its acquisition of Immunex in 2002. March received his Ph.D. in Chemistry from Purdue University and his MBA from the University of Washington Business School. He has served on numerous advisory boards and currently is a member of the Founding Board at the Information School (iSchool) at the University of Washington.
"I am very excited to team up with my former Immunex colleagues to help commercialize the very promising Genetic Polymer technology developed by Stewart and his team at CTI," said March. "While our initial focus will be directed toward follow-on biologics, we certainly believe CTI's discovery provides a platform which enables the rapid development of novel biotherapeutics so that patients can more readily benefit from the extreme pace of biomedical research we're experiencing in the post-genome era."
Stewart Chipman is a biotech executive with over 15 years of experience in building and leading scientific teams focused on the discovery and development of novel human therapeutics in the fields of inflammation, metabolic bone diseases, and cancer biology. Prior to joining Immunex, he was Director of Biology at ArQule in Boston. Chipman received his B.S. in Biology at Boston University and Ph.D. in Biochemistry from the Boston University School of Medicine. Prior to pursuing his career in biotech, he was an Associate Professor of Medicine at The Johns Hopkins University Medical School. He has co-authored more than 40 peer-reviewed scientific papers and is a co-inventor on seven U.S. and foreign patents.
David Cosman was educated at Cambridge University, then pursued his Ph.D. at Pennsylvania State University College of Medicine and Tufts University School of Medicine. He has published more than 130 peer-reviewed scientific papers and reviews and is a co-inventor on 35 U.S. patents as well as numerous foreign patents. One of the Institute for Scientific Information's most highly-cited scientists in Immunology, he has served on the Scientific Advisory Boards of the Keystone Symposia and Amgen Ventures, and presently serves on the Scientific Advisory Board of another Seattle startup with Immunex roots, VLST Corporation.
Additional board members will include Jack W. Singer, M.D., CTI's Chief Medical Officer and co-inventor of the Genetic Polymer technology, Fred W. Telling, Ph.D., CTI board member and former Vice President of Corporate Policy and Strategic Management for Pfizer Inc., as well as Dr. Bianco, who will serve as non-executive Chairman.
About Biologics
Biologics, especially recombinant DNA (rDNA) derived protein biopharmaceuticals, represent the fastest growing segment of pharmaceutical sales, currently at $51 billion worldwide and expected to hit $87 billion by 2010. Industrial scale protein production technologies are currently being applied to the development of a wide variety of protein-based therapeutics, including hormones, growth factors, antibodies and cytokine modulators, to treat a vast range of human diseases. But these drugs have a relatively short plasma half life. As a result, several physical, genetic and chemical approaches have been developed to extend the plasma half life of the therapeutic proteins while not compromising efficacy or introducing safety issues (immunogenicity and other off-mechanism toxicities). The most successful of these approaches has been chemical conjugation with monomethoxypolyethylene glycol (PEG), amino acid engineering leading to altered protein glycosylation and the addition of non-biologically active "carrier" domains.
About Cell Therapeutics, Inc.
Headquartered in Seattle, CTI is a biopharmaceutical company committed to developing an integrated portfolio of oncology products aimed at making cancer more treatable. For additional information, please visit http://www.cticseattle.com/.
About Aequus BioPharma, Inc.
Headquartered in Seattle, Aequus BioPharma is a biopharmaceutical company committed to developing affordable and improved biopharmaceuticals in a wide variety of human disease indications. For additional information, please visit http://www.aequusbiopharma.com/.
This press release includes forward-looking statements about the formation of Aequus BioPharma, the Genetic Polymer(TM) technology developed by CTI and the co-development of AQB-101 that involve a number of risks and uncertainties, the outcome of which could materially and/or adversely affect actual future results. Specifically, the risks and uncertainties that could affect the transaction include risks associated with Aequus BioPharma's unproven technology, preclinical and clinical developments in the biopharmaceutical industry in general and with the Genetic Polymer technology in particular including, without limitation, further research and development of AQB-101, the ability of Aequus BioPharma to raise additional capital as needed to fund its development programs, and the risk factors listed or described from time to time in CTI's filings with the Securities and Exchange Commission including, without limitation, CTI's most recent filings on Forms 10-K, 8-K, and 10-Q. Except as may be required by Italian law, CTI does not intend to update or alter its forward-looking statements whether as a result of new information, future events, or otherwise.
Media Contact: Cell Therapeutics, Inc. Dan Eramian T: 206.272.4343 C: 206.854.1200 Susan Callahan T: 206.272.4472 F: 206.272.4434 E: firstname.lastname@example.com http://www.cticseattle.com/media.htm Investors Contact: Cell Therapeutics, Inc. Leah Grant T: 206.282.7100 F: 206.272.4434 E: email@example.com http://www.cticseattle.com/investors.htm Aequus BioPharma, Inc. Carl J. March T: (206) 855-7802 Email: firstname.lastname@example.com
Cell Therapeutics, Inc.
CONTACT: media, Dan Eramian, +1-206-272-4343, cell, +1-206-854-1200, orSusan Callahan, +1-206-272-4472, fax, +1-206-272-4434, firstname.lastname@example.com,or investors, Leah Grant, +1-206-282-7100, fax, +1-206-272-4434,email@example.com, all of Cell Therapeutics, Inc.; or Carl J. March ofAequus BioPharma, Inc., +1-206-855-7802, firstname.lastname@example.com
Web site: http://www.aequusbiopharma.com/
Web site: http://www.cticseattle.com/


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Regulator probes co-op for statutory board employees for 'possible irregularities'
Published on Jun 23, 2014 10:46 PM
SINGAPORE- The regulator of cooperative societies here has launched a probe into a co-operative for permanent employees of statutory boards following possible fraud.
In a statement sent on Monday evening, the Registrar of Co-operative Societies said it had received information about "possible irregularities in the governance and administration" in the Singapore Statutory Boards Employees' Co-operative Thrift and Loan Society.
The probe will look into the operations, financial condition, and affairs of the co-op, the Registry of Co-operative Societies, which is under the Ministry of Culture, Community and Youth, said.
The Straits Times had reported earlier this month that about $5 million has been reported missing from the co-op's account, and that the police are looking into the matter. After the news broke, the co-op had issued a statement saying it had suspended two of its workers, without elaborating.
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For Men Only Testimony - Today's Christian Videos
Embed thepottershouse1 2155 views 2010-10-02T01:16:11 Another testimony about the For Men Only conference at the Gaylord Texan Resort.
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Close enough for government work.
Cheating College Students More Likely to Want Government Jobs
November 22, 2013 by 4 Comments
Importance of Issues – Rasmussen Reports™
October 2, 2009 by
Importance of Issues
Government Ethics Edges Out Economy As Top Issue Among Voters
Thursday, October 01, 2009
For nearly two years, economic issues have held the top spot in terms of importance among voters.
But the latest national telephone survey shows that 83% now view government ethics and corruption as very important, placing it just ahead of the economy […]


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My education at Lake State taught me not only the basics of exercise science and health and wellness but prepared me for my future research career. I became involved in national organizations, improved my networking skills to create working relationships, and ended up with an amazing paid internship that turned into a 3-year research professional position at the Medical College of Georgia in Augusta, GA. Now in graduate school pursuing a doctorate degree at Virginia Tech, I rely on the knowledge I acquired at Lake State and put it to practice daily while discussing health-related topics in class or conducting obesity and inflammation research in our laboratory.
Elaina Marinik
Exercise Science Alum,
Graduate Student,
Virginia Tech.
Kathy Gregg
Special Clerk III
Disclaimer: Any links to external web sites and/or non-Lake Superior State University information provided on university pages or returned from university web search engines are provided as a courtesy. They should not be construed as an endorsement by Lake Superior State University of the content or views of the linked materials.
For directory updates, complete and return this form to Human Resources.
Impact in the real world...
Rachel Claucherty-Arnold
Environmental Health
What made Rachel's Lake Superior State experience so unique was the practical research she did with top-notch faculty.
"I really enjoyed working with environmental chemistry professor Judy Westrick and biologist Deb Stai," Rachel says. "For my senior project, we evaluated a lab method for cultivating a fungus that causes infections in humans."
[ more ]


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Fire officials: Corpus Christi needs more firefighters
CORPUS CHRISTI - It's a simple formula: More firefighters equals faster work which equates to more lives and property saved.
But it takes money.
That's why Corpus Christi fire officials are looking for federal funds to hire more firefighters.
Corpus Christi Fire Chief Robert Rocha went before City Council on Tuesday, requesting to apply for a $2.4 million SAFER federal grant to hire 27 firefighters.
The city has 384 firefighters and maintains a minimum of 96 firefighters on duty each day.
Last year's elimination of a fire academy, paired with upcoming retirements, has left the department short, Rocha said. He wants to bring the city's staff up by an additional 30 firefighters.
Carlos Torres, president of the Corpus Christi fire union, told city council members Tuesday that the department needs more firefighters on its trucks to better fight fires.
Torres referenced a 2010 study by the National Institute of Standards and Technology, an arm of the U.S. Department of Commerce, which says four-man fire crews are nearly a third more effective than three-man crews.
Of the 22 firetrucks in use by the Corpus Christi Fire Department, about a third use four-man crews, the rest are manned by three firefighters.
The national study shows that a four-man crew can work to extinguish a fire nearly 25 percent faster than a three-man crew — speeding up lifesaving efforts on scene.
The optimum staff level is five firefighters to a truck, according to the study.
"We're doing the best we can with what we have," Torres said. "There is a delay in setting up equipment and getting water to a fire when you have less personnel."
While working as an assistant fire chief in Kansas City, Rocha successfully applied for the same grant, acquiring $2.5 million for new hires. The fire department currently operates on a nearly $40 million budget.
"With this grant we'll be able to reach our budget goals and staff our units with full personnel," he said.
The city already has authorized Rocha to make the hires, but if the grant goes through, it will save the expense from the city's general fund, he said.
Rocha said he should know by the end of summer whether the grant will come through.
The request comes amid more than a yearlong contract dispute between the firefighter's union and the city, who have yet to reach an agreement on firefighter salaries, pensions and benefits.
Rocha said even without the hires, the Corpus Christi Fire Department has enough hands on deck to provide quality service.
"I think the city should feel comfortable with the number of firefighters we have out there," he said. "We're operating with 96 firefighters each day — and that number provides good coverage."
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Shop now and get Free Value Shipping on most orders over $49 to the contiguous 48 states, DC and to all U.S. Military APO/FPO/DPO addresses.
We want to ensure that making a return is as easy and hassle-free as possible! If for any reason you decide that your purchase just isn't for you, simply return the item within 30 days of receipt and we'll cover the cost of return shipping. Learn more about our Return Policy.
The Seattle Sports Kayak Wall Cradles has been manufactured to function as the ideally suited accessory for the ship of almost any kayak or canoe operator. Helpful boating equipment can make your kayak or canoe that much more entertaining to work with. With the Seattle Sports Kayak Wall Cradles, usage of a high quality canoe or kayak device has never been quicker. These Canoe and Kayak Accessories from Seattle Sports are manufactured by using long lasting and trustworthy resources, in an attempt to be sure that you possess resilient and efficient solutions for your marining needs. Seattle Sports has been making top quality kayak and canoe supplies for a reasonable length of time, and the Seattle Sports Kayak Wall Cradles is the response of their resolve for providing water sports enthusiasts with some of the greatest equipment offered. For a good way to make certain you are operating with some of the most effective products the marine business is providing, choose the Seattle Sports Kayak Wall Cradles.
Store your kayak quickly and easily with these easy-mount wall cradles. Built with strong, yet lightweight powder coated steel, the cradles come with mounting lag bolts for quick easy installation. Sold as pairs.
The Seattle Sports Kayak Wall Cradles is a quality addition to the Seattle Sports lineup. For more great deals on Canoe and Kayak Accessories by Seattle Sports, please browse our Seattle Sports Water Sports Equipment page.
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text: 3N513 Ridge Drive Campton Hills/St. Charles, St. Charles, IL 60175 Status: Off Market MLS#: 08235403 Contact Email this listing Share on Pinterest Share on Google+ Share on Facebook Share on Twitter Calculate Mortgage Print Flyer Get Directions Request a Showing Off Market 3N513 Ridge Drive St. Charles, IL 60175 is no longer on the market or has been removed from the MLS. Similar to 3N513 Ridge Drive : Ask an Agent About 3N513 Ridge Drive * Required fields Send Your Question × Monthly Payment Estimator Price: Down Payment: % Loan Amount: Loan Type: 30 Year Fixed 15 Year Fixed 5/1 ARM Interest Rate: % Est. Tax & Insurance: % ($/mo.) Est. Monthly Payment: $478 per month × Email a Listing 3N513 Ridge Drive, St. Charles IL, 60175 From: Name: Email: To: Name: Email: Subject: Message: Take a look at this property I found on ChicagoSuburbsHomeSearch.com: http://www.chicagosuburbshomesearch.com/homes/3N513-Ridge-Drive/St-Charles/IL/60175/27497899/ Send a copy of this message to me Send Email


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Preview Course Catalog
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To view or enroll in a course listed below, click the "Go" button. You will be redirected to the login page where you can either login with your existing LoginID and Password, or click the "Create New Account" link if you do not have one. Upon logging in, you will be directed back to the registration page for the course/content item you selected.
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Delivery Method
New Public Health Administrator Series
This series of 12 courses has been derived from a series provided by the state of Iowa and adapted for Missouri, although it would benefit any new public health administrator around the country.
Courses address topics including general agency management, grant writing, contracts, critical thinking, human resources, general public health knowledge, etc.
Course Duration:
10-15 Hours


text: Immigration reform, Dumb Starbucks, California drought and more February 11th, 2014, 7:59am Immigration reform groups to start playing hardball with GOP lawmakers February 11th, 2014, 9:09am | Take Two A number of immigration reform advocacy groups plan to target Congressmen in an aggressive new campaign at public appearances and hearings. Add your comments Those in the Obamacare 'affordability gap' risk futures in medical debt February 11th, 2014, 9:11am | Tristan Ahtone, Fronteras Desk | Take Two One in four American currently face medical debt. The Affordable Care Act should lessen that debt by improving access to healthcare, but some populations could still face mounting bills. Add your comments With two-year extension, California ponders prison population reduction February 11th, 2014, 9:10am | Take Two A federal three-judge panel ruled yesterday that Governor Jerry Brown now has two more years to reduce the state's prison population. Add your comments Environmentalists wary of Obama's drought-viewing trip to Fresno February 11th, 2014, 9:24am | Take Two President Obama is coming to California to visit Fresno at the end of the week, where he'll get a first hand view of how the drought is affecting this state. Add your comments Drought: Ranchers already making tough decisions February 11th, 2014, 9:10am | Vinnee Tong, California Report | Take Two A warm, wet weather system could bring as much as a half-foot of rain to some parts of California this weekend. Even so, the state's top water official says we'd need to get significant precipitation every other day through May just to get back to normal. Add your comments What the Metropolitan Water District learned from previous droughts February 11th, 2014, 9:36am | Take Two The Metropolitan Water District actually has a surplus of the wet stuff. Now the big question is what to do with it? For more on that we're joined now by the district's general manager Jeffrey Kightlinger. Add your comments Richmond school uses mindfulness to teach coping skills February 11th, 2014, 9:11am | Katrina Schwartz, California Report | Take Two Plenty of school kids deal with a world of emotional problems, but some kids have a whole host of issues greater than the usual. Drug abuse in the home, incarcerated parents or even homelessness. Add your comments Tuesday Reviewsday: Neneh Cherry, Romeo Santos, Ana Tijoux and more February 11th, 2014, 9:09am | Take Two It's Tuesday, which means that it's time for Tuesday Reviewsday, our weekly new music segment. This week we're joined by music critic Steve Hochman and Justino Aguila from Billboard Latin. Add your comments Dog discrimination uncovered at the Westminster dog show February 11th, 2014, 9:51am | Take Two As the 138th Annual Westminster Dog Show continues Tuesday, we take a look at the discrimination towards dachshunds, who have never won the competition's top prize of Best in Show. Add your comments Olympic luger Kate Hansen of La Cañada on the Sochi experience February 11th, 2014, 10:19am | Take Two Just a few hours ago, women competed in the single luge event at the Winter Olympics in Sochi. Representing the USA was southern Californian Kate Hansen of La Cañada. Add your comments Folk art icon and Salvation Mountain creator Leonard Knight dies February 11th, 2014, 10:03am | Take Two Known as Salvation Mountain, its long-time creator, Leonard Knight, died Monday at the age of 82. We're joined now by Zack Godshall, a filmaker who spent time with Knight for a 2009 documentary called "God's Architects." Add your comments In 'Hidden Girl,' writer Shyima Hall recounts her life in slavery February 11th, 2014, 9:53am | Take Two "Hidden Girl" is a harrowing tale of how a young girl wound up becoming a child slave for years, both in her home country of Egypt and after her captors smuggled her into the U.S. Add your comments Students from Japan wow LA churches with gospel music February 11th, 2014, 9:11am | Take Two Despite not speaking English or coming from a tradition that understands its spirituality, Japanese students come to LA every year to shock parishioners in black churches with their powerful gospel music. Add your comments Find an archived Episode: January February March April May June July August September October November December 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 2013 2014 2015


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I was surprised to find out that you have to be 21 in the states to drink. Seems crazy 18 to vote, serve in the military but 21 to have a glass of wine.
I was watching a US news channel and they say theres a move to get it lowered, what do you think?


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Men's 20's Costumes
Gold Coast Gentleman Mens Costume
Strut your stuff on the streets like you own the place wearing the Gold Coast Gentleman Men's Costume. This beige jacket comes complete with a shirt front and attached vest, tie and matching pants.
Amish Mafia Adult Mens Costume
Intimidate your way to the top on Halloween when you wear the Amish Mafia Adult Men's Costume. This pair of black pants comes complete with suspenders, hat and a dark beard.
Supa Mac Daddy Adult Mens Costume
Pimp out your Halloweengetup in this stylish Supa Mac Daddy Adult Mens Costume! Classy blacksuitwith leopard print trim and matching hat will have you mackin' and smackin' all night long, my man. Add some bling and a cane if you really want to get your game on!
Poker Face Adult Mens Party Suit
…wearing the Poker Face adult men's party suit whilst playing poker in the casino will make it pretty hard for your opponents to keep their poker faces straight. This Party Suit has Las Vegas and Atlantic City written all over it and this poker-inspired costume will surely look fantastic behind…


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|Travelodge Peterborough hotels are provided below. Search for cheap and discount Travelodge hotel rates in Peterborough, ON for your upcoming individual or group travel. We list the best Travelodge Peterborough lodging so you can review the Peterborough Travelodge hotel list below to find the perfect place.
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Booking a group or meeting? Set up a group hotel block in Peterborough ON
All Travelodge in or near Peterborough
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Sculpt and tone your midsection by strengthening your abdominal and lower back muscles. Learn correct body position and techniques that will get you better results.
Take sculpting to the next level! High-intensity weight training techniques that utilize dumbbells, body bars, resistance-tubing and steps. Abs included.
Results Flow: A flow-based class modeled on the sun salutations that links standing and seated postures, backbends and inversions with the breath in evenly-paced, straightforward sequences. Appropriate for all levels.
Burn an average of 500 calories while getting a heart-pounding, low-impact workout. Set your own pace as you learn proper form and riding technique. This cardio class accommodates all fitness levels.


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Broncos, Manning beat Chargers 24-17
Peyton Manning welcomed Wes Welker back into the lineup with a touchdown toss and the Denver Broncos narrowly avoided a repeat of their playoff slip from last year, advancing to the AFC championship game with a 24-17 win over the San Diego Chargers.
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ABC7 News at 4 Now Weekdays!ABC7 is giving you MORE news in your afternoons with an extra hour, an hour earlier! Join ABC7's Leon Harris and Alison Starling for what's trending in your community and world. Every weekday afternoon at 4pm right after back to back "Hot Bench" shows at 3pm on ABC7.


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Heart Transplant Center - Metairie, LA
Metairie Cardiothoracic Surgeon Doctors for Heart Transplant
Type of Physician: Cardiothoracic Surgeon
What is a Cardiothoracic Surgeon?
A certification by the Board of Thoracic Surgery; practitioners are skilled in patient care before, during and after surgery, and the critical care of patients with pathologic conditions within the chest. The management of the airway and injuries of the chest is within the scope of the specialty.
Specialty: Cardiothoracic Surgery
Common Name: Chest Surgeon
Cardiothoracic Surgeon Doctors in Metairie *
Tulane University Hosp Clinic
Tulane Medical Ctr Crdlgy Clin
Children's Hos Ambltry Cr Clnc
Children's Hos Ambltry Cr Clnc
Dr Micheal Adinolfi MD
Cresent City Cardio Assocs
Cresent City Cardio Assocs
Cresent City Cardio Assocs
Charles T Everson MD
Crescent Surgical Group
Randall S Juleff MD
Ochsner Clinic Foundation
Vein Center of The South
CVT Surgical Center
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Doc on Chicago rumor: 'That's silly'
|05.18.10 at 11:06 am ET
ORLANDO — An unsourced rumor on the AOL FanHouse website Monday night linked Doc Rivers and LeBron James to the Chicago Bulls as part of a package deal. Rivers denied it Tuesday morning as the team went through a shootaround in preparation for Game 2 of the Eastern Conference finals against the Magic.
"It's the first time I've heard it, but no," Rivers told WEEI.com. "That's silly."
Rivers is a Chicago native, and the Bulls do have a head coaching vacancy after they fired Vinny Del Negro. But Rivers has a year left on his contract with the Celtics and he has maintained that he will either be with the Celtics or he will spend the year in Orlando, where his family has a home.
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from £27 /night help Price for guests, Nights approx:
from £27 /night help Price for guests, Nights approx:
Estimated nightly price based on a weekly stay. Contact the advertiser to confirm the total cost.
Cottage / 1 bedrooms / sleeps 2
Availability Your dates are available
Cottage / 1 bedrooms / sleeps 2
|Key Info
Frodos is a single storey, self contained annexe to the rear of the owner's home in a quiet lane in the village of Henstridge near to Sherborne. With one double bedroom and a bathroom, it is ideal for a couple as the cottage also contains a small fitted kitchen and a sitting room with a dining area. To the outside of the cottage is shared use of 3/4 acre of lawned garden with a large patio area, garden furniture and a BBQ. Located near to the border of Dorset and Somerset, Frodos is a lovely cottage for a couple wishing to explore this part of the country.
|Sleeps up to 2, 1 bedrooms
|Car advised
|No pets allowed, No smoking at this property
Features and Facilities
|Internet access
|Washing machine
|1 bedroom, 1 bathrooms of which 1 Family bathrooms
|Double beds (1)
|Private garden
|Further details
Storage radiators with electric panel wall heater in bedroom and heated towel rail in bathroom. Mini electric oven with two-ring hob, microwave, fridge/freezer, use of owner's washing machine by arrangement, TV, CD player/radio, WiFi, library of books. All fuel and power inc. in rent. Bed linen and towels inc. in rent. Travel cot available on request. Roadside parking available on either the cross or street opposite the house. Shared use of 3/4 acre of lawned garden with large patio area, garden furniture and BBQ. Sorry, no pets and no smoking. Shop 1 min, pub 3 mins. Note: This property is suitable for 2 adults and 1 infant only. Note: WiFi signal can be low.
The Somerset region
Somerset offers 3 areas of Outstanding Natural Beauty - the Quantock, Mendip and Blackdown Hills. Lose yourself in the glory of nature, take a ride on a steam train, visit a traditional farmers' market or explore your mystical side at Glastonbury.
Henstridge lies in the extreme south of Somerset and it's parish is separated from Dorset by Landshire Lane. Its name comes from the Olde English word 'henst', meaning 'horses' and translates as: "the ridge where stallions are kept". The ridge is the narrow strip of Jurassic limestone that runs through Henstridge and the nearby villages of Yenston and Whitechurch. Henstridge has an attractive church, which was consecrated in 1332. Unusually it has four altars. The porch was added in the 14th Century and the north aisle was built in the 15th Century. Nearby, you can explore a number of properties in the care of the National Trust, such as Stourhead House and Gardens and the historic town of Shaftesbury. Britain's most famous stone circle, Stone Henge, is only a short drive away and the Dorset coast offers the best of coastline and countryside.
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6 Dec 2012
"Comfortable, peaceful, and relaxing"
Found the holiday had everything we were looking for, it was very comfortable, we found it just what we wanted, and very central for the many things that we did while on our break. Would certainly go … More
13 Sep 2012
"Perfect place to relax and get away from it all"
Lovely little cottage, perfectly positioned to explore Somerset and Dorset, plus in easy walking distance to the nearby pubs.… More
20 Oct 2011
"Friendly, compact, centrally located"
Our host was very friendly and happy for us to share her large patio and garden. She was also kind enough to lend us extra cutlery when we had friends over for a barbecue. A very enjoyable holiday in … More
22 Sep 2011
"convenient and comfortable !!"
We stayed here with our 2 month old son on our first holiday as a family, we found the facilities at Frodos perfect for our needs and the owners were very helpful and accommodating. We thoroughly enjo… More
12 May 2011
"frodos holiday cottage"
met by the owner very pleasant lady,the cottage was very comfortable and adequately furnished,the location was perfect for touring & visiting several national tust properties, the local pub was excell… More
8 Nov 2010
"Excellent location and excellent and friendly service."
The location of the cottage was ideal for touring four counties: Somerset, Wiltshire, Dorset and Devon. The proprietor was extremely friendly and helpful. We would highly recommend this accommodation.… More
15 Sep 2010
"An excellent centre for seeing Somerset and Dorset"
Henstridge makes an excellent centre for visiting several NT houses and gardens and other historical sites in Somerset and Dorset. We also enjoyed some long walks, favoured by the weather. The house i… More
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You're booking with
Sykes Cottages (Property Manager Sykes Holiday Cottages)
- 7 Years listed
Calendar last updated:24 May 2015
Based in United Kingdom
- English
- Landline
- +44 (0) 1244 500524


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Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15941
|Cost-benefit analysis of multisystemic therapy for serious and violent juvenile offenders and their siblings
|Dopp, Alex R.
juvenile offender
multisystemic therapy
evidence-based treatment
economic benefits
|University of Missouri--Columbia
|This study investigated the economic benefits of an intensive family-based treatment (multisystemic therapy, MST) versus individual therapy (IT) using arrest data from 25-year follow-ups of referred serious and violent juvenile offenders (n = 176) and their closest-in-age siblings (n = 110). Three categories of benefits were evaluated: (1) taxpayer benefits (i.e., avoided criminal justice system costs), (2) tangible benefits to crime victims (i.e., avoided tangible losses), and (3) intangible benefits to crime victims (i.e., avoided pain and suffering). Results indicated that reductions in criminality for juvenile offenders and siblings in the MST versus IT conditions were associated with substantial benefits to both taxpayers and crime victims. Cumulative benefits of MST over IT ranged up to $34,955 per referred youth and up to $37,433 per family (i.e., when siblings were included). Overall, it was estimated that every dollar spent on MST recovered up to $4.98 in the years ahead by preventing future crimes. Sensitivity analyses also indicated that estimates of savings were robust to variations in crime victim intangible benefits, sibling juvenile arrest rates, and discount rates. The economic benefits of MST are important for administrators and policymakers to consider when allocating scarce financial resources to interventions for serious juvenile offenders.
|Other Identifiers:
Items in MOspace are protected by copyright, with all rights reserved, unless otherwise indicated.


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I plan to use the Apple Airport Extreme as my main router downstairs. However I need further access points upstairs. Is it possible to use other access points by other brands with the Airport Extreme or do you need to use apple products e.g. the base station?
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Karen SchwarzenbergTwitter Statistics
@KSchwarzenbergG - Tracking since June 13, 2011
Presidenta de #Cokepliebers, Cirujano Dentista. Judía y jodida. Generalmente soy un plomazo, así que si le molestan mis tweets, simple.. NO me siga.
Punta Arenas... por ahora
You are on Karen Schwarzenberg's Twitter stats page
We track these Twitter stats since June 13, 2011 . You can see how many followers Karen Schwarzenberg lost or gained and what the prediction is for tomorrow or the next 15 days, together with all kinds of other stats like rank compared to all Twitter users, tweets etc.
Why don't you give it a try and compare Karen Schwarzenberg to yourself ? Or if you are Karen Schwarzenberg get even more feature rich & up-to-date stats with Premium & Pro Twitter Stats.
Twitter Counter is the #1 Twitter stats site powered by Twitter. It all started in June 12, 2008 and we grew rather rapidly because of our Twitter Counter badge. The button is a nice small image that shows your visitors how many followers you have on Twitter. Within a year the button was on many many blogs around the world and we displayed more than 100 million buttons in one month. We track follower stats for over 180 million users now.
"I just unlocked the 6-month graphs on Twitter Counter.
Find out more http://twittercounter.com/pages/you via @TheCounter #paidwithatweet"


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Making Connections: Democracy Is Not a Spectator SportMon, 12/01/2014 - 14:07 — gclarke
By: Rhian Evans Allvin
This year, for the first time ever, I voted in a state other than Arizona. Steeped in the politics of the great Southwest for 25 years, I am a political novice in the Commonwealth of Virginia. Getting to know the political landscape—the key issues, the candidates, the budget situation—has been fascinating. What haven't changed are the core tenets of candidates' motivation to advocate for public investment in early childhood education:
- Knowing that their constituents hold them accountable for their track record on early learning
- Following the polls (thankfully, the polls I have seen place voters squarely on the side of young children—across political ideologies)
- Knowing that parents, teachers, and other early childhood stakeholders turn out on Election Day
For the past 20 years I have been involved in electoral advocacy on behalf of young children in a state known for its conservative ideologies. I have seen and been a part of candidate races and ballot initiatives. I have felt the thrill of victory and the agony of defeat. At times we early childhood advocates may be too quick to anticipate failure, lamenting the lack of support and the frustration of competing with special interest groups. While effecting any type of social change is really hard work—it sometimes feels like rolling a boulder uphill that might never reach the top—we hold a lot of untapped power and potential. Examining a few myths about the politics of early childhood education may motivate you.
MYTH: Early learning is a liberal issue.
FACT: Ensuring that every child can reach her full potential is a core American value. Conservative or liberal, Republican or Democrat, we have a collective moral obligation to give children a fair start in life. Irrefutable research in neuroscience confirms that the first five years of life have a decisive, long-lasting impact on children's cognitive, linguistic, social-emotional, and physical development.
MYTH: Candidates across political parties and ideologies will never come to agreement on early learning.
FACT: Red and blue states alike have signed on for the US Department of Education's Race to the Top—Early Learning Challenge funding; applied for federal preschool development and expansion funds; and passed significant appropriations for early childhood investments. Our job as early childhood advocates is to create an environment in which candidates compete to present and support bold early childhood agendas.
MYTH: The early childhood community isn't powerful enough to affect election outcomes.
FACT: Just as powerful as financing is the sheer number of constituents who care about early learning. They need to be energized, organized, and empowered. There are one million people employed in early childhood centers and school classrooms. Add to those family child care providers, home visitors, coaches, before- and after-school program staff, specialists, and other stakeholders, and the number exceeds three million. Assume that many of them vote. Assume that they all are willing to convince two other people to vote. That is what we call a movement.
MYTH: There is no way we can pay for the electoral advocacy activities we want to organize.
FACT: As the saying goes, facts are negotiable but perceptions are rock solid. Early childhood advocates may not have the resources that special interest groups have, but well-placed grassroots tactics can be equally powerful. During the fight in Arizona to stop the repeal of the First Things First initiative, early childhood advocates organized months of phone banks. Through this effort, volunteers called all registered independents who had voted in the last several election cycles with a message to vote no on the proposition. Tens of thousands of voters were reached, and the costs were negligible. This is an example of minimal funds and powerful outcomes.
NAEYC is piloting electoral advocacy efforts with three Affiliates this year. The goal is to steadily increase the Association's support of Affiliate strategies to promote a variety of nonpartisan election activities on behalf of young children.
For decades there have been great debates, successful and failed efforts, and political mudslinging about election reform. Whether it is campaign spending limits, soft money, or voter identification, figuring out how to open wide the gates of democracy is a critical topic. What is essential is the need for you, as an advocate for young children, to make the greatest contribution you can—to cast your vote on Election Day and to convince two friends to cast their votes too. We owe it to the young children and families we dedicate our lives to serving.
Rhian Evans Allvin is the Executive Director at NAEYC.
This article appeared in the November 2014 issue of Young Children.
Bullying in Early ChildhoodMon, 10/27/2014 - 15:57 — gclarke
by Kyle Snow, Ph.D.
October has been designated Bullying Prevention Awareness Month by the PACER Center (Parent Advocacy Coalition for Educational Rights) since 2006. The movement has grown to include federal efforts highlighted on www.stopbullying.gov.
While much attention is paid to bullying among older children – both in the media and in research - relatively little focus has been paid to bullying in early childhood. In part, this may be due to a view that behaviors thought of as bullying in older children are "part of growing up." This is certainly part of it. However, measuring bullying is challenging to do among young children. They tend to over-report behaviors as bullying that most definitions would not include.
The body of knowledge on young children and bullying, however, is growing. This excellent Guidance Matters article from Young Children adjusts what is known about bullying among older children to suggest developmentally appropriate prevention tips and resources for young children. A research review paper was published in Educational Psychology Review by Vlachou and her colleagues that provides an excellent overview of current research on bullying in early childhood. Here are a few highlights:
Defining bullying
Bullying has three elements: it is an act is aggressive and intended to do harm; these are repeated over time; and, they occurs within the context of power imbalance. In other words, it is a series of acts intended to hurt another child, committed by a child to gain or to assert greater power over another child. The definition is important because it distinguishes bullying from rough and tumble play and other aspects of young children's developing social skills. This article explores the difference between rough and tumble play and fighting, for example. Bullying can be physically aggressive, but can also be verbal (name calling), or social (social exclusion) in nature.
Bully, victim, and bully-victim
Researchers who study bullying use specific terms to describe the roles children tend to fill in social settings. The bully/aggressor is the dominant child acting against one or more other children. The victim is the clear target of the bullying, and the bully-victim tends to of fill both roles at different times, with different peers. Of course, there are some children not involved in bullying at all, and some how are not directly involved in the bullying act (children who comfort a victim after an act, for example).
How common is bullying in early childhood?
Studies that quantify how many children are bullies, victims, or bullying victims are rare. Data from one study of children's experience with violence showed that 20.4% of children ages 2-5 had experienced physical bullying in their lifetime and 14.6% had been teased (verbally bullied). Vlachou's paper provides some estimates suggesting that bullying is more common among young children than school aged children. They report one study of 4-year-olds showing 25% of children as bullies and 22% as victims, and 2% as victim/bully. In other words, just about half of children studied were involved in bullying – as aggressor or victim. By contrast, data for older school-age children, show 7-15% as bullies, 10% as victims and up to 10% as bully-victims. The limited data also suggest that the roles children assume in preschool are less stable than they are among older children – so a child who is a bully today may be a bully-victim or victim later in the year.
Changes in bullying with age
While the prevalence data show more bullying occurring among younger children, the data also show less bullying, overall, as children grow older. This general decline in bullying occurs even while the nature of bullying changes from more overt, physically aggressive behaviors to other forms of bullying, such as verbal attacks and social exclusion, both of which become more common as children grow older. The limited data that exist also suggest, though, that even as young as 4-years, there are sex differences in the nature of bullying, with boys more likely than girls to use physical aggression in their bullying.
Bully and victims in groups
While early research suggested a "type" of child who was a bully and who was a victim, recent research suggests much more diversity in the social and emotional experiences of bullies and victims of bullies. This diversity is only beginning to be teased apart for older children, and not yet undertaken among younger children. One finding that emerges in studies of bullying among preschool-aged children is that bullies tend to be well embedded in social networks (that is, they have many friends), though they also tend to associate with other bullies. There is an interesting gender difference – girls who are bullies are more likely to be socially isolated. It seems like bullying is more acceptable for boys than it is for girls. By contrast, victims of bullies tend to have fewer reciprocal friends in the social group. Whether victims' social isolation is the result of bullying or a contribution to it is unclear - having few friends makes children vulnerable to a bully, but bullies tend to enjoy higher status among their peers than do victims.
Bullying and the setting
It may not be surprising that bullying activity occurs in some parts of the child's setting but not others. Research shows that aggression is more common in areas that include activity spaces (e.g., block corner, water table) and playgrounds. Aggressiveness is also more common in spaces that are open and less clearly defined, possibly because the expectations for children activity is less defined.
Where is bullying coming from, and what can I do about it?
The general consensus among researchers is that bullying is in part driven by children's developing social skills and behavior and emotion regulation skills. These skills are very fluid among young children, with the result being a range of challenging behaviors, which may include bullying. As children build social and regulatory skills, challenging behaviors and bullying tend to decline. This research paper examined predictors of bullying or being victimized by bullying. The broadest finding is that children who bully, and children who tend to be victims, score on the extremes using measures of behavior problems. Bullies score extreme on externally – acting outwardly in extreme ways, while victims score high on internalizing, such as withdrawal and passivity. Bully-victims score high on both. In short – all have poor social and behavioral skills. So programs that focus on building children's social skills are often considered to be one broad bullying prevention measure.
Additional Resources:
- In addition to the Guidance Matters article mentioned above, this compilation of teacher competencies to support children's positive behavior development may be of interest. This report provides a deeper research review of these same ideas.
- The Bernese Program against Victimization (Be-Prox) is one evidence-based model for kindergarten teachers and the Olweus Bullying Prevention Program is one model used for older children.
Engaging Diverse Families: Two Principals Share Their StoriesMon, 09/29/2014 - 10:09 — gclarke
Two elementary school principals who work in diverse communities share their experiences engaging families. As Peter Moran of Glenallan Elementary School, in Silver Spring, Maryland, and Katie Charner-Laird of Cambridgeport School, in Cambridge, Massachusetts talk about family engagement, particular themes emerge: the importance of commitment, teamwork, and deep respect for children and their families.
Interview conducted by Amy Shillady.
Can you share some strategies your schools use to engage families?
Peter: At Glenallan a bilingual parent–community coordinator organizes parent involvement meetings, helps plan family events, establishes links with community services and resources to help meet families' needs. Teachers encourage families to visit the school throughout the year and work together to host family events usually at the beginning and at the end of the school year. For example, first grade teachers invited children's families with Salvadoran roots to share their tradition of preparing pupusas with other first graders and their families. This was a fun event and children and teachers learned more about the families' culture.
We also host themed events, such as family math and STEM nights. We provide materials for families to take with them to extend their children's learning at home.
We've also restructured our PTA meetings which begin with a dinner. The PTA president and I speak briefly at the beginning, and then families take the lead. Children are welcome so that families don't need to arrange child care. We also hold monthly parent involvement meetings in the mornings.
When we show children that we value their families, we build their trust in their teachers and the school. Children feel empowered. They are proud to introduce their parents to their teachers and friends. Families feel accepted and valued and better understand and support their children's learning.
Katie: Cambridgeport has a family liaison whose is accessible to all families to support children's academic achievement and help to foster communication and a welcoming school climate. This support takes many forms, and can vary from one relationship to the next within the school community.
One successful schoolwide strategy has been to deliberately link family and community events to student learning. We typically have a theme tied to events. For example, we host Spaghetti Dinner and Literacy Night. These events have two main goals: bringing our community together and cultivating a love of reading. Families and children attend, we eat together, and then we provide fun activities that promote children's literacy skills.
At staff meetings, teachers talk about effective ways they partner with families. For example, recently one teacher shared how she sends out a short email to families every Friday that highlights what children learned that week. She explained that many families really value this communication. The other teachers liked the idea, and it caught on.
Our school has a strong philosophy about honoring and celebrating all the ways families are involved. Some families want to be involved in the life of the school—attending school events, volunteering for different roles, or running for the school council. Others are engaged in their child's learning. This means transporting their children to and from school, helping them with homework, and getting them to bed on time. We value all the different ways there are to be a part of children's education.
I try to draw on the power of teamwork. Teachers share good ideas and work together to plan engaging events. For example, if I hear one kindergarten teacher is planning an event, I may encourage the other kindergarten teachers to get involved. And after encouraging teamwork, I find it now happens naturally among teachers.
What is the school's overall approach to respecting diversity? What are some specific ways the school promotes children and families' different cultures, languages, and experiences?
Peter: We value children and families' different cultures and experiences. We focus on culturally responsive instruction. Teachers learn about children and families through surveys they give them at the beginning of the school year. Families can share about their cultures, home languages, and how their children learn best. This helps families feel invested in their children's education from the start. And this helps teachers learn about children and families' unique strengths and needs, which shapes how they approach children's instruction.
We honor families' cultures by hosting events such as international nights. Children and families bring in traditional dishes to share, and they wear traditional clothing. Everyone eats together, and families talk about their cultures.
Throughout the year, teachers invite families to visit the classroom and share their cultures and experiences.
Katie: One of the challenges we have faced in terms of family engagement has been creating events where all families from different walks of life feel comfortable and welcome. We really try to get to know families to meet their specific needs. One simple way has been to offer events at different times of day to accommodate families' different schedules.
For those who do not speak English, we provide translators at certain events, such as family nights and parent conferences.
What are some challenges you've experienced and how have you addressed them?
Peter: There are real barriers that prevent some families from getting involved. Families have different work schedules, so it's really important to offer a range of times when they can participate. Many families also need transportation and child care, so arranging to have these covered during events is crucial.
Just putting out a flyer inviting families to come isn't enough; we never met attendance goals with this method. We realized how important it is to personally reach out to families. Making connections and building relationships is how you get families in the door.
Communicating with a population that speaks so many languages can be challenging. Fortunately our parent–community coordinator provides Spanish interpretation and translation as needed. We also provide both English and Spanish translations of all written communication sent home to families.
I can think of many successes, but I get particularly excited when I think about the field trips the fourth and fifth grade students have taken to nearby universities. For the past three years, we've organized these trips so that children can visit college classrooms and the dorms, and speak to staff about college life. We see how excited they get, and it feels good to plant the seed that higher education is a long-term goal for them. Many children will be the first in their family to attend college.
Katie: It has sometimes been challenging to meet the different needs of families—given the wide range of their life experiences.
However, we recently started a summer reading program to help struggling readers. Although not a large number of children and families are invited to the program, there is a high rate of involvement, even from those families who don't come to other school events. For this reason I consider the program a big achievement. One contributing factor to its success is that families receive a personalized invitation. And despite their differences, all families want to see their children succeed.
Do you have any recommendations and words of wisdom for other schools working to strengthen partnerships with families?
Peter: The first step is to be a learner. Really listen to what families are telling you. This is how you will understand families' real needs. Once you hear about these needs, it's important to do your best to follow through and meet them.
Also, focus on relationships. Capitalize on opportunities to build relationships. Celebrate parents. Highlight the great things their children are doing. Families love to hear positive feedback about their children, and this will increase their desire to become involved.
Katie: It's really important to celebrate the various ways families are involved—both big and small. We need to stop focusing on parents' deficits, on how families don't participate or get involved when we ask them to.
Peter O. Moran, MEd, is the principal of Glenallan Elementary School in Silver Spring, Maryland. Peter focuses on teaming with teachers, parents, and students to develop a community school that strengthens relationships by learning about children's cultures, interests, and backgrounds; increasing educational opportunities in science and engineering; and linking character development with academic excellence.
Katie Charner-Laird, MEd, is the principal of the Cambridgeport School (preschool–grade 5) in Cambridge, Massachusetts. Katie works extensively in partnership with families, as the school was founded by parents and they are integral to its success. Cambridge- port was recently identified as the number two Dream School by the Boston Globe.
Amy Shillady was the previous editor of NAEYC's peer reviewed journal, Young Children.
Adapted from September 2014 issue of Young Children, pg. 46 – 49.
Supporting Diverse Young Children Takes a Diversity TeamFri, 08/22/2014 - 11:28 — gclarke
By Karen N. Nemeth
Supporting the cultures and languages of diverse children and families in early childhood education programs can be a challenge. Many programs meet that challenge successfully by bringing together a Diversity Team – a team of interested volunteers, staff and family members to ensure that families of all backgrounds feel welcome.
What does a Diversity Team do?
Members of a Diversity Team can read over translated material to make sure it is appropriate for families in your program. They can help build relationships with families and community members who speak different languages. They may also help to locate culturally and linguistically appropriate books, music, and other learning materials for your classrooms. They may provide information to build understanding of different cultures or lifestyles. Most importantly, having an active, engaged Diversity Team is like a circle of support for all of the children, families andstaff.
Who should be on the team?
Many programs start with a small group of interested staff. Including family members, board members and community members will broaden the scope and effectiveness of the team. Aim for a core group of 10 – 15 people who are likely to attend regular meetings, but you can sign on additional as-needed people who would lend their contact information in case their particular language or expertise might be needed from time to time. Just remember that speaking a different language is not the only asset needed to make your team's volunteers effective in facilitating early learning.
How often should the group meet?
A successful Diversity Team does not have to focus on frequent meetings. After an initial introductory meeting, some members may want to meet once every one or two months to discuss issues and strategies. Others may prefer to serve as as-needed members, providing help when necessary by phone or email. The more involved and needed your team members feel, the more likely they will do whatever it takes to support and improve your program. Programs that treat their team as a cursory sideline are not going to get the same level of commitment and support. The best strategy is to ask the members themselves how they want to be involved and how or when they want to meet. Some personal contact is important to make them feel a part of your school community.
Who creates and convenes the team?
Many times, the program director or principal is the one to create and convene the team, but this is not necessary. A motivated teacher, active parent or dedicated board member could also be in charge of the Diversity Team. In one small preschool program in New Jersey, for example, there was just one bilingual teacher in a town with a growing population of bilingual families who spoke languages she did not speak. She began enlisting help to look for activities, materials and support services for these families by inviting some parents and some acquaintances from a local college to get together. The volunteers brainstormed ideas to extend her ability to support the increasingly diverse population of students and families at her school. This small, informal group acted as a very involved, helpful Diversity Team. When a new family came to the program, this group felt responsible to find ways to make them feel welcome right away. They contacted the local library and a local church and were able to bring some books, music and display items representing the family's language and culture into the program to help the child feel a sense of belonging from the first day.
Gaining community and governmental support
A Diversity Team can bring support to your program. In order to receive state funding for preschool programs, high-needs school districts in New Jersey must develop plans that include an early childhood advisory council. As a part of their plans for advisory councils, several of these districts have formalized Diversity Teams that meet on a regular basis and have formal advisory functions. In one district the diverse members of the team have been especially effective in making connections in the community to promote the value of the preschool program for immigrant families who previously had been hesitant to register.
Reaching out to the wider community
There are plenty of opportunities for your Diversity Team to cooperate with community groups for mutual benefits. Your teams could work together to plan multicultural events for the community. You may find that a neighboring program has multilingual materials you can borrow.
The list below will give you some ideas about who to invite to your Diversity Team and how the relationship can be beneficial to both sides.
Community resource for possible Diversity Team members
Potential assets
Schools and programs for adults
ESL tutoring, bilingual volunteers
After school programs, camps, rec programs, dance classes
Shared multilingual resources and events
Local business can be asked for donations, but if they are invited to be a regular part of your team, they will be far more invested in doing whatever it takes to support your program. Potential partners with great resources include realtors, travel agents, and ethnic restaurants.
Chamber of Commerce, other business/service organizations like Kiwanis, Rotary, etc.
Donations, bilingual volunteers
Charities like United Way
Help identifying funders that focus on early childhood or multicultural initiatives
Child Care Resource and Referral Agency or NAEYC affiliate
Bilingual staff, professional development resources, help for immigrant families – may also be willing to serve as clearinghouse to enable programs to share things they've found in different languages.
Communities of faith
Connect with families who may not know about your program, supportive volunteers
Clinic, doctor, dentist, emergency room
Health care information and support for diverse families, and help referring families to your program
Colleges and universities – language departments, ESL, bilingual ed., and student organizations
Student organizations and some courses require students to do volunteer work in the community. College campuses can be great place to find volunteers who speak different languages needed in your program
Cultural and social organizations, and sports clubs
These may represent the cultures of the families in your program – can help recruit students, volunteer to support them and their families, and provide insights about the cultures in your community
Curriculum provider
Once a program has spent money on a curriculum and materials, it is not unreasonable to ask the company to provide guidance, professional development and resources to meet the diverse language needs in your program
Early intervention providers or home visitors
Invite them on your team so you can share information and resources back and forth to ensure smooth transitions into your program
Nearby Embassies
If the office is close by – may provide volunteers. If not close, they still may send authentic pictures and materials from their countries
Foster grandparent organizations
Let the organization know you are especially interested in bilingual volunteers who can read to and play with the children in their home languages – and provide some training for them
Girl Scouts, Boy Scouts, Boys and Girls Clubs, etc.
Partner with them to build community wide acceptance of cultural and linguistic diversity, invite members to volunteer to create materials or activities for the children in your program
High School
Connect with students and staff who speak the languages of the children in your class – help students meet community service requirements
Hotels, hospitals and other industries with diverse workforce
Their human resources office may have information and supports for immigrant families, and they may be great source of volunteers.
Language schools and translations services
Get to know what the local language immersion preschool is doing to prepare students for kindergarten and beyond – you can help them and they can help you with strategies, materials and connections
Librarians may have print and digital resources, videos, CDs and literacy activities in the languages needed by your students and their families
National organizations with local chapters (e.g., First Book, Reading is Fundamental, Reach Out and Read, and Too Small to Fail)
All of these organizations are increasing their efforts to provide free information, books, and programs to support literacy in different languages
Local fairs, festivals, and flea markets
Great places to find culturally and linguistically authentic materials for classrooms
Members of your own board and staff
Members of your own school community may be honored to be invited to your Diversity Team
Parents, and parents' contacts
Give them a voice, and give them work to do as you team up to enhance the supports your program provides to meet each child's language and learning needs
Social service agencies
Inviting representatives on to your Diversity Team means they will bring back information to their agencies about what your program has to offer, and they can share with your staff and families about services available in the community
State Early Childhood Coordinating Council
Most states have one of these in place – they need input from communities and they have information and resources that could help you, too.
Therapists and specialists
Invite them to your Diversity Team so they have a stronger understanding about the diverse needs of your program and how they can help
Reflections on Voices of Practitioners: Which Articles Spoke to You?Fri, 08/22/2014 - 11:07 — gclarke
By: Alison Lutton
Wow — I just read the articles "Finding our Voice through Narrative Inquiry" by Renetta Goeson and the accompanying article, "The Power of Narrative Inquiry to Transform both Teacher and Mentor," by Andy Stremmel in the latest volume of NAEYC's online peer-reviewed journal, Voices of Practitioners, and they are incredible!
They caught my eye because I have been helping states think about what is shared or "core" in knowledge and competencies for early childhood professionals across states, cultures, and sectors of our profession (child care, Head Start and PreK through third grade). I've also been thinking about the role of higher education degrees. They are about developing professional knowledge and competencies but also about so much more. Renetta's narrative inquiry — in which she explores her own experience growing up on her reservation, Lake Traverse, and her later experiences as a teacher and Tribal Head Start program director — offers valuable insights into the ways that cultural identity and cultural conflict shape the role of the teacher and the image of the child in her Dakota community.
Here's the opening paragraph of Renetta's article: As a director of a tribal Head Start program in South Dakota, I encountered problematic and often contradictory tensions centered on my roles as an early childhood program director, a graduate student at South Dakota State University, and a Native American female seeking to change current constructions of what it means to educate young children in my culture. My goal at the outset of this exploration was to construct a better understanding of how the historical and cultural experiences of my tribal community have influenced current views of early childhood education on my reservation, Lake Traverse.
Andy's article is about Renetta's teacher research and how his work with Renetta as mentor and collaborator has been important for his own professional growth.
This is from the opening of Andy's accompanying article:
For a number of years I have worked with Renetta in various capacities as a mentor, a teacher, and a collaborator. During most of this time, she has been the director of a tribal Head Start program in northeastern South Dakota. We have made several presentations together at NAEYC and Native American conferences, telling and retelling the story of her program's evolution to what has become known as the Sisseton Wahpeton Approach to Early Childhood Education, a Reggio-inspired approach based on the Twelve Virtues of the Oyate ("people"). The journey to reclaiming these virtues and making them the core of the curriculum has not been easy, as Renetta makes clear in her narrative.
Both of these articles are from NAEYC's new Parallel Voices feature, which pairs a teacher's own research study with commentary on the teacher research by a supporting teacher educator.
These articles, Voices of Practitioners and its Parallel Voices feature really demonstrate what good teacher education looks like, what real world teacher educators do, and that college degrees are about so much more than skill and competency development.
These are just some of the teacher research studies in the latest Voices of Practitioners that are worth checking out if you get the chance.
Have you read any articles from Voices yet? Which articles spoke to you?
Alison Lutton is the Sr. Higher Education Specialist for Program Recognition and Support at NAEYC
My Experience Attending Annual Conference: Why You Should Attend in 2014Mon, 07/21/2014 - 10:06 — gclarke
By: Stacia Jackson
Attending a professional development conference is an energizing and exhausting experience. Your schedule is carefully planned with sessions you think will be the most interesting and relevant. With most conferences, however, you plan on being seated, listening to lectures and copiously taking notes. The NAEYC Annual Conference & Expo is not like any other conference. As early childhood educators and advocates, we spend time encouraging children to play and to immerse themselves in a new world. At the NAEYC Annual Conference, I found that it was my turn to play and to try something new.
Presenters made an effort to ensure that their presentations were as engaging as possible, incorporating attendees in their presentations. Small group discussions were ubiquitous and I found myself talking to professionals and students from across the country. However, in my experience we went beyond collaboration and discussion. In many of the sessions I found myself physically taking part in activities or immersed in some sort of sensory-based play. I was reminded of why play is so important for our students as I sat building different Lego structures in Constructing a Bright Future: LEGO Education Preschool and again as I danced and sang in Music, Movement, Drama and Art Make Picture Books Come Along!: Integrated Arts Experience with Fiction and Non-Fiction. These hands-on seminars reminded me that it was not only important for the preschool children to play but also for adults to play as well! Time flew by quickly as I molded modeling clay or played with fidget toys as I learned about play as a social justice component or the value of eliminating zero tolerance policies for gunplay. My brain was exponentially more receptive to these new ideas and concepts, something that I see with my own students as they are learning, but often forget to focus on for my personal growth.
As an early childhood educator, I firmly believe that young children need to be active and engaged in hands-on learning to be successful. As I also work with college students, those principles hold true too. A learner needs to be engaged and enjoy what they are doing in order to learn effectively. As Kelly Ruddin, LEGO Master Trainer and Senior Curriculum Specialist for LEGO Education reminded me, "If we as learners only hear or see something, it is easier to forget. As we hear, say AND do an activity, not only will we remember it, but we will also understand it better." Hands-on education does not need to stop when schooling is over and is critical for adult minds. Not only does the information "stick" and connect, it also allows the participant to enjoy the process! The NAEYC Annual Conference and Expo enabled me to learn a great deal and remind me of what is most crucial in our field: the joy of play.
Stacia Jackson is the National Program Manager for Jumpstart for Young Children in Washington, DC. She was recognized as a Lasting Legacy Scholarship recipient in 2013.
NAEYC Statement on Humanitarian CrisisThu, 07/17/2014 - 16:56 — gclarke
This statement was recently adopted by the NAEYC Governing Board.
The greatness of a nation is defined by how it treats children, particularly the most vulnerable.
The National Association for the Education of Young Children (NAEYC) is deeply concerned about the current humanitarian crisis of the estimated 60,000 to 90,000 children, some very young, crossing into the United States. These children have been exposed to violence and trauma in their home countries and on their journeys. It is critical that they be provided safe, healthy, and age-appropriate conditions in which they await due process proceedings and family reunification.
As the largest association of early childhood education professionals, NAEYC's core values dictate that we appreciate the worth and uniqueness of all children. We must confront barriers and biases that limit the ability of every child to reach his or her potential.
Public and private efforts to address this situation must put the rights and needs of children at the forefront of their consideration. NAEYC urges policymakers and the public to take action to
• Ensure that children who enter the country receive respectful protection and support for their well-being;
• Provide resources and training to those who are caring for the children to ensure their health, safety, and age-appropriate support of their learning, and social and emotional development; and
• Generate productive public discourse on achieving equity and opportunity for all children and families.
NAEYC members stand ready to lend their expertise on high-quality early care and education with other organizations and entities who are caring for these vulnerable children.
Putting the Position Statement on Early Childhood Science to Work in Preschool Classrooms and ProgramsFri, 07/11/2014 - 12:32 — gclarke
By: Cindy Hoisington
As an early childhood teacher, I often engaged my young preschoolers in science experiences. Whenever I could, I provided opportunities for them to explore, observe, and think about the world around them. They followed the insects they found on the playground; investigated with goop and other mixtures; designed and built structures using cardboard and paper cups; and created organized collections from the seeds, twigs, and leaves they found on our neighborhood walks.
I saw how science appealed to the children's natural curiosity and how they benefitted physically, cognitively, and socially from their playful explorations. But what really excited me about engaging young children in science were the sometimes topsy-turvy but somehow logical ideas they came up with to explain how the world worked. "Our block buildings fall down because we're not wearing hard hats!" "Shadows are bigger outside because the sun is bigger than a flashlight!" "It's the shaking leaves on the trees that make the wind blow!"
As children shared these early scientific ideas with me over time, I came to understand two things. First, science and young children are "a natural fit." Three, four, and five year-olds have the emerging capacity to think abstractly, to reason, and to wrestle with scientific ideas. And second, young children are not miniature versions of adult scientists or older science students. Young children engage with science ideas and practices within a unique developmental and experiential context that needs to be acknowledged and respected.
As a professional developer who now works with preschool teachers, these two ideas continue to guide my thinking about science in the early years. For this reason I enthusiastically welcomed NAEYC's endorsement of the Position Statement on Early Childhood Science Education recently adopted by the National Science Teachers' Association (NSTA). The mutual support of the NSTA and NAEYC means that those of us who are passionate about science and young children can be confident that the statement reflects an approach that is firmly rooted in both science education research and developmentally appropriate practice.
However, the position statement also makes it clear that providing young children with the types of high-quality science experiences that address these two perspectives is no small task. It incorporates the idea that children need sustained and varied opportunities for inquiry-based, direct, experiential learning over time and across formal and informal settings. Children also require the support of knowledgeable adults who intentionally prepare the environment, structure children's experiences, support their play, and focus their observations.
The statement calls for knowledgeable educators who understand and can support children's learning of science content and science and engineering practices that align with NGSS; who incorporate these practices into children's daily experiences and use science as a purposeful context for integrating meaningful language, literacy, and mathematics skills and concepts.
So, what does all of this mean for you and the role you play related to children's science learning? For me, as an instructor and coach for early childhood teachers, the position statement is an accessible tool I can use to help teachers think about children's capacity for doing and learning science. It can help me communicate the importance of maintaining play and exploration at the center of the preschool curriculum. It can help me motivate teachers to become advocates for the time, space, and materials children need to build conceptual understanding. It can help me excite teachers about interpreting children's science ideas and using them as launching pads for on-going investigations. And finally, the position statement can help me reinforce to teachers the critical role they play, not in answering children's science questions, but in fostering children's abilities to reason, reflect, and generate increasingly sophisticated theories about the world around them.
Tweets & Photos from the 2014 Institute!Thu, 06/12/2014 - 12:07 — gclarke
How Do You Help Families to Understand the Benefits of Intentional Teaching?Mon, 06/02/2014 - 12:02 — gclarke
Adapted from an online Author Q&A with Ann Epstein, author of The Intentional Teacher.
Q: I understand that parents will develop their understanding of intentional teaching over the course of their child's time in a program, but what would you say to families in the beginning of the year?
A: Parents may be skeptical about intentional teaching for two opposing reasons.
On the on hand when some parents hear the words "child guided" they may worry children will not learn the basic knowledge and skills they need to be successful in school.
On the other hand, some parents fear that "adult guided" means children will not develop the ability to learn on their own.
Teachers can reassure parents that intentional teachers do prepare children for school, while also encouraging initiative and independence. Children need both types of experiences, depending on the subject matter and their emerging abilities.
So, how do you get this message across? One suggestion is that you help parents feel or experience the benefits of both methods directly. For example, you could plan a meeting for the beginning of the school year where you ask families to recall experiences in their own lives (either as children or adults) when they explored a material or practiced a skill on their own, but were able to get started or advance their technique when a more experienced person provided a helpful hint (such as adjusting the stance of their golf swing, or showing them a feature of an app they hadn't discovered on their own).
If the set-up allows, divided the parents into small groups and present them with a tool or a physical challenge, and let them try it on their own. Then offer an idea for how they can use or do it in a more complex way (such as using the tip rather than the edge of a carving tool to make impressions in clay). The "aha" moment will come when parents realize that both teaching strategies can be effective. You can then reassure them that children, like adults, learn both ways and that an intentional teacher knows when and how to use each method.


text:
Hey guys,
I'm working on some wordpress thing, and I would really like to know how can I put on a Counter that counts the RSS Subscriber my site has?
I've seen a plugin by Mapelli, but it seems to be virused, any other solutions?
This is what I found via a quick Google search: http://www.newsniche.com/how-to-display-your-rss-subscriber-count.php
That will display your subscriber count without using a plugin. However, you have to make sure Curl is running on the host, and it assumes that you're using FeedBurner for your RSS feed. I haven't tried it myself, but assuming what you're working on meets the two requirements (Curl and FeedBurner), it should work fine.
I haven't seen any tutorials for this online based on RSS feeds that are automatically generated through WordPress (i.e., http://www.yourdomain.com/feed/), only for FeedBurner. (But converting to FeedBurner is extremely easy and most popular sites use it, so I'm not sure if that's really an issue in most cases.)
Hope that helps. Best of luck on your project.
You can check this tutorial http://themetation.com/2009/01/11/feedburner-text-counter-to-google-feedproxy-in-wordpress/
Thanks guys!
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