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Martin Sexton
Presented by Rockport Music at Shalin Liu Performance Center
August 9, 2014
Owning one of the most powerful and dynamic voices in American popular music, Martin Sexton straddles the worlds of folk, soul, country and rock and roll with ease. For the last 25 years, his earnest songwriting, quirky stylistic shape-shifting and seemingly boundless vocal range has created a legion of devoted fans across the country, and the world. "You'd be hard-pressed to find a singer in popular music today with the range, depth and sheer power of Martin Sexton. When it comes to his voice, every superlative rings true." - Boston Herald
37 Main Street
Rockport, MA 01966
Admission Info:
$78 $65 $45
Phone: 978 546 7391
Accessibility Information: Currently, no accessibility information is available for this event.


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So today I review the process for registering with the last major local search search engine. Tomorrow's blog will get back to neighborhoods. We'll be talking about the barber shop.
Tag Archives: search
Web Marketing for small local businesses – Local marketing
Local search is a fast easy and free way to ensure your business is findable on the web. The major sites that provide local search are Google, Yahoo and now Bing. They all have their own sing up method and none are difficult to complete. The local search feature will not drive huge amounts of traffic to your site but it's an important first step. The local search registration will be valuable when a customer is looking for you and is foundational to completing the three-step process I outlined yesterday. Lets take an example.
I'm Joe Average and I live in Marietta Ga. When I search the web using Google for "Flowers" from my computer located in Marietta. Google knows I'm in Marietta because I have either previously entered the information or they look at the IP address of my computer which will provide them a proximity. When Google presents the search results one of the first listings will be a Google map with local businesses that might sell flowers in Marietta or the surrounding area. If I'm looking for your particular Flower shop and you don't show then I'm likely to find another Flower shop.
Two other important points 1) customers have the opportunity to rate your business via local search engines and 2) You can offer a coupon via the local search. These are two opportunities you don't want to miss. Encourage your customers to rate your business and mention that there is a coupon out there to help encourage them. People love coupons and you can customize it any way you want.
As I mention above this step is a foundational necessity. The Adwords and social networking will truly begin to drive traffic but you want to be sure that you are findable through local search. Additionally on Google you'll want to complete a profile so if someone searches for your name they can always find you on the first page of Google although it will be at the bottom.
Finally, I'll post a few short instructional video's running through the sign-up process for each of these sights. In another up coming post we'll spend some time reviewing other local search options that will drive traffic such as Kudzu and citysearch.
Google Profile – Almost guaranteed 1st page search results
Today I wanted to discuss a technique that almost guarantees fist page search results when someone is searching for your name. This strategy is very valuable for individuals involved in sales.
To test the strategy I had to do a search for my name and as you can see I come up in 5 places on the first page of Google although none of the results go directly to my blog sites. The first result that is related to me is video results. I have some videos posted to YouTube so I come up when the user clicks on that page. The next site that shows me is a network that I maintain a profile on and sometime blog at. Then there is LinkedIn my radio show profile page and finally you see a picture of me at the very bottom of the search page. This picture and profile was created 2 minutes before I did this search. It was done on the Google Profile page and this is a very valuable tool.
If a searcher chooses to click on my profile they now have access to both my blog's, my twitter profile page, my LinkedIn profile page, and my Facebook profile page. They can also see a personal bio I put together and some limited information about me. Here is a quick look at the profile page.
This page took 5 minutes to create and put me on Google's front page with my picture in no time. If you think anyone will ever search for you and you want to be found. Then this is a simple strategy that you must follow to guarantee your spot on Google's fist page. You can create your profile at Google Profiles. It's as simple as filling out a form and following directions.

subset: commoncrawl


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Research Output for K. Ding
Note: The 2012, 2013, 2014, 2015 publications have not been audited.
Jump to: Publications | Grants and Consultancies | HDR completions
K. Ding may be from another institution or only recently joined Deakin University.
2007 External
Liu, Qianchu*, Yang, Chunhui, Ding, K.*, Barter, S.* and Ye, Lin* (2007) The effect of laser power density on the fatigue life of laser-shock-peened 7050 aluminium alloy, Fatigue and fracture of engineering materials and structures, vol. 30, no. 11, pp. 1110-1124, Pergamon Press, Oxford, England [C1]
ERA journal ID: 3670 – Scopus EID: 2-s2.0-35348879146
Citation counts: Scopus - 10, Thomson - 8
DRO entry for this publication
Grants and Consultancies
No grants and/or consultancies found or audited – the 2014 HERDC financial return has not been completed or loaded as yet.
Higher Degree by Research Completions supervised by K. Ding
No completions found or audited.
- Legend:
- * Not a member of Deakin University at time of output.
DRO to publications collection last synchronised: Monday 25th May 2015 10:04pm


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Brain Computer Interface
Quadriplegic successfully uses mind-controlled robotic arm
By Richard Moss
December 18, 2014
In 2012, a quadriplegic woman managed to move a robotic arm, using only her thoughts, to a level of proficiency that allowed her to eat a chocolate bar using said arm. The University of Pittsburgh team behind the study didn't stop there, though. By improving the technology in the arm and working more closely with test subject Jan Scheuermann, they have since enabled her to replace the simple pincer grip of before with four new hand shapes – fingers spread, pinch, scoop, and thumb up – that allow for more complicated object manipulation. Read More
While many people will tell you that commuting by bicycle is less stressful than driving, the fact remains that it can still be ... well, stressful. While you could try to determine the least-taxing route by jotting down how tense you are in which places, doing so could get pretty complicated. The MindRider, however, is designed to make that process easier. It's a "mind-reading" bike helmet that lets you create so-called mind maps of your travels. Read More
On June 12th, the FIFA 2014 World Cup in Brazil will be kicked off by a paralyzed person using a highly innovative brain-controlled robotic exoskeleton. This feat is being carried out as a demonstration of the current state-of-the art in assisted mobility technology, as the researchers involved – part of the "Walk Again Project" – work toward refining their invention. Read More
When Gizmag wrote about OpenBCI, a brain-computer interface system with open-source software, the company was waiting to announce an EEG headset it claimed would be entirely new. A few days later, the OpenBCI board is fully funded and we've seen how the team will implement a customizable and modular 3D-printed headset with open-source availability. The design not only showcases the utility of 3D printing, but more importantly demonstrates the company's commitment to creating an open community around their product. Read More
Last year saw a rise in brain-controlled interfaces allowing users to control devices with their thoughts (read more about it in our overview of 2013's scientific innovations). But unless you have access to a research lab, you may be forced to rely on EEG monitoring devices that close off access to data, or restrict how you can use sensors. The OpenBCI project on Kickstarter aims to address these problems with an EEG platform that simplifies viewing and utilizing brainwaves, for researchers and hobbyists alike. Read More
We've recently seen rehabilitative systems in which stroke victims use their thoughts either to move animated images of their paralyzed limbs, or to activate robotic devices that guide their limbs through the desired movements. Scientists at the University of Wisconsin-Madison, however, have just announced an alternative approach. Their device acts as an intermediary between the brain and a non-responsive hand, receiving signals from the one and transmitting them to the other. Read More
Perhaps you know someone who's a member of the "lifelogging" community – these are people who record pretty much all of their waking hours, typically using small, wearable video cameras. The problem is, they inevitably end up with a lot of footage that's just ... well, boring, even to them. That's where the neurocam comes in. It's a prototype headset camera, that only records when it detects that its wearer is interested in what they're seeing. Read More
Innovation is all about putting on the proverbial thinking cap. Now engineers are vying to produce an actual thinking cap – at least one that can measure the most rudimentary signals of thought. The US Department of Defense is pushing for the development of cheap, wearable systems that can detect the brain waves of people and display the data on smartphones or tablets. Read More
Scientists achieve human brain-to-brain interface
August 28, 2013
Brain-to-brain interfacing – it's previously been accomplished between two rats, but now it's been achieved between two humans. Rajesh Rao, who studies computational neuroscience at the University of Washington, has successfully used his mind to control the hand of his colleague, Andrea Stucco. The two were linked via a Skype connection. Read More
Earlier this year, a 58 year-old woman who had lost the use of her limbs was successfully able to drink a cup of coffee by herself using a robotic arm controlled by her thoughts via a brain computer interface (BCI). Now, in a separate study, another woman with longstanding quadriplegia has been able to feed herself a chocolate bar using a mind-controlled, human-like robot arm offering what researchers claim is a level of agility and control approaching that of a human limb Read More


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How elementary school counselors can meet the needs of students with disabilities.
In 1993, the American School Counselor Association (ASCA) issued position statements on school counselor involvement with students with disabilities and suggested the following school counselor roles in working with students with disabilities: (a) advocacy, (b) transition planning, (c) behavior modification, (d) counseling parents, (e) making referrals to specialists, (f) improving self-esteem, (g) working as part of the school multidisciplinary team, (h) teaching social skills, and (i) serving as consultants to parents and school staff (ASCA, 1993). The most recent education and counseling reform movements--No Child Left Behind (U.S. Department of Education, 2002), the ASCA National Standards (ASCA, 2003), and the ASCA National Model (ASCA, 2003)--have further increased the focus of meeting the needs of all students, including students with disabilities (ASCA, 1993, 2003; Baumberger & Harper, 1999; Milsom, 2002; U.S. Department of Education). These new national standards call for school counselors to "change their emphasis from service-centered for some of the students, to program-centered for every student" (ASCA, 2003, p. 18).
School counselors do not have much training in working with students with disabilities, despite the fact that reform movements call for increasing their involvement with these students (Astigarra & McEachern, 2000; Deck, Scarborough, Sferrazza, & Estill, 1999; Helms & Katsiyannis, 1992; Milsom, 2002). With pressure to change their role in schools to ensure that all students' needs are being met, school counselors will quickly need to focus their efforts on changing the services they provide to all students, including those with disabilities, and to provide evidence and data to support that their school counseling activities are effective.
Many young children with disabilities have unique personal/social needs in addition to academic issues related to their disability. Current research suggests a number of personal/social difficulties that come with a diagnosis of a physical disability, emotional disorder, or learning disability. Some of these issues include higher levels of stress and anxiety (Margalit, 1992), poor social skills (Okolo & Sitlington, 1986; Voeller, 1993), and learned helplessness and low self-esteem (Barton & Fuhrmann, 1994; Bender & Wall, 1994; Bowen & Glenn, 1998; Glenn & Smith, 1998). Students with disabilities often have negative school experiences (Kottman, Robert, & Baker, 1995), maintain an external locus of control (Bender & Wall; Omizo & Omizo, 1994; Tabassam & Grainger, 2002), and demonstrate ineffective anger management strategies (Baker, 2000; Garcia, Krankowski, & Jones, 1998).
There is also an increased risk of suffering from depression, conduct disorders, and substance abuse, related to a diagnosis of a disability (Brumback & Weinberg, 1990; Larson, 1998; Rodis, Garrod, & Boscardin, 2001; Spreen, 1988). It now appears that students with disabilities develop low self-concepts in more areas than just academics alone (Kloomok & Cosden, 1994). Kish (1991) maintained that students with disabilities become more handicapped by their lack of personal/social skills than by their academic skill deficits, and research indicates that strong personal/social skills are necessary for future success as an adult and that these skills can be learned (Schumaker, 1992).
This study examined how three elementary school counselors meet the personal/social needs of students with disabilities, through the use of the ethnographic interview method of qualitative inquiry (Spradley, 1979). Qualitative methodology was chosen to obtain an in-depth account of the experience of elementary school counselors working with students with disabilities. The following questions were the main focus of this study: (a) Are these three professional school counselors using the ASCA National Model to guide them in their work with students with disabilities? (b) What strategies do these three professional school counselors use in their work with students with disabilities and how are they implemented? (c) What theories guide these three professional school counselors in their work with students with disabilities? And, (d) how do these three professional school counselors make a difference in the lives of students with disabilities? These four sub-questions help to answer the main research question of the study, "How do these three professional school counselors meet the personal/social needs of students with disabilities?"
The three school counselor participants all worked in a large metropolitan school system on the East Coast of the United States. There were two female participants who described themselves as Caucasian and one male who described himself as African American. Each of the school counselors had been a school counselor for at least 4 years and only one counselor had worked in the field of education before becoming a school counselor. Each of the school counselors held a master's degree and one was enrolled part-time in a doctoral program. All of the school counselors had a minimum of 440 students on their caseload, which included students with a variety of disabilities. None of their students was diagnosed with traumatic brain injury and that was the only disability qualifying for special education that was not represented among their students.
Because of the newness of the ASCA National Model, it was important to choose a school system where school counselors had already received some training in using it as a guide. The three school counselor participants were chosen by reputational case selection through a joint decision between two of their county supervisors of guidance. Patton (1990) has described this type of sampling as sampling extreme or deviant cases to shed light on an issue, and Merriam (1998) has described this as the best approach to use when the sample is of interest because it is so unique or different. The supervisors had been informed of the purpose of the study and chose these school counselors because they felt they were actively involved in meeting the needs of students with disabilities, they were fully licensed school counselors, and they had received ASCA National Model training, thus meeting the criteria for involvement in the study. Dunn, Wood, and Baker (2002) indicated that not all school counselors actively work with students with disabilities, so it was very important for this study to examine school counselors who actively worked with students with disabilities.
The ethnographic interview method was employed over a 12-week period at the start of the school year and focused on gathering information from each school counselor through the use of an open-ended survey with vignette, three in-depth interviews, and journals that allowed the school counselor to reflect upon and provide important, relevant examples of issues (Spradley, 1979). This procedure allowed the collection of rich data to gain an understanding of how school counselors meet the personal/social needs of students with disabilities and how they view their involvement with these students. Survey and interview questions were developed after a literature review as a multistep process and originally piloted with school counselors working in another school system before this study took place. Following the pilot study, an additional literature review was conducted; at this time, questions regarding the ASCA National Model were incorporated into the interviews and survey.
Data Measures
The school counselor survey was conducted along with the first interview in September at the start of the school year. The survey included demographic information from the school counselors along with information regarding their training and counseling activities and required a response to a vignette that focused on how they would work with a student diagnosed with Asperger syndrome (considered a higher-functioning form of autism) who was having difficulty at school.
Interviews were held during the 1st, 6th, and 12th week of the 12-week study. They were recorded and transcribed verbatim, which allowed for documentation and reflection upon the school counselor's native language (using the exact terminology that the school counselors used to describe their experience) (Spradley, 1979). Multiple reviews of the tapes ensured that transcripts were correct. School counselors were encouraged to provide a "full and accurate report that gave detailed, concrete material, rather than generalizations" (Weiss, 1994, p. 212). They were reminded of the purpose of the study before each interview and were given final copies of the product, per Spradley's recommendations for ethnographic interviewing. A definition of a "student with a disability" and a copy of the Executive Summary of the ASCA National Model were given to the school counselors to assist in answering questions and to ensure that all involved in the study would share a common understanding of terms discussed.
Following Spradley's (1979) research recommendations, the interviews asked descriptive, structural, and contrast questions to discover the cultural themes and native language (counseling terminology, such as using the term "personal/social skills" versus "social-emotional skills") that the school counselors used. Spradley has provided a "Taxonomy of Ethnographic Questions" (p. 223), which was used to develop the interview questions throughout the research process. An example of descriptive questions from the interview was, "Can you tell me about the last time you worked with a student with a disability? What kind of issues did they present? Describe for me what the counseling process looked like?" The following structural question was asked in one interview: "What words would school counselors use to describe these students?" Contrast questions were the last type of question and an example from the interview was, "Special educators often try to meet the personal/social needs of students with disabilities by giving them work from a social skills training program. How do school counselors meet the personal/social needs of students with disabilities?"
The counselors' journals provided additional data during the weeks that there were no interviews and they provided a way to triangulate the data that school counselors described in the survey and interviews. Writing down their thoughts and experiences during the weeks they were not interviewed assisted the school counselors in recalling counseling activities for upcoming interviews, and this reflection helped to provide more in-depth answers to interview questions (LeCompte & Pressle, 1993). The school counselors recorded their work with students with disabilities in journals each week; the journal was an opportunity to document their work and reflect upon their effectiveness and was an outlet for discussing frustrations and expectations as well as brainstorming new ideas.
Data Analysis and Interpretation
Each of the interviews was transcribed, coded, and then merged using a qualitative data analysis software program, NVivo (QSR International, 2003), which assisted with the development of themes and categories. The comparison and analysis of survey, interview, and journal data was ongoing to identify themes and patterns and to create additional questions per Spradley's (1979) guidelines for ethnographic inquiry, and coding matrices were developed and refined through ongoing interaction with the data. The constant comparative method of data analysis (Glaser & Strauss, 1967) was used in this study to review all data sources and to systematically code examples into as many categories as possible.
Through ongoing interaction with the data, additional categories were developed and defined. Developing codes were analyzed to determine how the data relate to one another. The analysis of information was "issue focused," to describe what has been learned from all of the respondents about people in their situation and to achieve both local and inclusive integration (Weiss, 1994, p. 153). Categorical examples and non-examples also were analyzed and interpreted, and the researcher checked for alternative explanations and negative evidence and compared the results with existing theory. The researcher also shared the results with the school counselors in the study and with experts in the field. These methods enabled the researcher to effectively deal with the major validity threats to the study, which included bias in the selection of counselors and self-report bias.
As found in prior research, these school counselors all described personal/social difficulties in their students with disabilities that included difficulties with social skills (Okolo & Sitlington, 1986; Voeller, 1993), behavior (Bender & Wall, 1994; Garcia et al., 1998; Omizo, Cubberly, & Longano, 1984; Tabassam & Grainger, 2002), and low self-esteem (Barton & Fuhrmann, 1994; Bender & Wall, 1994; Bowen & Glenn, 1998; Glenn & Smith, 1998). The school counselors in this study found similar difficulties in their students in the areas of high stress and anxiety levels and ineffective anger management skills (Garcia et al., 1998; Margalit, 1992). School counselors observed how the deficits these students had in social skills resulted in rejection from their peers and less involvement in social activities (Gresham, 1992; LaGreca & Vaughn, 1992; Schumaker, 1992; Swanson & Malone, 1992; Tabassam & Grainger, 2002; Vaughn & Hager, 1994).
Previous research indicated that there was great variation in whether students with disabilities received counseling services (Deck et al., 1999; Helms & Katsiyannis, 1992) or whether school counselors had time to focus on the personal/social difficulties of students with disabilities (Dunn et al., 2002). However, the school counselors in this study considered students with disabilities "on their caseload" and actively sought out ways that these students could participate in counseling activities that would be helpful to them. Unlike Grigsby's (1990) evaluation of school counselors as having limited involvement and desire to work with students with disabilities, these school counselors felt they were important in meeting the personal/social needs of students with disabilities. The school counselors in this study did not defer the responsibility of meeting the personal/social needs of students with disabilities to other school personnel, as has been indicated by previous research studies (Deck et al.; Glenn, 1998).
Influence of the ASCA National Model
In the review of the data obtained from this study, several themes related to the ASCA National Model emerged (ASCA, 2003). Findings revealed that school counselors felt they were doing many of the things suggested by the ASCA National Model and were encouraging other school counselors to utilize the model. Themes that emerged from this study included the influence of the ASCA National Model, advocacy, the variety of counseling strategies, collaboration and teaming, and leadership. While this study examined school counselors' work toward meeting the personal/social needs of students with disabilities, it was apparent that the three school counselors were focusing on activities that supported all three domains suggested by the Foundation portion of the ASCA National Model (ASCA, 2003, pp. 27-37). School counselors were using collaboration with other school staff to meet students' personal/social needs. They reflected on their efforts in working with students with disabilities to constantly monitor what was working, and they also were trying to find the best ways to collect and use data to monitor students' progress.
Under the Delivery System component of the ASCA National Model, school counselors were teaching the guidance curriculum, planning individually with and for students, providing responsive services, and using consultation and collaboration with others (ASCA, 2003, pp. 3944). The Management System portion of the ASCA National Model was used by the school counselors as they were monitoring student progress and using data to support action plans (ASCA, 2003, pp. 45-58). The school counselors felt they were being held more accountable for their work with students and they used data to demonstrate their success, although each one had his or her own way of documenting successes. They also had a few suggestions on ways to use data to demonstrate progress. Some of the ways they demonstrated success were using journals to record their work, gaining pre- and post-measures of skills, having students complete self-report measures, and using parent and/or teacher feedback forms.
The county school system currently is reviewing the Accountability portion of the ASCA National Model (ASCA, 2003, pp. 59-66). The school counselors have been collecting their own information, knowing that they are held more accountable than they were in the past, to demonstrate to their county supervisors the work they are doing with students. At this point, however, the school system has not told counselors what to collect and they are just collecting data on their own. The school counselors feel that they are holding themselves more accountable to all of their students, and their conscious effort to meet the needs of students with disabilities is more a result of holding themselves accountable than of having a supervisor tell them they are accountable.
These particular counselors have been collecting data to measure their own effectiveness. They felt that the biggest areas of change since the ASCA National Model have involved measuring effectiveness and collecting data. One of the counselors described the model as an "extra focus on what they are already doing." The counselor further explained that they already used data to demonstrate that their activities were effective, instead of using data solely to demonstrate how often they did a particular counseling activity. Now they would be sharing their data with their supervisors instead of using it for their own self-reflection. They felt they were prepared to demonstrate their effectiveness to others because they were already measuring it for themselves through their self-evaluations, counselor checklists, observations, and parent/teacher checklists or interviews.
After the data were examined, it was apparent that school counselors were beginning to feel the influence of the ASCA National Model in their work with students with disabilities. While many of the different aspects of the ASCA National Model have not taken full effect in their school system (e.g., a change in the evaluation of school counselors, the management system, and a mandated school system-level collection of specific data), the school counselors seemed to agree that there is an increased demand for demonstrating effectiveness and using data and that they are held more accountable for their work with all students than they were in the past.
The next theme that emerged from the study was advocacy. Advocacy is one of the ASCA National Model's main themes and the use of advocacy was indicated as a strategy that counselors employ to meet the personal/social needs of their students with disabilities. Advocacy was demonstrated when the school counselors focused on looking at the individual needs of students with disabilities and used individual planning to create personal goals to meet their needs. Therefore, school counselors viewed students with disabilities as individuals and as part of the larger school group. Advocacy also was demonstrated when counselors made sure to include students with disabilities in all of their counseling program activities, not just ones they created for groups of students with disabilities. Counselors also made certain that students with disabilities were included in school-wide activities, not just those activities that were counselor created.
Counselors were proactive in that they were very cognizant of the unique personal/social needs of these students and they watched out for areas of concern. They sought out ways they could collaborate with other professionals to increase their own training to better work with these students and they actively found additional school staff and professionals to assist them in meeting the needs of their students with disabilities. These counselors reinforced the belief that it was their job to meet the personal/social needs of students with disabilities and they encouraged other school counselors to focus on meeting the personal/social needs of their students with disabilities.
Variety of Counseling Strategies
All data sources provided examples of counseling strategies that the three school counselors used to meet the personal/social needs of students with disabilities. These strategies included (a) individual planning and individual counseling; (b) goal setting for students; (c) actively making sure students with disabilities are included in activities; (d) refusing to accept the "duplication of services" idea (the idea that students with disabilities already get help from special education, so they are not on a counselor's caseload); (e) modifying classroom guidance lessons; (f) developing behavior management plans; (g) providing specific skills training (e.g., social skills, behavior management, anger management); (h) collaborative counseling; (i) counseling with art, books, and play; (j) counseling with social stories; (k) leading groups (e.g., social skills, anger management, coping with divorce, lunch bunches for friendship); (1) developing connections with students; (m) doing active collaboration; (n) training parents and teachers; and (o) participating in Independent Evaluation Plan meetings.
While the school counselors seemed to have an eclectic approach to choosing strategies for working with students with disabilities, each of the three counselors provided examples in which they (a) served as an advocate, (b) provided training, (c) collaborated, (d) used group counseling, and (e) communicated with others. Each of the school counselors indicated that he or she worked with students with disabilities every week through classroom guidance, group counseling, or individual counseling when necessary. It is important to note that none of these counseling strategies or activities was specifically designed to be used only with students with disabilities. The counselors all explained that whether or not they would implement the strategies was based on their personal exposure to, experience with, and ease of comfort in using each of the strategies.
The school counselors all described learning and using more strategies the longer they were a school counselor. The counselors learned two of the strategies (sensory box and social stories) from collaborating with other school personnel (occupational therapist and special education teacher). The sensory box was a school box that had been filled with items (gel bags, rice bags, silly-putty, etc.) that students could use that may help them reduce overstimulation from the classroom environment and calm down. Social stories, which often are used with students with autism, are easy-to-read stories that help students to learn routines or deal with upsetting situations.
Counseling Theories
All of the school counselors had difficulty responding to questions regarding how counseling theories influenced their choice of activities with students with disabilities, for two reasons: (a) They were not looking at theories specifically for students with disabilities, and (b) they tended to look at specific counseling strategies in their work with students rather than relying on specific counseling theories to guide their practice. During the first round of interviews, school counselors made comments such as, "There may be theories guiding it, but it would be subconsciously," and, "I wouldn't have a clue as to what a counseling theory regarding counseling special ed students would even entail." When struggling to find helpful activities for a student with a disability, they would collaborate with other school personnel or "use trial and error."
The counselors indicated that they could pull activities from any of the counseling theories, such as Adlerian/play (Corey, 1996; Seligman, 2001), brief/solution focused (Amatea, 1989; Thompson & Littrell, 1998), person-centered (Goor, McKnab, & Davison-Aviles, 1995; Williams & Lair, 1991), or reality choice theories (Garcia et al., 1998), but they maintained that they were choosing counseling activities based on the activity, and not based on reliance on a particular counseling theory. The school counselors each advocated using an eclectic approach when working with students with disabilities.
Collaboration and Teaming
Collaboration and teaming is an important theme in the ASCA National Model and one that was demonstrated in each of the data measures in this study. The school counselors collaborated with other school counselors and staff to plan, participate in collaborative counseling, and obtain new ideas and strategies. They communicated with doctors and outside therapists to coordinate services for their students and connected parents who needed assistance to outside sources. When asked to describe their work with students with disabilities, one counselor said, "Collaborative, because almost nothing you do with special ed kids are you doing on your own. There are a lot of other professionals helping, so you have to keep the lines of communication open. So it's a collaborative process." Each of the school counselors described collaboration as "very effective" at meeting the needs of students with disabilities, especially in developing goals for students and in monitoring student progress.
The following is a list of individuals with whom the school counselors could collaborate: (a) regular education teacher, (b) special education teacher, (c) gifted education teacher, (d) parents, (e) other school counselors, (f) behavior specialist, (g) special education counselor, (h) supervisor of counseling, (i) school administrator, (j) occupational therapist, (k) speech teacher, (1) physical therapist, and (m) school psychologist.
As the school counselors spoke about the need for collaboration, they mentioned that collaboration was the best advice they could give to other counselors who were interested in developing their skills in working with students with disabilities. These counselors suggested collaborating to develop their own support system for the following reasons: (a) "It is very difficult working with students with disabilities, because you don't always see the positive results and sometimes they are hard to find"; (b) "there will always be things or issues that come up that you don't know how to help and the important thing to do is to keep trying until you find the fight person to ask"; and (c) collaboration helps one to "continue to grow professionally."
One counselor described how her initial attempts to collaborate have led to increased collaboration with school staff as they hear about her collaborative efforts. She suggested collaboration with special education teachers to learn more strategies for counseling students with disabilities and gave the example of using social stories with nondisabled students:
All the different special ed strategies, you can use in all aspects of your job. You can use them in a group that nobody has labeled special ed, but [where] they could all benefit from a social story, especially kindergarteners. They don't have to have Asperger's to benefit, because it's pictures. And that is what is going to work for any kindergartener who is trying to learn a routine.
In the review of the information obtained from the school counselors, collaboration served two purposes. Collaboration helped to better meet the personal/social needs of students with disabilities, through having other staff brainstorm and work on the same goals. Collaboration also served to provide school counselors with additional strategies they could use in working with their students.
The last theme that emerged from this study, leadership, is yet another theme encompassed in the ASCA National Model. These school counselors were chosen to participate in this study based on their reputation of leadership, of actively working to meet the personal/social needs of students with disabilities in their schools when not all school counselors focus on working with these students. These school counselors described working with students with disabilities as challenging and unclear, and even though they felt undertrained, they continued to focus on working with these students and took the initiative to learn more about the students and their disabilities.
The fact that these school counselors have been moving their counseling programs toward an increased focus on students with diverse needs demonstrates in itself the excellent leadership skills of the school counselors. These counselors also have been taking steps to implement the recommendations of the ASCA National Model into their counseling programs even though they had not been mandated to do so, had not received much training on the ASCA National Model, and had not been given specifics on how to do this at the time.
These school counselors have been serving in leadership roles within their schools. They actively made certain that students with disabilities were included in all school activities, not just in counseling activities. They went against the status quo and attempted to make improvements in how these students' needs were best served. They assisted in training school staff and parents in how to work with these students. Through the influence of their data collection and reflection, they consistently tried to improve their school's counseling programs.
Additional Factors That Influence Working with Students with Disabilities
Several issues that surfaced during the study illustrated additional challenges faced by school counselors working with students with disabilities. One major issue was in counselors describing how some school principals place a greater emphasis on the school counselor working on academic improvement over personal/social issues in students. If a school counselor was working for a principal who was more focused on academic success, it may be more difficult for that counselor to spend time focusing on the personal/social needs of students.
Another issue discussed in the study was time. School counselors found it difficult to schedule groups around guidance counseling activities because students with disabilities were already being pulled out of the classroom for additional supportive services such as speech and occupational therapies.
The overabundance of reform initiatives was the next issue. At the time of this study, the state was in the process of creating its own set of guidance standards. Counselors were distracted by the recent development of the state guidance standards that were currently in draft form. While these were closely aligned with the ASCA National Model, the counselors had to remind themselves which one they were talking about during the study because they were receiving information on both at the same time, along with information on No Child Left Behind. School counselors seemed to be inundated with new guidelines and materials at this time as the school system was attempting to sort out the school counselor's role in working with students and in response to recent legislation.
The fourth issue of "duplication of services" was described by the school counselors as an issue that they reject but one that many counselors consider. The idea of "duplication of services" suggests that students with disabilities who are involved in counseling activities are getting double services, once from special education and another time from the counselor. One counselor mentioned that some school counselors make it a point not to actively counsel students with disabilities because they feel that they are already getting services from special education and that special education students are not on their caseload. While the counselors involved in this study disagreed with this idea, they felt that some students may not be served if their counselor agrees with the idea of "duplication of services."
The ASCA National Model asks school counselors to examine "how students are different because of school counseling" (ASCA, 2003, p. 17). The school counselors involved in this study stated that students with disabilities are different because of school counseling for several reasons. These students make a connection with the school counselor and have someone who will advocate for them when necessary to make sure that the student is included and involved in all school activities. Student with disabilities can better deal with their personal/social difficulties because they are learning coping skills, such as improving self-esteem and behavior, from the school counselor. They learn to feel comfortable in who they are and to not see their disability as a limitation. Classroom guidance helps students with disabilities because it focuses on treating others with respect, fairness, and dignity and it incorporates anti-bullying lessons.
In summary, these school counselors meet the personal/social needs of students with disabilities through an eclectic counseling approach. They use classroom guidance and both individual and group counseling activities that focus on teaching students how to improve behavior and social skills and increase their self-esteem. These counselors help students by going against the status quo, providing activities that help the students feel better about themselves, and teaching students coping skills.
It is important to note that the school counselors do not see the counseling strategies they use as strategies that are specific to working only with students with disabilities, but rather as strategies that they have added to their repertoire for all students. This is advantageous for those who are concerned about becoming more skilled in working with students with disabilities. These school counselors are adapting their current counseling activities to meet the needs of these students, not having to acquire numerous new techniques and training that requires years of experience to develop skills. They are building on their professional expertise with other educational staff present in their own schools. They have found that through their desire to learn more about disabilities and through collaboration with other school professionals, they have gained additional counseling strategies that could be used with a variety of students.
Despite the newness of the ASCA National Model, it was interesting to note that many of the activities described by these school counselors as part of their repertoire of working with students with disabilities are those same activities encouraged and recommended by the model as part of ASCA's vision of successful and effective counseling and guidance programs.
Limitations to this study include the small number of participants and the fact that the ethnographic interview method is designed only to provide information as to how these individual elementary school counselors meet the needs of the students with disabilities at their schools. The fact that these school counselors were chosen based on purposeful sampling and reputational case selection indicates that they were considered exemplary for their work with students with disabilities and that they do things differently than other school counselors. Therefore, these results most likely do not represent what other school counselors are doing to meet the needs of students with disabilities. The school counselor survey is another limitation as it was created by the researcher and is not a standardized measurement based on psychometrics. This study is unique and there is limited research on the ASCA National Model from which to compare this study's results.
The study and survey also could be criticized for looking at students with various disabilities, rather than looking at specific counseling strategies for particular disabilities. Another limitation comes from the use of self-report measures in the journal, vignette, survey, and interview questions. While efforts were made to triangulate the data through asking questions in different formats--that is, survey, journal, interview--and with different phrasing, the researcher was not present in any counseling session and did not observe the events that school counselors described.
Researcher bias is also a possible limitation to this study. While the researcher has experience with collaborative counseling and is enrolled in a counseling program, this researcher is a special educator. Efforts to control for this possible bias included receiving input from dissertation committee members on survey, interview, vignette, and journal question formats, including member checks throughout the process, and asking descriptive and contrast questions throughout the interviews. In fact, interview questions clearly focused on this issue and asked school counselors to describe their role compared to the roles of other school personnel in working with students with disabilities.
Implications for Practice
The school counselors in this study felt there was still more they would like to learn in regards to working with this population. Therefore, in-service training could be developed that would provide school counselors with counseling recommendations so they don't have to generate counseling strategies on their own. School counselors could develop in-service training to help principals and school staff better understand the counselor's role in working with all students, including those with disabilities, and assist in making certain their counselors had training in working with this population.
School counselor preparation programs could incorporate counseling internships that include more exposure to working with students with disabilities, specific counseling strategies and materials that are successful with students with disabilities, and strategies that encourage collaboration with other school personnel. An increased effort could be made within these courses to link counseling strategies for students with disabilities to specific counseling theories. In this way, school counselors could feel more comfortable in relation to counseling theory and their chosen interventions as well as be certain they were using counseling strategies that were supported by research.
Examining the existing beliefs and attitudes of school staff as well as counselor beliefs about their roles would be important in making certain that all involved in meeting the personal/social needs of students with disabilities were performing and doing so with specific awareness of their unique roles in meeting these needs. Additional training on the ASCA National Model and in strategies for working with students with disabilities also would help school counselors reluctant to work with students with disabilities to understand that these students are part of their caseload, thus refuting the "duplication of services" idea.
This study demonstrated that school counselors are providing activities to students with disabilities to meet their personal/social needs and that the activities they use with these students are in accordance with the ASCA National Model (ASCA, 2003). In order for schools to best meet all the needs of their students with disabilities, the academic, career, and personal/social needs of students with disabilities must be better recognized and addressed. When school counselors work with students with disabilities, they are following the ASCA National Model's guidelines for meeting the diverse needs of all of their students. The work that school counselors do to meet the needs of students with disabilities (collaboration, serving in leadership roles, advocating for students, and using a variety of strategies) is not a supplemental or discrete task required of school counselors. Rather, it is an example of school counselors using the ASCA National Model as it was intended--to guide forward the tasks of the counselor and to serve as a framework to help all students experience success.
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Helen Nicole Frye Myers, Ph.D., is an assistant professor of education, Bridgewater College, Fredericksburg, VA. E-mail: firstname.lastname@example.com
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Historic New Orleans Collection Exhibit Examines Occupation Of City During Civil War
By Paul Maassen
New Orleans, the largest and most prosperous city in the antebellum Deep South, spent the Civil War in fetters, occupied by Union troops in late April 1862.
The Historic New Orleans Collection's latest exhibit, "Occupy New Orleans! Voices from the Civil War", taps the experiences of ordinary men and women — Northerners and Southerners alike — during that time. WWNO's Paul Maassen talked with Mark Cave, The Historic New Orleans Collection's Senior Curator and Oral Historian, and asked him about this unique exhibit.
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|Viewing 1-25 of 497 Record(s)
|Title: Warm views of a cold place (review of Ice House Sketches by Robert Phillips)
|Authors: Thompson,Herb
|Source: Texas Books in Review, Winter/Spring 2012, 31-32 :4-1 ,pg 19-
|Subjects: Houston (Tex.) - Restaurants (Book review) Phillips Robert
|Additional Information: Portraits of people who frequented the Ice House (Houston).
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|Title: 2012 five star wealth managers (Advertisement)
|Source: Texas Monthly, Sep-12, 40 :9 ,pg Supplement-
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|Title: Behind the lines: Big D-vide - The John Wiley Price corruption investigation has only begun, but it has already reopened the age-old rift in Dallas between north and south and white and black. Will things be different this time?
|Authors: Sweany,Brian D.
|Source: Texas Monthly, Sep-11, 39 :9 ,pg 12+-
|Subjects: Dallas (Tex.) - Race relations Price John Wiley Political corruption Nealy Kathy Fain Dapheny Watkins Craig Lipscomb Al Collins Carr P. Sr. Williams Shawn Hill Don Farrington Sheila Lee D'Angelo Hodge Terri
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|Title: San Antonio and the heart of Texas (Advertisement)
|Source: Texas Monthly, October 2012, 40 :10 ,pg 54- 56
|Subjects: San Antonio (Tex.) - Description and travel Hill Country Region - Description and travel
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|Source: Texas Monthly, Oct-11, 39 :10 ,pg 64-
|Subjects: Burke James Lee Berryhill Michael Sweets Ellen
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|Source: Texas Monthly, Oct-11, 39 :10 ,pg 94-98-
|Subjects: San Antonio (Tex.) - Description and travel Hill Country Region - Description and travel
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|Title: Eat, prey, love: Every year the men in my family return to the same patch of land to hunt deer. Lately we seem to be hunting for something else
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|Subjects: Deer hunting - Personal narratives Hill Country Region - Description and travel
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|Authors: Klepper,E. Dan
|Source: Texas Highways, Mar-12, 59 :3 ,pg 32- 39
|Subjects: Bird watching - Hill Country region - Photographs Hill Country Region - Description and travel
|Additional Information: A brief directory of birds to watch in the Hill Country, where to find them, and where to stay while you're looking. Photographs and descriptions of the following birds: Black-capped Vireo; Painted Bunting; Summer Tanager; Ash-throated Flycatcher; Yellow-
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|Title: The survivors
|Authors: Hancock,Lee
|Source: Texas Monthly, Jun-12, 40 :6 ,pg 102- 104+
|Subjects: Fort Hood (Tex.) - Crime Hasan Nidal Cahill Kerry Hasan Nader
|Additional Information: An unlikely alliance between Nader Hasan, the cousin of the Fort Hood mass killer, Nidal Hasan, and Kerry Cahill, whose father was one of Hasan's victims, to educate people on the need for tolerance, particularly between people of different faiths.
|Ref ID: 94214
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|Source: Texas Monthly, Jun-12, 40 :6 ,pg 98- 101
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|Source: Texas Monthly, Jun-11, 39 :6 ,pg 111-115-
|Subjects: Austin (Tex.) - Description and travel Hill Country Region - Description and travel
|Ref ID: 91105
|Title: Metroplex getaway
|Authors: Frazier,Bryan
|Source: Texas Parks and Wildlife, Feb-12, 70 :2 ,pg 15-
|Subjects: Cedar Hill State Park
|Ref ID: 93160
|Title: Hemphill's Space Shuttle Museum
|Authors: Lohrmann,Charles J.
|Source: Texas Highways, Feb-11, 58 :2 ,pg 21-
|Subjects: Hemphill (Tex.) - Museums
|Ref ID: 90999
|Title: Book reviews (review of A Day's Ride From Here, Volume III, Fort McKavett, Texas by Clifford R. Caldwell)
|Authors: Dixon,Kemp
|Source: The Journal of South Texas, Fall 2012, 25 :2 ,pg 78- 87
|Subjects: Caldwell Clifford R. Texas Hill Country (Tex.) (Book review)
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|Title: Zigzagging images of Texas' art deco era (Review of Hill Country Deco: Modernistic Architecture of Central Texas by David Bush and Jim Parsons)
|Authors: Rauch,Susan
|Source: Texas Books in Review, Fall 2011, 31 :11 ,pg 7+-
|Subjects: Architecture - History (Book review) Hill Country Region - Architecture - Books (Book review)
|Ref ID: 92479
|Title: Eye on Texas
|Authors: Burford,Melanie
|Source: Texas Observer, Apr-12, 104 :4 ,pg 45-
|Subjects: Sugar Hill (Tex.) - Photographs Poverty - Photographs
|Ref ID: 94162
|Title: The Hill family: A unique footnote in the story of Texas Independence
|Source: Texas Heritage, 2011, 2 :
|Subjects: Hill family -- History Hill Asa Hill Elizabeth Barksdale Hill James Monroe TexasΓÇöHistoryΓÇöRevolution 1835-1836 TexasΓÇöHistoryΓÇöRepublic 1836-1846
|Ref ID: 91862
|Title: Murder at Seminole
|Authors: Willeford,Glenn P.
|Source: Journal of Big Bend Studies, 2011, 23 : ,pg 21- 37
|Subjects: Seminole (Tex.) -- History Allison William Davis Roberson Horace L. Loftis Hillary Ross Tom Good Milton P. Murder -- Seminole (Tex.)
|Ref ID: 92544
|Title: Focus: Austin and the Hill Country (Advertisement)
|Source: Texas Monthly, 2010, 38 :6 ,pg 45- 49
|Subjects: Austin (Tex.) - Description and travel Hill Country Region - Description and travel
|Additional Information: ID: 288; RP: NOT IN FILE
|Ref ID: 84649
|Title: Book reviews (review of John Hill for the State of Texas by John L. Hill, Jr.)
|Authors: Adrian,Randall
|Source: Journal of South Texas, 2010, 23 :1 ,pg 90- 101
|Subjects: Hill John L.Jr Texas - Politics and government (Book review)
|Additional Information: ID: 605; RP: NOT IN FILE
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|Title: Book review: Hallucinogenic history (review of The Farthest Home Is in an Empire of Fire: A Tejano Elegy by John Phillip Santos)
|Authors: Lozano,Vicente
|Source: Texas Observer, 2010, 102 :14 ,pg 26-
|Subjects: Santos John Phillip
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|Title: Lands that I love
|Authors: Sansom,Andrew
|Source: Texas Monthly, 2010, 38 :1 ,pg 92- 99
|Subjects: Manos Jarid Hill Country Region East Texas Region North Texas Region
|Additional Information: ID: 60; Cypress Creek, The Dahlstrom Ranch (Hill Country), The piney woods (East Texas), The plains (North Texas).; RP: NOT IN FILE
|Ref ID: 85359
|Title: City of dreams: The many strands of San Antonio's rich mestizo history--much of it vanished and vanishing--left me with a range of influences, from Bongo Joe to old man Brock
|Authors: Santos,John Phillip
|Source: Texas Monthly, 2010, 38 :6 ,pg 120- 121
|Subjects: Santos John Phillip San Antonio (Tex.)
|Additional Information: ID: 300; RP: NOT IN FILE
|Ref ID: 85361
|Title: Christmas past
|Authors: Smith-Rodgers,Sheryl
|Source: Texas Parks and Wildlife, 2010, 68 :12 ,pg 13-
|Subjects: Christmas decorations Monument Hill State Historical Park Kreische Brewery State Historical Park
|Ref ID: 92163
|Title: No stone unturned
|Authors: Weisman,Dale
|Source: Texas Highways, 2010, 57 :2
|Subjects: Rock hunting Big Bend Region Hill Country Region
|Additional Information: ID: 37; Rock shops mentioned: Blue Agate Rocks and Gifts (Fort Davis); Ocotillo Enterprises (Alpine); Moonlight Gemstones (Marfa); Many Stones (Study Butte); Enchanted Rocks and Jewelry (Llano).; RP: NOT IN FILE
|Ref ID: 90442
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Nursery Organizer Bins, Set of 2, Choose Your Color
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Nursery Organizer Bins can turn out to be a great addition to your home as they let you keep your nursery more organized. The two child storage bins come with compartment dividers that allow you to store your baby essentials, including diapers, lotions, and towels in a neat way. These home storage organizers are compact enough to fit under the changing table, making a space-saving storage solution. Changing your baby will be a breeze with these storage bins. Available in beige, these changing table storage bins are sure to match your nursery decor.
These Nursery Organizer Bins are the ideal solution for keeping your baby's area clean and organized. Well-suited for your little one's nursery, bedroom or changing area, these bins feature compartment dividers, so you can separate diapers, lotions and more. You can even keep an extra pair of these baby bins, set of 2, in your car or SUV, so you'll always be prepared at a moment's notice while running errands or taking a road trip. These bins are lightweight and add a fresh burst of cheerful color to your baby's surroundings. These blue nursery bins are an ideal gift idea for a baby shower.
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Dear all,
I was doing a two days research in order to find a plugin that could allow me to replace the simple "custom menu" of wordpress for the sidebars.
Unfortunately i would like a plugin or widget that will replace this and will it be more modern and with better styling.
Does anyone know any plugin like this? I found one from design chemical team which is good but still the style is pretty solid. Any idea for a modern vertical menu?
Thanks in advance, Nekmak
Hi Nekmak,
Do you mean something like this? http://themeforest.net/item/dreams-clean-style-for-portfolio-photography/232437
Cheers, OhmLab
hi OhmLab,
thanks for your message.
Not exactly like this.
have a look at the following page i was looking today: http://www.kayako.com/company/contact/
check the left sidebar in the middle the menu with green (About Kayako, Customers..etc…)
Thats exactly what i want and need. A nice simple menu.
Any ideas?
Yeah. Looks like this one may be done through a shortcode. You could try something like this if your current theme doesn't support the shortcode. http://wordpress.org/extend/plugins/jquery-vertical-mega-menu/
unfortunately i used this one but you can see as well that they style is also old fashion and not very modern ot close to the css3 spirit. What you mean by shortcodes?how can i reach that kind of menu with shortcode?i thing that it supports shortcode my theme in the sidebar.
Maybe its also a good idea for plugin developers in codecanyon to do something with sidebar menus.
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Technically Incorrect: The Microsoft co-founder says research by his friend Nathan Myhrvold has shown that studying dinosaur bones gives insights into the fight against malnutrition.
Samsung, Microsoft, ARM and the people behind Raspberry Pi are collaborating with publicly funded UK broadcaster the BBC on the Micro Dot device.
"The Imitation Game" opens the 2014 London Film Festival, heralding a number of movies exploring our complex relationship with technology.
Blood, drugs and curse words go flying in a bootleg "Power Rangers" short that is strictly for grown-up fans.
Elemental Path and ToyTalk hope to pioneer interactive toys. But will kids and parents want Internet-connected Barbies and dinosaurs?
Technically Incorrect: The Microsoft co-founder and his wife help a good cause, Red Nose Day, by keeping cool while all around them is TV drama.
The round was led by Greylock Partners, following a previous round led by Andreessen Horowitz.
New research with New Caledonian crows has demonstrated that they perform as well as 7- to 10-year-old children on cause-and-effect water displacement tasks.
"LEO the Maker Prince" by Carla Diana inspires children to use their MakerBots to make storybook characters into their very own 3D figures.
Technically Incorrect: In an extensive interview with an Argentinian newspaper, Pope Francis says he's not much of a gadget guy.


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Broiled T Bonefish Steaks With Parsley Butter And A Summer Green Bean Salad
|For the bean salad
|Haricots verts
|1 Pound, ends trimmed
|Ripe tomatoes
|2 Large, halved, seeded, julienned
|1 Clove (5 gm), finely minced
|Olive oil
|3 Tablespoon
|Red wine vinegar
|1 Dash
|Basil leaves
|1 Tablespoon, julienned
|Black pepper
|To Taste, freshly cracked
|To Taste
|For the parsley butter
|8 Tablespoon, softened
|Lemon juice
|2 Tablespoon, freshly squeezed
|Flat-leaf parsley
|2 Tablespoon, chopped
|To Taste, freshly ground
|For the steaks
|T-bone steaks
|64 Ounce (4 In Number, 16 Ounce Each)
1) In a saucepan, boil salted water. Add in the beans and blanch for 3 to 4 minutes. Drain and immerse the beans into a bowl of ice-cold water.
2) Drain, pat dry the beans and add into a mixing bowl along with tomatoes, garlic, vinegar, olive oil, basil, salt and pepper. Toss well. Keep aside.
3) In a blender, blend butter, lemon juice, parsley, salt and pepper to a smooth consistency.
4) Transfer the parsley butter onto a wax paper, roll up and keep in the refrigerator to chill.
5) Season the T-bones with salt and pepper and broil on a rack at least 2-3 inches below the heat.
6) Broil the T-bone for 5 to 6 minutes on each side for medium rare and about 7 minutes for medium, turning them over once in between. Place a dot of parsley butter on each steak when just one minute of cooking time is left.
7) Transfer the steak onto a serving plate and serve the bean salad alongside.


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JON upgrade fails due to dbupgrade task failing with ORA-01408: such column list already indexed
Updated 2012-03-26T16:09:29+00:00
- Failing to upgrade from JON 2.4.1
- Server environment upgrade from 2.4.1 to 3.0 fails
Upgrade fails due to:
[upgrade] [dbupgrade] /opt/jboss/jon-server/logs/db-upgrade.xml:27: Failed to upgrade - error in spec version [2.102]. Cause: Error executing the task [org.rhq.core.db.ant.dbupgrade.SST_DirectSQL] in schema spec version [2.102]. Cause: The schema spec task [DirectSQL] has encountered an error. Cause: java.sql.SQLException: ORA-01408: such column list already indexed
Database schema upgrade fails due to duplicate index
- JBoss Operations Network (JON) 3.0.0
- Upgrading from a previous version of JON
- Oracle 10g, 11g


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Shootings and a car bombing in Baghdad killed 13 people on Tuesday, including an anti-al-Qaeda militant and his family, in the latest bout of violence to hit Iraq amid an extended wave of sectarian killings this year, officials said.
The deadliest attack came when gunmen stormed the house of the Sunni militia member opposed to the terror group, killing him, his wife and three children in a southern suburb, police and hospital officials said.
The militia, known as Sahwa, joined U.S. troops in the war against al-Qaeda at the height of the Iraq war and has been a target ever since for al-Qaeda linked Sunni insurgents who consider them traitors.
Prominent Sahwa leader Wisam al-Hardan managed to escape unharmed an assassination attempt on Monday by two suicide bombers, but six of his bodyguards and a bystander were killed.
Elsewhere in Iraq on Tuesday, a car bomb blew up at a restaurant in the town of Jbala just south of the capital, killing two people and wounding seven others.
Gunmen shot two people dead in Baghdad's southern Dora neighbourhood and four bodies with gunshot wounds to the back were found in different locations around the Iraqi capital, the officials said. The discovery of the bodies was reminiscent of sectarian violence that engulfed the country several years ago, when corpses littered the streets.
Violence in Iraq has intensified since April to levels not seen since 2008. More than 4,000 people have been killed over the past five months alone, including more than 800 in August, according to figures provided by United Nations officials based in Iraq.
No one claimed responsibility for Tuesday's attacks, but they bore the hallmark of al-Qaeda in Iraq and other Sunni insurgent groups.
Keywords: Iraq violence, Iraq car bombing, Iraq shootings, Baghdad car bombing, Sahwa militia, al-Qaeda attacks, Sunni insurgent groups.


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ZoneAlarm Extreme Security
ZoneAlarm adds online backup, Registry tune-up, and forward-looking ForceField technology that blocks Web-based threats, keyloggers, and phishing. Yet despite these additions it has slightly less impact on system performance than its predecessor. And as always, its firewall protection is top-notch. It's a great choice for well-rounded security protection.
the lg g4 is here!Want a chance to win one?
Provide your email address and what carrier you are using (only Verizon, Sprint, T-Mobile and AT&T please) and we'll pick FOUR random winners to receive one of the hottest phones of the year, the LG G4.


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From the Archive: As the International Atomic Energy Agency clashes with Iran over access to a military site, the U.S. government and mainstream news media are denouncing Iran. But no one recalls the WikiLeaks documents that exposed the bias of the new IAEA leaders, as Robert Parry reported in 2011.
Tag Archive for George W. Bush
Americans Abandon International Law
After a decade of "war on terror" rhetoric – and President Obama's failure to reverse many of George W. Bush's extrajudicial policies – the U.S. public has come to accept that American "exceptionalism" puts the nation beyond the reach of international law, as Nat Parry explains.
Ronald Reagan: Worst President Ever?
From the Archive: On Presidents' Day, opinion polls rate the greatest U.S. presidents, with Ronald Reagan now typically scoring at or near the top — and George W. Bush at or near the bottom. Though the Bush rating is hard to dispute, Robert Parry argued in 2009 that Reagan deserved a similar placement.
Last Chance for 3-Book Set at $29
From Robert Parry: Because of rising shipping costs, we will soon discontinue the special offer of the three-book set – Lost History, Secrecy & Privilege and Neck Deep – at the deep discount price of only $29 for all three, postage included.
New Weasel Word on Iran Nukes
Exclusive: The U.S. news media has consistently created the impression that Iran is building a nuclear bomb and that its denials shouldn't be taken seriously. However, U.S. and Israeli intelligence assessments may finally be eroding that smug certainty, Robert Parry reports.
Failure of 'Pro-Democracy' Wars
A key justification for three recent U.S. military actions – in Afghanistan, Iraq and Libya – was to oust brutal dictators and pave the way for a more democratic future. But these violent strategies have fallen short on the pro-democracy front, writes the Independent Institute's Ivan Eland.
Rigging American 'Democracy'
Exclusive: Aided by Republican partisans on the U.S. Supreme Court, America's ultra-rich are buying up the political process with vast sums of cash, some through dummy corporations. The money has made the GOP campaign nasty, but will dirty up President Obama in the fall, writes Robert Parry.
Bush's My Lai
From the Archive: Last week's decision by a U.S. military court to give no jail time to the sergeant in charge of troops at the Haditha massacre of 24 unarmed Iraqis means no serious penalties for anyone associated with what, in 2006, Robert Parry called "Bush's My Lai."
No Justice for Haditha Massacre
In 2003, President George W. Bush launched a "preemptive" war against Iraq, citing imaginary threats to the United States. The invasion inflicted massive loss of life, including massacres like the one at Haditha, but with very little accountability in the field or in Washington, writes Marjorie Cohn.
The Fiscally Reckless Mitch Daniels
Exclusive: Delivering the GOP rebuttal to President Obama's State of the Union, Indiana Gov. Mitch Daniels is hailed as a "fiscal conservative," but his actual record as George W. Bush's budget director was one of fiscal recklessness, taking America from surpluses to massive deficits, as Robert Parry reports.


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This is very popular event from north south feast west . nice we need to join it once alt est. thaks nice info
To read the latest tweets from @immigration_mv
Follow Immigration Museum on
My mother's maiden name was McConchie; and from what I can gather, there is a family tree drafted of the McConchie clan that is here is Australia. Not sure ...


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The Comedy In Fifty Shades of Grey
By Amy Nicholson
Wild Tales Lays Bare Everyone's Awfulness
By Stephanie Zacharek
Approaching the Elephant Is a Bracing Education Doc
By Calum Marsh
By Stephanie Zacharek
By Inkoo Kang
The Results of Our 2014 Film Critics' Poll
By Voice Film Critics
By Alan Scherstuhl
The Blue Room (La Chambre bleue)
By Alan Scherstuhl
Bollywood multi-hyphenate Vishal Bhardwaj's latest proves that his films are only as great as their characters and their respective stories. Bhardwaj (7 Khoon Maaf, Omkara) produced, directed, co-wrote, and composed music for Matru Ki Bijlee Ka Mandola (or MKBKM), a romantic comedy set amid a contemporary farmers' revolt. Unlike Bhardwaj's superior dramas, MKBKM is populated exclusively by stick figures defined by conventional tics. Imran Khan plays Matru, a never-not-pouting chauffeur who refuses to admit that he's in love with Bijlee (Anushka Sharma), his rich boss's daughter. Bijlee has, in contrast, fooled herself into loving Baadal (Arya Babbar), a cartoonish lout from a rich family. But while Harry Mandola (Pankaj Kapur), Bijlee's lush of a father, tries to marry Bijlee to Baadal, he schemes with Chaudhari Devi (Shabana Azmi), Baadal's mother, to legally steal Mandola Village's farmers' land. Harry's the most complex character in the film, thanks mostly to Kapur's sprightly performance, but even he's too easy to figure out: His conscience speaks when he's drunk, but it's stone silent when he's sober. MKBKM is comprised of rote scenes of broad comedy and arid melodrama, as in the scenes in which Harry declaims about how badly he wants to rob the local peasants. Not even a mysterious bandit calling himself Mao enlivens the proceedings. Save for a couple of visually engaging dance numbers, mostly shot with hand-held digital cameras, MKBKM is dishearteningly banal.
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text: Colorado foreclosure law firms accused of fraud By: The Associated Press July 16, 2014 DENVER — Colorado's two largest foreclosure law firms were accused Tuesday of defrauding homeowners, banks and investors. The Castle Law Group and Aronowitz & Mecklenburg were sued Tuesday by the state attorney general's office, The Denver Post reported (http://dpo.st/1slM6ry). The newspaper says that the Aronowitz firm immediately agreed to pay $10 million to settle the case. The ... Subscribe Login Email Address: Password: Already a paid subscriber but not registered for online access yet? For instructions on how to get premium web access, click here.Forgot your password? Share this:EmailPrintFacebookLinkedInTwitterGoogle +1Like this:Like Loading... Colorado law firms foreclosure fraud charges 9:47 am Wed, July 16, 2014 Mecklenburg Times: News for Mecklenburg, Union and Iredell counties The Associated Press


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Peter Wisch
- ASSISTANT CLINICAL PROFESSOR Dermatology
American Board of Dermatology
MD, Mount Sinai School of Medicine
Internship, Internal Medicine
Lenox Hill Hospital
Residency, Dermatology
Emory University Hospital
Residency, Dermatology
Mount Sinai Hospital
Industry Relationships
Physicians and scientists on the faculty of the Icahn School of Medicine at Mount Sinai often interact with pharmaceutical, device and biotechnology companies to improve patient care, develop new therapies and achieve scientific breakthroughs. In order to promote an ethical and transparent environment for conducting research, providing clinical care and teaching, Mount Sinai requires that salaried faculty inform the School of their relationships with such companies.
Dr.Wisch is not currently required to report Industry relationships.
Mount Sinai's faculty policies relating to faculty collaboration with industry are posted on our website. Patients may wish to ask their physician about the activities they perform for companies.
Insurance Information
Mount Sinai Health System (MSHS) physicians - including those employed by MSHS - do not always participate in the same health plans in which MSHS hospitals or facilities participate.
Information regarding insurance participation and billing by this physician may be found on this page or obtained by contacting this provider directly.
Insurance plans that the Mount Sinai Health System hospitals or facilities participate in can be found on the Mount Sinai Health System website.
Icahn Medical Institute Floor 2nd Fl. -Dermatology Room L2-28 (Box 1047)
1425 Madison Avenue
New York, NY 10029
Fax: 212-348-7434
55 East 87th Street
Suite 1E
New York, NY 10128
Fax: 212-369-8777
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- Scott Burnside, NHL
- 0 Shares
- Comment
OK, it's done, at least in principle. A new collective-bargaining agreement between the National Hockey League and its players.
But now what?
Here's a rough road map of how the frenzied post-CBA summer is likely to unfold.
Now that there's agreement on a deal, don't expect anyone to rush onto Broadway and burst into song. The two sides issued releases about the tentative deal, but further details will wait for ratification.
The league's ratification process involves what is expected to be rubber-stamping of the agreement by the NHL's board of governors who are expected gather in New York within a day or two of the tentative deal being reached. A simple majority is needed to ratify the deal. Consider that a fait accompli.
The players' ratification is a bit more cumbersome and not necessarily a sure bet. The NHLPA will hold a membership meeting/ratification vote, likely in Toronto. Those players who can't attend will register their votes through individual team player representatives. It's expected it could take anywhere from two days to a week to organize and hold such a vote.
A simple majority will ratify the deal on the players' end. Expect angry discussion and recriminations about the concessions the players have made, and the union's strategy throughout. But in spite of any grumbling, it would be a huge shock if the deal isn't accepted, largely because going back to the table would almost certainly mean a worse deal in the end.
Within a day or two of ratification, look for the dog and pony show -- a media event likely to include the startling sight of NHL commissioner Gary Bettman and NHLPA executive director Bob Goodenow standing shoulder to shoulder, shaking hands and putting on baseball caps emblazoned with the league's new bounce-back catch phrase, "It's a whole new game."
The event, likely to be held in New York, will formally announce the new deal, but will also focus on wide-ranging rule changes and plans for an enhanced experience for fans across the league. There could also be the announcement of league-wide fan initiatives. This will be the first public unveiling of the crucial new partnership between the league and its players. Watch for lots of public hatchet-burying between the sides.
In the meantime, general managers and agents will be poring over the new CBA, rumored to be in excess of 600 pages. One source told ESPN.com the section dealing with the salary cap is 100 pages. Both managers and agents say they expect a moratorium on signing players for a week or 10 days after the deal is ratified. It's expected agents will be assisted by the NHLPA in understanding the nuances of the complex new deal while the league will meet with GMs in small groups or offer some other form of CBA tutorial.
Once the moratorium is over, GMs will be given a short window of a few days to sign unsigned 2003 draft picks. Those who aren't signed would be added to the 2005 draft. There has been some noise that some of these draft picks, fearful of being tossed back into a rich draft in a summer of unprecedented player movement, would sue to become free agents, but that's unlikely to happen.
Following closely on the heels of this signing period will be the 2005 draft -- or, as it's come to be known, the Crosby draft. If the NHL is looking to keep itself on sportscast highlights, they will save unveiling the much ballyhooed draft order for the day or two before the actual draft, likely the last weekend in July or first weekend in August.
The lottery, in which all 30 teams have at least a chance at earning the right to select mega-prospect Sidney Crosby with the first overall pick, should draw at least some interest in hockey markets across the continent. Expect at least an abbreviated draft weekend to be held in Ottawa. City officials have already told the league they could host the event on short notice.
Although some GMs feel there will be little in the way of trading under the new system, the draft should provide the chance to create some cap room without buying out a player -- or similarly, adding a useful piece without having to get into a bidding war if he becomes a free agent.
Speaking of buyouts, at some point either immediately before or immediately after the draft, the league will establish another short window in which teams will be given a one-time opportunity to buy out existing contracts. Players who are bought out (New York Rangers center Bobby Holik, Dallas's Pierre Turgeon and Toronto Maple Leaf Owen Nolan are among the obvious candidates) will be paid 75 percent of their existing contracts and become unrestricted free agents. They will not, however, be allowed to re-sign with the team that buys them out for at least one year.
In the days before and after the draft GMs will make qualifying offers to unrestricted free agents.
Once the buyout opportunity has passed, the free-agent market will open, likely sometime during the first week of August. The union reports that only 288 players are currently under contract and that number will decline even further once the buyout option is exercised. It's not inconceivable then, that there could be upward of 450 restricted or unrestricted free agents on the market.
One agent anticipates the signing period to be "controlled pandemonium. It's going to be nuts."
Teams such as the Boston Bruins, which has four NHL players under contract, will need to move quickly to ensure they are able to plug the many holes in their lineups. Teams such as Phoenix, which has 21 players under contract, might be more patient in finding the right fit under the new cap.
"I think it's going to be filled with a lot of uncertainty," one agent said of the new marketplace. "There are no comparables anymore. You're starting from a clean slate."
Added one GM: "It's going to be a very interesting scenario. Some players might want to wait until the market is established."
But with a cap in place, players who wait too long might find teams don't have room, or only at a much lower level.
"Or they could find themselves with teams they don't want to play for," the GM said. "If I was a player I'd be trying to get a two-year deal at a fair number."
Even if there is a controlled period during which free agents can be signed, it's a given that agents and GMs will be in contact from the moment the tentative deal is announced.
"They're going to be trying to sign deals no matter what the dates are," one GM said. Another GM said he knows some of his players who are not under contract already have been approached by rival GMs.
Regardless of the strategy employed -- buy early or buy late -- GMs will have about a month, perhaps five weeks, to fill out their rosters while staying under the new salary cap of between $37 million to $39 million. If, as expected, the NHL allows its players to take part in the 2006 Olympics in Turin, the league will almost certainly start the regular season earlier than normal; likely the first week of October, meaning training camps would start the week after Labor Day.
So hang onto your helmets, the NHL's coming back and it's going to be a wild ride.
Scott Burnside is a freelance writer based in Atlanta and is a frequent contributor to ESPN.com.
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20hPierre LeBrun
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1dESPN Stats & Information
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2dPierre LeBrun
NHL roadmap: What to expect


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Ian Somerhalder Jokes 'There's A New Cast Member Joining Vampire Diaries'
Ian Somerhalder is a champion of public interest topics ranging from environmental issues and now the world of sport. If you don't follow soccer, this is a bit confusing. Don't worry, we'll explain.
Adelaide Kane's World Cup Tweets
The World Cup is well underway and fans all over the world are taking notice. Celebrities have joined in on the soccer fandom and utilize their socials to show their support. And Adelaide Kane, aka @AdelaideKane, is a crazy World Cup fan!
The Critics' Choice TV Awards | Thursday 8pm
Winners of the Critics' Choice Television Awards will be announced in this live ceremony from Beverly Hills, California.
Who Is Jane The Virgin?
We meet Jane Villaneuva in this fall's premier episode of The CW's Jane The Virgin. Learn more about the new TV show and its main character, Jane.
Watch Penn Badgley Say 'I Am The Gossip Girl' At NYC Concert, Music Video For Easy
During a recent show in NYC for his band called Mother, Penn Badgley said, "I am the Gossip Girl" onstage. Check out his latest music video for the song Easy.
Sneak Peak At 'The 100′ Finale: We Are Grounders – Part II
Grounders! The season finale of "The 100″ is upon us and it looks like an exciting … and deadly finish.
Tune In To The 100 Season Finale
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Summer Shoe Trends | How to Wear + Where to Buy
Summer is here, and it's time to go shoe shopping! Check out these shoe trends, where to buy them and how to wear them fashionably.
"Big Bang Theory" and "The Good Wife" Lead Critics Choice Awards With 5 Nominations Each
CBS' "The Big Bang Theory" and "The Good Wife" have received the most nods for the fourth annual Critics Choice Television Awards, tying with many cable networks' offerings.
'Famous In 12′ Cast Reads Mean TMZ Comments
The "Famous in 12″ family isn't happy about some of the comments TMZ.com visitors are posting.