text:
Saratoga (musical)
Original Recording
|Harold Arlen
|Johnny Mercer
|Morton DaCosta
|Edna Ferber's novel
Saratoga Trunk
|1959 Broadway
Saratoga is a musical with a book by Morton DaCosta, lyrics by Johnny Mercer, and music by Harold Arlen.
Based on Edna Ferber's sprawling novel Saratoga Trunk, it focuses on Clio Dulaine, an "illegitimate" Creole woman who seeks revenge on the New Orleans family who exiled her mother when she became impregnated by their son. Posing as a countess raised in France, she joins forces with Montana cowboy Clint Maroon, whose family's property was appropriated by railroad tycoon Bart Van Steed. Clint persuades Clio to seduce Bart into proposing marriage, but the conspirators soon find themselves falling in love while scheming to settle old scores.
The success of the musical adaptation of Ferber's Show Boat convinced her lightning could strike twice. She first approached Rodgers and Hammerstein with her proposal, and when they opted to write Pipe Dream instead, she turned to Lerner and Loewe, who agreed to compose the score but lost interest after My Fair Lady opened. DaCosta wrote a first draft of the book, which Ferber disliked, and when her offer to adapt the book herself was declined, she backed out of the project.
The bulk of the financing was provided by NBC and RCA Victor, which released the original cast recording. Rock Hudson and Jeanmaire originally were announced as the leads, but ultimately neither participated in the show.
The Broadway production, directed by DaCosta and choreographed by Ralph Beaumont, opened on December 7, 1959 at the Winter Garden Theatre, where it ran for 80 performances. The cast included Carol Lawrence as Clio, Howard Keel as Clint, and Warde Donovan as Bart, with Virginia Capers, Odette Myrtil, and Edith King in supporting roles.
Critics were impressed by the elaborate sets (which included a turntable and fifteen different locales) and the more than two hundred costumes created by Cecil Beaton, who won the Tony Award for Best Costume Design and was nominated for Best Scenic Design. The leads drew good notices, but most agreed that DaCosta's book and direction resulted in a slow-moving, uninvolving production. The main characters were unlikeable, their romance dull, and too many peripheral characters wandered in and out of the action. Show Boat, with its riverboat setting, had been a natural for musical adaptation, and whereas Oscar Hammerstein II and Jerome Kern had succeeded in compressing the epic into a lively stage production, the creative team behind Saratoga was unable to wring much excitement from a romantic relationship stemming primarily from a mutual desire for vengeance.
- Not Since Carrie: Forty Years of Broadway Musical Flops by Ken Mandelbaum, published by St. Martin's Press (1991), pages 230-33 (ISBN 0-312-06428-4)
External links[edit]


text:
Klopp or Ancelotti could replace Pellegrini if he has poor summer
Time waits for nobody in modern football. Manchester City are already in Canada for a friendly match against Toronto FC following the end of the Premier League season. Soon they will wake up in Houston for another game.
Among this brisk travel schedule, manager Manuel Pellegrini -- perhaps hoping to avoid the glaring spotlight for a week or two -- has already found himself with microphones thrust in front of him following a tiring season. It really never stops.
- Report Card: City earn a B+
- Brewin: Six defining games
- Macintosh: Elite Milner without fanfare
- Jolly: Lampard's fitting finale
- RATINGS: Lampard leaves with 8/10
- Transfers: Sterling wants out of Liverpool
Rather than things stopping, you...

subset: commoncrawl


text:
The view from my father's home in Playas de Tijuana. He is the wisest man that I know.
Photo by Alex_Anguiano
Posted September 4, 2012
Password Forgot?
Sign in
Confirm password
Sign up
Previous photo
| Next photo
| Switch to gallery view
Bob McPhail 5:30 p.m., May 25
Mercy Baron 4:30 p.m., May 25
Matt Potter 2:30 p.m., May 25
Johnny Caito 1:25 p.m., May 25
Ian Anderson 1 p.m., May 25
Daniel Powell 12:42 p.m., May 25
Ken Harrison 10:30 a.m., May 25
© 2015 San Diego Reader. All rights reserved. No part of this site may be reproduced without our written permission.


text:
Around 26 representatives of Bangalore-based women's rights groups, who were staging a protest in front of the Raj Bhavan against the Centre's Criminal Law (Amendment) Ordinance, 2013, were taken into custody and later released on Tuesday.
Addressing a joint press conference, the activists said that the Ordinance passed on February 3 had not only ignored some of the salient features of the Justice Verma Committee (JVC) but also displayed a "complete disregard for the due process of lawmaking" by proposing it as an emergency measure.
Madhu Bhushan of Vimochana described the Ordinance as "eyewash". Sushma Verma of the Samanata Mahila Vedike said that the Ordinance had failed to include several aspects of the JVC report. It did not recognise sexual violence within marital relationships, caste-based sexual assault and had failed to introduce provisions to regulate sexual violence perpetuated by the armed forces, she said. Activists have demanded that parliamentary process, including the setting up of a standing committee, and debating of the Bill in both Houses of Parliament be upheld, to ensure a democratic and transparent process of lawmaking.


text:
The N.R.A. and gun-rights advocates are quick to use the Constitution to defend unfettered access to even the most lethal firearms. But before the Constitution there was the Declaration of Independence, which asserts that we are endowed with certain unalienable rights, including those of "Life, Liberty and the pursuit of Happiness." It continues, "That to secure these rights, Governments are instituted..."For more on the latest stories of the day, head below the fold.
It is time now for government to protect our right to life from the threat of gun violence. It is time for politicians to put this right on the same pedestal they afford the right to bear arms. It is time for them to heed Supreme Court Justice Scalia, who said, "like most rights, the right secured by the Second Amendment is not unlimited." [...]
Common sense regulation is urgently needed to protect the lives of Americans in their places of work, houses of worship, shopping centers, movie theaters, parks and schools. [...] But little is going to change unless concerned citizens speak out and demand action from politicians.
You probably heard about the Missouri bill introduced that would make introducing any gun control measure a felony. Tony Messenger urges folks to take the bill seriously as an indication of how crazy Missouri's gun lovers are and how they're controlling the process:
The National Rifle Association should send a letter to every Missouri lawmaker putting them on notice that every vote on House Bill 170 and House Bill 633 will be rated. That means that any vote against them would be a vote against the NRA and thus invite a primary challenge. So even though the bills are stupid and unconstitutional, Republicans would have to vote for them.The Washington Post has a must-read profile of a gun control advocate in North Dakota. She's not getting any support from the local Democratic party:
House Bill 633 isn't a joke. It's Ted Nugent being invited to the State of the Union speech. It's Steven Seagal training armed vigilantes as school guards in Arizona. It's the new Republican reality.
The state Democratic Party has not taken a position on the bills, and a spokeswoman said they are not likely to champion the issue of gun control.Paul Krugman at The New York Times looks at the "sequester of fools":
"From a party perspective, there is so much happening right now as far as funding milk for elementary-age kids, tax breaks for oil companies," said Rania Batrice, a spokeswoman for the state Democratic Party. "To be completely honest, we're very focused on that."
There's a silly debate under way about who bears responsibility for the sequester, which almost everyone now agrees was a really bad idea. The truth is that Republicans and Democrats alike signed on to this idea. But that's water under the bridge. The question we should be asking is who has a better plan for dealing with the aftermath of that shared mistake.Eugene Robinson at The Washington Post echoes Paul Krugman on the absurdity of it all:
The right policy would be to forget about the whole thing. America doesn't face a deficit crisis, nor will it face such a crisis anytime soon. Meanwhile, we have a weak economy that is recovering far too slowly from the recession that began in 2007. And, as Janet Yellen, the vice chairwoman of the Federal Reserve, recently emphasized, one main reason for the sluggish recovery is that government spending has been far weaker in this business cycle than in the past. We should be spending more, not less, until we're close to full employment; the sequester is exactly what the doctor didn't order.
The standoff over the package of budget cuts known as "the sequester" is the dumbest, most self-defeating fight between President Obama and Republicans in Congress since . . . let's see, since the last dumb, self-defeating fight less than two months ago.The New York Times editorial board says raising revenue by increasing taxes on the wealthy is absolutely necessary:
Obama is winning this showdown but only in a relative sense. The truth is that everybody loses — Republicans a little more, Democrats a little less. And the American people, who have a right to expect adult behavior from their elected officials, will inevitably be the biggest losers of all.
To reduce the deficit in a weak economy, new taxes on high-income Americans are a matter of necessity and fairness; they are also a necessary precondition to what in time will have to be tax increases on the middle class. Contrary to Mr. Boehner's "spending problem" claim, much of the deficit in the next 10 years can be chalked up to chronic revenue shortfalls from the Bush-era tax cuts, which were only partly undone in the fiscal-cliff deal earlier this year. (Wars and a recession also contributed.) It stands to reason that a deficit caused partly by inadequate revenue must be corrected in part by new taxes. And the only way to raise taxes now without harming the recovery is to impose them on high-income filers, for whom a tax increase is unlikely to cut into spending. [...]In case you missed it, there was a huge victory yesterday as the AP backed down on its discriminatory approach to describing legally married gay and lesbian couples. Nathaniel Frank at The Los Angeles Times analyzes the significance:
Raising taxes at the top is neither punitive nor gratuitous. It is a needed step, both to achieve near-term budget goals and to lay the foundation for a healthy budget in the future. As the economy strengthens and the population ages, more taxes will be needed from further down the income scale, both to meet foreseeable commitments, especially health care, as well as unforeseeable developments, from wars to technological challenges. But there will never be a consensus for more taxes from the middle class without imposing higher taxes on wealthy Americans, who have enjoyed low taxes for a long time.
The brouhaha is a lesson in why language matters in debates over gay rights — equal terms are precisely what we've been fighting for. [...] At a minimum, AP's decision not to automatically use "husband" or "wife" for gay spouses in states where same-sex marriage is legal created the perception that it was taking sides — and the losing side — in a culture war issue.
The point is, those who get married have already decided about terminology: They have chosen to become a husband or wife, and that's what they deserve to be called. Failing to recognize this means failing to recognize what the gay-marriage battle has been about: achieving equal dignity by accessing the same institutions, using the same terms as everyone else, sharing fully in American citizenship.


text:
Use Associated Bank's flexible saving and investing options to keep your cash working while you focus on your business.
Earn interest at competitive rates while keeping cash available as you need it. Plus, the Associated Bank Business Savings Account makes it easy to avoid monthly maintenance fees.
Keep liquid assets in an Associated Bank Money Market Account for greater earning power and convenient access. Transfer funds via your online business account 24/7. The higher your average balance, the higher your interest rate.
Choose from options designed to deliver maximum return: standard Fixed Rate CDs, Fixed Rate Add-On CDs, and Fixed Rate Mini-Jumbo CDs.
Work with experienced relationship managers to choose investments that give your business an edge. Take advantage of Associated Bank's brokerage services, investment management services, retirement plans and more.


text:
|Kevin White
Postgame Notes: Northwestern 6, Michigan 0
Postgame Notes: Northwestern 6, Michigan 0
U-M's Win Streak Snapped by Northwestern at Wrigley Field
Baseball's Win Streak Snapped by Northwestern at Wrigley Field
Bourque's Near No-Hitter Carries U-M Past Notre Dame
Bourque's Near No-Hitter Carries Baseball Past Notre Dame
Postgame Notes: Michigan 8, Notre Dame 2
Postgame Notes: Michigan 8, Notre Dame 2
Maezes' Three Hits, Stifling Relief Allow U-M to Sneak Past PSU
Maezes' Three Hits, Stifling Relief Allow Baseball to Sneak Past PSU
Baseball Highlights - Notre Dame
The Wolverines won their 10th straight -- 8-2 over Notre Dame.
Baseball Falls to Coastal Carolina
Highlights from Tuesday's 6-1 loss to Coastal Carolina.
Senior (2015) ... U-M Athletic Academic Achievement Award ... Had a hit in the season opener at Long Beach State (Feb. 13) ... Batted 2-for-3 with an RBI and a walk vs. Tennessee Tech (Feb. 21) ... Batted 2-for-4 with a double against UMBC... Batted 2-for-4 with a HR and three RBIs vs. Toledo (March 7) ... Notched a pinch-hit double (March 22) ... Went 2-for-3 with a HR and a stolen base vs. Bowling Green (March 24) ... Drew two walks and scored a run at Indiana (April 4) ... Hit 1-for-2 with a walk and a run scored at Central Michigan (May 6) ... Hit 2-for-3 with an RBI, a walk, and two runs scored vs. Northwestern (May 8) ... Hit 1-for-4 with a double, and RBI, and a walk vs. Northwestern (May 9) ... Knocked in a run and walked twice vs. Northwestern (May 10) ... Hit 2-for-4 with two runs scored and 4 RBI vs. Eastern Michigan (May 12) ... Added a hit and a walk vs. Oklahoma State (May 15) ... Hit 1-for-3 with a walk and a run scored vs. Oklahoma State (May 16) ... Hit 2-for-4 with an RBI and a stolen base in the win against Iowa (May 21) ... Walked and scored two runs in the upset of fourth-ranked Illinois (May 23) ... Hit 1-for-3 with an RBI, a walk, and a run scored in the Big Ten Tournament championship win over Maryland (May 24).
Junior (2014) ... Played in 33 games for the Maize and Blue with 20 starts ... Hit .253 with a double, a triple, two home runs and six RBI ... Was 4-for-5 on stolen-base attempts ... Was 3-for-4 with a triple in the win at Northwestern (May 4) ... Homered and drove in a pair of runs in the win over Ohio State (May 10) ... Was 2-for-5 with a home run, two RBI and a pair of runs in a win at Northwestern (May 3) ... Went 2-for-4 with a pair of stolen bases in a win over Notre Dame (March 1) ... Had two hits in the Big Ten Tournament win over Iowa (May 23) ... Drove in a run in the win over Princeton (March 9).
Sophomore (2013) ... Played in 50 games for the Wolverines with 45 starts ... Hit .278 with 12 doubles, three triples, a home run and 19 RBI ... Was 9-for-10 on the season in stolen-base attempts ... Had a .407 slugging percentage ... Had 14 multi-hit games and four multi-RBI performances ... Had three outfield assists ... Walked 15 times and was hit by a pitch ... Was a perfect 4-for-4 with a triple and four runs scored against Fordham (Feb. 23) ... Went 2-for-3 with a home run and four RBI in the win over Toledo (May 8) ... Also was 4-for-4 with a double and two RBI in the win over Notre Dame (April 16) ... Drove in a pair of runs and had a double in the win against Penn State (April 12) ... Was 2-for-3 with a run scored at San Diego (March 10) ... In the season opener at California (Feb. 15), went 2-for-5 with a run scored ... Was 2-for-4 with a double and a triple in the win over Georgetown (March 3) ... Had a pair of hits and a pair of RBI in the win over Purdue (May 10).
Freshman (2012) ... Had a home run in both ends of a doubleheader against Indiana (April 29) ... Was 2-for-4 with three RBI and a run scored in the opener ... He then went 3-for-5 with two RBI, a double and a run scored in the nightcap ... Homered and had two hits in a win at Iowa (May 4) ... Hit .311 in Big Ten games this season ... In conference contests, had a .492 slugging percentage and a .354 on-base percentage ... Ended the season with hits in his final five games ... Was 2-for-3 with a walk against Coastal Carolina (May 8) ... Went 3-for-5 with a double and a run scored against Northwestern (April 21) ... Had a pair of hits at Western Michigan (May 15) ... Opened his Michigan career by going 1-for-5 with a two-run single and a stolen base vs. Pittsburgh (Feb. 17) ... Scored a run and walked twice in the West Virginia win (Feb. 19).
Prep ... St. Anne's-Belfield (2011) ... Rawlings All-America third team (2011) ... Rawlings All-Atlantic region first team (2011) ... Hit .410 with 35 home runs, 21 doubles, six triples and 124 runs-batted-in at St. Anne's-Belfield in his career ... Helped St. Anne's-Belfield to a VISAA state championship in 2011 ... Hit .444 in the playoffs with two home runs and six RBI ... Had a grand slam in the state semifinal win and led off the championship game with a triple in extra innings ... Perfect Game Underclass All-America second team (2010) ... All-State selection (2009, '10, '11) ... All-Prep (2009, '10, '11) ... All-Central Virginia (2009, '10, '11) ... Ranked the fourth highest player in Virginia by Perfect Game (2011) ... Set school records for home runs in a single game, a season and a career at St. Anne's-Belfield ... East Coast Pro Showcase as a member of the Arizona Diamondbacks (2010) ... Member of three summer amateur national championship teams.
Personal ... Given Name: Kevin Dillon White ... Born March 17, 1992 ... Son of Jim and Linda White ... Brother, Mickey, played baseball at Virginia Tech for two years ... Sister, Jessie, graduated from the University of Virginia and is in law school at the University of South Carolina .. .Enrolled in the School of Kinesiology ... General studies major.
Sign up for Michigan Insider to be the first to learn about 2015 Michigan baseball ticket opportunities.


text:
Former US Sen Mark Hatfield of Oregon dies at 89
"That's just not true. We are vulnerable in our national security today and we are vulnerable in many ways we are not addressing - the needs of education, the needs of housing, the needs of nutrition, the needs of health, the needs of infrastructure," he said.
The devastation witnessed by Hatfield as a young naval officer at Hiroshima in 1945 helped shape his politics. When the war was officially over, Hatfield and his shipmates were instructed to take a boat and chronicle what was left of Hiroshima.
"There was a deathly silence," Hatfield said in a 1999 interview with The Associated Press. "There was nothing happening in a big area that once had been a city. Now it was totally quiet except for the sound of our voices."
A devout Baptist, Hatfield frequently spoke out for the sick, homeless and others in need of an advocate.
In a hushed congressional hearing room in 1990, he pleaded for increased money for Alzheimer's research while describing how the disease had reduced his father, a powerfully built former blacksmith, to a "vegetable."
He also criticized the death penalty and opposed abortion, though he never actively sought to place legal limits on abortion. He said his views on both issues were based on his belief in the sanctity of life.
Although Hatfield earned a reputation for integrity, his image was tarnished by a pair of ethics investigations in the 1980s and 1990s.
In 1984, it was disclosed that Basil Tsakos, a Greek financier, paid $55,000 in real estate fees to Hatfield's wife while Hatfield was promoting Tsakos' trans-Africa pipeline proposal. Hatfield denied wrongdoing.
Then in 1992, Hatfield was reprimanded by the Senate Ethics Committee for failure to report thousands of dollars' worth of gifts from James Holderman, former president of the University of South Carolina. Hatfield said the reporting failure was inadvertent.
Former Republican senator and presidential candidate Bob Dole and his wife, Elizabeth, issued a statement expressing their admiration for Hatfield's 30 years in the Senate, where he "earned a reputation for intelligence, integrity, courage, character, and for the ability to reach across party lines. He stands as a shining example of the type of individual we need in the public service arena."
Born in Dallas, Ore., Hatfield taught political science and was dean of students at Willamette University. He served in the Oregon House from 1951 to 1955, and then was in the Oregon Senate from 1955 to 1957. He was Oregon's secretary of state from 1957 until his inauguration as governor in early 1959.
Hatfield never lost an election, except in his college days when he was defeated in his bid to become student body president at Willamette University in Salem.
Among the buildings named in his honor were the Mark O. Hatfield Library at the university, and the Mark O. Hatfield U.S. Courthouse in Portland.
He was author or co-author of several books, including "Against the Grain: Reflections of a Rebel Republican."
Hatfield and his wife, Antoinette, had four children.
The Associated Press


text:
Now that winter is here many Americans will be deficient in Vitamin D. Vitamin D can be obtained from the diet, often through foods such as milk, but those sources are rarely adequate, experts say. Most people get the bulk of this fat-soluble vitamin from the UV-B radiation in sun exposure, which naturally causes the skin to produce it. In the winter with less available sunshine, many people become deficient. Vitamin D is an extremely important vitamin to overall health. It was thought for years that it just made bones strong and prevented rickets. New evidence shows that:
If you don't get enough Vitamin D through your diet, speak to your doctor or a nutritionist about how much you should be taking in.


text:
The Star's Top Weekend Stories
Simi Valley apparent murder-suicide leaves two people dead [VIDEO]
Simi Valley police said two people were fatally shot Saturday in an apparent murder-suicide.
Police were called about 1:39 p.m. to a home in the 2400 block of East Woodrow Avenue, Cmdr. David Livingstone said.
Once at the cul-de-sac, police found a woman dead and a man seriously injured with an apparently self-inflicted gunshot wound. The man later died at Los Robles Hospital & Medical Center in Thousand Oaks, officials said.
Suicide bomber kills 13 in Russia's south
MOSCOW (AP) - At least 13 people were killed and scores were wounded Sunday by a suicide bomber at a railway station in southern Russia, officials said, heightening concern about terrorism ahead of February's Olympics in the Black Sea resort of Sochi.
The National Anti-Terrorist Committee said the explosion at the central railway station in the city of Volgograd was set off by a suicide bomber.
Vladimir Markin, a spokesman for the nation's top investigative agency, the Investigative Committee, said that at least 13 people died in the blast. Russia's Health Ministry said about 50 people were injured.
D.C. dysfunction surprises Brownley
WASHINGTON — What surprised Rep. Julia Brownley most about her first year in the House was seeing how Congress works.
Or doesn't work.
"The dysfunction that I had been hearing about and then witnessing that firsthand, seeing it play out, I think, has been a reality check," the Westlake Village Democrat said.
Dole hopes for fourth straight Sweepstakes Trophy at Rose Parade
Dole Foods hopes it will be lucky for the fourth time at the 2014 Tournament of Roses Parade on Wednesday in Pasadena.
The Westlake Village-based company first entered the parade in 2011, and each year its float has won the Sweepstakes Trophy, awarded to the most beautiful entry.
"It's considered the most prestigious award in the parade so our goal is to win it again. Nobody has won it four years in a row so we're nervous but excited," said David Spare, vice president of marketing and product development for Dole Packaged Foods.
In its quest for the prize, Dole hired Raul Rodriguez and Fiesta Parade Floats to design and create its submission.
The most vulnerable retirees struggle to survive
It isn't the retirement George Warren dreamed of.
Confined to a wheelchair and living on disability payments after losing his job, Warren, 63, figures he would be homeless in old age if not for a senior housing program offered by Catholic Charities of Maryland.
"I had plans, but life had other plans for me," he says.
Warren worked for decades and paid into Social Security as he meandered through a half-dozen jobs in telecommunications and networking. But he lost his last job and his income on disability isn't enough to cover his expenses.
In the aftermath of the Great Recession, millions of Americans are in a similar situation - or at risk of it. Many never saved enough to begin with, then lost their jobs or saw their wages stagnate when the economy collapsed. The result is that Americans are at least $6.8 trillion short of what they need to have saved for a comfortable retirement, according to the National Institute on Retirement Security.
Camarillo reservoir may stay dry for a while
A 10-acre expanse of dry dirt hasn't been seen in about 30 years. Usually, it's under water.
And although it isn't dry because of drought, the lack of rain is keeping it that way.
"There's been some tears down here," David Souza, general manager of the Pleasant Valley County Water District in Camarillo, said while standing on the arid floor of the district's empty agricultural reservoir
Ventura loses in final of Kiwanis tournament
Junior guard Ben Taufahema scored a game-high 27 points, including four 3-pointers in the third quarter, to lead Canyon High to a 68-59 win over Ventura in the championship game of the 50th annual Ventura-Kiwanis Tournament at Bob Tuttle Gymnasium on Saturday night.
Taufahema's third-quarter outburst helped the Cowboys (13-1) turn a three-point halftime deficit into a four-point lead heading into the final period. Taufahema added three more 3-pointers in the fourth.
Ventura (7-4) was its own worst enemy, committing 10 turnovers against Canyon's active zone in the second half.
Subscribe to the Ventura County Star
Need Help? Call us at 1-877-710-6182.
Monday-Friday: 6am-3pm / Saturday: 6:30am-10:30am / Sunday: 7am-11am


text:
Find a Business in Sainte-Adele, Quebec.
Sainte-Adele, Quebec Business Directory: Automotive
Yellow Pages offers Automotive directory information for in and near the Sainte-Adele, Quebec region. With the largest business database anywhere in Canada, Yellow Pages is your Find Engine. If you're near Sainte-Adele, find new user-reviewed products and services close to you, with YellowPages.ca .
Detailing & Aesthetics
- Motorcycle & Motor Scooter Renting & Leasing Sainte-Adele
- Motorcycle & Motor Scooter Supplies & Parts Sainte-Adele


text:
Peasants and Workers Party (PWP) leader and MLC Jayant Patil is one of the prime constituents of the third front in Maharashtra. Patil has given the jitters to the Shiv Sena by not backing its candidates Srirang Barne (Maval) and Anant Gite (Raigad) unlike in 2009 when the Sena nominees sailed through in the constituencies which cover Pune and Raigad districts. The PWP, which has a committed vote-base in Raigad, parts of Solapur district like Sangola and Marathwada, accounts for four legislators in the state assembly. Patil spoke to dna's Dhaval Kulkarni.
Edited excerpts:
What prompted the moves for a third front?
The development of Maharashtra has not happened in an equitable manner. The Left parties plunged into the Samyukta Maharashtra movement and split their blood. However, the assurance to regions like Vidarbha and Marathwada that no injustice will be meted out to them in the development process has not been fulfilled. Maharashtra also has a debt burden of Rs3 lakh crore and while the state is reeling under debt, the rulers have made money and their properties have soared by thousands of crores. Only a few families control politics. We wish to change this.
However, the PWP had supported the Shiv Sena in 2009. What prompted this change of heart now?
Last time, we had joined hands not just with the Shiv Sena but against all those against the Maha Mumbai SEZ like NGOs and other parties. If we had fought separately, the fight against the MMSEZ would have been impacted and the Congress would have won. This would have hurt the fortunes of the farmers. So, we supported the Shiv Sena. However, now our objective has been fulfilled as we have compelled the government to stop the land acquisition process.
Your critics allege that the decision to field candidates in Raigad may eventually help NCP candidate Sunil Tatkare.
Laxman Jagtap (the candidate from Maval) was elected as an independent MLA, while Ramesh Kadam (Raigad) quit the NCP a year ago due to his differences with party state chief Bhaskar Jadhav. We have our committed votes in these constituencies. Senior Congress leader and former chief minister Abdul Rehman Antulay is angry at his party and the Muslims are miffed at his being sidelined and will help the PWP. The MNS too will support us, enabling our victory. In 2009, the votes received by the Congress were due to Antulay's presence. At an all-India level, the votes for the Congress will reduce by 15%, which will be reflected here too. The people are upset at Tatkare due to allegations about his unaccounted properties.
What will be the contours of the third front in Maharashtra?
We plan to rope in the two Communist parties, the Janata Dal (Secular), Jana Surajya Shakti and a faction of the RPI (Khobragade). We have entered into seat adjustments with the MNS. We may have differences with the MNS. However, the MNS is not a pro-Hindutva party but is pro-Maharashtra like the Left. The MNS has said they will support Narendra Modi as the PM if he falls short of support in Parliament.
However, the third front has proved to be a non-starter in Maharashtra politics so far. Will these polls be different?
We must give more opportunities to the youth, something which we have been doing in our party. We must keep in mind that the conditions which prevailed 20 years ago have changed and work accordingly.


text:
Caseload in Special Education: An Integration of Research Findings.
Research into caseload in special education, on the other hand, has been conducted far less frequently. With the first focused studies on special education caseload beginning little more than a decade ago (Ysseldyke, 1988), and few major research projects occurring since, relatively little is known about the impact of caseload on special education student performance. Much of the extant research has based its conclusions on the relationship between group size and student engagement rather than on a direct link between caseload and achievement, further limiting the availability of empirical information upon which to base policy. Using a regression equation, Algozzine, Hendrickson, Gable, and White (1993) predicted a significant decrease in student achievement when special education caseloads were increased. Empirical evidence, however, has yet to validate this hypothetical prediction. In her analysis of special education guidelines, O'Hearn (1995) concurred with this limitation, stating that "special education policymakers will not find enough specific resources on caseload/class size to assist in revising caseload/class size requirements" (p. 5).
Notwithstanding the limited availability of research findings, the issue of caseload in special education has taken on an increasingly significant role in our education system. Special education costs spiral ever higher, threatening to impinge upon general education budgets in some districts. The number of students participating in special education has increased by 47% between 1977 and 1995, compared with a concurrent 2% decrease in general education enrollment (National Center for Education Statistics, 1997). Many special educators reported that increases in caseloads corresponded with simultaneous increases in meetings and paperwork demands. Eighty-seven percent of special educators, in fact, reported that they did not have enough time to spend with each individual student during the 1998-99 school year (The Council for Exceptional Children, 1998). Accumulated evidence suggests caseload is one factor in teacher attrition, which continues to exceed that of general educators, exacerbating the problem of staff shortages in special education.
Despite the escalating costs of special education, the ever-growing number of students needing services, and the reported time constraints of special educators, policies governing caseload and class size have remained inconsistent across the 50 states (Rylance, Chiang, Russ, & Dobbe-Whitcomb, 1999). Statewide caseload guidelines range from complex formulas considering settings, disability category, paperwork, and severity of disability to policies requiring that all decisions be made by local school districts (Rylance et al.). Implementation of the existing caseload policies has been even more variable. A nationwide analysis of caseloads for teachers of students who are severely emotionally/behaviorally disturbed found state averages ranged from 3 to 35 students per teacher (Algozzine et. al., 1993). A 1999 Council for Exceptional Children (CEC) survey of special educators revealed caseloads ranging from 4 to 154 students per teacher. Both studies, however, found similar average caseloads for the groups considered--12 and 14 students per teacher respectively--lending credence to the claim that smaller class size is the main reason for placing special education students in more restrictive settings (Ysseldkye & Algozzine, 1995).
Studies related to special education caseload, instructional group size, and teacher attrition compose the bulk of this review. Articles were located using Internet browsers and academic databases, including Academic Search, Master Files, ERIC, and Wilson Web using keywords "caseload," "class size," "pupil-teacher ratio," and related synonyms. References from relevant articles provided additional sources for research studies. The paucity of research studies related to caseload or instructional groupings prohibited the use of explicit criteria for including articles in this integration. Although literature related to teacher attrition was far more readily available, only studies identifying caseload as a dependent or independent variable warranted inclusion. Rather than relying on estimates of effect size necessary to conduct a meta-analysis of special education caseload, this microanalytic approach is intended to summarize and analyze the few existing studies as cases supporting a common practice. Table 1 summarizes the primary studies addressed herein.
TABLE 1 Studies Relating Class Size to Student Engagement and Achievement
Study N Method Fink & Sandall, 1978 12 students Pretest/Posttest Forness & Kavale, 1985 393 students Trained observation Gottlieb & Alter, 1997 45 schools Trained observation, Questionnaires, Interviews, Data reviews Keith, Fortune, & Keith, 722 students Teacher surveys, Trained 1993 observations, Record reviews McCabe, Jenkins, Mills, 24 students Transcribed videotapes, Dale, Cole, & Pepler, in which utterances, 1996 different words, and length of statements were divided by number of seconds in group Snart & Hillyard, 1985 15 teachers Trained observation Thurlow, Ysseldyke, 139 students Trained observation, Wotruba, & Algozzine, CISSAR, & IFS 1993 Wesding, Ferrell, & 9 students Trained observation of Swenson, 1982 individual children; review of individual IEPs Wheeler, 1993 433 teachers Teacher survey, Burnout inventory Study Subjects Fink & Sandall, 1978 Preschoolers with Down syndrome, CP Forness & Kavale, 1985 Children with mild MR; Mean age 11.6 Gottlieb & Alter, 1997 Children with mild disabilities Keith, Fortune, & Keith, Children with LD, 1993 ED, MR McCabe, Jenkins, Mills, Preschool children Dale, Cole, & Pepler, with language delays 1996 and various other disabilities Snart& Hillyard, 1985 6 18-year-olds with profound disabilities Thurlow, Ysseldyke, Elementary children Wotruba, & Algozzine, with mild LD, EBD, 1993 EMR Wesding, Ferrell, & Children aged 3-9 Swenson, 1982 with severe or pro- found retardation Wheeler, 1993 LD, MR, ED, Mild- Severe Study Group Sizes Fink & Sandall, 1978 1:1, 12:1 integrated Forness & Kavale, 1985 12, 15, and 19 pupils/ classroom Gottlieb & Alter, 1997 5:1 and 8:1; Resource room Keith, Fortune, & Keith, Not clearly indicated 1993 McCabe, Jenkins, Mills, Play groups with 2 or Dale, Cole, & Pepler, 4 students 1996 Snart& Hillyard, 1985 10:3, 8:3, 7:3 Thurlow, Ysseldyke, 1:1, 3:1, 6:1, 9:1, 12:1 Wotruba, & Algozzine, 1993 Wesding, Ferrell, & 3:3 for 30 min, 1:1 Swenson, 1982 for 10 min Wheeler, 1993 Head count 14; Median FTE 3 Study Major Findings Fink & Sandall, 1978 * Minimal increases in reading under 1:1 tutorial * Minimal decreases in math under 1:1 tutorial Forness & Kavale, 1985 * Communication with peer or teacher increased in smaller classes * Attending behavior decreased in smaller classes * Disruptions decreased in smaller classes Gottlieb & Alter, 1997 * Reading test scores increased in smaller classes Keith, Fortune, & Keith, * Increases in reading in smaller groups 1993 * Increases in math in smaller groups * Greatest increases in elementary classrooms McCabe, Jenkins, Mills, * Increased number of utterances in Dale, Cole, & Pepler, pairs 1996 * Increased usage of different words and length of utterances in quartets Snart& Hillyard, 1985 * Instructional time rose from 12.6% to 23.2% in student-teacher groupings of 2:1 * Noninstructional [time.sup.a] decreased Thurlow, Ysseldyke, * ART (1:1, 3:1 > all others) Wotruba, & Algozzine, * AET (1:1 > all others) 1993 * Inappropriate behavior (12:1 > 1:1) * Task management responses (12:1 > 3:1) Wesding, Ferrell, & * Increased number of instructional rain Swenson, 1982 teaching behavioral objectives from IEP (1:1 > 3:3) * Decreased number of [turnaways.sup.b] per number of min of instruction (1:1 < 3:3) Wheeler, 1993 * Teachers perceive students' academic and social/behavioral achievement to be greater when caseloads are smaller
(a) Noninstructional time: Time spent on toileting, moving to and from class, and other matters not related to IEP instruction; (b) Turnaways: The number of times a teacher directs his or her attention away from students he or she is instructing CP = cerebral palsy;, MR = mental retardation; LD = learning disabilities; ED = emotional disturbances; EBD = emotional-behavioral disorders; EMR = educable mental retardation; ART = academic responding time (includes writing, playing games, reading silently, asking and answering questions); ADT = academic engagement time (academic responding time combined with passively attending to instruction).
In order to analyze the elusive relationship between caseload and achievement within the parameters of available research, findings are synthesized to consider the links between (a) group size and student engagement, (b) group size and academic achievement, and (c) caseload and special education teacher attrition. Conclusions and research recommendations complete the review.
A number of studies beginning in the 1970s analyzed the link between special education instructional group size and student engagement (Kamps & Walker, 1990; Keith, Fortune, & Keith, 1993; Ranieri, Ford, Vincent, & Brown, 1982; Thurlow, Ysseldyke, Wotruba, & Algozzine, 1993; Westling, Ferrell, & Swenson, 1982). Because academic engaged time has corresponded directly with academic achievement for students with mild, moderate, or severe cognitive disabilities (Kamps & Walker, 1990; Logan & Keefe, 1997), improvement in engaged time may be viewed as an indicator of instructional efficacy. The following paragraphs consider the engagement efficacy of instructional group size for students with mild disabilities and those with severe disabilities.
Overall, engagement for students with mild disabilities correlated inversely with the number of students in a group (Forness & Kavale, 1985; Keith et al., 1993; McCabe et al., 1996; Thurlow et al., 1993). The largest of these studies, involving 139 students and 54 teachers, revealed an incremental decline in academic response and engagement times in larger group sizes (Thurlow et al.). These differences reached statistical significance between groups of 1 to 3 students and those with 6 to 12 students for response time and between groups with 1:1 student-teacher ratios and all larger groups for engagement time. At a similar rate, inappropriate behaviors occurred more frequently in higher group sizes, with the exception of the 9:1 grouping, in which such behaviors occurred slightly less often than in 3:1 ratios.
Keith et al. (1993) investigated the impact of class size and class mix on the academic outcomes of 139 Virginia students with varying disabilities in preschool through Grade 12. Comparison groups included special education classrooms with approved waivers allowing classes to exceed state mandated maximums (larger groupings) and classes operating without waivers (smaller groupings). Statewide maximums ranged from 6 to 24 students based upon type of disability, setting, and presence of a paraprofessional. Significantly higher rates of appropriate behavior were noted in smaller class groupings, although no significant differences were revealed when class mix was considered.
In a comparison of 12, 15, and 19 pupils with mild mental retardation, Forness and Kavale (1985) noted increases in attentive behavior in larger classrooms, but more frequent communicative responses and fewer disruptive actions in smaller classes. Through surveys, special education teachers further substantiated these findings, revealing their perceptions that student social interactions and behavioral appropriateness improved when caseloads/group sizes were smaller (Wheeler, 1993; Ysseldyke, 1988). When asked about mixing students with different disabilities within a classrooms, however, teachers differed from administrators in their overall opinion that students should not be mixed (61% and 16%, respectively).
For several reasons, these findings may not necessarily be generalized to contemporary educational settings. First, the studies took place more than a decade ago, during which time significant societal, educational, and legal changes transpired. The resulting instructional setting may be sufficiently different to minimize the pertinence of earlier findings. Second, the studies seemed merely to confirm what may be viewed as a logical surmise: Students in small groups have more opportunities to participate, resulting in an inevitable increase in the frequency of participation.
Finally, and perhaps most significant, each of the studies involved multiple educators and a range of academic subjects. While group size may indeed have impacted student engagement, it is plausible that the quality of the teacher, student interest and motivation, or the nature of the subject may have exerted a greater impact. The anomalistic finding by Forness and Kavale (1985) indicating lower attentive behavior in smaller classes, for instance, may have occurred because the smaller groups focused on routine skills such as phonics or basic arithmetic computation. It is equally conceivable that class sizes were larger in subjects highly appealing to children, such as those involving tactual participation or intriguing discussions.
The optimal group size for many aspects of student engagement was 1:1 (Fink & Sandall, 1980; Kamps & Walker, 1990; Ranieri et al., 1982). In 1:1 instruction, students engaged themselves actively in academic work for a significantly greater portion of time than in larger groups. At the same time, decreases in inappropriate student behavior allowed teachers to devote more time to instruction and less time to task and behavior management. Similar but less consistent trends occurred when group sizes were increased to 2:1 or 3:1.
These findings diminished in significance, however, when inclusive time spans rather than only instructional min were sampled. Ranieri et al. (1982) noted that high rates of on-task behavior during instruction were negated when the resulting free time for all students was included in the analysis. In other words, the number of inappropriate behaviors occurring when the teacher provided 1:1 instruction to other students was high enough to offset the positive engagement during instruction.
When paraprofessionals were present in an instructional setting, the groupings of students for instructional purposes influenced both instructional time and student engagement. In a setting consisting of one teacher, two aides, and nine students with profound mental retardation, Westling, et al. (1982) observed increased teacher attention and fewer turnaways in 10 minutes of 1:1 instruction than in 30 min of 3:1 instruction. Snart and Hillyard (1985) also observed that students with multiple disabilities assigned to a teacher in groups of two for shorter periods of time received a greater amount of instructional time than those working in larger groups with teacher/aide combinations for longer periods of time.
Although findings tend to support 1:1 instruction as a viable grouping for increasing student engagement, many drawbacks exist that may mitigate its effects. First, an individual instructional model may inadvertently nurture student dependence on the instructor, inhibiting development of independence and autonomy. Second, 1:1 instruction limits opportunities for students to learn vicariously from their peers and develop the social skills necessary to succeed outside the classroom. Third, 1:1 instruction demands extended teacher attention and necessitates substantial free time for those students not involved with the teacher, as indicated by Ranieri et al. (1982). In a population with severe disabilities, such free time is often accompanied by negative behaviors, discounting the positive engagement impact of the individual instruction.
In summary, the results of earlier studies relating special education instructional group size and student engagement demonstrated with reasonable consistency that engagement for students with mild disabilities increased when group size decreased, regardless of age or type of disability. Furthermore, such improvements in student engagement occurred despite occasional decreases in actual time available for instruction. Finally, some benefits of small group instruction outweigh those of 1:1 instruction, ameliorating its necessity as a primary instructional model.
Measuring academic achievement for special education students presents a formidable challenge. For a widely diverse population in which educational and assessment objectives retain individual components, obtaining valid, comparable measures remains fraught with difficulties. Unlike general education students, many students with disabilities need not participate in statewide testing. For those who do participate, the test results may not reflect individualized education program (IEP) objectives and, thus, may not accurately reflect progress. When considering instructional group size as a variable, the issue further multiplies in complexity due to variations in special education groupings and settings not present in relatively stable general education class sizes.
Despite the research obstacles relating instructional group size to student achievement, several studies addressed this issue (Gottlieb & Alter, 1997; Keith et al., 1993; McCabe et al., 1996; Thurlow et al., 1993). To measure academic achievement for students with mild disabilities, researchers utilized standardized test scores, task completion, and task success rates. Studies involving students with severe disabilities relied upon pre- and posttests related to specific educational objectives to determine academic achievement in various groupings. Academic findings were in many instances supplemented by surveys or interviews. The following paragraphs consider the impact of instructional group size on (a) students with mild disabilities, (b) students with severe disabilities, and (c) instructional practices.
Two large-scale studies investigating the impact of instructional group size and academic achievement drew essentially the same conclusion: Larger group sizes correlated inversely with academic achievement for special education students. Gottlieb and Alter (1997) based this conclusion on their evaluation of mandated increases from five to eight students in New York City resource and speech language classrooms. Results from statewide reading achievement tests revealed that only 16% of sixth graders met state reading criteria after group size increases, compared with 29% before increases (1994-95). Test scores of 3rd- and 8th-grade students also dropped, resulting in respective declines of 5.4% and 9.2% in the number of students with learning disabilities meeting state requirements for reading goals. Based on these findings, Gottlieb and Alter recommended that "no more than five students receive resource room instruction at any one time" (p. 3). Because program evaluation began after group size increases had already been initiated, however, this study could not compare other relevant academic variables before and after increases.
Findings from Keith et al. (1993) revealed that IEP progress and academic achievement in reading, math, science, and social studies reached significantly higher rates in smaller classes, with the greatest impact occurring in reading and with elementary students. Additionally, they found that students in single-disability classes "achieve at a higher level in reading, math, and social studies" than those in mixed classes (p. 66). These findings are limited, however, by the absence of detailed information related to actual group sizes and severity of disabilities of the students involved.
Despite commonly held confidence in 1:1 instruction as an ideal model, few studies exist examining differences in academic achievement between students with mild disabilities receiving 1:1 instruction and those receiving instruction in small groups. In one such study, Thurlow et al. (1993) discovered similar rates of task completion and task success in students with mild disabilities in all group sizes. A ceiling effect, however, mitigated the impact of the study's results for 1:1 instructional groupings. As revealed in a study by Torgeson, Wagner, Rashotte Alexander, & Conway (1997), students with mild disabilities receiving 80 hours of 1:1 instruction achieved high academic gains, while students receiving instruction in resource rooms with up to 15 students achieved lower gains.
Surveys related to two of the above studies supported findings that smaller group sizes prompted greater academic achievement. Eighty-three percent of teachers interviewed by Gottlieb and Alter (1997) indicated that an increased instructional group size made it "more difficult for them to deliver effective instruction ... remediate children's educational deficits ... plan consistent educational plans ... and offer individual instruction" (p. 19). Virginia special education teachers and directors believed a 24-student caseload maximum for resource rooms was too high although both groups accepted the 8-student caseload maximum in self-contained classrooms.
These findings suggest that lower group sizes facilitate greater academic achievement for students with mild disabilities. Insufficient evidence exists to support or refute the efficacy of 1:1 instruction on academic achievement of students with mild disabilities, although a federal mandate demands individualized education programs within the least restrictive environment.
For students with severe disabilities, small group instruction was found to be effective in providing academic achievement. Although findings remained somewhat inconsistent, many studies found that academic achievement under small group instruction equaled achievement under 1:1 sessions. (Favell, Favell, & McGimsey, 1978; Fink & Sandall, 1978; Fink & Sandall, 1980; Kamps & Walker, 1990; Ranieri et al., 1982; Westling et al., 1982).
As with students with mild disabilities, academic achievement of students with severe disabilities was similar for students in 1:1 and larger groupings ranging from 3:1 to 6:1. In verbal recall activities including four preschool children with developmental delays, Fink and Sandall (1978, 1980) found no significant differences on immediate or delayed word recognition tests between those instructed 1:1 and those instructed in small groups. In a second study, Fink & Sandall (1980) obtained similarly insignificant results, with reading scores in 1:1 sessions revealing slight increases and arithmetic scores slightly decreasing. Studying three children with autism, Kamps & Walker (1990) found that no significant differences occurred between teacher instruction in 1:1 or 3:1 ratios. Finally, examining eight children with mental retardation, Westling et al. (1982) found no significant differences in the number of objectives taught nor in the number of correct responses.
Although findings within these studies are consistent, each presumes that all students within a group require similar instructional techniques and comparable learning objectives. If this is indeed the case, as it may be for students with similar severe disabilities, then small group instruction is clearly equally effective and more time-efficient than 1:1 instruction. If instructional needs differ between students, the results of these studies may not apply.
To summarize, although 1:1 instruction revealed increased participation of students with severe disabilities, it has not produced significantly greater academic gains. Furthermore, the potentially negative effects of 1:1 instruction, such as nurturing dependency, may serve to counter the gains in student engagement. As a component of an instructional program, 1:1 grouping offers clear benefits. As a dominant educational model, however, 1:1 instruction appears to be neither cost-effective, time efficient, nor pedagogically justified.
A desired outcome of class size reductions in general education rests on a hypothesized increase in individualized instruction. For the same reason, many educators not only deem small special education class sizes beneficial but essential. As in general education studies, however, researchers observing special education classrooms discovered few differences in teaching practices even when class sizes varied. In fact, group sizes frequently needed to reach 1:1 ratios before teachers distinctly individualized their instruction (Slavin, 1990).
Gottlieb and Alter (1997) found that resource room teachers with class sizes of up to 8 students spent 61% of time on whole group instruction compared with only 3% on individualized instruction, but comparison data from the smaller classes in earlier years were unavailable. Keith et al. (1993) found that large group instruction increased as class sizes increased while individualization, infrequent in any of the classes observed, occurred slightly more often in smaller classes. O'Hearn (1995) reported that less time centered on academic instruction and more time on student behavior in larger classes, with the greatest differences occurring between classes smaller than 9 students and those greater than 13. Minimal differences were found in instructional planning, practice, and presentation in groupings ranging from 1:1 to 12:1, although the number of times teachers checked with students for understanding were significantly greater in smaller than larger groups (Thurlow et al., 1993).
Class size exerted little or no impact on the variety of teaching methods used, but teachers in cross-categorical classrooms used significantly fewer teaching methods than did those in single-disability classrooms. Studying six special education teachers in resource room settings, Vaughn, Moody, and Schumm (1998) found that whole group reading instruction was dearly the norm, with little variation in instruction or materials between students. Further, teachers perceived that few differences exist between instructional methods for general and special education students.
Such findings seem to indicate that individual teachers rather than class size alone determine the use and frequency of optimal teaching practices. While such individualized instruction benefits student achievement in general education, it is essential for student success in special education. The IEP itself, in which teachers determine unique long- and short-term objectives for each student, encapsulates this premise. The lack of correlation between individualized instruction and caseload presents an issue for concern, not only by caseload policymakers, but also by staff development planners, teacher education programs, and special educators themselves.
Although figures vary, large numbers of teachers have left education to seek jobs elsewhere. Louis Harris and Associates (1988) found that 60/0 to 80/0 of general educators turned from teaching to other professions. The attrition rate among special educators has appeared considerably higher than their general education counterparts (Billingsley, 1993; Lauritzen, 1997). Singer (1993) found 10% of all special educators left teaching and revealed that the average special educator abandoned education as a profession within 6 years of beginning teaching.
Many researchers suspect that large caseloads contributed to the high attrition rate among special educators (Wisniewski & Gargiulo, 1997). Indeed, CEC (1999) announced a major effort to study adverse teaching conditions. Foremost among the variables to be studied were unmanageable caseloads. In support of their research agenda and based on a recent survey, CEC revealed that 61% of special education teachers cited large caseloads and class sizes as a major problem (Sack, 1998). Another survey study revealed that teachers left education due to perceptions of poor school climate including caseload size (Miller, Brownell, & Smith, 1999).
Although many studies have been conducted to identify causes of high teacher attrition, few have considered caseload as an independent variable. While professionals and researchers suspect that caseload and class size exerted a powerful influence on special education attrition rates, little empirical evidence currently exists. Nevertheless, the impact of caseload on teacher attrition warrants serious consideration, for continually high rates of teacher attrition create teacher shortages, forcing districts to hire unqualified individuals or increase caseloads for existing staff. Either condition leads to diminution of service quality for children in need of precise, highly skilled, and specialized instruction.
Evidence throughout the existing research supports the belief that lower instructional group sizes are essential to both student engagement and achievement. Larger caseloads naturally increase group sizes and minimize opportunities for individualization and academic success. Special educators studied by Moody, Vaughn, Hughes, and Fischer, 2000) epitomized the linkage between caseload and group size, revealing that their "caseloads made it extremely difficult to provide students with individualization" (p. 314). At the same time, no identifiable caseload practice has consistently produced positive outcomes for students with disabilities. Before research can guide policymakers, several questions require further empirical study as well as practical consideration.
First, how can completion of IEP goals and objectives be used to assess caseload and group size efficacy? The limited applicability of standardized tests as measurement tools for children with diverse special educational needs demands use of a more individually applicable tool. At the same time, federal law mandates IEP goals for each identified student. Thorough examination of these goals would serve as an ability-appropriate assessment tool for both research and evaluation purposes.
Second, how does the current trend toward inclusion and cross-categorical instruction impact optimal caseload? As more students in special education enter general education settings, it becomes essential for special and general educators to effectively collaborate with other professionals in their own and other specialties. Additionally, effective and efficient use of teacher and student time becomes a challenge and goal. Time allocations, materials sharing, ownership problems, and collaboration warrant careful consideration.
Third, in what ways can special educators enhance their skills in individualizing instruction within a small group setting? Clearly a benefit and necessity to special education, individualization must occur to ensure effective instruction. Nevertheless, studies revealed that individualization does not generally occur until student-teacher ratios reach 1:1, impractical for students with mild disabilities. Effective strategies utilizing individualized instruction within group settings must be identified, and teachers must be guided and supported in daily implementation of such strategies.
Fourth, what differences exist in the impact of caseload on special education students in rural versus urban areas? Frequently, rural school districts with few special education students must compromise the student's, the teacher's, or the school's best interests to facilitate service provision. Necessary differences in caseload policies, if any, between rural and urban areas present a worthwhile topic of further study.
Finally, in what ways do general education policies and procedures impact special education caseloads? Numerous initiatives in general education impact special education caseload capacity and student needs. General education class size reductions, for instance, may create a climate in which the general education teacher can implement individualization more frequently. Programs such as Reading Recovery may provide specialized instruction in reading and language arts to minimize needs for special education services. In addition, the presence of general education aides and volunteers may diminish the need for special education paraprofessionals in inclusionary classrooms with fewer students. Patently, class size and practices in general education exert a huge impact on caseloads and practices in special education.
The extant research provides few clear empirical directions for polio/makers, administrators, and educators attempting to formulate consistent caseload policies. A myriad of complicating factors, which include inclusionary settings, cross-categorical models, and IDEA reauthorization, steer a complex problem into still murkier waters. Several elements, however, emerge as worthy of consideration in the development of caseload policy. First, smaller class sizes promote higher levels of engagement and instructional individualization. Second, smaller class sizes suggest an association with higher teacher retention rates. Third, caseload size needs to account for the severity of disability and the age of the students. Finally and perhaps most important, the development of caseload determinations and policies demands consideration of the interface between general and special education, as well as the synergistic dynamics within the school.
Algozzine, B., Hendrickson, J. M., Gable, R. A., & White, R. (1993). Caseloads of teachers of students with behavioral disorders. Behavioral Disorders, 18, 103-109.
Billingsley B. S. (1993). Teacher retention and attrition in special and general education: A critical review of the literature. The Journal of Special Education, 27, 137-174.
The Council for Exceptional Children. (1998, February). CEC launches initiative on special education teaching conditions. CPC Today Online [Serial]. Available: http://www.cec.sped.org/bk/cectoday/ setc.htm [1999, Mar. 4].
The Council for Exceptional Children (1999, June/July). Special educators share their thoughts on special education teaching conditions. CEC Today, 5 (9), 1, 5.
Favell, J. E., Favell, J. E., & McGimsey, J. F. (1978). Relative effectiveness and efficiency of group versus individual training of severely retarded persons. American Journal of Mental Deficiency, 83, 104-109.
Fink, W., & Sandall, S. (1978). One-to-one versus group academic instruction with handicapped and nonhandicapped preschool children. Mental Retardation, 16, 236-240.
Fink, W. T., & Sandall, S. R. (1980). A comparison of one-to-one and small group instructional strategies with developmentally disabled preschoolers. Mental Retardation, 18, 35-36.
Folger, J., & Breda, C. (1989). Evidence from Project STAR about class size and student achievement. Peabody Journal of Education, 76(1), 17-33.
Forness, S. R., & Kavale, K. A. (1985). Effects of class size on attention, communication, and disruption of mildly mentally retarded children. American Educational Research Journal, 22, 403-412.
Goldstein, H., & Blatchford, P. (1998). Class size and educational achievement: A review of methodology with particular reference to study design. British Educational Research JournaL 24, 225-239.
Gottlieb, J., & Alter, M. (1997). An evaluation study of the impact of modifying instructional group sizes in resource rooms and related service groups in New York City. New York: New York University. (ERIC Document Reproduction Service No. ED 414 373)
Kamps, D., & Walker, D. (1990). A comparison of instructional arrangements for children with autism served in a public school setting. Education and Treatment of Children, 13, 197-216.
Keith, T. Z., Fortune, J. C., & Keith, P. B. (1993). Special education program standards study, Commonwealth of Virginia (Final Technical Report). Richmond: Virginia State Department of Education. (ERIC Document Reproduction Service No. ED 369 207)
Lauritzen, P. (1997). Supply and demand of educational personnel for Wisconsin public schools. An examination of data trends, 1997. Madison: Wisconsin State Department of Public Instruction (ZQU9875). (ERIC Document Reproduction Service No. ED 415 211)
Logan, K. R., & Keefe, E. B. (1997). A comparison of instructional context, teacher behavior and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms. The Journal of the Association for Persons with Severe Disabilities, 22, 16-27.
Louis Harris & Associates (1988). The metropolitan life survey of American teachers: Strengthening the relationships between teachers and students. New York: Metropolitan Life.(*)
McCabe, J. R., Jenkins, J. R., Mills, P. E., Dale, P. S., Cole, K. N., & Pepler, L. (1996). Effects of play group variables on language use by preschool children with disabilities. Journal of Early Intervention, 20, 329-340.
McRobbie, J., Finn, J. D., & Harman, P. (1998). Class size reduction: Lessons learned from experience. Policy Brief No. 23 [On-line]. San Francisco: WestEd. Available: www.wested.org [1999, June 26]. (ERIC Document Reproduction Service No. ED 423 600)
Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65, 201-218.
Moody, S. W., Vaughn, S., Hughes, M. T., & Fischer, M. (2000). Reading instruction in the resource room: Set up for failure. Exceptional Children, 66, 305-316.
National Center for Education Statistics. (1997). The condition of education, education of students with disabilities [On-line]. Available: http://nces.ed.gov/ nces/pubs/ce/c9746a0l.html [1999, Aug. 19].
National Education Goals Panel (1998, Feb. 4). Daily Report Card [On-line]. Available: http://www.middleweb.com/DRCclsiz.html [1999, July 7].
Odden, A. (1990). Class size and student achievement: Research-based policy alternatives. Educational Evaluation and Policy Analysis, 12, 213-227.
O'Hearn, E. (1995). Caseload/class size in special education: A brief analysis of state regulations (Contract No. HS92015001). Alexandria, VA: National Association of State Directors of Special Education. (ERIC Document Reproduction Service No. ED 390 193)
Pate-Bain, H., Fulton, B. D., & Boyd-Zaharias, J. (1999). Effects of class-size reduction in the early grades (K-4) on high school performance [On-line]. Health and Education Research Operative Services, (HEROS) Inc. Available: www.telalink.nit/~heros [1999, July 15].
Ranieri, L., Ford, A., Vincent, L., & Brown, L. (1982). The relative effectiveness of one-to-one versus one-to-three instructional arrangements with severely multihandicapped students. Madison: University of Wisconsin-Madison and Madison Metropolitan School District. (ERIC Document Reproduction Service No. ED 162 122)
Rylance, B. J., Chiang, B., Russ, S., & Dobbe-Whitcomb, S. (1999, May). Special education caseload and class size policies in the fifty states. Madison: Wisconsin State Department of Public Instruction.(*)
Sack, J. L. (1998, April 29). Special educators fault workload. Education Week on the Web [On-line]. Available: http://www.edweek.org/ ew/1998/33cec.h17 [1998, Oct. 12].
Singer, J. (1993). Are special educators' career paths special? Results from a 13-year longitudinal study. Exceptional Children, 59, 262-279.
Slavin, R. E. (1990). Class size and student achievement: Is smaller better? Contemporary Education, 62(1), 6-12.
Snart, F., & Hillyard, A. (1985). Staff ratios and allocated instructional time for multihandicapped students. Exceptional Children, 5, 289-296.
Thurlow, M. L., Ysseldyke, J. E., Wotruba, J. W., & Algozzine, B. (1993). Instruction in special education classrooms under varying student-teacher ratios. The Elementary School Journal, 93, 305-321.
Torgeson, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., & Conway, T. (1997). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multidisciplinary Journal, 8(1), 51-61.
Vaughn, S., Moody, S. W., & Schumm, J. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211-225.
Westling, D. L., Ferrell, K., & Swenson, K. (1982). Intraclassroom comparison of two arrangements for teaching profoundly mentally retarded children. American Journal of Mental Deficiency, 86, 601-608.
Wexler, E., Izu, J., Carlos, L., Fuller, B., Hayward, G., & Kirst, M. (1998, March). California's class size reduction: Implications for equity, practice, and implementation. [On-line]. Available: www.wested. org/policy/pubs/full_text/class_size/main.htm [1998, Nov. 12].
Wheeler, J. (1993). Kansas class size/caseload study [On-line]. KS: Northeast Kansas Education Service Center. Available: http://www.nekesc.k12ks. us/cscl/fullreport.html [1999, Jan. 22].
Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educators: A review of the literature. Journal of Special Education, 31, 325-347.
Ysseldyke, J. E. (1988). Student-teacher ratios and their relationship to instruction and achievement for mildly handicapped students (Final Project Report, Monograph No. 9, Department of Education Grant No. G008630121). Minneapolis: University of Minnesota. (ERIC Document Reproduction Service No. ED 306 720)
Ysseldyke, J. E., & Algozzine, B. (1995). Special education: A practical approach for teachers (3rd ed.). Boston, MA: Houghton-Mifflin.(*)
Books Now
(*) To order books referenced in this journal, please call 24 hrs/365 days: 1-800-BOOKS-NOW (266-5766) or 1-732-728-1040; or visit them on the Web at http://www.BooksNow.com/Exceptional Children.htm. Use Visa, M/C, AMEX, Discover, or send check or money order + $4.95 S&H ($2.50 each add'l item) to: Clicksmart, 400 Morris Avenue, Long Branch, NJ 07740; 1-732-728-1040 or FAX-1-732-728-7080.
Correspondence concerning this article should be sent to Bert Chiang, Professor of Special Education, University of Wisconsin-Oshkosh, College of Education and Human Services, 800 Algoma Boulevard, Oshkosh, WI 65901. (E-mail: email@example.com)
The development of this monograph was supported in part by a grant from the Wisconsin Department of Public Instruction.
Manuscript received August 1999; accepted April 2000.
SUZANNE RUSS, Research Associate, BERTTRAM CHIANG (CEC #31), Professor of Special Education; BILLIE JO RYLANCE, (CEC #31), Assistant Professor of Special Education; and JOYCE BONGERS, Research Associate, University of Wisconsin, Oshkosh.
Reader Opinion
|Printer friendly Cite/link Email Feedback
|Exceptional Children
|Jan 1, 2001
|Previous Article:
|Asperger Syndrome: The Emerging Challenge to Special Education.
|Next Article:
|Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools.


text:
Some Thoughts on Cremation
I was interested in the article about cremation in Saturday's Religion section (Sept. 13) and the LDS aversion to it. I was taught, as a Mormon youth, that we will be resurrected in our prime. This, despite the fact that most of our body cells in old age are not the ones we had at age 26, and we have lost a large percentage of our brain cells.
Our "prime" molecules could be scattered around the earth. Cory West said about his cremated mother, "God's going to have a hard time finding all her pieces to put her back together."
But the absurdity came with Roger Keller, who dismissively said, "But everyone knows darn well if you're buried at sea or the fish eat you or you're cremated, God can put you back together."
"Everyone knows," professor?
Craig Glover
Salt Lake City
(c) 2008 Deseret News (Salt Lake City). Provided by ProQuest LLC. All rights Reserved.


text:
Cold temperatures and icy roads didn't stop people from coming out to the Mall of Abilene to see Santa's official arrival.
Families gathered at the entrance of the mall anxiously waiting for Santa Clause's arrival. Once he showed up, the people marched through the mall with Santa singing Christmas carols and dancing in stores.
They reached their destination at Women's Dillard's Courtyard where the children got a chance to sit on Santa's lap and share their holiday wishes in front of the Christmas tree.
Volunteers were with Santa to hand out free holiday goodie bags.


text:
- News
- Premium
- Lifestyle
- Tech
- Communities
- Video
- Multimedia
- More
Villa will be like wounded animals, warns Southampton boss
Published on Jan 11, 2013 9:47 PM
LONDON (REUTERS) - Southampton must be ready for a backlash from "wounded animals" Aston Villa when the Premier League strugglers meet at Villa Park on Saturday, manager Nigel Adkins warned.
Villa, entrenched in a miserable run of form, suffered a shock 1-3 defeat at fourth tier Bradford City in their League Cup semi-final, first-leg meeting on Tuesday.
"They'll be a wounded animal after that defeat against Bradford in a game they'd have been expected to win," Adkins told Southampton's website.
The teams are separated by one place and one point - with Villa 16th and Southampton 17th, just above the drop zone.
To continue reading, log in if you are a subscriber
Enjoy 2 weeks of unlimited digital access to The Straits Times. Get your free access now!


text: Designed to accomodate the new 8000 Series, the XD8000-ATAC case will protect your investment with one of the most rugged design available. This case material is resistant to acids, solvents, UV, corrosion, and fungus so you need not worry about the environment. Rotational molding allows us to manufacture cases without molded in stress, which you will get with other manufacturing technologies. Rotational molding also allows us to form a part with 15 to 20% thicker walls in the areas that are subject to the greatest external stress, such as the corners. This technology allows us to build a case that is capable of lasting forever in the most challenging and demanding environments. These cases exceed watertight and are truly submersible. This 3R series case has a beautifully integrated pull handle, and in-line skate type wheels which make the case easy to roll on most all surfaces.


text:
Release date:
Studio: N/A
MPAA Rating: N/A
Screenwriters: Paul Wernick, Rhett Reese
Genre: Action, Sci-Fi, Adventure
Duration: N/A
Copyright Holder: N/A
Copyright: N/A
Plot Summary:
J.J. Abrams (Star Trek, "Lost," "Alias") is in talks to produce a movie about the Japanese interchangeable toys Micronauts, which Hasbro just acquired. First released in Japan in 1974 (under the name Microman), the toys were imported to the U.S. by the Mego Corporation in 1976. The line consisted of 3.75-inch tall toys which used a universal, five millimeter inter-connective design. Mego cancelled the Micronauts line in 1980. The Micronauts comic books were published by Marvel Comics, Image Comics, and Devil's Due Publishing. Their first comic appearance was in "Micronauts #1" (Marvel, Jan. 1979) with characterizations created by Bill Mantlo and Michael Golden.


text:
Today it's official, said Tom Harned, Executive Director for Logan Economic Alliance for Development (LEAD).
Champion Petfoods USA is bringing their new U.S. production and distribution to Logan County.
Harned said LEAD and many others are excited and pleased to welcome Champion Petfoods USA to Logan County. Harned said efforts have been made on this big project since last December when the company visited. Logan County competed with other states and other locations in Kentucky for this highly sought-after project.
"We've been working very aggressively on this project ever since they visited," said Harned. "This is a big deal for Logan County. These are the ones you work for, hope for and dream about, hoping they come to fruition. This is a good day for LEAD and Logan County."
The new industry will be located on the south side of US 68, one mile east of Auburn near the Shaker Farm Implement dealership, on the right hand side going towards Bowling Green. The building site is 84 acres and will be approximately 300,000 square feet under roof in two separate buildings. The multi-million dollar facility will employ 147.
Representatives from Logan County have inspected the facilities in Alberta, Canada, the company's base of operation, and found them to be clean, well managed and an asset to the community. Local people will be employed at the Auburn site with very few transferred from Canada and wages will average $15 per hour, plus benefits. Construction will take about 18 months.
"The city council and I believe that we must first thank Champion Pet Foods USA for choosing the Auburn community for their new facility," said Auburn Mayor Mike Hughes. "Champion Pet Foods had many choices in where to locate. We believe that it speaks volumes about our community that they chose to locate in Auburn and Logan County. There are many people who have worked diligently to make this project a reality. The State, county and LEAD are to be commended for their dedication in bringing this project to fruition.
"Champion Petfoods is a community-minded company, and I'm excited to welcome them to south central Kentucky. Champion's investment will have a significant impact on our region's economy and will put more Kentuckians back to work. These are extremely nice people with a rural heritage similar to ours. This compatibility will serve all parties well as we move into the future together."
Governor Steve Beshear was also very excited to announced Champion's plans to come to Logan County late Thursday morning.
"Champion Petfoods is growing worldwide, and we are extremely pleased they have chosen to invest in Logan County," said Gov. Beshear. "Not only will Champion Petfoods bring vital agricultural jobs to the region, but it will also create a new customer base for nearby farmers and ranchers. We look forward to this exciting partnership."
Champion's Biologically Appropriate ORIJEN and ACANA dog and cat food brands feature unique fresh regional ingredients. Champion never outsources food production, and makes every ACANA and ORIJEN food in its own award-winning kitchens. Champion plans to invest more than $85 million to build a world-class pet food kitchen in Auburn. Construction will begin this summer.
Logan County's agricultural heritage and proximity to ranches and farms makes locating in western Kentucky an excellent choice.
"We rely on ingredients from local farmers and ranchers, and strong relationships with the agricultural community are key to our success. Logan County offers both," said Frank Burdzy, Champion's president and chief executive officer. "Pet lovers in America want more of our foods, and we feel the time is right to build a kitchen closer to our US customers. We are extremely pleased that Governor Beshear and the Commonwealth of Kentucky have partnered with us to grow our food production in Logan County."
Based in Morinville, Alberta, Champion Petfoods is a proud Canadian company with agriculture roots dating back to 1985. Its award-winning ACANA and ORIJEN brands are sold in more than 70 countries.
To encourage the investment and job growth in Logan County, the Kentucky Economic Development Finance Authority (KEDFA) preliminarily approved the company for tax incentives of up to $8.7 million through the Kentucky Business Investment program. The performance-based incentive allows a company to keep a portion of its investment over the term of the agreement through corporate income tax credits and wage assessments by meeting job and investment targets.
KEDFA also approved Champion Petfoods for tax benefits up to $1.3 million through the Kentucky Enterprise Initiative Act, which allows approved companies to recoup Kentucky sales and use tax on construction costs, building fixtures, equipment used in research and development and electronic processing equipment.
"I think it says a lot about our community that Champion Petfoods chose here for its first U.S. location," said Rep. Martha Jane King. "This is great news for Auburn and the surrounding region, and these new jobs will mean so much to the families who benefit. I want to thank the company's leaders for investing so much here and our local and state officials for working together to make this possible."
"Champion Petfoods investment in Logan County is exciting," said Sen. Whitney Westerfield. "To have been chosen as the location for their first U.S. operations is quite a compliment to our community and a boost to our workforce. I look forward to personally welcoming them to Logan County."
"We are very pleased about Champion's plans to make such a significant financial investment in their Logan County kitchen," said Logan County Judge Executive Logan Chick. "Logan County is truly fortunate to welcome Champion Petfoods. It is known as an outstanding corporate citizen and committed to pet lovers worldwide, and we want to support economic growth by bringing these good jobs to our region."
Chick went on to say this will be a shot in the arm for Logan County economically and wishes to thank all those who worked closely together to make this happen.
TVA has been a valued participant in the recruiting of Champion to Logan County.
"TVA congratulates Champion Petfoods on their decision to locate company operations and add new jobs in Auburn," said John Bradley, TVA senior vice president of economic development. "TVA and Warren RECC are pleased to assist Champion through our partnership with the Commonwealth of Kentucky, the Logan Economic Alliance for Development, the city of Auburn and the Logan County Fiscal Court."
For additional information contact Logan Economic Alliance for Development (LEAD) in Russellville at 270-726-9575 or visit www.championpetfoods.com.


text:
NANDYAL: The Indian sub-junior teams for the Asian junior (under-16) team and individual championships at Hanoi, Vietnam from August 21 to 26 have been announced by the Badminton Association of India (BAI).
They will also attend a camp at Kochi, to be conducted by George Thomas.
The teams: Boys: Sai Praneeth (AP), H.S. Pranoy (Ker), Raj Kumar, Pranab Chopra (Pun).
Girls: Sikki Reddy and P. Lavanya (AP), Prajakta Sawant (Mah), Deya Elsa Jacob (Ker). Coach: D. Kaushal. — Special Correspondent
More In: SPORT | Today's Paper