text: Singapore Practice 3: Vettel fastest but Grosjean closes the gap 21 September, 2013 Sebastian Vettel fastest in FP3 Although Sebastian Vettel topped the timing sheets ahead of qualifying, it looks like his pole position ambition is not another foregone conclusion as Romain Grosjean has emerged as a likely challenger after the third and final free practice session of the Singapore Grand Prix weekend. Red Bull are looking very strong in both hot lap pace and race pace around the tricky Marina Bay Circuit. They topped the timing screens for the first 45 minutes of the one hour session when everyone had the harder white band Pirelli tyres bolted on, and again in the qualifying simulation runs in the final dozen minutes of the session. The gap between them and their rivals in terms of race pace is perhaps not as big as the gap they have with low fuel loads and the Soft tyres mounted to the RB9. Nevertheless, the truth is that they are quicker in both guises which will be a worry for any other title contenders who simply had no answer a few hours before qualifying. Romain Grosjean second fastest in FP3 Vettel's best time of 1:44.173 was 0.191 up on Grosjean who seems to be a man transformed so far this weekend, as the news of Kimi Raikkonen's defection to Ferrari may be giving him the stimulus to raise his game and convince his employers that he is the man to lead the team next year – or perhaps even from this weekend in Singapore. Whatever the case, the Frenchman, who had a heavily curtailed programme on the opening day due to technical niggles, is in inspired form. He was over a 1.783 seconds up on teammate Raikkonen who was 12th when the chequered flag waved to end the session. Nico Rosberg was fastest of the Merecdes pair, in third, with Lewis Hamilton fifth. The Silver Arrows expected to challenge Red Bull on the high downforce circuit which should suit their W04. But they will be seeking to close down the half second or so gap to Vettel in the two hours between FP3 and qualifying… Splitting the Mercedes was Mark Webber who was hampered by traffic on his one stab at a fast lap, but earlier he had spent much of the session at the top of the timing screens having set the pace with the harder tyres. Nico Rosberg third fastest in FP3 Ferrari also closed the gap to Vettel but were still a second adrift of his ultimate pace, as opposed to 1.4 seconds 24 hours earlier. Fernando Alonso was sixth, with Felipe Massa 10th. The Brazilian admitted that finding an optimum setup for the demands of Marina Bay was proving to be a tough task. Seventh fastest was Sergio Perez, best of the McLaren boys, with Jenson Button ninth fastest. An interesting tussle is brewing between the two teammates. Swiss cheese in the McLaren sandwich was Nico Hulkenberg who again is driving the Sauber beyond its remit – consider that his teammate Esteban Gutierrez ended the session down in 17th and a full second down on the German. At the sharp end, Vettel remains the man to beat – the gap has come down between the Red Bulls and the rest, thus setting the scene for a couple of interesting nights ahead – starting with qualifying! (GP247) Subbed by AJN. Singapore Grand Prix at Marina Bay Circuit, Free Practice 3 – 21 September 2013 Pos No Driver Team Time Gap Laps 1 1 Sebastian Vettel Red Bull Racing-Renault 1:44.173 15 2 8 Romain Grosjean Lotus-Renault 1:44.364 0.191 16 3 9 Nico Rosberg Mercedes 1:44.741 0.568 18 4 2 Mark Webber Red Bull Racing-Renault 1:44.906 0.733 14 5 10 Lewis Hamilton Mercedes 1:44.921 0.748 14 6 3 Fernando Alonso Ferrari 1:45.257 1.084 13 7 6 Sergio Perez McLaren-Mercedes 1:45.500 1.327 12 8 11 Nico Hulkenberg Sauber-Ferrari 1:45.876 1.703 19 9 5 Jenson Button McLaren-Mercedes 1:45.890 1.717 13 10 4 Felipe Massa Ferrari 1:45.935 1.762 13 11 18 Jean-Eric Vergne STR-Ferrari 1:46.084 1.911 15 12 7 Kimi Räikkönen Lotus-Renault 1:46.147 1.974 13 13 16 Pastor Maldonado Williams-Renault 1:46.338 2.165 17 14 19 Daniel Ricciardo STR-Ferrari 1:46.358 2.185 16 15 17 Valtteri Bottas Williams-Renault 1:46.660 2.487 17 16 14 Paul di Resta Force India-Mercedes 1:46.879 2.706 16 17 12 Esteban Gutierrez Sauber-Ferrari 1:46.893 2.720 13 18 15 Adrian Sutil Force India-Mercedes 1:47.249 3.076 19 19 21 Giedo van der Garde Caterham-Renault 1:48.931 4.758 17 20 20 Charles Pic Caterham-Renault 1:49.037 4.864 18 21 22 Jules Bianchi Marussia-Cosworth 1:49.182 5.009 21 22 23 Max Chilton Marussia-Cosworth 1:49.982 5.809 20 Content on GrandPrix247.com by: staff & contributors, Reuters syndication, GMM service, Getty Images, Formula 1 teams, sponsors & organisations.


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Roger Daltrey drives the Lotus T125
Top Gear witnesses rock legend defy poor vision to pilot Sunday's 640bhp F1-spec monster…
Posted: 01 Nov 2011
"Just take your time out there - take as long as you need, actually. Go slowly through the corners and once your wheel is pointing straight and you've got a bit of space, really put some pressure on. Floor it." Sound, Top Gear-accredited advice, you will agree.
Roger straps himself in and is quickly shown through the steering wheel. The T125 comes with a hand-operated clutch, so his getaway is a tad jumpy. But crucially - and we all agree - at least he didn't stall it. Unlike Jeremy. He tentatively makes his acquaintance with Hethel's test track and we all watch from the pit wall, as James lets us in on a little secret behind Roger's earlier drive in the Evora GT4.

subset: commoncrawl


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Author(s): Mulhall, Stephen
ISBN 10: 0691137374. See all ISBN's
Publisher: Princeton University Press
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In 1997, the Nobel Prize-winning novelist J. M. Coetzee, invited to Princeton University to lecture on the moral status of animals, read a work of fiction about an eminent novelist, Elizabeth Costello, invited to lecture on the moral status of animals at an American college. Coetzee's lectures were published in 1999 as The Lives of Animals, and reappeared in 2003 as part of his novel Elizabeth Costello; and both lectures and novel have attracted the critical attention of a number of influential philosophers--including Peter Singer, Cora Diamond, Stanley Cavell, and John McDowell.
In The Wounded Animal, Stephen Mulhall closely examines Coetzee's writings about Costello, and the ways in which philosophers have responded to them, focusing in particular on their powerful presentation of both literature and philosophy as seeking, and failing, to represent reality--in part because of reality's resistance to such projects of understanding, but also because of philosophy's unwillingness to learn from literature how best to acknowledge that resistance. In so doing, Mulhall is led to consider the relations among reason, language, and the imagination, as well as more specific ethical issues concerning the moral status of animals, the meaning of mortality, the nature of evil, and the demands of religion. The ancient quarrel between philosophy and literature here displays undiminished vigor and renewed significance.
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Today, April 8, 2014, is Equal Pay Day. According to the National Committee on Pay Equity (NCPE), equal Pay Day was originated in 1996 as a public awareness event to illustrate the gap between men's and women's wages.
Per the NCPE, "Because women earn less, on average, than men, they must work longer for the same amount of pay. The wage gap is even greater for most women of color." Equal Pay Day is a signifier of just how much longer women most work to narrow the pay gap.
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Teaching anti-bias curriculum in teacher education programs: what and how.
Unfortunately, many teachers currently in the classroom report that they feel inadequate to teach multicultural or anti-bias curriculum (Au & Blake, 2003; Ukpokodu, 2004). "Most teachers admit they have had little or no training at all to work with culturally diverse children and lack the necessary pedagogical strategies to enable them to obtain good results with these students" (Aguado, Ballesteros, & Malik, 2003, p. 58). The national survey data revealed that while more than 54 % of teachers taught students who were either culturally diverse or had limited English proficiency and 71 % taught students with disabilities, only 20 % of these teachers felt they were very well prepared to meet their needs. Eighty percent of teachers indicated that they were not well prepared for many of the challenges of the classroom (Parsad, Lewis & Farris, 2001). For this reason, university and college courses should be tailored to provide teacher candidates the skills and content needed to meet the needs of a diverse classroom.
Implementing a diversity curriculum may not be easy because of the fear, uncertainty, or discomfort of many teachers and teacher educators. Teachers' beliefs influence and affect their teaching practices and may become barriers that prevent the integration of anti-bias curricula (Van Hook, 2002). However, previous research found that teacher candidates' level of intercultural sensitivity could be enhanced by their teacher preparation courses and activities (Mahoney & Schamber, 20004; Sobel & Taylor, 2005) and from teacher educators who encouraged teacher candidates to discuss and reflect upon issues (Conle et al., 2000; Milner, 2003). In this paper, the authors discuss what an anti-bias curriculum is, provide the theoretical framework and rationale for involving teacher candidates in certain activities that promote the anti-bias curriculum, and offer additional anti-bias strategies for teacher candidates and teacher educators to implement in their classrooms.
Anti-Bias Curriculum
Anti-bias education is based on Paulo Freire's notion of the "practice of freedom" which is "the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world" (Freire, 2000, p. 34). Freire believes that freedom can only occur when the oppressed reject the images and fears they have adopted from their oppressors and replace them with autonomy and responsibility. Therefore, developing cultural consciousness and an understanding that we have the power to transform reality must begin at the earliest stages of education. It is clear that the preparation of teacher candidates to implement anti-bias curriculum is crucial to any process of change.
Anti-bias curriculum may be defined as:
... an active/activist approach to challenging prejudice, stereotyping, bias, and the 'isms.' In a society in which institutional structures create and maintain sexism, racism, and handicappism, it is not sufficient to be non-biased (and also highly unlikely), nor is it sufficient to be an observer. It is necessary for each individual to actively intervene, to challenge and counter the personal and institutional behaviors that perpetuate oppression. (Derman-Sparks, 1989, p. 3)
In keeping with Freire's (2000) concept of "practice of freedom," Corson (2000) maintained that value based, anti-bias curriculum embraces the practice of freedom. Derman-Sparks (1989) points out that the goals of an anti-bias approach are to enable every learner to construct confident identity, develop empathic and just interactions with diversity, and develop critical thinking and the skills for standing up for oneself and others in the face of injustice. Hence, the aim of anti-bias education is inclusion, positive self-esteem for all, empathy, and activism in the face of injustice.
Anti-bias curriculum acknowledges differences as fundamental and confronts troublesome issues rather than covering them up. Based on the notion that teachers must confront their own racial prejudice and biases (Banks, 1997; Derman-Sparks, 1992) and at the same time learn about their children's cultures and needs, anti-bias curriculum should, without question, be integrated into all levels of teacher preparation programs (Corson 2000; Hohensee & Derman-Sparks, 1992). The goal, however, is to help teacher candidates develop positive self-concepts without acquiring attitudes of superiority and ethnocentrism (Thomson, 1993).
Theoretical Framework for Anti-Bias Strategies
Critical Cultural Consciousness
Given that teacher educators have great impact on both teacher candidates and the children they will teach (Killoran et al., 2004), it is critical for teacher educators to develop a self-awareness of culture, bias, and discriminatory practices as well as to examine the effects of their beliefs, attitudes, and expectations on teacher candidates.
If we are going to promote an appreciation for diversity and equity in the organization and content of our programs, it must be simultaneously reflected in the make-up of our programs, both among students and faculty. Prospective teachers will be better prepared to help students appreciate cultural diversity, if they have learned through experience to appreciate it as a reality and not an academic exercise--a reality they experience through interactions with a diverse faculty and student body. (Hixon, 1991, p.18)
Teacher preparation programs should provide insight into how teacher candidates view their roles in a diverse classroom and prepare these novice teachers to become reflective practitioners (NCREL, 1998). According to the Southern Regional Education Board (1994), teacher candidates should have formal training in child development, language acquisition, appropriate instructional and assessment techniques, curricular development, parent involvement, and cultural sensitivity. In addition, as Horm (2003) suggests, emphasis should be placed on appropriate classroom methodology for teaching content for young children from different ethnic and cultural backgrounds.
As the makeup of the society becomes increasingly diverse (NCES, 2006), there is an increased number of researchers trying to examine teacher candidates' social attitudes related to race, gender, age, and ability (Garmon, 2004; Rios, Trent, & Castaneda, 2003). Other researchers have promoted the idea that rather than fostering political correctness, intellectual conflict should be part of the university's objectives whereby teacher candidates are actively engaged in exploring a range of ideas and worldviews (Goulet, 1998; Van Hook, 2002; Wasson & Jackson, 2002). Wasson and Jackson, for example, examined some of the core attitudes and beliefs of teacher candidates underlying some critical incident in their lives involving multicultural bias. These researchers believed that critical issues of diversity and multiculturalism should be integrated into all areas of teacher candidates' preparation including academics, social skills development, and building relationships with the community at large. The aim of such a study was to understand the university students' awareness of and sensitivity to multiculturalism so that appropriate curricula might be developed to enhance their knowledge, awareness, as well as their cross-cultural communication skills.
In addition to inculcating increased sensitivity and awareness related to multiculturalism, Goulet (1998) emphasized the need for teacher candidates to also make connections to their own cultural pasts. She noted that this approach helped teacher candidates to develop the pride and strength needed for their own struggles for social justice as educators. When teacher candidates are aware of their own strengths, they are better able to face daily challenges. The goal of teacher preparation programs, then, should be to enable teacher candidates to question and examine their own beliefs and values concerning their children, as well as about whether they can see all children as learners regardless of their race, class, gender, home language, or disability (Cozart, Cudahy, Ndunda, & Van Sickle, 2003). This ideal is what we are defining as critical cultural consciousness.
Internalized Dialogue
When teacher educators discuss reflection as it relates to anti-bias curriculum, they often have teacher candidates reflect on how they are adjusting and modifying lessons to be more inclusive. However, an equally important tactic is to have teacher candidates reflect and recognize aspects from their own culture (Milner, 2003), to "see that Euro-American or 'White' American ethnicity is not universal and that even within the ethnic group there are great differences in each family ethnic culture" (Hyun, 1998, p. 59). This stand point is supported by Gunderson's (2007) studies which concluded that immigrant populations differ dramatically in various ways and it would be misleading to perceive them as the same.
Framing and reframing one's thinking in order to improve upon children's learning is basic to the active process of reflection. Connelly and Clandinin's (1994) work with teacher candidates shows how they develop a deeper understanding of themselves and their practice through the process of reflection. Yet, one of the hardest things to do is to reflect on our personal cultural values and understand that many ideas that we hold as truths are culturally based.
As teacher candidates explore the process of incorporating anti-bias activities with children and parents, they are also continuing their own personal growth on these issues. Ongoing support for reflection throughout their university work remains critical for sharing the successes, evaluating the mistakes, providing encouragement and emotional support, and planning the next steps for implementing an anti-bias curriculum (Hohensee & Derman-Sparks, 1992). Pulido-Tobiassen and Gonzalez-Mena (n. d.) note that by exchanging experiences and sharing with colleagues ideas for responding to children's questions, teachers gain new ideas and insights. It takes time for people to acknowledge and make the commitment to "take personal responsibility or action in the face of inequities and/or intolerance" (Wasson & Jackson, 2002, p. 273). Therefore, teacher educators should begin step-by-step in their own courses with teacher candidates by developing strategies for reflection in order to create an environment that is supportive and inclusive.
Field-Based Practices
It is a commonly held belief that people--children and adults--learn best from first-hand experiences (Pulido-Tobiassen & Gonzalez-Mena, n.d.). Hence, teacher candidates should be given opportunities to interact with and teach children who are different from themselves to learn to appreciate these differences and to become more accepting and tolerant of diversity. As a result, they begin to see the value in a more inclusive environment. Developing inclusive attitudes and environments supports the goal of anti-bias curriculum to teach children to respect all people and to accept them for who they are regardless of their gender, skin color, home language, family structure, religious practice, and mental and/or physical disability. This can be achieved if both method courses and field based practices are dovetailed to assist teacher candidates to discuss, reflect upon, and reexamine their belief system. The method courses can be carefully tailored to incorporate concepts and strategies that help teacher candidates examine and reexamine their attitudes. As a result, when teacher candidates are engaged in field based practices, they will be better prepared and less overwhelmed dealing with the real world.
Successfully doing so also supports Cochran-Smith and Lyttle's (1999) argument that the most powerful way to bridge the research to practice gap and to sustain reform and improve teacher preparation is to use a "knowledge of practice" model. This model views teacher preparation as developmental, so evidence-based practices would be taught sequentially: (1) learning the theoretical rationale, (2) seeing such practices modeled, (3) applying practices receiving coaching with feedback and guidance as they teach children in classroom settings, and (4) reflecting on how well evidencebased practices work for their own children (Brophy & Good, 1986; Showers, Joyce, & Bennett, 1987).
Teacher candidates would also learn by implementing, under the guidance of university faculty, an anti-bias curriculum with children in a classroom setting. Sobel and Taylor (2005) discovered that "preservice teachers found value in their guided exposure to real-world factors of broad cultural diversity" (p. 85). Teacher candidates also reported wanting more opportunities to solve real-world problems, to observe more anti-bias demonstration lessons, to role-play in their teacher education classes, and to learn more about specific educational pedagogy. Brown (2005) also found that field experiences embedded in teacher preparation can positively influence the multicultural perceptions, cross-cultural communication skills, and social justice cognizance of future teachers. It is evident from these findings that some forms of field-based experiences can assist teacher candidates to make connections between theory and practice.
Rationale Summary
It is well known that in most Western countries teacher candidates tend to be English-speaking. middle-class females of European descent (Sleeter, 2001). In contrast, their future students are likely to be culturally diverse (Gay & Howard, 2000). Therefore, there is a need for teacher candidates to engage in cross-cultural experiences and internalized dialogue for learning about themselves and those who are from diverse backgrounds (Brown & Howard, 2005; Garmon, 2005; Killoran et al., 2004; Milner, 2003) in order to become more culturally responsive (Hyun, 1998). Participation in field-based practice has traditionally been an essential element in any teacher preparation program. However, opportunities to develop cultural critical consciousness and to engage in internal dialogue may or may not have been part of these programs. We argue that combining these three factors together within a program will move teacher candidates along the path towards becoming more competent in promoting social justice and will significantly increase the likelihood of their teaching anti-bias curriculum. The following strategies act as a springboard for implementing anti-bias curriculum in teacher education programs.
Anti-Bias Teacher Education Strategies
Invite Parents into Teacher Education Programs
To successfully implement an anti-bias curriculum or multicultural education strategies in school, parental involvement is believed to be essential and required (Barta & Winn, 1996). Parents can be great tools for changing the classroom environment. To help teacher candidates understand the potential contributions of parents to implementing an anti-bias curriculum, teacher educators must include the subject of parental involvement in program coursework. Derman-Sparks and Ramsey (2000) suggest that by collaborating, sharing resources, and generating strategies to overcome obstacles with parents, both teacher educators and teacher candidates can improve their practices.
One strategy for utilizing parents in the university program is to invite parents as guest speakers to university classes to share their own and their children's experiences. Parents may then provide teacher candidates with specific strategies that they could then implement in their future classrooms to address their students' cultural, ethnic, racial, and special needs. This is especially true when working with bilingual parents. When bilingual parents volunteer in a school as guest speakers, the mainstream teacher candidates benefit from the cultural input of the bilingual parents. Haynes (2004) found that bilingual parents also benefit in terms of self-esteem and pride in their culture. Therefore, everyone can gain if parents are invited to college classrooms.
Home Visits
Most parents are like teachers; they place a high value on education and expect their children to do well in school so they will succeed in the mainstream culture as well as their home culture. Aguado et al. (2003) found that even though parents came from different cultures, they all wanted their children to do well in school. Yet, these researchers also found that many teachers mistrusted the support provided at home, which seemed to reflect how little these teachers knew about their students' family structures and backgrounds.
Teachers' views of teaching and learning often differed from those of parents because these views are imbued with features of their cultures (Gunderson, 2007). Frequently, in fact, it is not what teacher candidates do not know, it is what they assume about certain cultures or particular children that limits their ability to provide quality instruction for all children in their classrooms. Further, they are unlikely to change their mindsets unless they have first-hand contact with these cultures or get to know these children. "In order to improve the education of culturally and linguistically diverse students, it is fundamental that teachers understand the relationship between the pupil's home culture and school learning" (Peralta-Nash, 2003, p. 112). This notion is supported by Gunderson who stresses the need to meet the needs of students. McIntyre, Kyle, and Moore (2001) showed that when teacher candidates visited children's homes, assumptions about the children's culture disintegrated and that subsequently the children began to achieve better in school.
The capacity for effective teaching in culturally and linguistically diverse communities requires multiple opportunities for exposure to children's lives and perspectives as well as those of their families (Peralta-Nash, 2003). Aguado et al. (2003) discussed the need for mediators and volunteers who can interpret information given to parents and the need to make the school environment more inviting and comfortable. Mediators (family members or qualified professionals) were found to be effective in fostering open and trusting communication between the school and home.
It is evident that home visits and other significant forms of interaction with parents can provide teacher candidates with a better understanding of the families' lives and the social, emotional, and academic needs of their children. As noted in the previous section, teacher preparation programs must take the lead in orienting teacher candidates to the important role parents can play in their children's educational success and in providing teacher candidates with strategies for utilizing this resource as they implement anti-bias curricula.
Garmon (2005) notes that "regular reflection on one's teaching is considered an essential practice for teachers, and it is equally important in developing multicultural knowledge and sensitivity" (p. 278). In a longitudinal study, Causey, Thomas, and Armento (2000) found that teacher candidates who displayed a disposition to thoughtfulness and reflection are the most likely candidates for acquired knowledge, skills and perspectives needed to become insiders within the communities in which they teach.
In order to facilitate and support reflection, journals could be an integral part of the structure of each college or university course (McIntyre & Tlusty 1995). Teacher candidates can be encouraged to explore and to respond to content themes in a way that promotes their growth as professionals and deepens their thinking on the role of anti-bias curriculum in the classroom and its effect on children.
Teacher candidates can also benefit from keeping journals to reflect upon their teaching practices in general, as well as the specific anti-bias strategies they have implemented, how each strategy worked, and how to improve their use. Journals can be used not only to obtain information about teacher candidates' learning, but they can also provide information about the quality of the instruction in their teacher education courses and the opportunities they were afforded to learn anti-bias strategies. Teacher educators may thus use teacher candidates' journals to assess their own teaching and to adapt preparation of their teacher candidates. In their three-year qualitative study regarding the developmental process of teacher reflectivity in elementary and secondary novice teachers, Pultorak and Stone (1999) concluded that teacher candidates' reflections could help teacher educators find descriptions of how "individuals transform from novice thinking to expert understanding" (p.5).
In addition to reflective journals, mental reflection as well as discussions with teacher educators and peers all require teacher candidates to reflect upon what they perceive, fear, hear, gain, or confront after home visits or first-hand experiences with children and families of different backgrounds. Previous research found that teacher candidates who cognitively, emotionally, and mentally think through their thought processes regularly were more likely to change their attitudes toward teaching children of diverse backgrounds (Benson, 2003; Milner, 2003). Reflection is therefore required for teacher candidates to become aware of their attitudes, beliefs, and life experiences, which may in turn be critically examined and perhaps changed.
Early childhood educators know the importance of role-playing with children. Children play or act out roles based on incidents that happened in the classroom or stories read to them. Kolh (2002) states that role-playing can lead children to confront their own racism. Yet, role-playing as a model of learning is less common at the university level (Joyce, Weil, & Calhoun, 2003; Zemelman, Daniels, & Hyde, 1998). When teacher candidates "do not have extensive opportunities to rehearse valued skills ... we should not be surprised to see that their behavior does not meet our expectations" (Elias et al., 1997, p. 52). Role-playing or rehearsing provides opportunities for teacher candidates to develop a better understanding of how other persons might think or feel, to increase the range of their responses to what others say or do, and to practice appropriate gestures and language (Elias et al.). Furthermore, Lamson, Aldrich, and Thomas (2003) suggest that by incorporating role-play scenarios and predicaments into teacher preparation courses, teacher candidates are engaging in social inquiry, higher order thinking, and self-reflection. Seemingly, this strategy can help teacher candidates develop confidence and appropriate dispositions for negotiating the many facets of the field education.
When in place, anti-bias curriculum helps teachers and children to confront and overcome their own prejudices and bias and to practice new behaviors rather than covering them up (Derman-Sparks & Ramsey, 2000). Role-play is useful in developing cultural competence because participants may experience diverse roles. Role-play then becomes a great tool for teacher candidates to shape their identities, attitudes, and appropriate dispositions as educators.
Service Learning
Though reading theoretical literature is necessary for teacher candidates, practical field-based experiences are equally important. Service learning is one such experience. According to Kaye (2004), a service learning project can be classified in one of four different approaches: (1) direct service: students' service directly affects and involves the recipients; (2) indirect service: students do not provide service to an individual but to the community as a whole; (3) advocacy: intent is to create awareness of or promote action on an issue of public interest, and (4) research: involves students finding, gathering, and reporting on information in the public interest. Service learning is a wonderful tool to be utilized for teacher candidates as it provides them with both a general and concrete foundation about how to make sense of differences, social injustice, and what they can do about it (Reneer, Price, Keene, & Little, 2004).
Service learning provides teacher candidates with opportunities to develop pedagogical skills and to confront culturally different stereotypes and beliefs (Pang & Park, 2003). Having teacher candidates engage in service learning also allows teachers educators to make the connections between theory and practice, raises their level of multicultural consciousness, provides them with insight into the hierarchy and political agendas driving educational policy, increases their ability to negotiate and form partnerships with culturally diverse groups in the school environment and encourages the practice and educational equity (Brown & Howard, 2005, p. 7).
To meet these goals and objectives, Brown (2005) suggests that teacher candidates need to ask themselves whether they have produced a tangible product or service that will benefit the school or community and thus whether they have bridged theory to practice. Have they been reflective practitioners and modified their own perceptions and behaviors to become more culturally relevant professionally and personally? To answer these questions, teacher candidates should be given opportunities to assess their learning by evaluating: (1) the degree to which the goals and objectives of their service learning projects were met; (2) the level of involvement of community members; (3) changes in themselves as a result of the project; and (4) changes observed in the children.
The specific strategies that have been shared are examples of "knowledge-of-practice" (Cochran-Smith & Lyttle, 1999) and help to bridge the research to practice gap and sustain teacher reform efforts. They raise teacher candidates' levels of multicultural consciousness and their willingness to help their children question and confront bias issues. When service learning is used in structured ways with teacher candidates, it allows them to apply academic, social, and personal skills to improve anti-bias instruction; to make decisions that have real, not hypothetical results; to grow as individuals, gaining respect for peers and increasing civic participation; to experience success no matter their ability level; to gain a deeper understanding of themselves, their community, and society; and to develop as leaders who take initiative, solve problems, and work as a team (Bringle, Phillips, & Hudson, 2004; Howard, 2003; Kaye, 2004).
This article is a springboard for implementing anti-bias curriculum in teacher preparation programs. Used alone, the strategies are good, but to promote anti-bias principles teacher candidates must reflect upon how effective each strategy is relative to themselves and their children, and particularly upon how much they may have changed in their attitudes, beliefs, or practices. They must have an internalized dialogue under the guidance of a teacher educator. However, it is incumbent upon teacher educators to actively confront prejudice if they want their classrooms to become places where teacher candidates celebrate diversity. The teacher educator's role must be to plan activities in the classroom to confront teacher candidates' notions of "whiteness" and to help them question and examine their beliefs and values about race, class, gender, home language, and disability (Hyun, 1998). Strategies such as role-playing, having guest speakers, and service-learning projects compel teacher candidates to move outside their comfort zones and to take on another's role or to hear someone else's point of view. These anti-bias activities are powerful and assist teacher candidates to develop critical cultural consciousness, an understanding of and respect for their own identities and cultural values, as well as for those of others.
Certainly, teacher candidates and inservice teachers should constantly question themselves about whether they are modeling fairness and understanding through their verbal and nonverbal actions. Integrating and implementing an anti-bias curriculum is an ongoing process and will require teachers to adapt curriculum to the changing needs of children, consult with parents about issues of importance to them, and deepen their own awareness of anti-bias issues. It is not enough to teach multicultural and anti-bias curriculum in a theoretical format. Teacher candidates must be actively and consistently engaged in cultural critical consciousnesses, internalized dialogue, and field-based practices throughout their teacher preparation programs.
Aguado, T., Ballesteros, B., & Malik, B. (2003). Cultural diversity and school equity: A model to evaluate and develop educational practices in multicultural education contexts. Equity & Excellence in Education, 36, 50-63.
Au, K., & Blake, K. (2003). Cultural identity and learning to teach in a diverse community. Journal of Teacher Education, 54, 192-205.
Banks, J. (1997). Multicultural education: Issues and perspectives. Boston: Allyn & Bacon.
Barta, J. & Winn, T. (1996). Involving parents in creating anti-bias classrooms. Children Today, 24, 28-30.
Benson, B. (2003). Framing culture within classroom practice: Culturally relevant teaching. Action in Teacher Education, 25, 16-22.
Bringle, R. G., Phillips, M. A., & Hudson, M. (2004). The measure of service-learning: Research scales and to assess student experiences. Washington, DC: American Psychological Association.
Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 340370). New York: Macmillan.
Brown, E. (2005). Service-learning in a one-year alternative route to teacher certification: A powerful multicultural teaching tool. Equity & Excellence in Education, 38, 61-74.
Brown, E., & Howard, B. (2005). Becoming culturally responsive teachers through service-learning. Multicultural Education, 12, 2-8.
Brown, K. (2004). Assessing preservice leaders' beliefs, attitudes, and values regarding issues of diversity, social justice, and equity: A review of existing measures. Equity & Excellence in Education, 37, 332-342.
Causey, V., Thomas, C., & Armento, B. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education. Teaching and Teacher Education, 16, 33-45.
Cochran-Smith, M. & Lyttle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran Nejarand P. D. Pearson (Eds.), Review of research in education (24) (pp. 249305), Washington DC: American Educational Research Association.
Connelly, F., & Clandinin, D. J. (1994). Telling teaching stories. Teacher Education Quarterly, 21, 145-158.
Corso, R., Santos, R. & Roof, V. (2002). Honoring diversity in early childhood education materials. TEACHING Exceptional Children, 34, 30-36.
Corson, P. (2000). Laying the foundation for literacy: An anti-bias approach. Childhood Education, 76, 385-389.
Cozart, A., Cudahy, D., Ndunda, M., & Van Sickle, M. (2003). The challenges of co-teaching within a multicultural context. Multicultural Education, 10, 43-45.
Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D.C.: National Association for the Education of Young Children.
Derman-Sparks, L. (1992). Reaching potentials through antibias, multicultural curriculum. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children. Washington DC: National Association for Education of Young Children.
Derman-Sparks, L., & Ramsey, P. (2000). A framework for relevant ' multicultural' and antibias education in 21st century. In J. Roopnarine & J. Johnson (Eds), Approaches to Early Childhood Education. Upper Saddle River, NJ: Merrill Prentice Hall.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver T. P. (1992). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity. Journal of Teacher Education, 55, 201-213.
Garmon, M. A. (2005). Six key factors for changing preservice teachers' attitudes/beliefs about diversity. Educational Studies, 38, 275-286.
Gay, G. (2002). Preparing culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
Gay, G., & Howard, T. (2000). Multicultural teacher education for the 21st century. The Teacher Education, 36, 1-16.
Goulet, L. (April, 1998). Culturally relevant teacher education: A Saskatchewan First Nations case. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Gunderson, L. (2007). English-only instruction and immigrant students in secondary schools. Mahwah, NJ: Lawrence Erlbaum Associates.
Hixson, J. (April, 1991). Multicultural issues in teacher education: Meeting the challenge of student diversity. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Hohensee, J., & Derman-Sparks, L. (1992). Implementing an anti-bias curriculum in early childhood classrooms. Urbana, IL: University of Illinois. (ERIC Document Reproduction Service No. ED 351 146)
Horm, D. (2003). Preparing early childhood educators to work in diverse urban settings. Teachers College Record, 105, 226-244.
Howard, J. (2003). Service-learning research: foundational issues. In S. H. Billing & A. S. Waterman (Eds.), Studying service-learning: Innovations in educational research methodology. Mahwah, NJ: Lawrence Erlbaum Associates.
Hyun, E. (1998). Making sense of developmentally and culturally appropriate (DCAP) in early childhood education. New York: Peter Lang.
Joyce, B., Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). New York: Allyn & Bacon.
Kaye, C. B. (2004). The complete guide to service-learning: proven, practical ways to engage students in civic responsibility, academic curriculum, and social action. Minneapolis, MN: Free Spirit Publishing.
Killoran, I., Panaroni, M., Rivers, S., Razack, Y., Vetter, D., & Tymon, D. (2004). Rethink, revise, react: Using an anti-bias curriculum to move beyond the usual. Childhood Education, 80, 149-156.
Kolh, H. (2002). The fire this time: A review of taking it personally. Social Justice, 29, 198-204.
Ladson-Billings, G. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56, 229-234.
Lamson, S., Aldrich, J., & Thomas, K. (February, 2003). Using social inquiry strategies to enhance teacher candidate dispositions. Paper presented at the Annual Meeting of the Association for Teacher Educators, Jacksonville, FL.
Mahoney, S., & Schamber, J. (2004). Exploring the application of a developmental model of intercultural sensitivity to a general education curriculum diversity. The Journal of General Education, 53, 311-334.
McIntyre, E., Kyle, D., & Moore, G. (2001). Linking home and school through family visits. Language Arts, 78, 264-272.
McIntyre, S., & Tlusty, R. (April, 1995). Computer-mediated discourse: Electronic dialogue journaling and reflective practice. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.
Milner, H. R. (2003). Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching. Theory into Practice, 42, 173-180.
National Center for Education Statistics (2006). The condition of education 2006. Washington DC: U.S. Department of Education.
National Central Regional Educational Laboratory (1998). Critical issue: Meeting the diverse needs of young children. Retrieved November 12, 2003, from http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm
Pang, V., & Park, C. (2003). Examination of the self-regulation mechanism: Prejudice reduction in pre-service teachers. Action in Teacher Education, 25, 1-12.
Parsad, B., Lewis, L., & Farris, E. (2001). Teacher preparation and professional development: 2000. Education Statistics Quarterly, 3, 33-36.
Pulido-Tobiassen, D., & Gonzalez-Mena, J. (n.d.). Teaching diversity: A place to begin. Retrieved November, 12, 2003, from http://teacher.scholastic.com/products/ect/placetobegin.htm
Pultorak, E., & Stone, W. (1997). Understanding the realities of reflective teaching: What are best practices for the 21st century? Paper presented at the Annual Meeting of the Association of Teacher Educators Chicago, IL.
Renner, A., Price, L., Keene, K., & Little, S. (2004). Service learning, multicultural/antiracist education, and the social foundations of education: Weaving a cultural studies' pedagogy and praxis in an accelerated teacher education program. Educational Studies, 35, 137-157.
Rios, F., Trent, A., & Castaneda, L. (2003). Social perspective taking: Advancing empathy and advocating justice. Equity & Excellence in Education, 36, 5-14.
Showers, B., Joyce, B., & Bennet, B. (1987). Synthesis of research on staff development: A framework for future study and a state-the-art analysis. Educational Leadership, 45, 77-87.
Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94-106.
Sobel, M., & Taylor, S. (2005). Diversity preparedness in teacher education. Kappa Delta Pi Record, 41, 83-86.
South Regional Education Board. (1994). Getting schools ready for children. Atlanta, GA: Southern Regional Educational Board.
Thomson, B. (1993). Words can hurt you. Menlo Park, CA: Addison-Wesley.
Ukpokodu, O. (2004). The impact of shadowing culturally different students on preservice teachers' disposition toward diversity. Multicultural Education, 12, 19-28.
Van Hook, C. (2002). Preservice teachers' perceived barriers to the implementation of a multicultural curriculum. Journal of Instructional Psychology, 29, 254-264.
Wasson, D., & Jackson, M. (2002). Assessing cross-cultural sensitivity awareness: A basis for curriculum change. Journal of Instructional Psychology, 29, 265-276.
Zemelman, S., Daniels, H., & Hyde. A. (1998). Best practice: New standards for teaching and learning in America's school. Portsmouth, NH: Heinemann.
Miranda Lin, Vickie E. Lake, and Diana Rice are professors in the Department of Childhood Education, Reading, and Disability Services, College of Education, Florida State University, Tallahassee, Florida.
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Microsoft Patent Spurs Rumors Of 'Magic Wand' To Rival Wii
Newly-released patent applications from Microsoft Corp. have sparked rumors that the company plans to unveil a competitive offering to Nintendo's Wii remote during the upcoming E3 expo in Los Angeles.
However, the software giant said it will not "comment on speculation" about any such launch.
In 2007, Microsoft filed an application for a motion controller called the Magic Wand, which would interact with "a collection of sensors".
The application also explains "biometric sensors" that could examine "fingerprint, hand geometry, hand vein pattern, palm pattern, and grip configuration" in addition to "facial thermogram, a facial feature, a retinal feature, or an iris feature".
"I have no doubt they are going to try and do something, although it remains to be seen how they do it, said Gavin Ogden, from gaming site c&vg.com, in an interview with BBC News.
Microsoft needs to "jump on the motion sensor bandwagon," he said.
"We thought they were going to show something off at the E3 Expo in 2007 – some sort of waggle stick – but nothing materialized," he added.
"There was talk, a long time ago, about mapping people's faces on to characters," Ogden said.
"However, there were concerns that people would stick real faces on it – such as Gordon Brown – and then spend all day shooting them. The world wasn't ready for that."
Microsoft CEO Steve Ballmer has provided vague hints about such a development.
"Pay attention to the stuff we're announcing in the next month on Xbox," he said during a speech to the Dallas Regional Chamber in early May.
Indeed, the industry will be eagerly awaiting any surprises Microsoft may launch at the Los Angeles expo in June.
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Lost WithinChris Plansker
Inside the Bubble
Inside the Bubble (Self Produced) by Chris Plansker
Nice piano trio outing. Peaceful tune. One foot in the modern piano trio territory, but nothing to make it unappealing to more traditional jazz fans.
This is a track that explores the notion of feeling like theres no way out but in the end there is always hope. The feel is slightly bossa nova with a modern jazz sound. Teamed with drummer Rob Avsharian and bassist Jordan Schug, this CD is a journey into the melodic sophistication and inner dimension.
This track appears by permission of contributing artist and/or record company. It is for personal use only; no other rights are granted or implied.


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** Originally posted by Tilldee **
I have this very dry spot inside my nose that I thought was just a sore, but it's been there for three weeks now and is not getting any better. It gets so dry and hurts and now I think it may be P instead of just a sore. Anyone else have this and if you do, what do you do for it? Guess I'll have to get to the Dr. Not sure if I should see my PCP or my Derm? Does it ever stop?:(


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Tulsa, OK – Tulsa feels the heat as highs are forecast in the 90s. For those who work outdoors, this means a lot of sweating. Construction foreman Gary Smith says he and his crew have dealt with these temperatures before and they are prepared. "We're watching it, we were working long days but we're probably going to cut our hours back. We're pumping the gatorade, electrolytes, and the water."
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from A$AP Rocky (Ft. Fat Tony) – Get Lit Lyrics on Genius
This is a specific reference to Three 6 Mafia, who were previously know as Triple 6 Mafia. The use of three 6's did in fact have satanic significance, as some early Three 6 Mafia lyrics contained references to satanism.
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Description: Cheese Serving Set:
- Handmade cheese knife set with different blades for specific cheeses
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Research conducted under the direction of Melinda Sothern, PhD, Professor and Director of Health Promotion at the LSU Health Sciences Center New Orleans School of Public Health, showing early signs of diabetes in healthy children as young as seven years old will be presented at the American Diabetes Association 2009 Annual Scientific Session Meeting in New Orleans. Dr. Sothern's group is the first to document previously unknown markers for obesity, heart disease and diabetes, collectively called the Metabolic Syndrome, in children this young. Posters will be presented on Saturday, June 6, 2009, and Brian Bennett, a Research Associate in Dr. Melinda Sothern's laboratory will make the oral presentation, Early Markers for the Metabolic Syndrome in Youth, on Monday, June 8, 2009 at 9:30 a.m. at the Ernest N. Morial Convention Center, Room 343. Dr. Sothern will be there for the presentation.
Data reported are from 118 healthy children, age 7 - 9 years old, enrolled in LSUHSC's ongoing Study of Insulin-sensitivity in Louisiana Low-birth-weight Youth (SILLY). LSUHSC's Dr. Sothern is the principal investigator of the NIH-funded study which is investigating the importance of birth weight to diabetes.
The increasing prevalence of type 2 diabetes mellitus in children parallels the pediatric obesity epidemic. According to the American Academy of Pediatrics, over the past two decades, the prevalence of children who are obese has doubled, while the number of adolescents who are obese has tripled. And according to the National Health and Nutrition Examination Survey, 31.9% of children and adolescents were overweight (BMI at or above the 85th percentile) and 16.3% were obese (BMI at or above 95th percentile).
Insulin resistance/poor insulin sensitivity is closely associated with increased total body fat and may precede development of the metabolic syndrome and type 2 diabetes. Indicators of impaired insulin sensitivity have yet to be clearly i
|Contact: Leslie Capo
Louisiana State University Health Sciences Center


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Dark Skies: Season 1, Episode 17
To Prey in Darkness (15 Mar. 1997)
Ratings: 8.1/10 from 25 users
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When Majestic learns that some film that shows the aliens is missing they look for it. They eventually find the film in the possession of TV news reporter who's hoping that it could get her... See full summary »
Director:Thomas J. Wright
Writers:Brent V. Friedman (creator), Brent V. Friedman, 2 more credits »
Stars:Eric Close, Megan Ward, J.T. Walsh | See full cast and crew »


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What travellers think
Travellers that stayed here think this hostel is best for
best choice in Obihiro, Hokkaido if you come to Obihiro in the future.
Chih Yuan,
Fri 27 Sep 2013
Very friendly and accommodating owner. He waited up for us when we arrived later than scheduled.
Mon 22 Apr 2013


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petsupplies.com > Fish Supplies > Aquarium Air Pumps & Accessories > Air Pumps > Item # 721135
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Just a thread for synth geeks. Mine was the Korg polysix(amazing leap forward for a cheap poly),and the worst was Korg Delta(cheap organish with ok strings).I also loved the roland jupiter 8.
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So many times Saturday night, Amu Aukusitino seemed certain to be sacked.
And then he was gone.
Better you should try to grab a loose gum wrapper in a tornado than corral Service High's ankle-breaking quarterback.
As quick as he moves, it was a wonder on this rain-soaked evening that he didn't juke between the falling drops.
Trying to collect him is like trying to grasp smoke in your hand. It's right there, and then it gives you the slip -- so close, and still so far.
In the course of Service's taut and tense, clash-of-the-titans 21-14 victory over South, which was only complete when a poor snap by South squandered a remarkable drive and a shot at tying or winning the game in the waning seconds at Anchorage Football Stadium, Aukusitino proved pivotal.
Not that his performance, statistically at least, jumps to the top of his archive of jaw-droppers. The senior all-state quarterback, who hasn't played much QB this season because of injury, threw three interceptions, fumbled away the ball once and copped to rustiness.
Still, he rushed 22 times for a game-high 81 yards and completed 12 of 20 passes for 142 to yards to give him a hand in 223 of Service's 269 yards total offense.
Maybe it's more the measure of Aukusitino that he rebounded from South's relentless defense and his mistakes. He contributed to all three Service touchdowns in this rematch of last season's state large-school championship game, which Service likewise won when Aukusitino generated nearly 300 yards total offense.
Aukusitino threw two touchdown passes in the first half Saturday -- a 15-yarder to Kylelle Brown that was more the product of Brown's tackle-breaking run after the catch and a 29-yarder to a ridiculously wide-open Nick Butler -- and authored the game-winning touchdown on a 3-yard run while playing tailback in the third quarter.
"He is the X factor,'' said Service coach Numi Ilalio.
No play personified that more than one Aukusitino furnished to preface his game-winning touchdown run. Service faced fourth-and-21 from the South 28 when Aukusitino took the snap in the shotgun and soon found himself seemingly surrounded.
He rolled left. He moved forward. He shuttled back. He moved laterally to his right and then forward again. All that time, Wolverines were in hostile pursuit and the play seemed to last an eternity before Aukusitino found Brown on the left sideline for a 25-yard gain and a first down.
"I know Amu likes to extend plays,'' Brown said. "So, pretty much run around and find an open spot. It felt fast because we were in the heat of the moment. It was like life or death, and I'm living.''
Or, as Aukusitino said, humbly, in his soft voice: "I just use my athletic ability.''
Against a lesser quarterback, South no doubt would have piled up the sacks and left the quarterback bruised and battered. But the Wolverines, despite their tremendous rush most of the night and an effort we can only hope is a tease for a playoff rematch next month, hardly put a hand on Aukusitino.
Ilalio said Aukusitino's athletic ability and knowledge of defenses allows him to flourish.
"I started teaching him that when I made him a starting quarterback as a sophomore, because I knew he has the ability to be very mobile,'' Ilalio said. "(I taught him to) understand where the defensive threats are at and how to avoid them.''
Aukusitino has mostly played at running back on offense this season, and junior C.J. Toomer has stepped in at quarterback and shined. But in the biggest game of the season for both No. 2-ranked South and No. 4-ranked Service, who both entered as unbeatens in the Cook Inlet Conference, Ilalio didn't announce his starting quarterback until just before kick-off.
Ilalio went with his gut and chose Aukusitino -- "Instincts,'' he said.
Toomer occasionally shuttled in to play quarterback when the Cougars went to their run-heavy package and placed Aukusitino at tailback and 305-pound lineman Erich Pili (seven carries, 35 yards) at fullback.
Yet this pad-pounding game -- unofficially, eight personal fouls, five on Service and three on South -- in many ways was decided by Aukusitino's elusiveness. He said he didn't panic when things started so roughly for him with a lost fumble and an interception on Service's first two possessions.
"I have people on the sidelines who help me,'' Aukusitino said. "They pick me up and tell me to forget about it and make the next play. C.J., he always encourages me.''
And with that, Aukusitino made the last of his rounds greeting friends and family after the game, and then headed to the team bus.
For once on this night, he finally took it slow.
This column is the opinion of Daily News reporter Doyle Woody. Find his blog at adn.com/hockeyblog or call him at 257-4335.
Doyle Woody


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Two years after the project was mooted, very few institutions are even aware of the programme
Two years after the project was mooted, the anti-narcotics clubs in the city's schools are yet to get started.
With very few even aware of the programme, experts in the field and those involved in treating persons diagnosed with substance abuse say the problem is serious and needs immediate attention.
Every year on International Day Against Drug Abuse and Illicit Trafficking, which falls on June 26, rallies and events are conducted in schools and colleges. However, the problem is on the back burner the next day. It was in an effort to fight this apathy that the State mooted the idea of clubs in schools and colleges.
In 2011, a circular was issued by the higher education department to all colleges and universities to conduct awareness programmes and set up anti-narcotics clubs. While some colleges and universities have formed clubs or conduct programmes, the rest have not shown any interest.
Anita Rao, who works with TTK Hospitals, says it is important to create awareness among school students as it is too late by the time they start college.
"We want to talk to classes IX and XI students and make teachers take up the issue. If you ask me for number of those affected I cannot tell you as no studies have been done," she said.
When organisations approach schools they are rebuffed a by lack of interest. While private schools don't have the time for such programmes, in Chennai Schools, some principals are forthcoming. But when they are transferred the programme is shelved.
School education authorities say awareness programmes on the ill-effects of tobacco are conducted sometimes.
However, it is not just tobacco but several other banned narcotic substances that reach school and college students and there are several methods employed by the unscrupulous to lure young students into the habit, says R. Sundaralingam, an international drug expert, who was associated with Interpol. He gives lectures and conducts awareness programmes in colleges but says the priority is to raise awareness as victims will never lead the police to the perpetrator.
According to Mr. Sundaralingam, better coordination between the various departments is the need of the hour.
"Drug abuse is a problem that is brushed under the carpet because the victims never complain. The war against drugs must be in the classroom and not the courtroom," he said
Keywords: anti-narcotics clubs, substance abuse in schools, substance abuse in colleges, substance abuse awareness programmes


text:
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In Depth interviews - August 28
On the In Depth show blog, you can listen to the interviews, find more information about the guests on the show each day and links to additional resources.
Tags: Kim Weaver , FRTIB , Tom Shoop , Winslow Wheeler , Center for Defense Information , Alan Paller , SANS Institute , In Depth
Two new programs on the way to improve recruitment, retention
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Researcher says acquisition units must become learning centers when it comes to buying today's complex products.
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Closing arguments wrap up in NM murder trial
"He trusted them with his life and his freedom. The government didn't choose them as witnesses. He did," she said, telling the jurors they will have to be the judges of credibility and the facts.
The Haases were killed three days after Welch said she helped McCluskey, Province and another inmate escape from a privately run, medium security prison near Kingman, Ariz. One of the inmates was caught a day later in Colorado. The search for Welch, McCluskey and Province sparked a nationwide manhunt.
According to testimony, the trio targeted the Haases for their truck and trailer after having fled through three states in a cramped car without air conditioning. Welch testified the plan was never to kill anyone, just to "get off the grid" and go into hiding.
Prosecutors contend that McCluskey intended to harm the Haases from the moment he and his alleged accomplices spotted the retired couple at a rest stop near the New Mexico-Texas state line.
Mott detailed the events of Aug. 2, 2010, the day the Haases were forced at gunpoint to drive west along Interstate 40. They were ordered off the highway and onto a two-lane road, where McCluskey is accused of taking them into the camper and shooting them despite assurances that they would not be harmed.
Following Susan Montoya Bryan on Twitter: http://www.twitter.com/susanmbryanNM
The Associated Press


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A bunch of preferences and imagines about One Direction. Thanks for reading. x
rebelprincess14 6 months ago
name: alex eye color ;baby blue hair color;black boy;liam payne please make me an imagine
cjones121346 a year ago
is that supposed to say I or is the other one supposed to say your
ButtahNuts a year ago
Name: Daisy Eye Color: brown Hair Color: green and brown Boy: Niall and Liam dirty please
Lovelouistomlinson 2 years ago
Name : johanna eye color : black hair color : black boy; louis tomlinson tnx. Pls. Make me an imagine / preference
MarceAbeadaer 2 years ago
Name: Chris (short for Christina) Eye color: brown Hair color: black (died purple at the ends) Boy: Harry Dirty please
zoeefunky6 2 years ago
Name;Zoee Eye color : blue Hair color :Blond with blue at end


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The Supreme Court, the Mandate, and "Taxes"
In light of the Supreme Court's decision to uphold the Patient Protection & Affordable Care Act (PPACA), conservatives have by and large been apoplectic. A picture with Chief Justice Roberts above the word "traitor" has made its way around Facebook, his Catholic faith has been called into question, and Mitt Romney's campaign says 42,000 donations worth $4.2 million has been raised since the decision came out.
Voices more knowledgeable and of higher status than mine have commented at length about the Court's decision, and so I won't get into most of the decision, but I did want to make three brief comments:
First, if the individual mandate is a tax, Americans can now be forced to buy anything. From Right Wing News' John Hawkins via Facebook via Twitter: "Per John Roberts, it would be constitutional to force every American to buy a Chevy Volt or Al Gore's "Earth in the Balance." Correct?" Related, from Hot Air's Ed Morrissey this morning comes a mocking proposal that all Americans should have to buy guns or face a "tax."
To me, the Court's decision essentially supports a complete violation of the free will contract history of America. If someone puts a gun to my head and forces me to sign over all of my assets to him or her, that contract used to be null and void. With the allowance of the federal government to put what I'll call a "tax gun" to my head and force me to buy insurance from a private entity, free will contracts have essentially been declared null and void, at least for the federal government.
A former co-worker who graduated from Harvard Law last year pointed out this morning that government has coerced private, non-free will actions in the past, such as by implementing minimum wage laws. However, we both agreed that a free will contract of employment has to be entered into before the minimum wage aspect of employment is implemented.
Second, taxes have traditionally been for actions — sales taxes for spending, income taxes for earning, cigarette taxes for smoking, etc. This mandate, for what I believe is the first time in America (though I could be wrong), "taxes" withholding action. And, to quote many conservatives, it does so in an extremely regressive fashion.
Lastly, Erick Erickson and George Will have said Chief Justice Roberts' decision to support the individual mandate as a tax has given conservatives several political gifts, among them an energized base for the November elections, a deflated liberal base that was going to target the Court as illegitimate, and strong limits on expansions of the Commerce Clause. To which I respectfully reply: that's not the job of a Supreme Court Justice.
Now, Erickson is a lawyer and George Will is about a gazillion times smarter than I am, so I may be speaking out of turn, but if Roberts decided as he did for these reasons I would have to say his choice smacks of judicial activism. If Roberts did indeed rule as he did to limit expansion of the Commerce Clause, and give conservatives a better chance of taking Congress and the Presidency in the fall, those are respectable political goals. But is that the job of a Supreme Court justice? To me, the job of the Supreme Court is to interpret the Constitution regardless of consequences — as conservatives rightly insisted when Justice Sotomayor was first nominated, and President Obama wanted a justice who had "empathy." To step outside of that while on the bench is to violate the trust of the position of Supreme Court Justice.
Anyway, those are my thoughts. Try to have a great weekend.
[Originally posted at Race42012.com]
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Important Notice: The site is currently being upgraded to a new software system. This process could take a day or two to complete. During that time, we are going to leave the site up here, on its old software. WHAT GETS POSTED HERE DURING THIS TRANSITION WILL NOT BE COPIED OVER ONTO THE NEW SITE, WHEN THE UPGRADE IS COMPLETE. When we swap over, the content posted while this message is visible will be lost. We wanted to give you folks a place to hang out and talk while we worked though. We will let you know when we are finished. Please pardon the inconvenience, during this transition.
Important Notice: We purchased and installed this classified ads software because we thought it would be a genuine enhancement to the GT classified ads system. I still believe it is a far better
alternative for a classified ads
section than the forum software, but people just don't seem to agree. I had hoped that people would take to the system and see its benefits after having used it for a while, but that hasn't happened.So, I am going to admit defeat and move the classified ads
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place all new ads in the classified ads forums. They can be found on GT's forums index, below the Armory section. Here is a direct link to that area: The Want Ads
Forums.In the coming weeks, we will be adding some features to the classified ads forums that will make them better suited for that purpose, while keeping the features and functionality of that system that people have shown they want.Please
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you think the person is charging too much, or you don't like the product or seller, etc..., please keep it to yourself. Posting such things in someone else's classified ad thread is not allowed. If you see anyone violating the posting rules, or know of or suspect
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Kershaw Blur-LNIB has been carried for about an hour and has never cut anything. Plain edge.
$55 shipped-OBOGerber Multi-Plier 600 Needlenose tool with ACU MOLLE carrying case. It has been used twice but is in like new shape. All of the ridges of the plier are undamaged, Philips screwdriver is in perfect shape, carbide cutters, blades, and file are unused.Technical Specs:Overall Length: 6.56" Length Closed: 5" Weight 8.6 oz. Sheath: ACU MOLLE CompatibleComponents:Needlenose pliers, carbide cutters, wire cutter, wire crimper, fine edge knife, serrated knife, cross point screwdriver, small flat blade screwdriver, medium flat blade screwdriver, large flat blade screwdriver, lanyard ring, can opener, bottle opener, file, ruler.
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Jacana partners with Ghana's leading Private Equity Fund
Jacana, the group that supports emerging SME private equity firms in Africa, has entered into a strategic partnership with Fidelity Capital Partners Limited, a Ghana-based fund manager with a total of $32 million under management. Jacana will make an investment in Fidelity Capital Partners, enabling it to expand the senior team. Jacana will also provide hands-on management support to both the investment team and their portfolio companies, ahead of the planned launch of Fidelity's third fund in 2012.
13 December 2010
Jacana, the group that supports emerging SME private equity firms in Africa, has entered into a strategic partnership with Fidelity Capital Partners Limited, a Ghana‐based fund manager with a total of $32 million under management. Jacana will make an investment in Fidelity Capital Partners, enabling it to expand the senior team. Jacana will also provide hands‐on management support to both the investment team and their portfolio companies, ahead of the planned launch of Fidelity's third fund in 2012.
Stephen Antwi‐Asimeng, Senior Partner of Fidelity Capital Partners, commented:
"We approached Jacana as a strategic partner because we believe that the combination of our local market experience and deal flow with their international expertise in private equity will be a powerful one which will enable us to scale new heights."
Fidelity Capital Partners was founded in 1999 and is one of West Africa's leading SME private equity firms. It currently manages two SME funds (Fidelity Equity Funds I and II) on behalf of a number of investors including SSNIT, the Venture Capital Trust Fund, Oikocredit, Sovec and leading Development Finance Institutions such as FMO (the Netherlands) SIFEM (Switzerland) and Finnfund (Finland).
Founded by European private equity experts, Jacana's mission is to contribute to long‐term poverty alleviation by attracting public and private investment to SMEs in Africa. The approach is to partner with and develop local private equity fund managers. The combination of Jacana's capital and expertise enables its partners to grow their teams, build their track records and raise larger funds.
This transaction is Jacana's second partnership following its investment in InReturn Capital, an East African SME investment firm, in early 2010. The partnership with Fidelity Capital enables Jacana to extend its footprint in Sub Saharan Africa and further develop its track record in building successful SME private equity firms.
Claude Barras, Managing Director of SIFEM and Ben Zwinkels, Senior Investment Officer of FMO, both Board Directors of Fidelity Capital, commented:
"We believe that the combination of Jacana and Fidelity Capital will enhance returns for all investors and help us to achieve our development goals in Africa. We are excited about working together with Jacana and supporting both partners in their future growth."
Further information:
Simon Merchant
CEO, Jacana Venture Partnership LLP
Tel: +44 (0)207 520 9236
Email: email@example.com
Website: www.jacana.org
Stephen Antwi‐Asimeng
Senior Partner, Fidelity Capital Partners Limited
Tel: +233 302 782625
Email: email@example.com
Website: www.fidelitycapitalpartners.com
Press contact FMO:
Paul Hartogsveld
Communications Officer (PR)
About Jacana Venture Partnership:
Jacana was founded in 2008 by a group with substantial experience in the private equity and venture capital industry in Europe. Its co‐founders include Stephen Dawson (a pioneer in the UK VC industry 30 years ago and a co‐founder of Impetus Trust, a venture philanthropy charity), Lord Joel Joffe (a philanthropist with a background in human rights law, a successful entrepreneur and former Chairman of Oxfam), Connie Helyar (a successful entrepreneur in fund administration for private equity) and Simon Merchant (a successful entrepreneur and VC investor). Jacana's vision is the creation of a sustainable, responsible and robust SME growth capital industry in Sub‐Saharan Africa that supports local SMEs, fuels economic growth, creates employment and thereby makes a major contribution to the reduction of poverty in Africa.
About Fidelity Capital Partners:
Fidelity Capital Partners Limited was established in February 1997 and commenced business in November 1999 as a venture capital and private equity fund management company and corporate finance advisory services provider. Fidelity Capital's shareholders include its management team, local and international private investors and development finance institutions. The company currently manages two dedicated private equity funds with a total committed capital of about US$32 million and is also the Local Investment Partner of Africinvest Capital Partners Limited, a Pan‐African private equity fund management company.
About FMO
The Netherlands Development Finance Company (FMO) is the entrepreneurial development bank of the Netherlands. FMO invests risk capital in companies and financial institutions in developing countries. With an investment portfolio of € 4.6 billion, FMO is one of the largest bilateral private sector development banks worldwide. Thanks in part to its relationship with the Dutch government, FMO is able to take risks which commercial financiers are not - or not yet - prepared to take. FMO's mission: to create flourishing enterprises, which can serve as engines of sustainable growth in their countries. www.fmo.nl
Archive > 2010
- 24 December 09:32 - New Credit Facilities for Delta Brac Housing by FMO and Triodos
- 23 December 11:51 - FMO's Fund Emerging Markets recently contracted a EUR 2.4m finance with the Russian subsidiary of the Hencon Group
- 20 December 15:26 - Appointment Nanno Kleiterp as new chairman of EDFI
- 16 December 17:22 - Jacana partners with Ghana's leading Private Equity Fund
- 02 December 16:29 - FMO and partners finance connection of 3 billion people to the internet with satellite
- 12 November 15:44 - AEI Closes Financing for Phase II Wind Project in Nicaragua
- 11 November 13:36 - UniCredit Bank and FMO sign USD 10mln Credit Agreement for support to SMEs
- 11 November 11:33 - FMO supports 6 out of 14 winners G-20 SME Finance Challenge
- 11 November 10:23 - FMO client Advans SA in Côte d'Ivoire creates new microfinance institution
- 09 November 14:11 - Lending consortium comprised of IFC, FMO, Proparco and the ICF Debt Pool finances new North Vietnam deep water container terminal
- 01 November 19:27 - FMO Invests USD15 million in Sudameris to Support Midsize Companies in Paraguay
- 01 November 16:36 - Innovation vital to sustainable development banking sector
- 29 October 17:10 - Festive celebration of FMO investment in Family Bank Kenya
- 28 October 18:16 - Dutch Fair Trade week features cashew nuts from FMO client Anatrans
- 27 October 16:54 - New Upsides special on the future of banking published
- 15 October 10:44 - IFC and FMO Invest $30 million in BIF to Support Midsize Companies in Peru
- 23 September 17:19 - Rebuilding capacity in Haiti's private sector
- 16 September 15:29 - Ameriabank CJSC sets example with implementation of Environmental and Social Management System (ESMS)
- 09 September 18:56 - Semi-annual results development bank FMO: well performing developing countries lead to profit growth
- 09 September 11:05 - Fidelity Bank Ltd and FMO increase support to Ghanaian SMEs
- 28 July 10:09 - FMO provides scarce private equity for clean technology in Mekong region
- 12 July 09:56 - USD 15m loan to stimulate small & medium sized businesses in Belarus.
- 07 July 14:28 - FMO signs MoU for strategic partnership with the Tuninvest-Africinvest Group
- 31 May 16:22 - Jean Frijns new Supervisory Board member FMO
- 26 May 09:21 - FMO finances Nicaraguan geothermal project with consortium of lenders
- 19 May 14:52 - USD 850m Caribbean Joint Action Plan signed by leading International Financial Institutions active in the region
- 19 May 11:57 - FMO and Standard Bank sign USD 400 mln Risk Sharing Facility
- 03 May 14:39 - FMO and ADB to share risk on trade finance in Asia
- 22 April 18:26 - Development banks FMO and BIO join forces in infrastructure sector
- 19 April 21:54 - FMO sounds the gong in honour of its 40th anniversary
- 15 April 09:41 - New Upsides housing special coming up
- 13 April 10:58 - EBRD, IFC, FMO, and ADM Capital Launch Fund to Help Companies in CEE, Central Asia, and Turkey Recover from Crisis
- 13 April 10:18 - New alliance FMO and Rabobank in emerging markets
- 08 April 08:43 - FMO provides EUR 125,000 Capacity Development grant to help rebuild Finca Haiti
- 01 April 10:20 - FMO increases investments in developing countries despite crisis
- 24 March 16:40 - Webcast of the presentation of FMO's Annual Results 2009
- 24 March 12:57 - FMO wins award for Best Financial Support in the Power Industry 2010
- 10 March 16:31 - FMO signs contract with Nigerian hospital and health insurance company
- 10 March 09:59 - PTA Bank receives US$50 million loan for onlending to corporate clients
- 05 March 17:23 - FMO signs MOU for enhanced partnership in Africa
- 10 February 12:51 - Ontwikkelingsbank FMO tekent Charter 'Talent naar de Top'
- 03 February 11:43 - Banco Supervielle from Argentina achieved the highest stock value
- 26 January 10:04 - FMO invests USD 29.9 mln in local currency in Indian Slum Rehabilitation
- 21 January 18:03 - FMO signs USD 10 mln local currency facility with Abbey Building Society Nigeria
- 20 January 16:09 - FMO's reaction on the WRR report 'Minder pretentie, meer ambitie'
- 15 January 10:37 - New UPsides energy special coming up


text:
With Tiffany Shlain's personal documentary Connected wrapping up its theatrical run, Doc Soup Man Tom Roston asks why the best known first-person documentarians are men.Continue reading this entry »
Independent journalist Tom Roston checks in and writes about the world of documentaries in his column, Doc Soup.
You can follow Tom on Twitter @DocSoupMan.
You can follow Tom on Twitter @DocSoupMan.
encounters at the end of the world
Doc Soup: The Year in Docs
It's end of the year wrap-up time, at a juncture when the world of movies and entertainment and even docs seems a little removed from what's really on our minds: we appear to be stuck in the muck (but for how long?), though many of us are hopeful that an Obama administration could bring greatContinue reading this entry »


text:
This Element is an excerpt from Presentations in Action (9780132489621) by Jerry Weissman. Available in print and digital formats.
YOU are the focus of your presentation-not your graphics, and not PowerPoint!
Far be it from me to advise you to reject PowerPoint. But use it properly. Relegate graphics to a supporting role. Make the presenter-you-the primary focus of your presentation. Your correct role model exists 24/7 on TV news. CNN's Anderson Cooper provides the… (more)
Publisher: FT Press (February 16, 2011)
Format: EPUB
File size: 262 KB
Protection: DRM
Language: English


text:
Search the collections
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Negative - Pella, Victoria, circa 1905 Reg. No: MM 7244
- Description Of Content:
- Children at Pella State School. Some hold open books, some hold slates and there are a number of slates on the ground in front of the group.
- Acquisition Information:
- Copied from Lorna Hepner, 1988
- Acknowledgement:
- The Biggest Family Album of Australia, Museum Victoria
More information
|Tagged with:
|education, school children, schools, slates, students
|Themes this item is part of:
|Childhood & Youth Collection, Images & Image Making Collection, Public Life & Institutions Collection, The Biggest Family Album in Australia Collection
|Primary Classification:
|Secondary Classification:
|Primary & Secondary Schools
|Tertiary Classification:
|Organisations Depicted:
|Pella State School
|Negative: Black & White; 35 mm
|Place & Date Depicted:
|Pella, Victoria, Australia, circa 1905
This item is part of the following themes:
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Originated From
AOL Search
Shape is manufactured by Sysco and they don't sell to the public, try to find a friend who has a distribution account with Sysco and ask them to place a special order for you. Pretty much everyone in retail has Sysco accounts.
Other people asked questions on similar topics, check out the answers they received:
Other people asked questions on various topics, and are still waiting for answer. Would be great if you can take a sec and answer them


text:
Ms. Rachel Basch
Connecticut, United States
Rachel Basch is the author of two novels. The Passion of Reverend Nash (W.W. Norton) was named one of the five best novels of 2003 by The Christian Science Monitor. Degrees of Love (W.W. Norton, Harper Paperbacks) was translated into Dutch and German and was a selection of The Hartford Courant's Book Club. Basch has reviewed books for The Washington Post Book World, and her nonfiction has appeared in n+1, Parenting and The Huffington Post. In 2011 Basch received a MacDowell Colony Fellowship, and she recently won the William Van Wert Prize in fiction for the first chapter of her forthcoming novel, The Listener. A dedicated teacher of creative writing for over 20 years, Basch is a contributor to Now Write!: Fiction Writing Exercises From Today's Best Writers & Teachers. Basch has been a Visiting Writer at Trinity College. In addition to leading private master classes, she currently teaches in Fairfield University's MFA Program and Wesleyan University's Graduate Liberal Studies Program.Basch holds degrees from Wesleyan University and NYU's Graduate Creative Writing Program, where she was awarded a Teaching Fellowship and a University Scholarship.
Website: www.rachelbasch.com
Genres of Interest
Fiction, Creative nonfiction