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The Fugitive Task Force: an alternative organizational model.
According to Bureau of Justice Assistance data, over 1,000 multijurisdictional antidrug task forces exist in the United States.(1) This figure does not include operations that focus on other offenses, such as organized crime or stolen vehicles, but it does suggest the extensive use of the task force concept by law enforcement agencies and the value placed on its role in addressing widespread problems and enhancing the effectiveness of police in general.
Law enforcement agencies remain largely identical in structure, and for the most part, they use the same enforcement, investigation, and prevention techniques to fulfill their missions. At any particular time, police departments allocate labor and resources by addressing either acute criminal activity or a perceived problem. Therefore, law enforcement agencies often find common interests and cooperative incentives that easily suit task force formation.
Because the hierarchical structure most law enforcement agencies employ provides an adaptable and common model, most task forces adopt this same design. Although it seems practical, this approach uses features similar to most police departments (e.g., same command structure) but ignores other issues of organizational behavior in mixed-group settings. In order to provide for both its success and continuing existence, a task force must identify and eliminate potential negative influences, as well as promote positive ones.
Several factors affect the degree of success or failure task forces can achieve. Dissension among members within the unit may develop along formal (agency) and informal (personal) lines. These problems affect any group undertaking to some degree but especially those where each participating entity may represent a different type of organizational bureaucracy and culture.
First, mixing personnel from different agencies usually requires that each individual officer work with, or for, someone from another department under a common organizational structure. Although agencies may agree on equal representation in participation, command, and control, most task forces do not necessarily function that way. Division of labor, jurisdictional focus, and personnel performance issues can destroy the equal and common aspects of the operation. Conflict among members working in a traditionally structured task force remains the most frequent problem that arises in this environment. Conflicts can occur because of unequal workloads, competition over case credit and seized assets, or alliances that develop among agencies or personnel for control or influence in the unit. Unit effectiveness eventually deteriorates as factions emerge along formal lines and informal groupings by rank, experience, and assignment.
Moreover, police departments, generally well-defined bureaucracies, are rank-oriented from their overall administrative structure to the smallest subunit. Because this style of organization works for individual agencies, it often appears equally effective in a combined-agency setting. In fact, smaller groups from similar organizations frequently do not adjust to a larger integrated configuration; they tend to retain their individuality?
Specifically, despite emphasis on a shared goal and administration, agency affiliation and influence may negatively impact task forces in the following ways:
* Input from governing boards and department heads can interfere with task force administration, depending upon the level at which it is made. Administrators who directly communicate with subordinate officers in a task force, or vice versa, damage the integrity and effectiveness of the unit chain of command.
* Disproportionate staffing, with one department providing more members than another, reinforces department affiliations, creates partisanship, and polarizes unit members.
* Line supervision creates its own level of competition, influence, and representation within a task force. Supervisors, like rotating commanders, can promote departmental interests as they interact with other supervisors and exert influence over subordinates.
* Despite strategic and operational agreements, multijurisdictional units function in an environment of competing interests and special agendas. Group priorities may be based on an individual jurisdictional demand rather than a comprehensive approach to the problem.
* Task force administration may require that members operate under different payroll, recordkeeping, and report format systems. For example, policies between agencies might vary regarding overtime pay after a certain number of hours worked, causing significant inequities and conflict between officers doing the same work.
Problems in task force operations develop at many levels and range from personality differences to competition between political entities. Each problem remains distinctive but also has similarities generated by joining together organizationally unrelated individuals and otherwise autonomous groups in a specific enterprise. Yet, law enforcement agencies can avoid the pitfalls commonly associated with task force operations by trying another approach.
Several years ago, the FBI and the Utah State Department of Corrections formed a task force in Salt Lake City, Utah, focusing on the apprehension of fugitives. Within a few months, the number of participating local law enforcement agencies grew from two to five with the addition of the Salt Lake County Sheriff's Office and the police departments of Salt Lake City and West Valley City. Known as the Fugitive Task Force (FTF), it included three FBI agents, three Utah Department of Corrections officers, two Salt Lake County Sheriff's Office detectives, two detectives from the Salt Lake City Police Department, and one West Valley City Police Department investigator. In addition to supplying personnel, each department provided access to its information and record systems. The FBI served as the lead agency, furnishing administrative support and facilities.
Based on a similar operation sponsored by the FBI in Detroit, Michigan, the FTF approached fugitive apprehension under a memorandum of understanding (MOU) between participating agencies. Designed to take advantage of the combined resources of several agencies and to target fugitives most likely involved in ongoing criminal behavior, the FTF also impacted unlawful activity in general. Agencies established the FTF as an umbrella fugitive operation to supplement existing individual agency efforts by providing liaison between intelligence resources, thus expanding existing investigational operations.
A year after its inception, the FTF had arrested over 700 fugitives in Utah, throughout the United States, and across international borders. Because of its innovative approach, this unit became a model for similar groups sponsored by the FBI throughout the country and received recognition as one of the most successful task forces in coordinating and focusing efforts to pursue fugitives.
Administration and Design
Administrative oversight of the FTF remained the responsibility of one FBI supervisory special agent (SSA) who dealt directly with the heads of the participating agencies. This SSA coordinated MOUs, facilitated participation, and served as the representative for the FBI - the sponsoring agency. The SSA coordinated with a second agent responsible for the division of labor and day-to-day administrative management of the group. Functionally, unit members worked on their own department's pool of arrest warrants, prioritized cases, and opened investigations within the task force.
Below this level of supervision, FTF members maintained individual responsibility for specific duties, including gathering intelligence information, tactical planning, operating computer systems, conducting surveillances, and making interstate contacts, as well as maintaining investigative caseloads, spread equally within the unit. All members were investigators who held no other formal rank in their departments. Although the FBI had administrative oversight, no supervisory positions existed within the task force. In fact, membership in the unit excluded anyone holding rank and required that an investigator transfer out if promoted while assigned.
This unusual approach to staffing was based on balancing individual workloads, group responsibilities, and agency representation. Accordingly, the combination provided an atmosphere of equal commitment and cooperation and required that each participating agency carefully select only those officers who could work in such a group situation.
Built on a participative management premise, in which everyone contributes to the decisionmaking process, the FTF approach limited the competitive influences of individual departments from inside and outside the unit by allowing the group to function without the typical oversight of department administrators or immediate control of line supervisors. To address any issues of equal investment and participation, task force membership originated on a specific commitment and remained limited to those departments with a significant fugitive caseload. In addition, each individual assigned to the unit took on a specific responsibility within the task force (e.g., tactical responsibilities, surveillance duties, etc.). Judged by general group output, the task force did not compare work production between members.
The FTF proved successful by departing from the traditional task force format and structure. The most innovative aspect was not simply its focus on fugitives but rather the nontraditional law enforcement organizational structure it implemented. The FTF highlighted limited supervision, group achievement over individual performance, and delegation of authority on an equal basis among all unit members, not just by officer rank or agency size and jurisdiction.
This particular task force worked because it allowed members to make command and administrative decisions normally delegated only to a superior. This democratic approach successfully relied on the ability of each working officer to recognize problems, determine needs, and implement courses of action. Through equal delegation of authority, task force members consistently met group goals and exceeded expectations. In this regard, the FTF not only operated successfully by conventional task force standards, but it also created an environment in which its members could function without the competitiveness, territoriality, distrust, and self-interest often inherent in other groups.
Task force operations represent intraorganizational relationships in an interorganizational context, resulting in both positive and negative consequences. Because the working environment of a task force is determined by the relationships that exist between different participating organizations, individual behavior becomes as much a function of department culture as of officer personality, and both interact in this multiagency context. While the formation of a task force successfully addresses several larger issues (duplication of services, coordination of effort, economies of size, etc.), it creates other smaller, discrete, organizational problems, such as disproportionate staffing, differing pay rates, and varying operational procedures by federal, state, and local agencies.
The participative management structure that worked in the Fugitive Task Force may not succeed in all task force applications. The pursuit of fugitives does not include many of the inherently competitive and self-interest influences that drug investigation, gang suppression, and many other law enforcement endeavors contain. However, understanding the innate problems and issues that result from bringing together autonomous law enforcement agencies remains one of the most important factors in forming any multiagency unit. The time and effort spent in gathering support for a task force venture should give equal attention to the organizational design that best fits the chosen objective, rather than assuming that one administrative structure that serves the component parts will suffice for the whole. For the successful task force, one size does not fit all.
For Further Reading
R. Bocklet, "DEA-State and Local Task Forces: A Body for Law Enforcement," Law and Order, January 1991, 272-279.
Arnold I. Burns, deputy attorney general, address before the Southeast Region Drug Task Force Conference, Gatlinburg, TN, January 28, 1987.
Kenneth R. Coyle, "An Implementation Study of Cooperative Law Enforcement Narcotics Control Task Forces," Evaluating Drug Control Initiatives, Conference Proceedings, (Washington, DC: National Institute of Justice, June 1990).
Bill Gordon, "The W.A.N.T. Task Force," FBI Law Enforcement Bulletin, April 1990, 2-5.
Office of National Drug Control Policy, Office of the President, National Drug Control Strategy (Washington, DC: January 1992).
Judy O'Neal, "Performance Evaluation of the Anti-Drug Abuse Program," Evaluating Drug Control Initiatives, Conference Proceedings (Washington, DC: National Institute of Justice, June 1990).
U.S. Department of Justice, Bureau of Justice Assistance, "Law Enforcement Task Force Evaluation Projects: Results and Findings in the States," April 1992.
Crime Decreases in 1997
According to FBI Uniform Crime Reporting (UCR) final 1997 reported crime statistics, violent crime totals decreased 3 percent and property crime totals declined 2 percent from 1996 levels. By offense, the violent crimes of murder and robbery each decreased 7 percent in 1997, while aggravated assault was down 1 percent, and forcible rape showed a slight decline. Property crime decreases included 3 percent for motor vehicle thefts and 2 percent each for burglary and larceny-theft incidents.
These statistics are based on a Crime Index of selected violent and property crimes submitted to the UCR Program by more than 17,000 city, county, and state law enforcement agencies throughout the United States. The 1997 Crime Index total of approximately 13.2 million offenses represented a 2 percent decline from the 1996 total.
Overall, cities experienced a 3 percent decrease, while crime increased by 1 percent in rural areas. Regionally, the south had 40 percent of the reported crime in 1997; the west, 24 percent; the midwest, 22 percent; and the northeast, 15 percent.
Complete crime information is contained in the FBI's Crime in the United States, 1997, which is available on the FBI's Internet site at http://www.fbi.gov.
1 U.S. Department of Justice, Bureau of Justice Assistance "Law Enforcement Task Force Evaluation Projects: Results and Findings in the States," April 1992, 1.
2 based on the author's experience.
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Egyptians rally against new Islamist president
The Brotherhood's political arm, though, known as the Freedom and Justice Party, was formed after the uprising and does have legal status.
The Brotherhood has been in existence for more than 80 years, and did not register itself in Egypt in the past because it was outlawed and persecuted under previous regimes.
"The Muslim Brotherhood should not be above the Egyptian law," said protester Mohamed Amin. "They have to adhere to the Egyptian law pertaining to political parties, civil societies and associations by paying taxes."
The Brotherhood, which has on numerous occasions in the past 17 months demonstrated its ability to mobilize thousands of people into the streets, called upon its members to secure the group's offices in case of attacks by protesters after some had called for violence against Brotherhood property.
The Associated Press


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Calderone School of Music
Two locations: Riverwalk Plaza, 34 Ridgedale Ave., E. Hanover, 973-428-0405. 256 Morris Ave., Springfield, 973-467-4688.
Open Mon.-Sat. Est. 1975. Private lessons by certified experienced teachers specializing on each instrument. All instruments are taught. Kindermusik and Suzuki Strings Plus classes for 0-7 yr. olds. Summer Kindercamp available.
Celebration Children's Choir
Rehearsals at Cranford United Methodist Church, corner of Lincoln and Walnut, Cranford, 908-241-8200.
Tuition-free choir for children ages 9 and up is sponsored by the Celebration Singers adult choir. Auditions in Sept. and Jan.
The Do-Re-Mi School of Music & the Arts
113 S. Livingston Ave., Livingston, 973-758-1500.
Let your little ballerina shine in our small group, give her amazing first experience in ballet at our Little Ballerina class for 3-6 years old. Also: Young Dancers for boys and girls 4-6 years old; Latin ballroom dance, Broadway dancing and acting for 7 years and older; private lessons for all ages to prepare for any event.
Elefante Music & School for the Performing Arts
1790 Springfield Ave., New Providence, 908-464-5928.
A full service music store specializing in teaching students of all ages. Year-round private lessons by first-class instructors in all instruments. Group classes offered: dance, musical theater, voice, drama and more. Summer camps in musical theater, jazz, rock, dance and drama. Band and orchestra instruments for rental or purchase. Expert instrument repair. Sheet music, lesson books and music accessories. Birthday parties in bright, spacious studios.
The Institute of Music for Children
780 Salem Ave., Elizabeth, 908-469-1211 x6.
The Institute of Music for Children, is a non-profit organization that offers year-round classes and private lessons in instrumental music, voice, dance, visual arts and drama to children, teens and adults. Our vision is to create H.A.R.M.O.N.Y—Helping Achieve Responsible Motivated Optimistic Neighborhood Youth by providing in-depth arts experiences that aid in the personal and academic development of its youth. On Facebook at Instituteofmusic.
Lakeland Youth Symphony
PO Box 173, Parsippany, 07054, 973-402-6010.
String students in grades 1-12 develop orchestral techniques, musicianship, and knowledge of string orchestra literature. Program runs Sept.-July with rehearsals at the Parsippany Arts Center. Modified Suzuki violin program for ages 4-7.
Mason Gross School of the Arts Extension Division, Rutgers University
Rehearsal Hall, Room 101, 85 George St., New Brunswick, 848-932-8618. Email: firstname.lastname@example.com.
The Mason Gross Extension Division offers world-class arts education to the entire community, right here in Central Jersey. Our innovative programming allows artists of all ages and ability levels to interact and learn from some of New Jersey's most distinguished teaching artists at the state's premier arts conservatory. Courses of study are available for beginners, enthusiastic amateurs, and those with professional training. Private instruction, chamber music, children's choir, early childhood music programs and more are available year-round.
The Masterwork School of the Arts
Offers the opportunity to begin study under professional guidance or to refine skills already developed, under artist teachers—in voice, piano, violin, harpsichord, organ, woodwinds, brass, harmonica, theory. David Randolph, Music Director. Beginners welcome.
Montclair State University Preparatory Center for the Arts
Montclair State University, 1 Normal Ave., Montclair, 201-655-4443. Private lessons on all instruments with class and ensemble opportunities and a full range of dance courses are offered for ages 2 1⁄2 and up.
New Jersey Intergenerational Orchestra
908-603-7691, email firstname.lastname@example.com.
Recognized nationally for its "intergenerational excellence," NJIO brings together all ages and abilities in its three ensembles. No auditions. Students and seniors play together alongside professional mentors, learning and sharing the experience of musical performances.
New Jersey Performing Arts Center Arts Training Programs
Audition applications for Jazz for Teens (open to students ages 13-18), summer arts programs, arts training for ages 8-18. Music and performing arts scholarships for the following year are accepted beginning in November. Auditions are held in spring.
New Jersey Youth Chorus
Auditioned choral program for children grades 2-12 is composed of advanced, intermediate, and preparatory groups. Auditions are held in May/June with weekly rehearsals Sept.-June.
New Jersey Youth Symphony
570 Central Ave., Murray Hill, 908-771-5544.
Three orchestral groups, two orchestral training ensembles, flute choir for grades 3-12 and choir for grades 6-12 rehearse and perform from Sept-May. Auditions held annually each June for the following year. Summer camp.
Paul Nazzaro Music Studio
137 Saint Paul St., Westfield, 908-232-3310.
Piano lessons with music technology. From 5 1⁄2 yrs. through adult. Traditional lessons teaching variety of styles. Students receive professionally mastered CDs of their music, and a personal web page with their pieces on the Internet. Summer session available. Highly qualified staff.
Scherzo Music Studio
415 Speedwell Ave., Morris Plains, 973-551-7000; 458 Springfield Ave., 2nd Floor, Summit, 908-522-0300. Email: firstname.lastname@example.com.
Group and private music lessons for all ages, levels and abilities. Preparatory groups for ages 4-5 with licensed educators. Summer camps and classes. Enroll today. Voted Best in Summit 2014.
Springfield Community Children's Chorus
Parish House, First Presbyterian Church, 37 Church Mall, Springfield, 973-379-0012.
High quality vocal experience open to area children in grades 3-6 through audition. Rehearsals held Wed. 4:30-6pm during the school year.
Wompy's World of Musical Play
Classes in Bedminster, Warren, Westfield, Morristown, Summit and Montclair, 908- 279-3030.
Educate. Entertain. Love. Wompy's is an interactive musical playtime that teaches through art, puppets and instru- ments. Our weekly classes are for children 6 months- 4 years old with caregiver. Each week is a new lesson, encouraging learning and fun in a caring, loving atmosphere. Try it free!
Youth Orchestra of Essex County
PO Box 1409, Maplewood, 07040. 973-378-7879.
Auditions in Sept. for four ensembles including Overture Strings, a string training ensemble; chamber music ensemble; Junior Symphony; and the Essex County Symphony Orchestra.


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INVISTA Technologies S.à r.l. and Ariha Chemicals Private Limited have reached agreement for the licensing of INVISTA's R²R Technology.
The project, which will be installed at Taloja, Maharashtra State, India, will have an initial design capacity of 35,000 metric tonnes per year and will be the first stand-alone R²R facility licensed by INVISTA.
This technology is a solution that should result in the recovery of valuable chemicals in the residues streams from multiple PTA plants.
Kumar Dharwadkar, Ariha director, said, "Ariha is excited to be embarking on this new venture that could benefit its environmental and variable cost performance by using the R²R Technology from INVISTA."
Mike Pickens, the general manager for INVISTA's technology and licensing group— INVISTA Performance Technologies :
Author:Hossam Abdel-Kadere-mailWeb: www.pr-inside.com/Phone: +43 1 9582319


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With the budget round the corner, it's time for health and tobacco lobbies for the annual ritual: face-off over price hike in tobacco products, especially cigarettes.
In the last two budgets, two steep hikes in excise duty rates for cigarettes have pushed up prices by almost 40%.
And if one were to go by health minister Harsh Vardhan's recent letters to state chief ministers asking them to consider levying at least 50% VAT on all tobacco products, cigarettes prices are most likely to soar again.
Statistics reveal that despite a 9% fall in sales volumes in 2013-14, excise revenue collections have grown almost 2% in the same period.
"Typically, cigarettes are more elastic than other commodities. Studies how that in a country like ours, a price rise of 10% will lead to a 4% dip in sales. However, these are empirical estimates. In India, sales structures need to be overviewed," said Rijo M John, assistant professor at Indian Institute of Technology, Jodhpur, who has done extensive study on the topic.
A study conducted jointly by the Public Health Foundation of India (PHFI) and IIT Jodhpur, helmed by John, found that nationally, the total economic cost of tobacco-related diseases of people aged between 35 years to 69 years in 2011 alone stood at a staggering Rs 104,00,000 crore. Of this, Rs 16,800 crore were direct costs.
States have high and differential rates of VAT on cigarette prices; taxes in various states ranged from 15% to 65%, leading to to inter-state trafficking of cigarettes and tobacco-products. "States must take the health minister's advice seriously. A uniform VAT will curb inter-state trafficking of cigarettes," said John.
"We are still a while away from applying the recommendations of the World Health Organisation (WHO) of levying taxes amounting to 70%," said Monica Arora of PHFI.
"We must continue to levy more taxes, because that might not ensure a drastic reduction immediately, but it will make cigarettes unaffordable and stop initiation into smoking for youth. Increased prices also stop the poor from buying tobacco products."
Tobacco products cause the loss of almost 1 million lives every year, even when the affordability of cigarettes in India being among the lowest, according to a study from the Global Adult Tobacco Survey. India is also the second largest producer of tobaccos, and while cigarettes account for 15% of tobacco consumption, they account for 85% of revenue duty of all tobacco products.
"We must continue to monitor tobacco sales aggressively, so that, keeping in tune to the immediacy of the matter, we can present a healthy report in front of the Global Adult Tobacco Convention in 2015," said Arora.


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Aerobics, Basketball, Billiards / Pool, Bowling, Dancing, Football, Other types of exercise, Running, Swimming, VolleyBall, Walking / Hiking, Weights / Machines
I exercise 3-4 times per week.
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Watching football on Sunday's. Philadelphia Eagles Fan! Going to the beach and being outdoors. I love my Motorcycle. I am an very active person so I enjoy finding trails for me and my dog Sienna to go walking on going to, fleet people's dog park!
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|Bachelors degree
|No preference


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Co-teaching: collaboration at the middle level.
Collaborative teaching, or co-teaching, is a teaching technique that may be used to provide services to students with special needs in the general education classroom. Co-teaching is a partnership that requires consistent communication and collaboration. The process of moving to a co-taught curriculum is described, followed by reflective reactions from both teachers. Although co-teaching takes additional time and effort, the benefits are great for students (those with and without special needs) as well as staff.
Co-teaching, also known as collaborative teaching or cooperative teaching, is best described as the time when two education professionals share responsibilities for instruction. While college educators (Arnold & Jackson, 1996) are beginning to enter into collaborative teaching partnerships, co-teaching is more frequently used in elementary, middle, and secondary programs, as schools work to provide academic support to students with special needs in the mainstream setting (Cook & Friend, 1995; Murawski &Dieker, 2004; Walther-Thomas, 1997). In co-teaching, two professionals, often a general and special educator, instruct a classroom of both general and special education students. Instructional models for co-teaching may vary, (Cook & Friend, 1995; Vaughn, Schumm, & Arguelles, 1997; Walsh & Jones, 2004) but all emphasize the importance of the collaborative partnership and the communication and flexibility required to adjust instructional delivery based upon knowledge of both students and curriculum.
Walther-Thomas (1997) describes vibrant co-teachers as ones who share the responsibility for instruction and student discipline as well as student support. Researchers also suggest that common planning time for the teaching team plays an important role in the success of a co-teaching experience for both students and teachers (Cook & Friend, 1995; Dieker, 2001; Keefe, Moore, & Duff, 2004; Murawski & Dieker, 2004; Vaughn, Schumm, & Arguelles, 1997). External supports that may lead to successful collaborative teaching relationships include administrative support and administrative involvement in special education (Cook & Friend, 1995; Walther-Thomas, 1997).
A few challenges to using a co-taught curriculum have been identified. However, many benefits for both students and faculty still exist. An unequal partnership within the teaching dyad may lead to co-teaching failure (Murawski &Dieker, 2004; Walsh & Jones, 2004). In addition, scheduling students for support in the co-teaching model may lead to an imbalance of students with special needs in a specific general education classroom (Walsh & Jones, 2004). Studies have shown that through the use of co-teaching for academic support, students with special needs may benefit from increased self-concept/self-esteem as well as increased general academic outcomes (Dieker, 2001; Walsh & Jones, 2004). Faculty in teaching partnerships also may benefit from the collaboration as they teach in a mutually supportive environment (Walther-Thomas, 1997).
The authors, a special educator and a general educator, shared a Language Arts classroom for sixth grade students in an inclusive (grades six through eight) middle school environment. This particular school had two special education programs. One program served students with mild to moderate disabilities and the other program served students with moderate to severe emotional disabilities. During the two previous years, the school had been gradually moving away from a Special education program that primarily provided consultation support to teachers and classrooms and pull-out support to students. It was hoped that by moving from a pull-out program for a few students to an inclusive model with collaboratively taught (co-taught) curriculum from a special and regular education teacher in Language Arts, that all students would benefit. In addition, this new model supported the principle that students should be educated in the Least Restrictive Environment (LRE).
In this more inclusive model, students were for the first time receiving general classroom support from a special educator instead of a special education paraprofessional. In addition the new model offered increased support of school faculty, who now also received direct support from the special educator. With direction from the school principal, the area of Language Arts was chosen as the preliminary site focus for collaborative teaching. This choice was made for a variety of reasons, the first being that the area of reading and/or writing was one in which the majority of students received special education services and the second being that writing was the area of emphasis for school wide improvement.
Across the school, students were placed randomly in grade level academic teams. Students with specific needs that required co-taught Language Arts for individual Education Program (IEP) compliance were hand scheduled into collaboratively taught Language Arts sections. In a sixth grade classroom of twenty-six students, seven students qualified for special education support and had an active IEP. These students included two with learning disabilities, one with Attention Deficit Hyperactivity Disorder, two with significant emotional disabilities, one with Asperger's Syndrome, and another with a speech and language disability. In addition, some students with other academic needs (at-risk, English language learner, previous special education referrals and/or other learning difficulties) were placed into the collaboratively taught class period by the school counselor. All other children (including students who were labeled gifted and talented) were randomly enrolled in the class section by a computerized scheduling program. Not all students with special needs were educated in the co-taught classroom, as only those students who required significant language support were included.
As there were many students with IEPs who needed additional support from special education for a variety of other academic issues, the Department of Special Education also offered an Academic Support Laboratory (ASL) during the exploratory/elective time. ASL was a teacher directed academic study hall where students with special needs received remedial support, completed tests or other general classroom assignments, and/or worked towards their own IEP goals and objectives. This class was taught by a special educator with paraprofessional assistance. If possible, other pull-out supports including school based counseling, speech and language therapy, occupational therapy and group work were scheduled to occur during the ASL time period.
The Teaching Partnership
To make the collaborative teaching team a true partnership, the general and special educator must work together on all aspects of the classroom experience. Because of this, the teaching team shared responsibility for all student and/or parent forums. On the first day of class, both teachers introduced themselves as teachers for that particular class period. At the first parent event, Back to School Night, both teachers were present and introduced. Parents were told about the team's belief that all students benefit from having two experienced teachers in the general education classroom. This team approach was carried throughout the year.
From an administrative perspective, it was very important that the teaching team have some type of shared planning time. This time not only allowed for the planning of curriculum, curricular modifications, grading and other classroom discussions, it also allowed for shared parent and/or student meetings. Whenever a student or parent meeting
was scheduled for any student (special or General Education) enrolled in the co-taught classroom both teachers attended. Therefore, this teaching partnership was active not only during scheduled class periods but in all aspects of classroom management and responsibility.
The Classroom Experience
In all the previous collaborative teaching partnerships these authors have experienced, specific roles and responsibilities remained somewhat flexible and individualized for each teaching dyad. In all partnerships however, the special educator was specifically charged with ensuring that the student needs on each IEP were being met, and the general educator held the specific task of ensuring that curriculum goals and academic standards were being met. Nonetheless, the delivery of curriculum and the success of each student in the co-taught classroom were shared concerns.
In this particular partnership, the general educator did take the primary responsibility for the overall lesson plans, as he was already planning curriculum for other Language Arts sections. However, the teaching pair each reviewed lessons to make sure that all students had opportunity to learn and opportunity for success. Lesson outcome, length, and delivery were often modified to best serve the students. The co-teaching partners served in multiple roles including lead and support, parallel teaching, alternative teaching, and team teaching. The teaching dyad also shared grading and discipline as well as all other traditional classroom responsibilities.
Reflection: The Special Educator's Perspective
It was important that I made a concerted effort to be at both the opening and closing of each class. As it was a collaboratively taught class, students needed to see both teachers, each day, as responsible partners in all aspects of instruction. Students appeared to view the team as a unit and during the course of the year all students related to each of us interchangeably, in order to meet their needs.
From a personal perspective, I found co-teaching to be very beneficial for many reasons. First, it allowed me to actually see students from my special education caseload performing in the general classroom. Previously, when using consultation services and a pull-out model, other teachers' observations, reflections, and interactions had to be relied upon for reports and meetings. Second, it was the district philosophy to pull out only the neediest students for an alternative Language Arts class. Therefore, there were many students with academic concerns and IEP goals in the area of reading and writing who were not receiving direct services from special education. Through a co-taught curriculum, additional students were able to receive direct support. This included all students who needed assistance, including those who did not have a severe enough disability to warrant time away from general education. Third, it was very beneficial to have first hand knowledge of the curriculum. As the Department of Special Education continued to write standards based goals for all students, this knowledge was valuable for writing the most appropriate standards based IEP goals and objectives.
Fourth, students with special needs were able to have peer models for good reading and writing. Opponents of the co-taught curriculum raised the concern that enrollment in general education classes might lead to negative comparisons and perceptions for our struggling students. However, students seemed to write more and more often in the general education environment than they had when taught in a pull-out setting. Fifth, it was very beneficial to be out in the general education classrooms. When students were referred to student study teams, I often had met the student or had worked with him/her directly in the co-taught class. Therefore, pre-referral interventions were often ongoing.
Overall, it was a great benefit for all students to see and know the special education staff. Special educators now worked in classrooms throughout the building, and students willingly accepted help from all teachers, as no longer did just a few students know the special education teacher. Some opponents were concerned that parents of general education students might complain that their student was being taught in a "special education class" instead of a "co-taught class". However, during the three years I was involved in co-teaching, no parent concerns were brought to my attention.
Reflection: The General Educator's Perspective
Some general educators may be reluctant to have another teacher in their classroom, perhaps because of a fear of relinquishing control. Yet, the classroom should not be about who has control, but instead about how student needs will be met. In a co-teaching relationship, the two teachers need to have equal power and to trust each other's decisions regarding any aspect of the student's classroom experience. Both the special and general education staff must be willing to discuss expectations and be open to change, feedback, and flexibility through the co-teaching relationship.
Shared planning for some teachers may be considered an imposition. I found it very beneficial to share my class plans with another trained educator who would make suggestions about what could or should be done for particular students or on a particular day. Through this collaboration for example, an assignment completed with gifted and talented students earlier in the day could still be completed with a group of mixed level learners in the co-taught classroom. Co-teaching made it possible to improve the effectiveness of instruction and activities for all of my students.
The moral support in the classroom is what truly makes the co-teaching experience invaluable. An additional benefit, because roles were switched easily, was that either of us had a chance to observe or assist students. Third and perhaps most important, co-teaching allowed more time for students who needed additional support. In fact the problem was not the presence of another teacher in the classroom, but instead the few times when the co-teacher was unexpectedly pulled from class or late in arrival.
Change is never without hurdles, and there certainly were a few obstacles that had to be overcome prior to moving to a co-taught program. Staff members from the special education department visited schools across the state, interviewing teachers and examining model programs. While this research and reflection took time, it allowed for appropriate planning and collaboration before the change actually occurred.
The master schedule for the building was designed to accommodate specific sections of co-taught Language Arts. Those classes had to be scheduled so that multiple grade levels could be served by only two special education teachers. The schedule also had to be designed to accommodate some common planning time so that each pair of teaching partners could complete teaching and grading as well as curriculum planning. This took administrative support and consistent communication between grade levels, general and special education, as well as direct consultation with members of the counseling department who scheduled all students.
The staff made a commitment to reduce interruptions in the general classroom. This meant being diligent in attempting to schedule support services (Psychology, Speech and Language, Occupational Therapy, and Physical Therapy) so that students could stay in the general classroom and receive itinerant support at other times of the day. One difficulty was that the shared planning time was not always preserved. In addition, there were times when the special educator was pulled from class to deal with a student, parent, or administrative emergency. Although those times were few, they were somewhat disruptive.
General education teachers were not used to sharing the classroom. Even the most experienced staff members commented that it was unnerving to consider sharing the class each day and that co-teaching was something that, at first, felt unnatural. It is indeed a tribute to the success felt by students and staff that each teacher (over a three year time period) who had initially been assigned to teach in the co-taught curriculum, volunteered to again serve as the co-taught classroom in the upcoming year.
Overall, a greater number of students were able to receive support and more students were educated in the LRE than had been in previous years. Student outcome data to validate the co-taught class is still forthcoming; however, it is exciting to note that current state testing results indicated that all students (even those with special needs) co-taught by this teaching dyad scored at or above the partially proficient level (above unsatisfactory, the lowest level) on state assessments of reading and writing. This is a reflection of the benefits of a collaborative effort and the use of a co-teaching model in the Language Arts classroom at the middle level.
Arnold, J. & Jackson, I. (1996). The keys to successful co-teaching. Thought and action, 12 (2), 91-98.
Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on exceptional children, 28(3), 1-16.
Dieker, L. A. (2001). What are the characteristics of "effective" middle and high school co-taught teams for students with disabilities? Preventing school failure, 46, 14-23.
Keefe, E. B., Moore, V., & Duff, F. (2004). The four "knows" of collaborative teaching. Teaching exceptional children, 36 (5), 36-42.
Murawski, W. W. & Dieker, L. A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching exceptional children, 5, 52-58.
Vaughn, S., Schumm, J. S., 8,: Arguelles, M. E. (1997). The abcdes of co-teaching. Teaching Exceptional Children, 30, 4-10.
Walther-Thomas, C. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of learning disabilities, 30, 395-407.
Walsh J.W. & Jones, B. (2004). New models of cooperative teaching. Teaching exceptional children, 36 (5), 14-20.
Stang, Ph.D. is an Assistant Professor in the Department of Special Education at California State University, Fullerton. Capp teaches at Florence Crittenton High School in Fullerton, California.
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This property allows you to book online with a credit card. After submitting a reservation request, the owner or manager has 24 hours to accept, at which time your card will be charged and you will receive an email confirmation
Recent Hope reviews
"Plenty of room for six adults and a toddler, great views, beautiful, spacious house. Near Hope Marina and Lou's, our new favorite restaurant. Friendly neighbors! We thoroughly enjoyed our stay here."Guest: Richard M. Date of Stay: July 2014 Review Submitted: July 22, 2014View listing
"Myself, my adult daughter & my 85 year old aunt stayed in this wonderful cabin for the week. We fell in love with it instantly! We were taken by the vintage feel, the antique furnishings & its spaciousness! The bedroom on the main floor is very large with 2 twin beds & an adjoining bathroom. The second bedroom is furnished with a bunkbed & has ample closet & dresser space. Finally, the 3rd bedroom is downstairs with a half bath. It offered a quiet, cool place to dwell for my daughter. The kitchen is large. We were all able to work together in meal prep & it wasnt crowded. The barbecue out on the deck was very useful. The deck is the best feature! We spent more time there than anywhere. One of the best views of the lake from Hope! Full laundry set in the basement came in very handy for our beach towels, & clothes. I was glad to only have to pack half a week's clothes because of this feature. Lenny took us for a tour of the lake on his sailboat. We had such a nice time as he told us many facts about the lakes formation & history of the area. Thank you, Lenny. The cabin is spotlessly clean & lots of storage. We've already booked for next year & we just left yesterday!"Guest: Elizabeth Date of Stay: July 2014 Review Submitted: August 4, 2014View listing
"I could not have been more happy with my stay at the Hope rental. Beautiful home, right on the lake. The kitchen and home was so well stocked my sisters and I did not want for anything. We were travelling with my 93 yr old mother and the house was more than accomodating for her needs. Our hostess was gracious, thoughtful and only interested in our comfort. I would recommend this place without question."Guest: Susan P. Date of Stay: June 2014 Review Submitted: July 1, 2014View listing
"My cousin and I stayed at Millie's on the lake for a 1st time fishing on Lake Pend Oreille. The house was prefect for us close to boat ramp and marina for gas. Ron and Debbie had the house set up for a great time. Game room and kitchen was stock for every need. We hope to return next year with our wives. Christie was and excellent host."Guest: Bob Date of Stay: October 2014 Review Submitted: October 31, 2014View listing
Featured Destinations: Estes Park Cabins, Fort Myers Beach Rentals, Wailea Beach Villas, Wisconsin Dells Cabins


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VERSAILLES — An industrial accident claimed the life of a worker at Codino's Limited Inc. on Tuesday afternoon.
The call for help went out to local emergency services (EMS) that a worker was caught in an extruder and that it was a possible death. An extruder is a piece of equipment used in food processing that has an auger that conveys material through high pressure to cut.
Glenn Brown, general manager of the facility, released the following statement a couple of hours after the accident," There was a workplace fatality at Codino's Limited in Versailles, Ohio. The accident is currently under investigation. We are not releasing any names until the family has been notified."
The facility in Versailles is one of two properties owned by Codino's, a pasta manufacturer of products like stuffed rigatoni, stuffed ziti, lasagna sandwiches and lasagna rollettes.
According to their website, Codino's has been family owned and operated for more than 50 years.
Darke County Coroner Dr. Tim Kathman said investigators with the coroner's office put on Tyvk suits, used as a barrier for processing the scene.
"Right now we're in recovery," Kathman said. He nor Versailles Police Chief Mark Humphries do not ever recall such an accident in Darke County.
After the initial arrival of EMS and the coroner's office staff, more EMS vehicles arrived on the scene. Chief Medical Investigator for Darke County's Coroner's Officer, Joe Van Vickle, said additional vehicles are there for establishing a rehab crew.
A Greenville resident, who said that he works next door at King's Command, Jesse Hammaker, said that he immediately noticed a lot of vehicles and you know something has happened. King's Command has a lot of proper equipment, personal protective equipment, and he hoped it wasn't serious.
"If you disrespect a machine, it could disrespect you right back."


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Speakers Corner
It's free to register, to post a question or to start / join a discussion
Critical update from HP
Likes # 0
Posted March 31, 2012 at 9:42AM
=== Was the subject of an email yesterday.
The gist of the message is as follows
Dear Valued HP LaserJet Customer,
*HP recently announced the potential for a certain type of unauthorized access to some HP LaserJet printers. The potential for this unauthorized access exists for LaserJet devices on a public Internet without a firewall, or for LaserJet devices in a private network, if a malicious effort is made by a party on the private network to modify the firmware of the device. While no customer has reported to HP unauthorized access, HP has built a firmware update to mitigate this issue. To obtain the latest firmware for your product, access bulletin* - - - - etc. included are two links with several more pages of how to update the firmware.
I was a bit startled until I re-read the second sentence. It seems the warning doesn't apply to ordinary mortals like me. It is one more 'ouch' for businesses and network users, that they could well do without.
Likes # 0
Posted March 31, 2012 at 9:16PM
Whenever anyone addresses me as "valued customer" or the like, rather than my name, which they must have if I'm a customer, I immediately suspect scam!
Likes # 0
Posted April 1, 2012 at 10:06AM
As a rule morddwyd I'd agree with you, and as said I'm not taking the offer.
Where I disagree with you is the fact that I am on their database as a purchaser, bought the printer direct when on a special offer, and the sheer number of pages and links rather like selecting a suitable printer ink from some ink suppliers.
It would prove your point if such an email arrived in the inbox of those who have had nothing to do with HP.
Likes # 0
Posted April 1, 2012 at 8:04PM
I'm not making any sort of a point, just a comment.
Reply to this topic
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The Magazine
Northern Exposure
The long, bloody road to U.S.-Canadian amity.
Feb 20, 2012, Vol. 17, No. 22 • By JOEL SCHWARTZ
The strategic thinker Eliot Cohen begins this impressive book with a passage that (as he seemingly recognizes) will at first glance strike contemporary readers as laughable, if not ludicrous: "This book . . . deals with America's most durable, and in many ways most effective and important enemy of all. Canada."
But as Cohen explains, historically Canada really did deserve that designation:
Borrowing an American-Indian term, Cohen focuses in particular on battles that were fought on and about "the Great Warpath, the great water route between New York City and Montreal, along the Hudson and most particularly along Lakes George and Champlain . . . the most bitterly contested piece of land in the world."
As his title suggests, Cohen's interest in this substantial slice of military history stems particularly from the ways in which these early battles shaped American military practice and military culture. For example, the first battle that Cohen discusses helped lay the basis for the American preference for winning wars through the enemy's unconditional surrender: "complete, crushing, and definitive victory."
Cohen also sees in these battles the roots of what he calls the ambivalence of the American way of war: its penchant for "adhering to international conventions in both the legal and customary sense" on the one hand, and for "resorting to ruthless means when that appeared necessary" on the other. As a contemporary example of a ruthless means adopted by someone ostensibly devoted to international conventions, Cohen points to President Obama's decision to order raiders into Pakistan—a supposed ally—to kill rather than capture Osama bin Laden.
Cohen alludes to a third legacy of the battles on the Great Warpath of the book's title, which is taken from a 1774 message from the First Continental Congress to the people of Canada, informing them that a successful American invasion would result in their being "conquered into liberty." His judgment on this failed American military initiative—and its echoes in subsequent American history—is instructive:
Battles along the Great Warpath (specifically during the War of 1812) yielded an additional lesson—one that is admittedly irrelevant to America's all-volunteer armed forces today, though it was immensely important during much of the 20th century. These battles testified to "the ability of a small cadre of professional officers . . . to train and lead a large body of citizen-soldiers," pointing to "the country's capacity for rapid and effective mobilization should the need arise."
These teachings and others emerge from Cohen's chronological account of selected battles along the Great Warpath. Four chapters are devoted to battles between British and French colonists in the 17th and 18th centuries, culminating in the French and Indian War; four chapters recount battles in the Revolutionary War; one examines the War of 1812; and a final chapter looks at several near-misses—disputes that might have instigated renewed warfare on America's northern border between 1815 and 1871—mostly stemming from the Civil War.
Overall, Conquered into Liberty excels in its demonstration of the ways in which important components of the American military tradition emerged embryonically in the sometimes obscure battles that it describes. Perhaps this is a quibble on my part, but I suspect that at least some of the lessons that Cohen develops would have emerged even if Canada had never existed—that is to say, if the northern border of the United States had also been the northern border of North America. In other words, I suspect that Canada's existence was only a sufficient, but not a necessary, cause of the emergence of important aspects of the American military tradition.
In the counterfactual world that I am now imagining, American Indians would still have existed and American settlers would still have fought against them. And those battles would still have impressed upon the American settlers the desirability of total victory in warfare, and (a lesson of Cohen's that I omitted above) the value of "raiding warfare," involving skirmishes between irregular forces.
Unconditional surrender as a strategic goal, and irregular raiding warfare as a preferred tactic, are logical responses to terrorist warfare. Not to put too fine a point on it, much of the Indian military response to the American settlers was what we would now call terroristic—aimed not at soldiers but at women, children, and other defenseless civilians.
Cohen himself makes this point, beginning his book by describing a 1690 raid against Schenectady, in which Indians (bolstered by French and Canadian forces) traveled to the frontier of English settlement "not to hold ground, destroy fortified outposts, or defeat enemy forces but to burn settlements, take captives, and kill civilians." Perhaps the book could have placed a greater emphasis on the ways in which a central question confronting American military policy today—how best to prevent and respond to terrorist attacks—was ironically and surprisingly central to American military policy from the very outset. In this context, it's worth noting that the Navy SEALs' decision to use "Geronimo" as the code name with which to report the killing of Osama bin Laden—while politically incorrect and predictably controversial — had at least some historical justification.
Be that as it may, the stories that Cohen recounts are valuable not only instrumentally—as keys to the origins of the American way of war—but also intrinsically. Simply put, the book contains much interesting American (and Canadian and American-Indian) history that is likely to be unfamiliar to most readers. Particularly worth highlighting are the book's revisionist depictions of Benedict Arnold and George Washington.
Cohen's Arnold can arguably be described as a man more sinned against than sinning. He was a remarkable and remarkably successful soldier and sailor who dominated many of the early "points of decision" of the Revolutionary War, a man with a "staggering" combination of skills: "He led on land and on the water, in siege and in the field, he had the talents to build a fleet and then fight it to the death. His men followed him willingly, indeed eagerly."
Why, then, did he become a traitor? He came to be disgusted by the "conniving, profiteering, and low politics" that he encountered; he was a "proud, prickly, passionate man" whose combat experiences left him utterly exhausted and with "two debilitating wounds in the same leg," one of which crippled him for life; he had been "abused, traduced, and mistreated by colleagues, subordinates, and Congress." Thus, Cohen concludes,
As for Washington, Cohen hails his "icily unsentimental good judgment and restrained but real ruthlessness." This is his final assessment:
In closing, I should say a word about one of Cohen's sources. He reports at the outset that he first began to be interested in the Great Warpath as a schoolboy, when he read Francis Parkman's classic account of the battles between France and Britain in North America. (Not surprisingly, some of these battles are discussed in the first half of Cohen's book.) In lieu of a bibliography, Cohen concludes with a guide to sources that readers might consult to expand their knowledge of the Great Warpath. Prominent among those sources is Parkman's history, which chronicles "the climactic struggle for North America between the two European great powers with rare literary skill. Parkman was intoxicated with the landscape of the Great Warpath, which he visited repeatedly and described with care."
Cohen offers a measured judgment of Francis Parkman (1823-1893) and his massive historical output:
That is very well said. Conquered into Liberty deserves a wide readership that should certainly include anyone interested in American history or military history. If some of Cohen's readers are induced by him to read Parkman (author of what I suspect is the least-read American great book), that would be an added bonus. He will have served these readers well, and they in turn will be well served by Francis Parkman.
Joel Schwartz is an adjunct senior fellow at the Hudson Institute.


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Does Your Company Need a Policy for Transgender Employees? The 24/7 media circus surrounding former U.S. Olympian Bruce Jenner's transition from male to female has raised several questions in employers' minds: Do we have transgender employees in our organization? If so, what are our legal obligations to …Read more. When Selling on Amazon.com, Success Is Spelled 'SCOE' Over two million Americans make a full-time or part-time living selling merchandise on Amazon.com. Roughly 200 of them attended last week's Sellers' Conference of Online Entrepreneurs (SCOE) in Philadelphia, a semi-annual trade show focused entirely …Read more. Seeking an Entrepreneurial Solution to a Smelly Problem For the past year, I have taught an MBA-level online class on entrepreneurship and small business management for a local university. Rather than give students a traditional final exam, with multiple choice and true/false questions, I have adopted a …Read more. Getting First Place in a Business Plan Competition As my readers know, twice a year I judge the Connecticut Business Plan Competition (www.entrepreneurshipfoundation.org/contest.html), where students from business schools and undergraduate business programs throughout Connecticut compete for cash …Read more.more articles
Putting Money Into a Small Business
"I'm starting a small business with a good friend of mine, and we've just formed a limited liability company (LLC). We're dividing everything up 50/50 between us, but our accountant is telling us to put all our money into the LLC in the form of loans. Why is she telling us to do that?"
Generally, there are two ways (and only two ways) that you can put money into a business if you are one of the owners. Either:
— you make a loan to the business; or
— you make an "equity investment" in the business.
A lot of people use the term "investment" to cover both of these concepts, but that's not correct. Loans and equity investments are two very different things, and are treated very differently for legal and tax purposes.
When you make a loan to a corporation or LLC:
— the corporation or LLC is legally obligated to pay it back to you on a certain date, or in installments over time, with interest on the outstanding balance of the loan;
— the corporation or LLC can deduct payments of interest (but not principal) on your loan;
— loans to a corporation or LLC need not be made "pro rata" — if you lend money to the company, but your partner does not, you remain 50/50 owners of the business;
— unless you are also a director, officer or manager of the corporation or LLC, as a lender you have no right to make business decisions or judgments as long as you are receiving your principal and interest payments on time; and
— if the company fails, people who have made loans to the company get their money back before anyone else does.
That's the basic tradeoff with loans: You have at least some protection if the business should fail (there's no guarantee that the company will have enough assets to pay your debt, but you will have "first call" on whatever assets the company owns when it fails), but you don't get a say in running the business.
Equity Investments
Whenever you put money into a company in exchange for a percentage of the business profits and losses (a partnership interest in a partnership, shares of stock in a corporation or a "membership interests" in an LLC), you are making an "equity investment" or "capital contribution."
When you make an equity investment in a corporation or LLC:
— you get to call the shots — equity owners get to elect the managers who run things, or appoint themselves to act as managers;
— the corporation or LLC is not obligated to repay your investment at any time — any payments the company may make to you as an investor (called "dividends" for a corporation, "distributions" for a partnership or LLC) are entirely at the discretion of the company's management;
— the corporation or LLC cannot deduct any distributions or dividends it pays to you;
— capital contributions to a corporation or LLC must be made "pro rata" — if you contribute capital to the company, but your partner does not (or, since you are 50/50, you make a greater investment than he does), you are no longer 50/50 owners of the business — your partner's ownership percentage is reduced, or "diluted," by the amount of your "excess" investment divided by the fair market value of the business;
— if the company should fail, you and your partner will have to wait until all of the company's creditors are paid in full before you split up whatever's left over.
That's the basic tradeoff with investments: Unlike a lender, you have no assurance you will ever get your money back (much less a return on your investment), but to compensate for that you are given the right to run the company so you can do everything possible to protect your investment.
In these troubled economic times, many entrepreneurs are putting their money into businesses as loans rather than equity investments.
There are some risks involved, though, in lending money to a company you partially own:
— As a lender, your return is limited to the interest the company is obligated to pay you (although you can build in an "equity kicker" allowing you to collect a percentage of the company's monthly or quarterly profits as "additional interest" over the stated interest rate);
— If you load up your company with too much debt, there's a risk the IRS will reclassify your debt as "equity" and disallow your company's interest deductions; and
— If your company files for bankruptcy protection, the court may "subordinate" your loan, meaning you will have to wait until those creditors who are not also owners of the business are paid in full.
Cliff Ennico (firstname.lastname@example.com) is a syndicated columnist, author and former host of the PBS television series 'Money Hunt'. This column is no substitute for legal, tax or financial advice, which can be furnished only by a qualified professional licensed in your state. To find out more about Cliff Ennico and other Creators Syndicate writers and cartoonists, visit our Web page at www.creators.com.


text: Michaela Jenkins of Palmdale earned a trip to Washington D.C. after winning the eighth annual Congressional Art Competition hosted by FastFrame Valencia back in May. The Congressional Art Competition is a national event that is put on in every Congressional District in the United States. One winner is selected from each district and has their winning piece put on display ...Read More »


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Spies Like Us
She has performed in more than a dozen nations, furling, unfurling, and then hurling her supple, expressive body into space. With a simultaneously steely and diaphanous style, dancer and choreographer Nejla Y. Yatkin has stunned critics and audiences with her pitch perfect technique, blazingly beautiful pieces, and stiletto sharp artistic intellect. It doesnt hurt that the Berlin trained performer is gorgeous, her arresting lines and glossy black mane part of her onstage arsenal. The D.C. based artist has brought her flinty, flowing pieces to the Kennedy Center and the Joyce, and tonight she straddles the line between narrative and abstract at the Colony Theater beginning at 8:30 with De/Reconstructing Mata Hari. The work is inspired by Yatkins long time interest in the exotic dancer and World War I spy, as well as her own multinational heritage. It opened to accolades in November and is co commissioned by Miami Dade Colleges Center for Cultural Collaborations International in an effort to bring more D.C. artists to South Florida and vice versa. Tickets range from $18 to $26. Call 305-237-3010, or visit www.culture.mdc.edu.
Sat., Feb. 4, 8:30 p.m.
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Misfits. Season one
Format: DVD, Videorecording, Projected Medium, Visual Materials
Summary: Kelly, Nathan, Curtis, Alisha and Simon are five unruly teenagers forced to do community service as payback for their crimes. But when a freak electrical storm hits their town, strange things begin to happen to them that are way out of their control. In fact, they have no idea that they've actually turned into superheroes, each with a power they didn't choose or want. They must save their town from the evil that has descended upon it.
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Call Number: DVD MIS9734
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Statement by Dr. Tony Fauci on National HIV Vaccine Awareness Day
Ed. note: This was originally published on the National Institute of Allergy and Infectious Diseases website.
Developing a safe and sufficiently effective HIV vaccine is essential if we are to achieve a timely and durable end to the global HIV/AIDS pandemic. The path to an HIV vaccine has not been—and will not be—an easy one. In the 27 years since the first HIV vaccine clinical trial was performed, we have been disappointed by many promising investigational vaccines that ultimately proved ineffective in clinical trials, encouraged by a large-scale study in Thailand that demonstrated for the first time that an HIV vaccine can provide a modest level of protection, and, heartened by recent important discoveries about antibodies that may be capable of protecting against a wide range of HIV strains.
HIV is uniquely challenging as a vaccine target because, unlike other viruses, it elicits antibodies capable of killing a wide range of HIV strains (called broadly neutralizing antibodies) in only a minority of those who become infected and only after several years of infection. Furthermore, HIV is also extremely genetically diverse and mutates rapidly to evade immune responses. But through important basic research discoveries, scientists have made substantial progress in understanding how broadly neutralizing HIV antibodies develop and the specific sites on the virus to which they bind, which will lead to promising new targets for future HIV vaccine candidates.
For example, NIAID scientists and grantees, using blood samples from a newly HIV-infected person, were able to chart the co-evolution of the virus and the antibodies created in response to infection. In the past year, researchers have highlighted the regions of HIV where these antibodies bind to block infection and revealed the structure of the HIV protein that is responsible for allowing HIV to enter human immune cells and cause infection. They also found the mechanism responsible for stabilizing key HIV proteins and hiding sites where some of the most powerful HIV neutralizing antibodies attach themselves and conducted a vaccine study in nonhuman primates using a simian version of HIV (SIV) that yielded insights into controlling and clearing infection. Additionally, scientists have also made advances in understanding T-cell responses that may be important to vaccine-induced immunity against HIV. By applying insights gained from each of these discoveries, researchers may be able to develop a vaccine that mimics the natural development of antibodies but creates them rapidly enough to prevent HIV infection.
NIAID researchers are currently evaluating the intravenous administration of a broadly neutralizing antibody called VRC 01 in early-stage trials in both HIV-infected and uninfected adults. If the two studies indicate that the approach is safe and can block the virus, NIAID may evaluate the antibody in clinical trials involving a larger number of adults and infants born to HIV-infected mothers who did not receive prenatal care or antiretroviral therapy to prevent mother-to-child HIV transmission.
Scientists also continue to explore findings from the RV 144 HIV vaccine study in Thailand, which, in 2009, provided the first evidence that an HIV vaccine can provide a modest level of protection. For example, looking at serum samples collected from participants in the Thai trial, investigators have identified previously unrecognized attributes of the antibodies that apparently reduced the risk of HIV infection among the study participants who received the investigational vaccine regimen. Researchers are working to improve and prolong the level of protection experienced in the study by using an extra vaccine boost and improved adjuvants to increase antibody durability. Early stage vaccine clinical trials are expected to begin in South Africa in early 2015.
On this HIV Vaccine Awareness Day, NIAID thanks the thousands of men and women who have participated in HIV vaccine clinical trials and the researchers, clinicians, and nurses who continue to work to find an effective vaccine. We may not have an effective HIV vaccine today, but the breadth of knowledge we have gained through animal and human clinical trials and painstaking basic research lend hope that a successful vaccine is not beyond our reach. NIAID remains committed to the important research needed to find the vaccine that will ultimately help end the global HIV/AIDS pandemic.
See an earlier video of Dr. Fauci explaining why an HIV vaccine is needed.
Dr. Tony Fauci is the Director of the National Institute of Allergy and Infectious Diseases at the National Institutes of Health.
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Home » Local News » Second suspect arrested in college shooting
Posted on 25 January 2013. Tags: arrested, College, Second, shooting, suspect
The accused gunman in the shooting at Lone Star College is arrested in North Texas and transferred to Harris County, officials say.
Full News here – Click2Houston News
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Tulsa, OK – A Claremore man wins the first big prize from the new Mega Million lottery game.
Jeff Haff won a quarter of a million dollars. He got all five of the white ball numbers correct, but missed the mega ball number.
He plans to use the money to pay-off bills and to purchase a new pick-up.


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Re: IRS Lien Removal
Mailed my IRS withdrawal papers on July 25 certified and got a letter today dated Aug 1 that they would notify the courthouse about the withdrawal. But they left out the Form 10916(c)- to show that they approved it. I guess I'll wait a couple of days and dispute with the CB's. I can't believe they left it out. Oh well at least it's going to be deleted. Maybe I'll gain a few points
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About Zenith Insurance Company -- Zenith Insurance Company is a property-casualty insurance organization with headquarters in Woodland Hills, California. Through its subsidiaries, Zenith Insurance provides workers' compensation insurance nationally. For more information call 818-713-1000 or visit www.thezenith.com
About Kamine Development Corporation -- KDC was founded by Harold Kamine and was formed initially to own, develop, finance, construct, and manage operations of six cogeneration power plants in New York State. The firm's vision has evolved through the years to include technology opportunities, including prior investments in the telecom arena through KMC Telecom. Its current focus includes developing significant renewable energy projects that make use of leading edge technologies in addition to investing in companies that develop technologies that can be used to assist people in need and further enhance their lives. Harold is actively involved in the Somerset Hills Handicapped Riding Center, The Ruth Bass Foundation, and Summit Speech School, and serves as a member of the Board of Trustees of Lafayette College.
About Fisher Capital -- James R. Fisher heads Fisher Capital Corp. LLC, a financial services consulting firm formed in 1997 and located in Cranbury, New Jersey. Fisher Capital is an affiliate of Kohlberg, Kravis, Roberts & Co., one of the world's largest and most successful private equity firms. Mr. Fisher has been a member of the Board of Directors of: Willis Group Holdings Limited, Alea Group Holdings, A.G. (Alea) and Bristol West Holdings, Inc., where he served as Chairman. Mr. Fisher was also Chairman of the Audit Committee of Willis and Alea. Currently, Mr. Fisher serves on the Board of Directors of First Data Holdings, Inc and Coverzones Ltd. He is a Trustee for The Nationa
|SOURCE GettingHired, LLC
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Explore the Entrepreneurship.org Resource Center to find resources. Designed with entrepreneurs in mind, our resource center allows you to find materials to grow great ideas.
Do you have edgy, independent leaders working inside your company? If not, you should--and you should understand why you do not at the moment. Management author Guy Kawasaki interviews former Fast Company editor Polly LaBarre to gain insights on how "Mavericks at Work" (the title of her book, coauthored with another Fast Company editor) can impact a company's growth.
This tool will take you through the step-by-step process of developing a business plan that includes all the basic elements needed.
This article suggests that there are five key relationships that entrepreneurs running growth companies should work on developing: relationships with customers, employees, vendors, bankers, and mentors.
How do you succeed at "bootstrapping"? Author and entrepreneur Guy Kawasaki lists eleven highly practical "must do" behaviors for entrepreneurs and explains why they are so important. Examples: "Focus on cash flow, not profitability" and "Forget the 'proven team.'"
Translations of corporate-speak from author and entrepreneur Guy Kawasaki. An interesting, lively read with solid insights, this article makes you wonder if it's ever a good idea for an entrepreneurial enterprise to partner with a "corporation."
Managing the day-to-day, conceptualizing a better future, and making it happen form the foundation for the "essence" of leadership: "Leaving your footprint in your area of passion." This article is a perceptive discussion about leadership and lists the eight qualities required to lead "paradigmatic change."
What's been the key to your success? Luck, you say? No way. More likely it's been consistent focus, demanding practice, and whole lot of hard work. The lesson here: The best get better by practicing longer than their competitors and with a deliberate purpose to learn every time.
An exhilarating ride with Pat Cavanaugh, sales rep supreme and CEO of the promotions company he founded in college, this lengthy article can't help but make you a better salesperson. It provides information, insight, and inspiration for entrepreneurs who need to sell. And who doesn't?
Serial entrepreneurs start a company, move on, and start another one. Parallel entrepreneurs do that, too, but with several companies at once. This VC blogger likes the idea, for the most part, and explains why: Such diversification can be synergistic.
Profiling twenty-five methods used by consistently successful companies to stay ahead, often way ahead, this article will at the very least give you great ideas you can adapt and at best spark a few of your own. The innovative, highly effective techniques range from extreme tracking of competitors' numbers (Hewlett-Packard) to providing thousands of toys and gadgets to spark creativity (Ideo) to betting on new-product launch dates (Microsoft) to bright red "bad news" file folders (Colgate-Palmolive) that can head off catastrophe.
Want to get connected? Sign up to receive regular news, polls and updates from The Kauffman Foundation.
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text: You are viewing RETAIL - 3 of 7 RETAIL - The Morning Routine By titlewave Tommy (Store Manager) and the new Manager in Training, Lizzie, go thru the morning... more »Tommy (Store Manager) and the new Manager in Training, Lizzie, go thru the morning checklist. And Fran (Assistant Manager) is pissed as usual. Something about a cinnabon. « less Published June 17, 2012 1.3k views More Info » Full Credits titlewave Uploader Stats & Data 10 Funny Votes 1 Die Votes 1,297 Views Published June 17, 2012 Categories: Web Series Keywords: retail RETAIL derek baynham kelly may titlewave creative abercrombie & fitch Up Next: RETAIL - Discrimination Nation AUTOPLAY Up Next In: 10 RETAIL - Stock Boy Scandal Abercrombie and Fitch Rant RETAIL - S&M Training Video RETAIL - Shave and a Tan Follow Facebook Twitter Tumblr Instagram Browse Related Comments RETAIL 7+ more View All ▶ 20+ more View All ▶ titlewave Vaguely Related Videos Vaguely RelatedPics & Words Advertisement Advertisement From Around the Web ZergNet


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- Publisher: Bulkypix
- Release Date: Oct 18, 2013
- Summary: The Romans are definitely stubborn. More determined than ever, they are planning once again to get their hands on the famous magic potion. This time, they've come with a stupid, evil plan: to invade the Gaul village and fight until one of them manages to grab Getafix's cauldron.
- Genre(s): General
- # of players: 1 Player
- Cheats: On GameFAQs
- More Details and Credits »
Score distribution:
Positive: 0 out of 1
Mixed: 1 out of 1
Negative: 0 out of 1
Nov 11, 2013A rip-off of Plants vs. Zombies which boasts new ideas but sadly lacks the conviction to employ them effectively, Asterix: Total Annihilation fails to do justice to the long-running character.


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Prayers Needed Please!
My Dear Son Sean was in a hiking accident last night. Is in the trauma icu and is in need of prayers. Please keep him in yours. I don't know what I would do without him. He is my baby.
Dear Heaven Father we do want to praise you for the recover this young man is making. We praise you for the wisdom you are going to continue to give the doctors and nurses as they work with him. We want to spoke assurance of your love in to craftladys live. Assurance that you will continue to heal him and she will see the day that he is big to his life out of the hospital,.
I'm so glad, ur son is out of the coma, Our prayers work, Thank God..
One last update - Sean is home and doing so much better. He still cant put any weight on his right leg but we are hoping when he goes to see the foot surgeon on the 25th he will give us positive news. They have siad that they expect his recovery to take about 1 year. I feel blessed that he has come so far! Thank you all again for your concerns and prayers.


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Welcome to basketball fans
November 23, 2014 Thanksgiving week is always an exciting time on Maui — and not just because we're getting ready to give thanks for all our blessings and fill the ol' tank with turkey and stuffing. more »»
Remembering John Kennedy
November 22, 2014 Fifty-one years ago today, John F. Kennedy was assassinated while riding in a motorcade in Dallas, Texas. more »»
Video stream flooding TV
November 21, 2014 The Wall Street Journal reported the other day that Nielsen, the television rating company, is going to begin measuring viewership of streaming video services like Netflix and Amazon Prime. more »»
A great day to quit
November 20, 2014 The American Cancer Society designates the third Thursday of November as The Great American Smokeout — a day to quit smoking or make plans to do s. more »»
Echoes from Gettysburg
November 19, 2014 One hundred and fifty years ago today, a president made a visit to a cemetery in Gettysburg, Pa., to commemorate a decisive battle in the War Between The States and honor the soldiers who fought it. more »»
Listening to the other side
November 18, 2014 Former President Bill Clinton told a gathering celebrating the 10th anniversary of the dedication of his presidential library last week that it is time for the United States to confront its final... more »»
Why did we participate?
November 17, 2014 There is a certain element in our society that has a guilt complex about the general success and goodness of the United States. How else to explain why a U.S. more »»
South Maui's school daze
November 16, 2014 If ever a case could be made about why a detailed audit of the Department of Education is needed, the tale of the ever-elusive South Maui high school should be Exhibit One. more »»
Not right, but first
November 15, 2014 In an era of 24-hour news networks and websites, the competition to be first with a story is overwhelming. more »»
The bully at the summit
November 14, 2014 Russia has decided that in order to appear to be a superplayer on the world stage, it needs to start flexing its military muscle in a Cold War manner. more »»
A marriage or a divorce?
November 13, 2014 'Marry us or divorce us." With those few words, Dr. more »»
The 'coup' at the council
November 12, 2014 Maui County Council Chairwoman Gladys Baisa is small in stature, large in heart. She is also our favorite politician. more »»
Holiday honors U.S. veterans
November 11, 2014 Today is Veterans Day. more »»
Another tough one for GOP
November 10, 2014 An Associated Press story that went out nationally described Hawaii's continued devotion to the Democratic Party. more »»
The wall began coming down
November 9, 2014 Twenty-five years ago today, Nov. 9, 1989, a great symbol of the enslavement of a people began to crumble. more »»
A fogey in an e-world
November 8, 2014 Social media don't set our heart atwitter. more »»
Notes on election
November 7, 2014 Some afterthoughts on Tuesday's election in Hawaii, on Maui and across the nation: * Maui's results bore out the old adage that the only way to beat an incumbent is with a stick. more »»
Time to act has arrived
November 6, 2014 Well, the midterm elections are over and instead of gloating or licking wounds, we'd hope that members of both parties in Congress will use this time to tackle some big issues. more »»
The bride wore a seat belt
November 5, 2014 Well, apparently not everybody is quite as concerned as we are with tight quarters on airliners. more »»
'Lots of heat, not much light'
November 4, 2014 We're not sure who said it first, but the 2014 election season has been a perfect example of the old saw, "There was a lot of heat, but not much light. more »»


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The Ravens cheerleading squad is the only NFL team with both a dance and co-ed stunt team. See what else they do.
Ravens cheerleaders in photosUPDATED 11:48 AM EST Jan 24, 2013
Slideshow Central
CommentsThe views expressed are not those of this site, this station or its affiliated companies. By posting your comments you agree to accept our terms of use.blog comments powered by Disqus


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NAPA and DSME launch tailored NAPA-DSME Power Solution for LNG carriers; leading LNG carrier shipyard offers specialized performance monitoring solution
South Korean shipbuilder,
Norwegian manufacturer of ballast water treatment systems MMC Green Technology reports it has sold more than 70 systems since going commercial with its MMC BWMS two years ago,
Offshore wind farm development has been led globally by the UK, followed by Germany. Both countries have governments with long term commitments to renewable energy.
Around 300 "boat people" have landed on Thailand's shores in recent weeks, Sek Wannamethee, director-general of the information department at Thailand's Foreign Ministry, said on Friday.
The United States said on Friday that China had placed mobile artillery weapons systems on a reclaimed island in the disputed South China Sea, a development that Republican Sen.
Unified Command responding to cleanup aboard vessel in Seldovia, Alaska
A Unified Command consisting of representatives from the U.S. Coast Guard, U.S. Department of the Interior,


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STAFFORD, Texas No one was injured when a gunman opened fire on a group of teens during a party Friday night in Stafford, deputies said.
According to the Fort Bend County Sheriff s Office, there was a large crowd of high school aged students inside the Palms Banquet Hall, located in the 600 block of Murphy Road, around 11 p.m. as part of a party advertised on social media.
Officers with the Missouri City Police Department were working security at the event when the gunman walked into the hall and started shooting, deputies said. No one hit by the suspect s shots.
The MPD officers returned fire, but the suspect fled without being hit, deputies said.
The teens at the event were held for a couple of hours at the hall for questioning before being released. It is still unknown why the suspect shot at the hall or who he was.