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The use of scoring rubics in management accounting.
The first two courses in accounting, principles I and II elicit fear and misunderstanding from most business students. Reinforcing the importance of accounting as a foundational building block in business education is critical to the students' success in later business courses. Yet, a large number of students who exit the accounting principles courses are not trained in using accounting for business decisions. In this study the treatment was a rubric assignment in one section of an accounting principles II course. Another section was maintained under the lecture, homework and exam format. Results indicated that students using scoring rubrics in the course initially struggled with incorporating the method into their learning process. Even after students were familiar with the rubric process, they did not show improvement over the control group. Although initial findings were not significant, issues discovered in current study will be used to refine future research.
The recent accounting scandals ranging from Enron to WorldCom that have rocked the business world as reported in the Wall Street Journal, Business Week and other media outlets emphasize the need for change in accounting education. All business students now need to be able to accurately assess the financial statements and accounting records in business organizations. The conventional wisdom that accounting skills should be developed only by those intending to be accountants has proven to be a costly mistake. All managers now have the responsibility to be able to identify accounting inaccuracies within their own organization. The reaction from governmental bodies has been centered on increasing the validity of publicly issued accounting information, as the provisions of the Sarbanes-Oxley Act of 2002 have partially been intended to do.
One of the main goals behind recent changes in accounting has been to make non-accountants (Top-Management) responsible for publicly released accounting information. This outcome has led to other non-accountants being forced to reevaluate their accounting skills. Business Schools have responded by reemphasizing the principles of accounting courses and developing courses in ethics and corporate responsibility. Focusing on changing course content and adding new courses, however, does not address the fundamental problem of poor performance by students in the initial principles of accounting courses.
There are several possible reasons for the overall poor performance in the two initial accounting courses: 1) U.S. GAAP (Generally Accepted Accounting Principles), while highly developed, is not always intuitive. 2) More students who are non-accounting majors enroll in the principles of accounting courses. These students are typically not interested or motivated to perform well. 3) Fear of accounting related to perceptions of difficulties in learning accounting exists.
All three reasons indicate the need for developing more efficient methods of delivering accounting knowledge to business students. If students understand what they are supposed to learn from a course, and have guidelines on how they will be evaluated, then even students who are not accounting majors will be able to understand the basics of GAAP and other accounting methods. Clearly stated guidelines will be able to minimize or eliminate students' fear of accounting.
One of the tools available to enhance student learning in accounting courses is scoring rubrics. Arter and McTighe (2001) define a rubric as "scoring tools containing criteria and a performance scale that allows us to define and describe the most important components that comprise complex performances and products" (p. 8). Criteria are "standards by which something can be judged or valued" (Gregory, Cameron, and Davis, p. 7). By specifying the particular qualities or processes that must be exhibited, an instructor provides students with a clear description of and expectations for performance. The rubric clearly highlights the important components that comprise a particular problem or performance.
The purpose of this study is to introduce students enrolled in a principles of accounting class to the concept of interpreting accounting information and utilizing the interpretation to enhance students' decision making capabilities through the use of the scoring rubric. This paper extends the literature in accounting education by showing the effect of a scoring rubric on students' performance on examinations in an introduction to managerial accounting course.
Accounting education has historically been considered a necessary, but misunderstood area in Business Schools. Accounting knowledge is recognized as an essential part of the foundation of all business education programs: In reality, many students consider accounting coursework nothing more than a hurdle or impediment to their immediate goal of graduating or even surviving the current semester. The accounting education research on how to make more students successful in achieving the goals of understanding accounting concepts and methods is extensive.
Catanach, Croll and Grinaker (2000) found evidence that by introducing a creative approach to teaching in intermediate financial accounting courses, students learned accounting concepts at a much more detailed and applicable way than courses relying on traditional instructional methods. This creative approach, called the "Business Activity Model" (BAM), focused on developing accounting students' critical thinking, communication, and research skills. The AICPA (American Institute of Certified Public Accountants) has identified these three skills as important in understanding and delivering accounting information. Connecting accounting concepts to "real world" issues drove students' desire to understand the issues beyond what was necessary for passing the course.
Springer and Borthick (2004) also introduced real world issues into the accounting classroom with defined objectives. In several introductory accounting courses, students were given a business simulation consisting of eight different fundamental accounting concepts. By solving problems collaboratively in each of eight different simulations, students developed critical thinking skills specifically focused on accounting issues. Their ability to work together in groups and produce required written summaries influenced their accounting learning experience positively.
The use of real world exercises is powerful and motivates students to explore accounting issues. A key element to make real world exercises relevant for students is to make sure they have the basic decision making and critical thinking skills necessary to comprehensively examine accounting problems as presented in case scenarios.
Ammon and Mills (2005) move the literature in this area forward with their article on course embedded assessments. They found that by developing decision scenarios for accounting students that required input from marketing, operations, etc., students thought "outside" the accounting box and connected the interrelationships between functional business areas. Their introduction of a scoring rubric gave students a tool to use in assisting students in identifying the performance criteria on which they would be evaluated.
The Ammon and Mills paper introduces the rubric into the accounting education area and helps to establish the interconnectivity of improved accounting education and rubric development. Kealey, Holland and Watson (2005) provided further evidence of a distinct connection between students possessing general critical thinking skills and success in accounting. Students lacking the ability to think "critically" are at much higher risk of performing poorly in the first accounting course than students who enter the course with elemental skills in critical thinking. While other factors are involved, their paper does highlight the developing theory of student preparedness as a precursor to success in accounting.
Using various techniques to stimulate critical thinking responses continues to be a goal within the university system and more recently, based on changes in accounting practices, in accounting courses offered through School of Businesses. Critical thinking, however, is difficult to define and much confusion surrounds the teaching of critical thinking skills. In 1987 a panel of experts gathered to generate a consensus statement regarding critical thinking and the ideal critical thinker. The following statement comes from the Delphi Report.
... The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit ... (Facione, 1990, p. 2)
For business educators, the goal is to work towards this ideal standard by establishing instructional practices that cultivate good critical thinking. Business educators have been attracted to critical thinking methods and approaches which produce employees who exemplify such dispositions and uphold these ideals. Paul and Elder (2001) profess that students need to learn to use critical thinking strategies which help them effectively think through complex problems encountered on the job and in daily life. This is done by identifying the logic of each task which includes the following elements of thought: 1) Identify goals and purposes; 2) Gather relevant information; 3) Formulate questions clearly and precisely; 4) Determine (and evaluate) assumptions; 5) Think through the implications of decisions; 6) Make logical and accurate inferences and interpretations; 7) Articulate clearly the concepts or ideas that are guiding their thinking; and 8) Consider alternate ways of looking at situations. The scoring rubric used in this research was developed using some of Paul and Elder's (2001) Universal Intellectual Standards: Clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness.
Traditional education methods dominate business education courses. Teaching tends to concentrate on presentational methods such as lecture. Students absorb information through listening to presentations made in the classroom and are expected to read the textbook and complete exercises. After several weeks of instruction, students are assessed on their knowledge of the content through a traditional test which assesses their knowledge of factual information and basic concepts through completing multiple choice items, true/false, and fill in the blank exercises. These types of questions are called "selected response" questions. These questions are easy to score because there is a right and wrong answer.
Students also need to indicate that they understand and can apply their learning. "Constructed response" assessments include essays and performance assessments requiring students to construct a product or perform a demonstration to show what they understand (Arter and McTighe, 2001). These constructed response measurement procedures require students to generate rather than select responses (Popham, 2002). Typically, in traditional classrooms, application of learning is assessed using essay questions or problem solving questions on an examination.
The difficulty in evaluating constructed responses is that sometimes the criteria used for evaluation are unclear to students. Students are either left to their own devices to figure out how they will be judged or students must wait until the test is returned. Even after the test is returned, the evaluation criteria are sometimes unclear. Students need to understand the criteria by which their work will be judged. If students know the criteria in advance, they have clear targets and clear goals which can improve their work and enhance their learning (Arter and McTighe, 2001).
Current pedagogical scoring tools which include criteria for determining the quality of student performance are called scoring rubrics, or simply "rubrics." According to Wiggins (1998), rubrics tell potential performers and judges which elements of performance matter most and how the work to be judged will be distinguished in terms of relative quality. Rubrics typically contain a scale of possible points and provide descriptors for each level of performance. These descriptors contain criteria which describe conditions that any performance must meet to be successful and they define what meeting the task requirements entails (Wiggins, 1998).
This research is intended to assess whether scoring rubrics used in a management accounting course improves student performance. In this research the following hypothesis was proposed:
H1: Students who received the scoring rubric will perform better on subsequent exams than students who do not receive the scoring rubric.
Participants in the study were 60 students in two sections of the Introductory Managerial Accounting course offered during the spring semester at a small public university.
Students were traditional in nature representing a range of academic abilities and an ethnically diverse population. All students in the College of Business were required to take this course. Several other majors in the university such as Agriculture also required this introductory managerial accounting course. All students had taken an introductory financial accounting course prior to enrolling in the course.
Both classes met on Tuesday and Thursday for one hour and 15 minutes. The control group met at 11:00 a.m. and the treatment group met at 2:00 p.m. Course material followed typical AACSB (Association for the Advancement of Collegiate Schools of Business) guidelines for content in an introductory managerial accounting course.
The same instructor taught both sections. Courses were mainly lecture format with regular break out sessions. During break out sessions students worked in groups of 3-5 on problem solving exercises. An introductory managerial accounting textbook was utilized as the primary reading material.
Students were evaluated on four (4) examination or "exam" scores, quizzes, homework, and participation. Exams represented the material covered in class and in the textbook and were combination multiple choice and problem solving exercises. Quizzes were essay in nature designed to elicit critical thinking skills. Unannounced quizzes were given randomly throughout the semester involving hypothetical scenarios created to generate critical thinking skills for students. Homework was assigned after each class period and homework problems were in alignment with the current material covered in class.
The two sections were divided with 38 students in the control group and 22 students in the treatment group. Random assignment determined treatment and control group sections.
For the first three weeks of the semester, both treatment and control groups received the same instruction and assignments by the instructor. At the end of the first three weeks, the instructor administered identical exams to both groups to establish a baseline. Exam one was used as the baseline for comparison. Following exam one, the rubric was introduced to the treatment group.
A copy of the rubric was distributed to individual students and the instructor had a copy of the rubric on the overhead projector. The purpose for the rubric was explained along with descriptions of the criteria. Criteria included: clarity, relevance, precision, and accuracy. The scoring scale ranged from 0-10 points for each criterion. Figure I contains a copy of the accounting rubric. Following exam one, the instructor took a sample of one of the problems and reviewed the problem using a "think aloud" to model how to utilize the rubric criteria. The purpose of this demonstration was to encourage and teach students how to use the rubric to develop critical thinking skills.
To reinforce the elements on the rubric, the instructor reviewed criteria on the rubric relative to the homework assignment. This occurred six (6) times during the semester. The instructor would put up the rubric matrix and review the criteria with the students. The second time the rubric criteria was mentioned, a model example was reviewed and scored for the students. During the fourth time, a top score from a student in the control group was used in the treatment class to go over the rubric grading criteria. This took approximately 5-10 minutes to review the rubric criteria and approximately 15 minutes to review the criteria with an actual scoring example.
The control group was not introduced to the rubric and continued to work in the same manner as both groups during the first three weeks in the course. All other instructional methods remained the same for both groups. At the end of the semester the treatment group participated in a qualitative survey. Sample survey questions were: Have you ever used a rubric before? Did you use the rubric in this class? What impact do you feel the rubric had on your learning in this class? In your opinion, what were some of the benefits and drawbacks of using the rubric?
The dependent variables were the students' percentage test and quiz scores. Exams were a combination multiple choice and problems/essays. The independent variable in this research was the scoring rubric. The control group did not receive instruction on the scoring rubric. Students in the treatment group were shown the scoring rubric prior to the second test.
The first step in developing the rubric was to identify questions which could be assessed using a scoring rubric on the chapter tests. The constructed response items, or open ended problem solving essay questions, were selected. Based on previous experience and knowledge with problem solving questions on tests, the features of the quality performance criteria were identified. Specific language for each criterion was developed using Paul and Elder Universal Intellectual Standards (2001). These intellectual standards check the quality of reasoning about a problem, issue or situation. A few samples of student work were used to refine the scoring rubric. Figure I. shows the rubric used with the treatment group.
Correlation analysis and a regression model were developed based on the previously mentioned hypothesis. Changes in students exam scores were the main variable analyzed. The regression model looked at students' final exam score as a function of their change in performance from exam one through exam three. Tables I and II show the correlations between the final exam score and changes in exam score from the first to second exam and the second to third exam for the control and treatment group.
For the control group, both change in exam scores are correlated to the final exam score and to each other at the .10 to .001 levels (Table I). For the treatment group, the only significant finding was the relationship between the changes in exam score from exam I to exam II to the change in exam score from exam II to exam III. This was significant at the .05 level.
The regression results for the model "Final Exam Score = Intercept + change1 + change 2 + error" for the control group and the treatment group respectively. The control group regression model F-value of 2.67 is significant at the .10 level, i.e. the larger the change in improvement from exam I to exam II and exam II to exam III, the higher the final exam score. The t-values for the individual parameters, however, do not show significance for either independent variable to the final exam score (Change1 T value 1.27, Change 2 T value 0.80). The results for the treatment group's regression model show no significant relationship between the dependent variable and the independent variables, either as a group or individually (F-value 0.42, Change1 t-value -0.53 and Change2 t-value -0.39).
Table I shows the average change in exam grade from first exam to second, from second to third, and from third to the final. The average change difference between treatment and control group is what change1 (exam I to exam II), change2 (exam II to exam III) and change 3 (exam III to final) show. The treatment group performed worse as a group in their change in exam score (at the.10 level) from exam I to exam II. After that, however, no change difference was noted.
Further analysis in Table III show individual t-tests between the control group and treatment group changes in exam scores from exam I to II and II to III and III to IV (final exam score). The change in score from exam I to exam II is significantly higher for the control group than the treatment group, at the .10 level. The change in score from exam II to exam III or exam III to IV, however, show no significant relationship between the control group and the treatment group. Further discussion on the implications of these findings follows.
One of the limitations of this research was the small sample size. In the treatment group there were only 22 participants while the control group had 38. Ideally, more participants in the treatment group is desirable.
Another limitation is that the treatment group entered the research study with a higher degree of knowledge in management accounting. As evidenced in the examination I scores, students in the treatment group possessed greater competency in the subject knowledge than the control group.
The reliability of the scoring rubric used may have been influenced by the design of the rubric. Typical scoring ranges from 3 to 7 score points. The number of score points for a rubric depends on the purpose of the rubric and the nature of what is to be assessed. The score point range used in this research was 10 points in order to facilitate grading on the exam and calculating final grades for the semester. It may be that with too many score points for the rubric made it difficult for students to distinguish the difference between score points.
When using a scoring rubric, evaluative judgments are made, hence, student work samples and anchor papers (what a score point "2" looks like) are needed to increase consistency. Student work samples were used once, along with a model work example; however, anchor papers may clearly show the different levels of quality on the scoring rubric. In the qualitative survey, students reported that the rubric "was too cluttered ... make it a checklist". Other comments were [the rubric] was "too outlined" and "Not easily accessible, would be easier to remember if it was kept in a condensed version." Perhaps two independent raters should have been used to acquire consistent scores, thus, increasing reliability.
Initially students were puzzled by the rubric. They were unaware of the purpose for using a scoring rubric and did not understand how to use the rubric. One comment from a student was "make it integral from the outset, not when we mess up." It was apparent that students were apprehensive of the usefulness of the scoring rubric and it caused some uncertainty about how to use the scoring rubric effectively in a managerial accounting setting. Data collected in the qualitative survey indicated that students varied in their experience with rubrics and their perceived benefit of the scoring rubrics.
A survey was taken by the students who responded based on their experiences with scoring rubrics and how they used it in the treatment group's class. 62.5% of the students who completed the questionnaire reported that they had never used a rubric prior to the research study. This is quite a substantial percentage of the students in the class. This shows that for the most part, students were unfamiliar with the purpose for a scoring rubric and could not build on prior knowledge to apply the use of the scoring rubric in the management accounting course. The survey also indicates that 50% of the students reported said that they used the rubric in the management accounting class. If only 50% of the students actually used the scoring rubric, then the independent variable, the scoring rubric, may not have been very effective in accounting for the differences between the control and treatment groups.
Of the 37.5% that did have experience only 12.5% reported using the scoring rubric to assist them. Students' prior experiences with the use of scoring rubrics may have helped or hindered their perceived benefit of the scoring rubric and affected their use of scoring rubrics in the study. One student reported that he or she did not use the scoring rubric because "I think the concept of the rubric was good, but it's kind of hard to study it to actually learn how to implement it." Some of the perceived benefits were: "it helped me to understand ... it helps you to organize everything" [it helped] "answer all problems as completely as possible" and "written clearly."
Prior research indicates that while rubrics are necessary, they are insufficient for good assessment and feedback. "To know what the rubric's language really means, both the student and judge need to see examples of work considered persuasive or organized" (Wiggins, 1998, pg. 158). Students need to know the purpose for using the rubric and how to use the rubric as well as see the relevance of the rubric. As part of instruction students need to be made aware of what it means to meet these criteria and the purpose for using the rubric.
Another consideration which may have affected student use of the rubric was difficulty with the critical thinking terminology used to define the criteria in the rubric. According to Moskal (2003), "the criteria set forth within a scoring rubric should be clearly aligned with the requirements of the task and the stated goals or objectives" (pg. 2). The critical thinking terminologies which were used as the criteria for evaluation were: clarity, relevance, precision and accuracy. These specific definitions may have posed a problem and confusion for students. Perhaps, if students better understood or used the critical thinking terminology as part of the everyday instruction, they could have more effectively applied the knowledge on their examinations.
Despite all the limitations mentioned above, 54% of the students surveyed reported a positive impact upon their learning by using the scoring rubrics in the management accounting course. 18% of them reported not much of an impact and 27% said that the rubric had no impact on their learning in the course.
Students seemed to be confused by the scoring rubric and did not have "buy-in" or appreciate the benefits of using the scoring rubric. Further research may identify the benefits of developing a scoring rubric that is generated with student input. Qualities of effective assessment include involving students in developing assessment standards and criteria. This could address student "buy in" and help students to value the purpose behind using a rubric. Perhaps the increased time spent on rubric development would also help students understand how to apply the scoring rubric.
The assessment task used in this research was a traditional "paper and pencil" type of examination. The scoring rubric was used to evaluate the open-ended items on the examinations and quizzes. Perhaps an assessment task which falls into the category "performance task" which is more open ended in nature, such as a final group presentation for a simulation project, is better aligned with the scoring design of the rubric rather than the constructed response item on an examination or quiz.
There is indication that students were trying to use the rubric to deepen their understanding of accounting concepts. Unfortunately, the results showed that students' performance in the treatment group decreased relative to performance by the students in the control group immediately after being exposed the scoring rubric. After the second exam, students in the treatment group did not see immediate success to use the scoring rubric. The emphasis for using the rubric seemed to diminish, and students did not improve or worsen their relative scores compared to the control group.
The initial design of the rubric may have misled students to believe that the rubric was the solution to understanding the accounting concepts rather than a tool to facilitate learning. They may have been disappointed with the results of the second exam after trying to use the rubric; therefore, some of the students may have reduced the emphasis upon using the rubric. The scoring rubric used was a "generic" rubric to highlight particular criteria which would enable students to understand how to critically approach answering open ended accounting problems not the "answers" to the problems. Indications are that there was a design flaw in the study. It is our belief that students were not clear on the purpose and utilization of the scoring rubric and were unclear about the critical thinking vocabulary. In the present study, we used critical thinking terminology such as clarity, relevance, precision, accuracy, breadth. Our next step is to redesign the development of the rubric which we hope will lead to more efficiently utilized scoring rubric by the students. One of our objectives in the next study is to increase ownership of the rubric by having students actively participate in developing the rubric as a class. These revisions should reduce the confusion surrounding the use of the rubric. To that end, our future research will explore those possibilities.
Ammons, J. and Mills, S. (2005) Course-embedded assessments for evaluating cross-functional integration and improving the teaching-learning process. Issues in Accounting Education, 20(1) February, 1-20.
Arter, J. and McTighe, J. (2001) Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, California: Corwin Press.
Catanach, A., Croll, D. and Grinaker, R., (2000) Teaching intermediate financial accounting using a business activity model. Issues in Accounting Education, 15(4) November, 583-603.
Facione, P.A. (1990) Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The Delphi Report. Retrieved August 9, 2005, from http://www.insightassessment.com/pdf_files/DEXadobe.PDF
Gregory, K., Cameron, C. and Davies, A. (1997) Setting and using criteria. British Columbia: Connections Publishing.
Kealey, B. Holland, J. and Watson, M. (2005) Preliminary evidence on the association between critical thinking and performance in principles of accounting. Issues in Accounting Education, 20(1) February 33-50.
Moskal, B. (2003) Developing classroom performance assessments and scoring rubrics. ERIC Document 481715.
Paul, R. and Elder, L. (2001) The miniature guide to critical thinking: concepts and tools. The Foundation for Critical Thinking.
Paul, R. and Elder, L. (2001) Critical thinking: Tools for taking charge of your learning and your life. New Jersey: Prentice Hall.
Popham, W. J. (2002) Classroom assessment: what teachers need to know. Boston: Allyn & Bacon 3rd ed.
Springer, C. and Borthick, A., (2004) Business simulation to stage critical thinking in introductory accounting. Issues in Accounting Education, 19(3) August, 277-303.
Wiggins, G. (1998) Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.
Jeffrey Decker, University of Illinois at Springfield Michele Ebersole, University of Hawaii at Hilo
Table I.: Correlation between exam scores (Treatment Group) Final exam Change in Score Change in Score Exam I to II Exam II to III Final exam 1 -0.18701 -0.16817 1.4047 0.4544 Change in score Exam I to II -0.18701 1.00000 0.49784 1.4048 0.0184 Change in score Exam II to III -0.16817 0.49784 1.00000 0.4544 0.0184 N=22 Number underneath correlation is probability under null hypothesis Table II.: Correlation between exam scores (Control Group) Final exam Change in Score Change in Score Exam I to II Exam II to III Final exam 1.00000 0.35015 0.3111 0.0363 0.0648 Change in score Exam I to II 0.35015 1.00000 0.59294 0.0363 0.0001 Change in score Exam II to III 0.31110 0.59294 1.00000 1.648 0.0001 N=36 Number underneath correlation is probability under null hypothesis Table III: Individual t-tests between control and treatment groups for changes in exam scores Variable DF T-value Pr > [absolute value of t] Change1 40.9 1.92 0.0622 Change2 36.5 -0.23 0.8196 Change3 42.7 -0.14 0.8878 Satterthwaite unequal variance method reported Figure 1. Accounting Rubric Problem Solving 0 5 Descriptors 1) Clarity (Do you Main point was Main ideas restated understand the problem? missed. but missing one or Can you start the more elements. set-up?) 2) Relevance (Are you Irrelevant Steps shown in a able to identify information used sequential manner. relevant aspects of to determine the problem? Can solution. you set-up the problem sequentially?) 3) Precision (Did you Labels not shown, Some labeling shown, label it precisely? Is vague labels. but gaps noticeable. the set-up easy to follow?) 4) Accuracy (Is the Completely Answer that is answer correct?) inaccurate inaccurate due to answer given. minor miscalculation given. 5) Breadth (Is there No attempt made. Some additional other information information included, you should attempted to elaborate consider?) but used information inappropriately. Different situations used but inaccurately applied. Problem Solving 10 Descriptors 1) Clarity (Do you Example taken from understand the problem? illustration which clearly Can you start the identified the critical set-up?) elements. 2) Relevance (Are you All relevant information able to identify presented. Irrelevant relevant aspects of information disregarded. the problem? Can you set-up the problem sequentially?) 3) Precision (Did you Correct labels used label it precisely? Is (connected solution to the set-up easy to problem). follow?) 4) Accuracy (Is the Completely accurate answer correct?) answer given. 5) Breadth (Is there Additional information other information included/used to solve you should problem. Problem was consider?) elaborated by explaining the next step. Problem applied in different situations.
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Toronto Mayor Rob Ford said on Monday he had been in "complete denial" about his drinking and drug use and staff at the rehabilitation clinic where he spent two months had saved his life by helping him confront his personal demons.
Ford made comments as he returned to city hall and rejoined a re-election campaign. He took leave on April 30 saying at the time he needed to deal with an alcohol problem.
"For a long, long time I resisted the idea of getting help. Like a lot of people dealing with substance abuse, I was in complete denial. I had convinced myself that I did not have a problem," Ford told reporters, at points appearing to fight back tears.
"I deeply regret some of the personal choices I have made in the past."
Ford entered rehab after months of denials that he had a substance abuse problem and nearly a year after a media report surfaced that he appeared in a video smoking crack. He admitted late last year that he had smoked the drug while in a "drunken stupor."
Ford rejoins a tight mayoral race for second place behind front-runner Olivia Chow, according to a poll last week; a suburban voting block has continued to back Ford in spite the past year's public embarrassments.

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Welcome to the website of the North Island Wildlife Recovery Association. (NIWRA)
Spring has sprung and we are open for public viewing!
Open daily to the public 9am - 5pm
Please note: gates and gift shop close at 4:30pm
May 30th is Arts in the Park day. Please join us between 11am and 4pm to watch local artists at work amongst the wildlife.
Painters, carvers and photographers will be on site creating new art along with their latest work for display and sale.
The Centre is open for ill and injured animals year round.
|Admission Rates:
| Adults (13 and over): $8.00 plus tax
|9am - 5pm 7 days a week
|1240 Leffler Road
|Children (3-12 years old) $5.00 plus tax
|Gate and Gift Shop close at 4:30pm
|Errington, BC
|Children under 3: Free
|Click Here for Map
Nestled in the district of Errington on Vancouver Island, NIWRA is a park like setting with a peaceful rustic atmosphere. When visiting the centre you will be able to view eagles, several species of owls, falcons, hawks, ravens, and black bears.
During the summer months, live raptor presentations are available for you.
The centre is a world class wildlife rehabilitation facility specializing in raptors and black bear. Magnificent eagles can be viewed through one way glass in the largest flight cage if its kind in Canada.
You will learn about Vancouver Island wildlife by booking a large group tour or just visit the centre on your own. Make sure you visit our gift shop.
Volunteers are essential to the centre, so be sure to consider giving of your time to this worthwhile cause. Even the youth can participate in volunteering by joining our Green Teen Junior Docent Program.
This is truly a "Wildlife Experience for the Whole Family"
Take a virtual tour with us in the video below:


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75 Arlington Street
Boston, MA 02116
In their spacious digs in the Paine Furniture Building in Park Square, Davio's, Boston's only Northern Italian Steakhouse, offers an extensive menu of the finest seafood and the best meats available. With its high ceilings, majestic columns and floor to ceiling windows overlooking Arlington and Stuart Streets, the dining room's urbane sophistication remains true to the integrity of this landmark Back Bay space.
The 9,000 square foot space also features an enormous display kitchen complete with an in-house bakery, a temperature-controlled wine room housing more than 300 bottles, and a myriad of private dining rooms for parties from ten to 100.
The NECAT Culinary Experience
On Thursday, March 26th local chefs will gather to raise funds for the New England Center for Arts and Technology ...
Get Your Scotch On at Davio's
If you love scotch (and who doesn't, really?) then you'll want to head to Davio's on Tuesday ...
Eat All the South End Things
A diverse and tasty array of restaurants from the South End (and beyond) will be coming together at the Cyclorama ...


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Retired Orange County Superior Court Judge Donald McCartin said in an interview Monday that he was not surprised his death sentence on triple murderer Gregory Allan Sturm was reversed by the California Supreme Court.
Sturm was convicted in the deaths of Russell Williams, 21; Chad Chadwick, 22; and Darrell Esgar, 22, during a $1,100 robbery at a Super Shops store in Tustin on Aug. 19, 1990. He admitted the holdup and killings but denied planning the murders, saying he was acting under the influence of drugs, including cocaine.
The high court on Monday cited as reasons for the reversal improper remarks made by McCartin against the defense lawyer and some expert witnesses for the defense, as well as the judge's mischaracterization of the murder case to the jury.
McCartin, 80, said he had not reviewed the decision but was not surprised at the reversal because he had recommended against a second death-penalty trial in 1993 and felt a life sentence was adequate.
"Mr. Sturm had a clean record and the first jury was 10-2 for life (without parole)," McCartin said. "I got everybody together and told the district attorney I didn't think the victim's families should go through the heartache of another (penalty) trial. The district attorney went ahead and got the verdict for a death sentence."
The Supreme Court quoted McCartin as criticizing Orange County Assistant Public Defender William Kelley, telling the jury at one point, "We have spent an inordinate amount of time whereby objections are raised with regard to questions by Mr. Kelley."
He also was quoted as saying, "It appears that I'm ruling against Mr. Kelley 99 times out of 100 but the reason I'm doing it is it seems to me that it is up to me to make the proper rulings."
Asked on Monday about his remarks concerning Kelley, McCartin said, "He wasn't one of my favorite defense lawyers."
During testimony by defense experts on the effects of long-term drug use, McCartin interrupted several times and made remarks about the experts contributing to the national deficit by accepting government grants, and that their results were so depressing that those in the court would have to take cocaine to combat the depression.
McCartin said Monday that he made remarks about the defense experts, including a pharmacologist and psychologist, in the second penalty-phase trial because he disagreed with what they stated as fact. He put it this way: "They told me there were pink dots, and I knew the dots were blue."
The judge also erred in telling the jurors that Sturm had been convicted of premeditated murder when he had been convicted of murder in the commission of a felony, the high court said.
The court concluded, "It was reasonably probable that the second penalty-phase jury's verdict would have been different had the trial judge exhibited the patience, dignity and courtesy that is expected of all judges."
Justice Marvin Baxter said in a dissenting opinion that the death penalty should have been upheld and cited the murder weapon, blood-stained clothes and taped confessions.
"Evidence admitted at the penalty retrial identified (Sturm) as the person who robbed and killed three young men at the business where he used to work," he wrote.
"Each victim was bound and shot in the head execution-style from close range. (Sturm) evidently planned to use the money he stole from the cash register to buy drugs or a new motorcycle. The jury knew that at least two of the victims cried or begged for mercy before they died."


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Services Unavailable
Due to maintenance of our physical plant, all IT Services at Cayuga Community College are currently offline for maintenance. All IT services will be restored by 8:00 AM, Monday, June 1. The following services are impacted:
- Website
- MyCayuga
- BlackBoard
- Library Databases
- Admissions Online Application
- Banner
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IT will be working to bring services back online as quickly as possible. This page will be updated as services are restored.
Service Updates
Check back to this page for service updates throughout the weekend.
May 26 – 3:00 PM
Starting at 4:00 PM on FRIDAY, MAY 29, ALL IT services will be unavailable.
May 30 – 7:40 AM
Significant Progress has been made. Internet Connectivity is working. Anticipate Website and BlackBoard working by 10AM.
May 30 – 9:15 AM
BlackBoard is working. Go to http://ccc.open.suny.edu/


text: You are viewing Favorites - 60 of 180 Steve-O drunk on Carolla By That Happened! It's not really that funny, more sad. But, it happened. Published April 14, 2008 9.1k views More Info » Full Credits That Happened! Uploader Stats & Data 222 Funny Votes 255 Die Votes 9,103 Views Published April 14, 2008 Categories: Real Life Keywords: steve o Adam Carolla Show jackass Up Next: Worst Rap Battle Ever AUTOPLAY Up Next In: 10 Adam Carolla, Novelist Adam Carolla does the Morning Infidelity The Car Show - Adam Carolla: Most Embarrassing Moment in a Car Adam Carolla talks about his first car Follow Facebook Twitter Tumblr Instagram Browse Related Comments Favorites 30+ more View All ▶ Dope Show 180+ more View All ▶ 2970+ more View All ▶ That Happened! Vaguely Related Videos Vaguely RelatedPics & Words Advertisement Advertisement From Around the Web ZergNet


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Democrats in New Hampshire wasted no time in attacking conservative and four term State Representative Marilinda Garcia when she announced she will run for election yesterday in the state's second congressional district. Garcia was elected for the first time in 2006 at the age of 23 and already has an impressive resume of successes including serving as Majority Whip for the Committee on Legislative Administration and is on the advisory board for GOPAC, a group dedicated to supporting young Republican leaders. She currently serves on the Finance Committee and received a Master of Public Policy from the Harvard Kennedy School of Government in 2010. She believes economic and social values are equally as important to each other when it comes to how they affect the nation and its health.
"I don't think you can separate them and expect to be able to preserve limited government and basically individual freedom," Garcia said in the November 2011 issue of Townhall Magazine, adding that people who don't have a strong family structure or community support system logically turn to the government for help, whether its for monetary assistance, mental or physical health and education.
Despite her impressive background, immediately after her announcement Monday morning Democrat Peter Sullivan, a prominent New Hampshire State Representative, took to Twitter and compared Garcia to reality star Kim Kardashian (who has a sex tape) and talked about her "stiletto heels."
@katbeep She's Al Baldasarro in stiletto heels, a lightweight and O'Brien clone.
— Peter Sullivan (@CitizenSullivan) November 25, 2013
Bill O'Brien + Kim Kardashian = Marilinda Garcia #nhpolitics
— Peter Sullivan (@CitizenSullivan) November 25, 2013
The Democratic war on women continues.
H/T NH Journal
|Katie Pavlich is the Editor at Townhall.com. Follow her on Twitter @katiepavlich. She is a New York Times Best Selling author. Her new book Assault and Flattery: The Truth About the Left and Their War on Women, will be published on July 8, 2014.
"Mamas, don't let your babies grow up to be brainwashed government dependents. Buy this book!" says Michelle Malkin.
"This is a thorough and gutsy book that should help set history straight." - Mark Levin
Buy Katie's book today and help us keep the pressure on the Left.
Author Photo credit: Jensen Sutta Photography
What Liberals Can Learn About How To Succeed At Life From Female UFC Champ Ronda Rousey | John Hawkins


text:
Allison Najman, Web Producer at Raleigh, NC Communications Agency Capstrat recently posted a great article on 'Five Things You Can Do with LinkedIn.' I was fortunate enough to address the NC Public Relations Society at Capstrat last month, where Allison says she got the inspiration for the article.
On Tuesday, April 13, join PRWeb and iContact for a live, in-person seminar, where you will learn how to build strong relationships with your customers and drive new customer traffic to your web site. The seminar will be held from 9:00 AM to 4:00 PM in Las Vegas.


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MOVIEmeterSEE RANK
Up 8,068 this week
Federal Agents vs. Underworld, Inc. (1949)
Approved | | Crime, Drama | 29 January 1949 (USA)
The female leader of an international crime ring steals a valuable artifact that can give her the power to control men's minds. Federal agents are dispatched to get it back and stop her evil plans.
Director:Fred C. Brannon
Writers:Royal K. Cole (original screenplay), Basil Dickey (original screenplay), 2 more credits »
Stars:Kirk Alyn, Rosemary La Planche, Roy Barcroft | See full cast and crew »


text: 104 Common Pointes Malapart Heights, Lafayette, LA 70507 Status: Off Market MLS#: 12234067 Contact Email this listing Share on Pinterest Share on Google+ Share on Facebook Share on Twitter Calculate Mortgage Print Flyer Get Directions Request a Showing Off Market 104 Common Pointes Lafayette, LA 70507 is no longer on the market or has been removed from the MLS. Similar to 104 Common Pointes : Ask an Agent About 104 Common Pointes * Required fields Send Your Question × Monthly Payment Estimator Price: Down Payment: % Loan Amount: Loan Type: 30 Year Fixed 15 Year Fixed 5/1 ARM Interest Rate: % Est. Tax & Insurance: % ($/mo.) Est. Monthly Payment: $478 per month × Email a Listing 104 Common Pointes, Lafayette LA, 70507 From: Name: Email: To: Name: Email: Subject: Message: Take a look at this property I found on KeatyRealEstate.com: http://www.keatyrealestate.com/homes/104-Common-Pointes/Lafayette/LA/70507/21481672/ Send a copy of this message to me Send Email


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Famous quotes by George Eliot, Romola, 1863:Sort:PopularA - Z
|Our deeds are like children that are born to us; they live and act apart from our own will. Nay, children may be strangled, but deeds never: they have an indestructible life both in and out of our consciousness.
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text:
Ever thought deeply of what Jesus really means to you?
Here is what the Monarch of the Universe means to me- He is my light...that means I have Direction, I could never miss my way
That means I have revelation, I can see what others cannot see cos he lives in me and is my light of life
That also means I have development, I improve,I get better and better, I make progress and I am ever advancing...wow what a life
Why don't stop a while, give it a deep and sincere thought and then share it with the whole world what Jesus really means to you!
Happy celebration!
wow, thank you pastor Oge mma, i love you!
Jesus means love to me, and love is everything to me. It is in the morning that when i open my eyes, i start to think of His love. when travelling across the country, admiring nature, i feel His love, sitting on the table having dinner alone at home, i taste His love. in all i do, His love is there, to ensure my success, prosperity and good health.
without His love im nothing, without Him im nothing.
I love my Jesus, and He is everything to me.He is super Wonderful amd super amazing, in my life.
thank you mma,
thank you pastor
Jesus is my reason for living he is my everythng.
thank you
Thank You Pastor, to me Lord Jesus means the existance of all things, the Truth and my personal Pal.
He means all to me.
thats something that ever meant everything to me, Loveworld Music Ministry
Jesus means LMM to me
He means EVERYTHING
He mean the world and X5 to me
Atmosphere of miracles, oh praise God
He means Heaven tome


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Currently viewing the tag: "Jimi Hendrix"
Monday Morning JETLawg
On February 14, 2011 By JETLaw January 26, 2014
In the news. . .
Scramble ensues to get rights to "Girl With The Dragon Tattoo" trademarks.
Obama issues executive order establishing two interagency advisory committees to oversee enforcement of IP rights.
Judge gives new life to EchoStar's patent counter-attack against TiVo.
$1 billion copyright infringement lawsuit against Continue Reading →
Monday Morning JETLawg
On October 18, 2010 By JETLaw August 21, 2013
In the news. . .
Film companies threaten copyright infringement lawsuits against PETA over the animal rights group's repeated unauthorized use of film clips in their advertising campaigns.
British judge refuses to dismiss plagiarism lawsuit against J.K. Rowling, stating plaintiff claiming Rowling stole ideas for "Harry Potter" from obscure fantasy book [...]Continue Reading →
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text:
Midwest Hammered By Second Major Snowstorm
Residents begin the process of digging out after a snowstorm hit the... News PhotoBeginnings,Blizzard,Civilian,Cold Temperature,Digging,Horizontal,Ice,Kansas,Midwest USA,Snow,USA,Weather,WinterPhotographer Julie DeneshaCollection: Getty Images News 2012 Getty ImagesMERRIAM, KS - FEBRUARY 26: Residents begin the process of digging out after a snowstorm hit the midwest February 26, 2013 in Merriam, Kansas. This is the second major snowstorm the midwest has seen this week dropping a half-foot or more of snow across Missouri and Kansas and cutting power to thousands. (Photo by Julie Denesha/Getty Images)


text:
Heavy rain fell over Central Texas Wednesday evening and Thursday morning. The storms caused flooding, power outages and closed many low water crossings around town.
Emergency crews responded to several water rescues overnight. So far no injuries have been reported.
We asked our viewers to send in photos of the rain. Send your photos to firstname.lastname@example.com.
Mobile users can go here to see the photos.
Read or Share this story: http://www.khou.com/story/news/local/photos/2014/07/24/12225570/


text:
Posts tagged with "blogs for readers"
Posted by daccurso on 06/01/11
Looking for a good book to read when you join our summer reading program? We have blogs for that!
Take a look at the following blogs on our website that cater to readers like yourself.
Staff Choices - Latest book recommendations by library staff
What A Girl Wants - Chick Lit, Mommy Lit, and more
Past Perfect - History gets novel
The Spy Who Blogged Me - The blog for thriller aficionados
Fell Through the Stacks - Library gems you might have missed


text:
From the Archive: As Israel again "mows the grass" in Gaza – taking revenge on Palestinians for firing crude missiles into Israeli territory – the myth upon which the Jewish government stakes its claim to the land is front and center. But the myth faces challenges even inside Israel, as Morgan Strong reported in 2009.
Right Wing
Challenging Israel's Myths
A carefully cultivated mythology sustains Israel's territorial claims to Palestine and rationalizes Israel's ethnic cleansing of millions of Palestinians from the land. Challenges to those myths are typically met with fierce counterattacks, as Lawrence Davidson discovered.
Likening Palestinians to Blades of Grass
Exclusive: Israeli hardliners joke about the periodic need to decimate each new generation of Palestinian militants as "mowing the grass," a process underway again in new bombardments of Gaza. This ugly metaphor has also penetrated the think-tank world of Official Washington, as ex-CIA analyst Elizabeth Murray learned.
Death Knell for a Failing Paradigm
The death and destruction from Super Storm Sandy – this time inflicted near the U.S. power center of New York City – are warnings of what's in store if the global-warming deniers continue to obstruct action. Future devastation will shatter the creaky framework of modern civilization, says Phil Rockstroh.
Separating War from the Vets
On Veterans Day, Americans make a point of thanking men and women who have served in the U.S. Armed Forces. But this appreciation has the effect of shielding today's perpetual warfare from the critical examination it deserves, writes former Marine Matthew Hoh.
The Neocons' Waterloo
Exclusive: The last week has witnessed what might be called the Neocons' Waterloo as their bid to reclaim power was beaten back by President Obama's reelection and their last major government ally, CIA Director David Petraeus, resigned amid a sex scandal, Robert Parry reports.
'Citizens United' Still a Threat
The hundreds of millions of dollars from billionaires seeking to control the outcomes of Campaign 2012 largely failed as their preferred Republicans mostly went down to defeat. But these gushers of money remain a threat to American democracy, says Michael Winship.
Protests Mount over Keystone Pipeline
Environmentalists and the oil industry continue to clash over the Keystone pipeline and the plan to pump Canadian tar sands through the U.S. to the Gulf of Mexico, amid new reports on the plan's environmental harm, reports William Boardman.
Re-elected Obama's Pluses and Minuses
There were positives in Barack Obama's reelection, particularly the rejection of many reactionary Republican policies and offensive tactics, but Obama's second term may be beset by many of the same failings as the first, writes Lawrence Davidson.
Telling an Untold US History
Over the decades, the U.S. has grown into a place of myth and outright lies rather than empiricism and reliable history. In a new book and TV series, director Oliver Stone and historian Peter Kuznick challenge the faux reality, says David Swanson.


text: Publications Search Results Users may wish to consult What's Included in the Bibliography. Results 1 - 1 Results per page: 25 50 100 Sort by: Pub Date (newest) Title Recent Additions Author Clear All Pub. Year Citation 1996 Hilton, L., Shelton, J. The impact of AFDC on living arrangements. Mimeo. Export Options: RIS EndNote XML [1]


text:
Every button in wp admin to upload a file or image (insert image in post, or feature image, or insert file) is giving you a black popup screen (suppose to be the media uploader) and then then it stays like that, without loading the media uploader. Disabling other plugins etc does not solve the issue. I really need some1 that can help me fix this. Theme works good on 3.2, but now am already upgraded to 3.4.
Check that safe_mode = off on your server
SyamilMJ said
Thank for your reply. I did that and the feature image starts working (but i have to 'open it in a new page') otherwise when you click on feature image, the media uploader does not appear.
This is what is now in my functions.php:
<?php/* * Sets up the theme by loading the Alliase class & initializing the framework * which activates all classes and functions needed for theme's operation. * * @package Alliase * @subpackage Functions */
- Load the Alliase class. require_once( TEMPLATEPATH . '/framework.php' );
'name'=>'Widgets Tell a Friend',
'before_widget' => ' ',
'after_widget' => ' ',
'before_title' => '
'after_title' => ' ',
- Get theme data. $theme_data = get_theme_data( TEMPLATEPATH . '/style.css' );
- Initialize the Alliase framework. Alliase::init(array( 'theme_name' => $theme_data['Name'], 'theme_version' => $theme_data['Version']
/* * Get rid of "Cheatin' uh?" error * note: this will create a persistent "Hello World" post */ function aq_cheatin_uh(){ $id = 1; $check = get_post($id); } add_action('init', 'aq_cheatin_uh');
if(! $check ) {
$post = array(
'post_title'=>'Hello World',
I would love to help, but why did you update your WP when the author did not explicitly state whether the theme should work in 3.4 or not, or at least wait for his updates?
If you still need my help, feel free to contact me through my profile page and I'll reply with a quote.
SyamilMJ said
I would love to help, but why did you update your WP when the author did not explicitly state whether the theme should work in 3.4 or not, or at least wait for his updates?
If you still need my help, feel free to contact me through my profile page and I'll reply with a quote.Cheers
Hi, Forgot to check if the theme was compatible. I sent you the email.
If any 1 has a solution to fix this please let me know.
Pretty sure that WP 3 .4.1 will solve your issues
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Report: Russia to send marines to Syria
MOSCOW Two Russian navy ships are completing preparations to sail to Syria with a unit of marines on a mission to protect Russian citizens and the nation's base there, a news report said Monday. The deployment appears to reflect Moscow's growing concern about Syrian President Bashar Assad's future.
The Interfax news agency quoted an unidentified Russian navy official as saying that the two amphibious landing vessels, Nikolai Filchenkov and Caesar Kunikov, will be heading shortly to the Syrian port of Tartus, but didn't give a precise date.
The official said the ships will carry an unspecified number of marines to protect Russians in Syria and evacuate some equipment from Tartus, if necessary.
Each ship is capable of carrying up to 300 marines and a dozen tanks, according to Russian media reports. That would make it the largest known Russian troop deployment to Syria, signaling that Moscow is becoming increasingly uneasy about Syria's slide toward civil war.
Interfax also quoted a deputy Russian air force chief as saying that Russia will give the necessary protection to its citizens in Syria. "We must protect our citizens," Maj.-Gen. Vladimir Gradusov was quoted as saying. "We won't abandon the Russians and will evacuate them from the conflict zone, if necessary."
Asked whether the air force would provide air support for the navy squadron, Gradusov said they will act on orders.
The Defense Ministry had no immediate comment, and an official at the Black Sea fleet declined to comment.
Asked if the Pentagon is concerned about the plan, officials in Washington said it depends on the mission. They had no comment on the stated goal of protecting Russian citizens and the Russian military position there, something the U.S. would do in a foreign country if in a similar situation.
"I think we'd leave it to the Russian Ministry of Defense to speak to their naval movements and their national security decision-making process," said Capt. John Kirby, a Pentagon spokesman, adding that it's not the business of the U.S. Defense Department to "endorse or disapprove of an internal mission like that."
What would greatly concern the U.S., he said, is if the Russian naval ships were taking weapons or sending people to support the Assad regime in its crackdown.
"The secretary of defense (Leon Panetta) remains concerned about any efforts by external countries or external organizations to supply lethal arms to the Syrian regime so that they can turn around and use those to kill their own people," Kirby said.
rtus is Russia's only naval base outside the former Soviet Union, serving Russian navy ships on missions to the Mediterranean and hosting an unspecified number of military personnel.
Russian officials have said that other Russian navy ships that have called at Tartus this year also had marines on board, but it has remained unclear whether they rotated the troops at Tartus or simply protected the ships during their mission and returned home.
Russia also has an unspecified number of military advisers teaching Syrians how to use Russian weapons, which make up the bulk of Syrian arsenals.


text:
Should Nvidia add Eyefinity to their Fermi boards?
View Single Post
Xion X2
Registered User
Join Date: May 2006
Location: U.S.
Posts: 6,701
Re: Should Nvidia add Eyefinity to their Fermi boards?
now, on to things that matter: I am McLovin your "r e f l e X i o n" project!!!!!! You still need a GPU block sponsor?
Thanks for the kind words.
Yeah, I'm still looking for some GPU blocks. I was in contact with Eddy and had an initial conversation that looked promising, but he's no longer returning my emails for the past week and giving me the impression that he's not interested. PPCs told me they were at their sponsor limit for the moment when I approached them about it. Also been in contact with sidewinder with no luck. Bill is the only one who's been responsive thus far.
If you know of anyone who could hook me up with some blocks, please let me know. As you know, this stuff can become quite expensive when it's mostly out of pocket.
Originally Posted by
I do not have the top ATI card in MY hands to compare and test. Do you have a Geforce 295 AND ATI's top card in YOUR hands to test? No? Then the proper thing for either of us to say is it APPEARS as we are going off of third hand information.
Come on, Darth. You don't seriously believe that every single review site out there is being coerced by ATI's purse strings, do you?
Most reviews that I've seen put it out ahead of the 295 much further than that.
Anyhow, it's not really important. In due time we'll all find out what's up.
Mod on.
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COL BKB: Wake Forest 83, Radford 61
December 30, 2008
Jeff Teague had 19 points Tuesday in sixth-ranked Wake Forest's 83-61 victory over Radford.
Al-Farouq Aminu added 18 points for the unbeaten Demon Deacons (12-0). James Johnson had 12 points and 12 rebounds for Wake Forest.
Artsiom Parakhouski had 15 points and 16 rebounds for the out-manned Highlanders (4-9), who have lost five of six. Joey Lynch-Flohr and Kenny Thomas each added 14 points.
Source: upi


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Cheap EEK to Dothan flights
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Route information for flights from Eek AK to Dothan Regional.
3,914.92 miles
DHN - Dothan Regional Airlines
Browse the most popular airlines servicing the Dothan (DHN) airport. Visit their flights pages to learn more about the most popular routes these carriers fly.


text:
1.5 Million In Grants Awarded To Weill Cornell
Weill Cornell Medical College announced today that it is a Grand Challenges Explorations winner, an initiative funded by the Bill & Melinda Gates Foundation. Researchers at Weill Cornell have been awarded three research grants totaling more than $1.5 million. Weill Cornell's Dr. Juan R. Cubillos-Ruiz, a postdoctoral research associate in medicine in the laboratory of Dean Dr. Laurie H. Glimcher, will pursue an innovative global health and development research project titled, "Tailored Nanodevices to Understand Resistance Against HIV," Dr. Carl Nathan, chairman of microbiology and immunology and R.A. Rees Pritchett Professor of Microbiology, will investigate "Sequestration and asymmetric distribution of irreversibly oxidized proteins in Mycobacterium tuberculosis (Mtb)" and Dr. Kyu Rhee, associate professor of medicine and microbiology and immunology, will examine "Mining metabolosomes: A biochemical blueprint to new drug targets against non-replicating Mtb."
"Weill Cornell is honored to be selected as a multiple award winner of Grand Challenges Explorations grants for our groundbreaking research initiatives to combat devastating diseases like HIV and TB," says Dr. Glimcher, the Stephen and Suzanne Weiss Dean of Weill Cornell Medical College and provost for medical affairs of Cornell University. "We thank the Bill & Melinda Gates Foundation for continuing its generous support of our pioneering and innovative researchers whose work is truly making a difference on a global level."
"Our research team is thrilled to receive this prestigious award from the Bill & Melinda Gates Foundation in support of our HIV research efforts," says Dr. Cubillos-Ruiz, a senior postdoctoral fellow in the laboratory of Dr. Glimcher. "We aim to use cutting-edge nanotechnology tools to unveil the biological mechanisms that some individuals have to exert powerful resistance against HIV. We hope our novel research strategy paves the way for designing and developing a functional cure for HIV."
"Three to four people die of tuberculosis each minute. Dr. Rhee and I sincerely thank the Bill & Melinda Gates Foundation for its dedication to improving the mortality rate and health of people in our nation and around the globe with TB through innovative research projects," says Dr. Nathan. "With the Foundation's help, we hope to improve our understanding of TB and find more effective and faster-acting drug therapies for TB with shorter treatment cycles."
Grand Challenges Explorations (GCE) funds individuals worldwide who are taking innovative approaches to some of the world's toughest and persistent global health and development challenges. GCE invests in the early stages of bold ideas that have real potential to solve the problems people in the developing world face every day. Dr. Cubillos-Ruiz, Dr. Nathan and Dr. Rhee's projects are three of over 80 Grand Challenges Explorations Round 9 grants announced today by the Bill & Melinda Gates Foundation.
"Investments in innovative global health research are already paying off," said Chris Wilson, director of Global Health Discovery and Translational Sciences at the Bill & Melinda Gates Foundation. "We continue to be impressed by the novelty and innovative spirit of Grand Challenges Explorations projects and are enthusiastic about this exciting research. These investments hold real potential to yield new solutions to improve the health of millions of people in the developing world, and ensure that everyone has the chance to live a healthy productive life."
To receive funding, Dr. Cubillos-Ruiz, Dr. Nathan and Dr. Rhee and other Grand Challenges Explorations Round 9 winners demonstrated in a two-page online application a creative idea in one of five critical global heath and development topic areas that included agriculture development, immunization and communications. Applications for the current open round, Grand Challenges Explorations Round 10, will be accepted through November 7, 2012.
Dr. Cubillos-Ruiz and his team's Phase I $100,000 funded research project will use a highly innovative nanopore-based assay to identify novel biomarkers reflecting the multifactorial processes that trigger potent HIV suppression. Dissecting these unique molecular signatures may enable the research team to design and develop improved clinical strategies for enhancing resistance against HIV. According to Dr. Cubillos-Ruiz, a small proportion of HIV infected individuals called "elite controllers" demonstrate "spontaneous" long-term control over the virus in the absence of treatment. However, the biological mechanisms underlying this important phenomenon remain poorly understood. Dr. Ruiz will work in close collaboration with other scientists at Weill Cornell, The Methodist Hospital in Houston and The Ragon Institute of MGH, MIT and Harvard.
Dr. Nathan and his research team's Phase II $646,688 funded project will test their hypothesis that tuberculosis is able to exit latency by distributing damaged proteins to a senescent cell lineage, while more functional proteins are diverted to a lineage with full replication potential. His team believes regulating this post-latency cell division could be the target of novel drug therapies. Phase I of Dr. Nathan's study used biochemical methods and time lapse photomicroscopy to demonstrate that Mtb accumulates irreversibly oxidized proteins when its replication is blocked. These proteins then form small aggregates that fuse into larger ones. One member of the progeny pair retains the aggregates when cell division resumes. The new Phase II study will identify genes that control this process. Dr. Nathan's research team includes Weill Cornell's Julien Vaubourgeix and Dr. Gang Lin.
Dr. Rhee's Phase II $782,724 funded research project will test the theory that tuberculosis utilizes metabolosomes, which are protein-based metabolic structures, to enter into, maintain and exit from latency. Understanding how metabolosomes work will aid in development of drugs that target TB. This project's Phase I research demonstrated that "latent" or non-replicating Mtb undergo a metabolic remodeling that is accompanied by the reversible formation of enzyme-based protein structures (metabolosomes). In Phase II, Rhee and colleagues will characterize and test the essentiality of a prototypic metabolosome as a potential target whose inhibition could lead to development of new and highly needed treatment-shortening drugs.
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Home > COLLECTIONS > Nike > Apparel > Women's > Basic > Nike Miller LS Women`s Top (Item #519833100)
Nike Miller LS Women`s Top
Item #519833100
Our Price $42.00
Get out the door with this lightweight long-sleeve tee. Soft, Dri-FIT fabric provides the comfort and moisture management needed to help log the miles. Mesh insets at the sides provide maximum ventilation. Reflectivity on left sleeve. Cord management reflective loop on upper back. #1.5 Swoosh design trademark in reflective heat transfer material at the left chest and Dri-FIT trademark heat transfer at the lower front hem.
Body: Dri-FIT UV protective. 160g. 100% polyester (100% recycled) basic interlock. Body (heather): Dri-FIT UV protective. 160g. 50% polyester 50% polyester basic interlock.
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