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Tips and Tricks for Surviving and Thriving in the Classroom
Are You Ready to Become a Successful and Competent Classroom Teacher? "Do You Want to Know How to Use the Tricks of the Trade to Engage Your Students Effectively All of the Time Without Struggling With Discipline and Classroom Management Issues? The following ten teaching reports were written to give YOU strategies and tips for taking control in the classroom so you and your students can enjoy each and every day together. Based on reading hundreds of responses of new teachers and areas of difficulty, these special teaching reports provide the coaching and teaching tips designed help you approach your classroom with confidence. You'll ...
Yes! You Can Teach K-12 English Language Learners Successfully
Dear Teachers: You want to engage your English language learners (ELLs) so they are constantly on-task even if they don't know a lot of English. How can you do this without discipline problems and have you and your students still enjoy every lesson? It begins with this booklet and its 100 classroom-tested tips based on my last 15 years experience as an ESL teacher and teacher-trainer. Each suggestion provides key advice to help you confidently teach your English language learners in any learning context. You can use these ideas on an as-needed basis, or to deal with specific troubleshooting areas. This booklet addresses some of the major issues ELLs teachers just like you deal ...
An Inteview with Diane Barone
Professor Diane M. Barone is one of my favorite researchers when it comes to understanding how to cater effectively to English language learners. (ELLs) She has so much to offer new teachers on the subject and I spend a lot of time reading her books, which has helped with some of my research questions and writing. She has been gracious enough to provide in-depth answers to my questions on teaching ELLs. She has even been more gracious to answer any more questions, which you can either email to me or leave in the comment box. So with a round of applause, let's welcome Diane ...
7 Ways to Motivate Your English Language Learners (ELLs) and Avoid Discipline Problems!
Successfully teaching a second language would not be able to occur without a key factor – motivation. Rod Ellis defines motivation as referring to "the efforts which learners put into learning a second language as a result of their need or desire to learn" (Ellis, 1995). The two main types of motivation, intrinsic and extrinsic, can affect the learning process. Intrinsic motivation is task motivation that derives from an inherent interest in the learning tasks while extrinsic motivation refers to the external influences that affect the strength of learner's motivation such as that which comes from teachers and parents. While some students ...
What's NewWhat I'm Working On: A Life Stories Curriculum/Program on Enhancing the Diversity of Voice
If you're new here, you may want to subscribe to my RSS feed. Thanks for visiting!"Words...Upcoming Presentation for Teachers in Pittsburgh: Increasing Collaboration between General Education and ESL teachers
Numbers of English language learners have significantly jumped in the past few years...Upcoming Presentation: Helping ESL college students Get Thru and Stick Like Glue! – Best Practices for Differentiating Writing Tasks
Many ESL students do not like to write; nor do they enjoy the writing process. When...Read More Posts From This Category
Writing and ProductsFreelance Writing Services
As a freelance writer, Dorit Sasson specializes in educational writing, which...Special Reports for Educators
Choose from a variety of inexpensive, instantly downloadable, Special Reports that...Tips and Tricks for Surviving and Thriving in the Classroom
Are You Ready to Become a Successful and Competent Classroom Teacher? "Do You Want...Read More Posts From This Category
ResourcesWhat You Need to Know about Supporting Academic Progress of Struggling Readers – Interview with Dr. Richard Allington
1. TDC: I have What Really Matters for Struggling Readers (2012 edition) in my hands right now, and I'd like to focus our short interview around parts of this book, which I found insightful. First, can you give the readers of the Teachers' Diversity Coach a few words about your teaching background/research expertise and what specifically... [Read more of this review]5 Ways to Teach Diversity in the Classroom
In my experience, young children are generally colorblind when it comes to other children of different skin colors and cultural backgrounds, but the older they get, the more they tend to gravitate to other children who look and think like them. This is one of many reasons it's important to teach diversity in the classroom to help children of all ages... [Read more of this review]Collaboration between ESL and General Education Teachers is Key for Student Support
With today's fast paced student packed classrooms the importance of collaboration between ESL (English as a second language)and general education teachers is the answer to find support. There is an understanding that accelerating the curriculum stirs up more disarray in the classroom and does not offer support to struggling ELLs (English Language... [Read more of this review]Interview with Julia Thompson: New Teacher Tips on Catering to Diverse Classes, Teenagers and ESL Students
For those of you who haven't heard about Julia Thompson, she is one of the greatest teachers and teacher-trainers I have ever met. I first "met" Julia over at TheApple, where she is a regular blogger and I blog there as well. Last summer, she asked me to write a blurb for her new book, Discipline Survival Guide for the Secondary... [Read more of this review]3 Tips to Help You Become a Good Teacher: Create Relatable Lesson Plans
What's the difference between a good teacher and and a good educator? A good teacher doesn't just teach a good lesson, but also aims to educate his/her students. Learning how to become a good teacher isn't only about practicing how to write interesting motivating lessons, but also about finding unique ways how to motivate the students... [Read more of this review]Why ESL Students Aren't Performing Well on High-Stake Tests and 3 Instructional Strategies for Helping Them
ESL learners aren't reaching the level of proficiency they need in order to succeed on the high-stake tests, which is causing teachers frustration, feelings of inadequacy and general ineffectiveness. Sounds familiar? I'm sure you want to support these students in the best way you possibly can, but it is counterproductive to speed up... [Read more of this review]Hard Decisions About Teaching with Emotion: How to Choose the Best Teaching Methods that Prevent Discipline Problems
Classrooms thrive when teachers know who their students are. The most difficult "conversations" for a new teacher to have are the ones that require they extend something of themselves – not just knowledge, but their humanity – to a student. Yet, these conversations are one of the greatest way to prevent discipline problems. The... [Read more of this review]3 Top Reasons New Teachers Need a Coach
You are in a new school, new people, new expectations and you may be feeling you are all alone with no one who knows how you feel. You have taken the training, teacher certification, received your degree, but you don't know how to effectively communicate to your students. In these cases, a coach for new teachers can give you support, guidance... [Read more of this review]Teaching Tip of the Day: Building Background Knowledge = Deeper Reading Comprehension for English Language Learners
If you're having a problem getting your English language learners to understand more of what they read, you'll probably need to spend more time building background knowledge. English language learners do not have the same background knowledge that their native English speaking peers do, so it is essential that you create opportunities for... [Read more of this review]Interview with Drs. Maria Dove and Andrea Honigsfeld: Authors of Collaboration and Co-Teaching: Strategies for English Language Learners
Recently, I had the pleasure of interviewing Drs. Andrea Honigsfeld and Maria Dove, who were gracious enough to provide readers of the Teachers' Diversity Coach, insights and information on teacher collaboration and on their new book, Collaboration and Co-teaching: Strategies for English Learners. In the past few years, collaboration between... [Read more of this review]Interview with Professor Diane Barone – How to Integrate English Language Learners
Read on for more information for tips and information presented by Diane Barone, who is a foundation professor of literacy at the University of Nevada, Reno on integrating English Language Learners in your general education class. Professor Diane Barone is also a member of the board of the International Reading Association. In 2008, Dr. Barone was named... [Read more of this review]3 Lesson Planning Tips on How to Integrate Challenging Students in Your Diverse Classroom
Each of our students carries an "emotion backpack" on their backs as they enter your lessons. When we have them look forward to our lessons, they will carry that backpack with intrigue, laughs, feeling/recollection of success and achievement having understood a difficult concept for the first time. Lesson Planning Tip #1: Getting Started Be honest... [Read more of this review]Motivating ESL Students: Focus on the Basics
Finding ways to motivate students can be difficult as a new teacher. However, inspiring a desire to learn can be exponentially more difficult with a classroom of students just beginning to learn English. Many aspects of communication taken for granted with native English-speaking students are completely wiped away when working with ESL students, and... [Read more of this review]Why Non-Fiction is Important to Reading and Learning
Children learn by taking in pieces of information and categorizing them. They do this all through their schooling years. When they reach puberty they take this information, make sense out of it, and think critically with it. As a child grows, he or she adds to that warehouse of information. Unfortunately, many high school and college students do not... [Read more of this review]Six Ways to Choose the Best Teaching Approach That's Right For You!
There are many ways which you already know on how to engage students in the learning process. But the key is to choose the one that best suits your personality and style. You won't be able to please ALL parents, teachers and administrations so it's important to work with a teaching approach (or approaches) that is/are right for YOU! 1.... [Read more of this review]You Need a Weekly Lesson Plan
Business people and marketing teams all have weekly plans. Why shouldn't you start the first few weeks of school off right with a weekly lesson plan? Most new teachers starting out with a new class can honestly look back on their first year and say that the hardest part of teaching is working the ropes of classroom management. Many feel that... [Read more of this review]15 Ways For Teachers to Get Organized For the Beginning of the School Year
All teachers need a user-friendly system to help stay on top of the endless marking, checking and workpages. Plan as thoroughly as you can and if you don't already have one, develop a system of organization. It's truly amazing how much paperwork and marking goes into the first year. It's easy for a new teacher to feel overwhelmed... [Read more of this review]How to Become a Good Teacher
I always say that experience is the best teacher. Unfortunately, experience in the classroom works in odd ways for each individual teacher. The success of my personal journey was all about a series of ups and downs. Often at times, I was faced with impatient parents, troubling and sometimes difficult students and a system that went only so far as to... [Read more of this review]10 Ways to Become an Empowering Teacher
It's tough enough for new teachers to juggle between classroom management and lesson planning. Discipline problems can often wear you down leaving you stressed and doubting your successes. Here are ten ways to help you become that empowering teacher you've always aspired to be: 1. Start your day doing something completely different. One... [Read more of this review]An Inteview with Diane Barone
Professor Diane M. Barone is one of my favorite researchers when it comes to understanding how to cater effectively to English language learners. (ELLs) She has so much to offer new teachers on the subject and I spend a lot of time reading her books, which has helped with some of my research questions and writing. She has been gracious enough to... [Read more of this review]Read More Posts From This Category


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on Wednesday, 14 March 2012.
This weeks Blog Love is dedicated to one of my new favourite bloggers. In case you are new to my blog, Blog Love is a new feature that I have started in which I showcase some of my favourite bloggers, after all the best way I find to hear about new blogs is through trusted blogs I read. So far we have had some rather fabulous blogs who I have been reading for a while so I thought it was about time for a blog that was new to my reading list.
If you haven't done so already meet Bryony from Love Bryony.
I have only been reading Bryony's blog for a few months but I was immediately drawn in as her daughter Francesca is only a couple of months older than Mads. And is gorgeous but that is another matter entirely. I then started reading more about Bryony and soon found that we seemed quite similar- in fact her intro could have been written about me. Bar the Long Island Iced Tea part, I am more a mojito kind of girl!
Here is a little more about Bryony...
Tell us a little about your blog.
I've been blogging sporadically since I found out that Francesca was on the way in spring 2010, but I started this blog right at the end of my pregnancy. We've recently bought our dream house so I'm really into writing about all things interiors at the moment, but the main emphasis is on our gorgeous 15 month old daughter Francesca!
What do you love about blogging?
I love having somewhere to 'splurge' my brain - sometimes I'll be so proud of Frankie that telling everyone I know isn't enough... so I tell the whole internet aswell! It's just fab to have my own little corner of the internet. I also love the community, in the newborn days I would spend the night time feeds on twitter talking to lots of other lovely mummy bloggers which was a total life saver!
What blogs are you loving at the moment?
I'm Counting UFOs- This has been a firm favourite since I first 'found' parenting blogs. Steph is an amazing crafter, plus the butternut squash risotto recipe on her blog is now my favourite dinner!
More Than Toast- Alice's old blog was the first parenting blog I came across. She still updates about her gorgeous little girl Elfie (plus number 2 on its way!) but she also blogs about amazing food and her beautiful home!
Mummy, Daddy and Me Makes Three- (Obviously!) I only came across Katie's blog at the end of last year; I don't know how I missed it before! I love any blogger who's as attached to their camera as much as I am and it's lovely to see her little girl grow up as she's only a few weeks younger than Fran.
What inspires you?
Cheesy as it sounds – Francesca. She is amazing and she astounds me every single day with all the new things she learns, and obviously if it wasn't for her I wouldn't have my blog. All the other bloggers and twitters I talk to almost every day inspire me too – parenting is such an amazing job but it's also really hard and everyone has their struggles.
What five things couldn't you live without?
Family – Dean and Francesca make every single day fun (and challenging!) and I wouldn't have my life any other way.
iPhone – I wouldn't know what to do without the camera and constant access to Twitter and Instagram.
My Bath! – I love having a bath and after a tough day all I want to do is sink into bubbles.
Candles – Thanks to never ending nappies and our cat I almost always have a candle on the go, I love to have my house smelling beautiful.
Coffee Machine – Me and Dean treated ourselves to a coffee machine just before Frankie was born, I love our 'VIP coffees' on weekend mornings!
Your favourite post?
It's a hard one but I think it was this really recent one Flashback Friday- My 21st Birthday. It was so much fun to write and I loved looking through old photos.
So there is a little bit more about Bryony. If you haven't visited her blog before do go and say hi, she is very lovely and I am sure you will enjoy her blog just as much as I do.
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on Tuesday, 28 February 2012.
It is time for another Blog Love. If you haven't seen it before Blog Love is a new thing I have started doing which is all about sharing the love- I read so many wonderful blogs, both old and new, and it is my little way of showing how great they are. After all you may not read them and then by seeing blog love, you may just find a new blog to enjoy.
For Blog Love this time I have chosen a rather special blog and that is Mummy and the Beastie.
Hannah from Mummy and the Beastie is one of the first bloggers I ever really properly started talking too, I don't even know how it happened but soon we were emailing and tweeting each other non stop. We are quite similar in our goals and our outlook on stuff, and in Hannah I have met a great friend- one that I would now consider to be a friend in real life as well as in the world of blogging. We have met a few times now, and I would love to see her more but unfortunately time doesn't always allow for it.
Hannah has one little boy, called Beastie who is three, and is very soon going to be given birth to another Beastie Boy which is very exciting. She has documented her pregnancy through her bump diary which I have loved reading and she always has an interesting opinion on important topics such as breastfeeding versus bottle feeding.
Here is a little more about her..
I started blogging over a year ago rather randomly. I was chatting with my husband about business ideas and he mentioned that having a blog alongside the business would help keep it current within searches, etc. So following on from this discussion I looked into blogging and stumbled across mummy blogging and thought it might be worth a go. I started off on blogger and then my husband discovered a passion for designing headers and I eventually became self hosted. My blog is about my son affectionately known as 'Beastie' as you may have guessed from my name! its a journal of all things toddler related and will soon be filled with posts about our newborn who is due in the next few weeks.
I love the fact that it's my little space. I have had highs and lows with my blog and have thought about throwing the towel in a couple of times but on the whole I am proud of it. Some weeks I am flooded with inspiration and feel the instant urge to start typing my thoughts as they come into my mind, those ones always make the best posts in my opinion. Other weeks I has less to speak about and I might just be a little busy or preoccupied.
SAHMlovingit - This was one of the first blogs I discovered and still remains a favourite now, we are currently in the same boat being pregnant for the second time after talking briefly on Babycentre in our first pregnancies way before we even knew about blogging! I never tire of her fantastic, witty writing.
The Crazy Kitchen - This is an old favourite! there is a mixture of everything here from but it mainly features lots of mouth watering food that I am often jealous of and wish that I had the time/inclination to make. The lady behind the blog is a pretty nice lady too and has a lovely brood in tow.
Mummy Daddy and me Makes Three (this blog!). Katie was a fledgling blogger with me last year and we have grown through our blogs together. She provides lots of personality to her posts and she is the Mum of the gorgeous Mads who is the star attraction of her blog. She adds some humour and a touch of glamour to her blog as well as writing some heart warming letters to her little girl.
Dear Beautiful Boy - Often in collaboration with Katie, Lucy provides lots of prettiness with some truly poignant posts. She is a very good photographer and her blog showcases her work with the perfect muse, her son.
Corny but I would say my little family inspires me. I wouldn't have started a blog if I hadn't become a Mum nor would I have pursued it without the support of my husband. My blog has evolved over the last year and that is because of my daily (ok maybe not daily) inspiration that my family give me. Any news that I read that catches my attention inspires me to share it with my readers. I love the fact I can write about what I feel passionate about and make myself heard and generally receive such a fantastic response.
My iPhone - I feel naked without it. My hotmail needs to be at my finger tips and I like to have instant access online. Twitter is always not far behind and I can take or leave facebook but I need my phone with me. Not forgetting someone might text or call me?!
My MacBook - Bit of a theme here isn't there? My blogging world in encased in my laptop so I would be lost without it.
Tea - I love it and if I can't have a cup I really crave it. A cup just makes everything feel that little bit better...When I have a cold I go off it and I hate that.
GHD's - My hair has a slight kink and a penchant to go wild if not tamed properly sometimes. I look back at photo's as a teen and wonder how I stepped out of the house. I have never been one for blow drying my hair properly so GHD's take the faff out of it all. Since I have had my fringe however I can get away with a lot more and can sometimes avoid getting the straighteners out at all. I still couldn't bear it though if I didn't have them. I thought they were on the blink the other day and I almost went into panic mode, expensive to replace but the cheaper alternatives are no match.
My sunglasses - Unless it's pouring down with rain, I never leave the house without them. I squint at the slightest thing and even a bright grey day requires me to wear them, especially when driving.
After much consideration I have chosen this one as I enjoyed writing it and I feel quite passionate about it.
So there you have it, another one of my favourite blogs. If you haven't paid Hannah a visit, you fefinitely should go and take a little look now.
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on Thursday, 16 February 2012.
A couple of weeks ago I started a new little feature on 'Mummy Daddy and Me makes Three' called Blog Love. Basically Blog Love is all about celebrating the blogs out there that I love, whether new to me or ones I have been reading for ages. I primarily blog for me but I also really enjoy the community behind blogging- and although sometimes my reading list goes a bit out of control, I like to read at least a few other blogs a night.
This week it is the turn of the rather lovely.....
Emma at Mummy Mummy Mum is one of the first bloggers I started chatting to on twitter and she is so lovely and welcoming. I have been very lucky to meet her a couple of times in real life as well, at different events such as Cybermummy and the Tots 100 Christmas Party, and she is just as friendly in person too.
Emma has three beautiful children and sometimes I wonder how she does it- her blog is a mixture of funny stories, gorgeous photo's and really creative educational ideas. She also co-writes the very successful Science Sparks website with the lovely Multiple Mummy. Yes, she is one very busy lady.
Here is a little more about her...
Tell us a little about your blog-
My blog is full of entertaining (I hope) anecdotes about my three small children and the fun things we get up to. Recently I've started to get a bit more crafty and posted a few learning activities I've been doing with my 4 year old. I like to keep my posts quite light hearted and they are still very much child focussed. It has taken me a while to find my blogging niche and a place where I am happy to be, but for the moment I am enjoying finding my creative side.
I love my own blog as it captures so many moments of the last 10 months that I would have forgotten about otherwise. Its become my virtual scrapbook of memories, but what I LOVE about blogging is the huge community of like minded people. I know if I need advice or support someone is there, if I need inspiration for a craft someone can help. Blogging has definitely made me a better parent as it has opened my eyes to fun and educational activities you can do with children that don't need expensive toys or gadgets. The time I spend with my children is now much more quality time with me on their level playing and making things with them.
Through blogging I have met some great new friends and met some really inspiring people. I probably talk to some of my blogging friends more than my non blogging friends thanks to Twitter and Facebook.
We've also been lucky enough to receive some great toys to review, been on some fantastic days out and even to Butlin's, all thanks to blogging. It has definitely opened doors for me and made me a much more content stay at home mum.
These days I find myself mostly hanging around the crafty and educational blogs. I love Red Ted Art and The Imagination Tree. I go to visit Northern Mum when I need a laugh and Thinly Spread when I need inspiring. I also love of course Mummy, Daddy and Me, Multiple Mummy, The Crazy Kitchen and The Boy and Me who were all so welcoming when I first started blogging.
I also love Science Sparks, I'm so proud of what Kerry and I have achieved in such a short space of time.
Through blogging I have become a bit of a social media addict. I spend most evenings on Twitter, Pinterest or Facebook.My hope is that one day when Baby H starts school or maybe before I will be able to find some paid work in this area. I am using my blogs to learn as much as I can. I also love tinkering around with how my blogs look and learning about the technology behind them.
I've also been hugely inspired by other bloggers and the amazing things they do. One of the highlights of my blogging year was the Save The Children conference last year, seeing how blogging can spread the word and make a difference made me feel like I am part of something good. If I can make even a small difference to the world my children live in i'll be very happy.
My blog is of course mostly inspired by my children, who make me laugh everyday. I am so so proud to be their mum.
Obviously my family are most important, but am guessing you mean material items so here goes:
My iPhone - I never call anyone on it, but couldn't be without instant e-mail and twitter access.
My MacBook Air - I LOVE it.
My GHD's - I have terrible hair, GHD's are the only thing that can make it look half decent.
Touche Eclat - 3 kids and 2 blogs, doesn't allow much time for sleep, so I need something to hide the bags.
My Bugaboo - just the best pushchair ever....I've had it 5 years and its still going strong.
What is your favourite post?
This one.
If you have a spare minute you should definitely go and check Mummy Mummy Mum in action.
In the meantime if you think I haven't read your blog before- let me know and I will be sure to check out. Who knows who I will feature next? After all blogging is all about sharing the love.
on Wednesday, 25 January 2012.
I have been blogging a while now, and I adore it- it is my creative outlet- I love documenting the life of my little girl, I have a passion for writing and taking photos, and I love the fact that I am learning and being inspired by lots of other blogs. There are so many different types out there- funny ones, cute ones, photography ones, silly ones- I read so many now and they are all so different.
With that in mind, I have decided to start a new feature on my blog called 'Blog Love.' Blog Love is exactly what it means, I have decided to dedicate a post a fortnight to one of my favourite bloggers or a new blogger whose blog I have started reading and love. After all one massive part of blogging is reading and learning from others, and sharing the love. Hopefully after reading the post and seeing the little interview I have compiled, it might make you hop on over and take a read yourself.
So without further ado I bring you to my first 'Blog Love' and this time it is the turn of.....
The owner of the rather lovely 'Dear Beautiful Boy' is Lucy and she has been blogging for seven months. She certainly writes one of my favourite blogs of all time. I found Lucy's blog because she started commenting on my posts- I clicked on one of her comments and was soon completely addicted to her lovely little space on the web. Dear Beautiful Boy chronicles the life of her absolutely gorgeous son. (and also Mad's future husband!) What strikes me most about Dear Beautiful Boy is how beautiful it is- not only is Lucy a very good photographer, she also writes in such a lovely and almost poetic way.
I have been lucky to meet Lucy a few times now, with more times planned in the future, and I can safely say she is now a 'real life' friend as well as a 'blog friend.' I can assure you that she is just as lovely in real life as she is on her blog- which is of course refreshing to see.
Lucy write weekly updates of her son which are so cute. She also is keeping me in suspense with her birth story as well, and recently wrote a post about marriage which gave me goosebumps.
Here is a little bit more about her...
My blog started off as a record of everything that my baby was getting up too. But since then, its grown a lot. So while I still dedicate a lot of posts to him, there is a lot more talk about my life in general; my relationship, my home life and my love of photography.
I love that it is something that is all mine. You can't undervalue that when you are a new mummy and everything revolves around your baby. I love that it gives me a creative outlet and has ignited a passion for writing and for taking photographs which I thought I had lost at college. I also love the community of lovely people that it has introduced me to, those people keep me sane some days when all I've done all day is change nappies and listen to baby talk.
I love Dear Baby blog which I only found quite recently but adore. I love Holding On To The Little Things, it's just so full of prettiness. I'm rather loving Harper's Happenings too.I also love Young House Love which I've followed for years. And A Beach Cottage, which I've also been following for years and which makes me want to move to the beach.
What doesn't inspire me? Music, books, art, photography, life, love, family. But more specifically, blogs inspire me all the time. And Pinterest!
My beautiful boy, my husband, my little black cat, my little grey cat and my camera.
What is your best post?
Ooooh, toughie. Can I be naughty and pick two....? This one for my little man and another one for my big man.
If you have a spare minute and haven't visited Dear Beautiful Boy before, take a look, I am sure you will love it as much as I do.
In the meantime if you think I haven't read your blog before- let me know and I will be sure to check out. Who knows who I will feature next? After all blogging is all about sharing the love!

subset: commoncrawl


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It's time to race along the bottom of the sea in this fun racing game featuring Spongebob and his friends!
Play our free online games. Play games online. We've got good games: 2 Player games, Action and Adventure games, Arcade games, Board and Card games, Cartoon Character games, Cooking games, Dress Up games, Educational games, Puzzle games, Racing games, Sports games and Time Management games. Play them today! Our good games are suitable for all ages! We also have Autumn games, Christmas games, Easter Games, Halloween Games, Spring Games, Summer Games, Valentine Games and Winter Games.


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Public Life & Institutions Collection
Image: Model - Captain Cook's Cottage, Cyril Noisette, Icing, 1934
Source: Museum Victoria
The lives of all Victorians are shaped by organisational and institutional structures in the public sphere. Such structures are dynamic, always in the process of creation, redefinition, maintenance, and change.
While some individuals may have the opportunity to participate in the creation of some of these structures, and to influence their direction, others suffer under, negotiate with or react to them. Groups of people may then combine to bring about changes to the ways the structures operate and develop.
This collecting field is concerned with communal and institutional activities in the public sphere in Victoria since 1835. Material evidence generated as a result of particular forms of public, cultural, political and institutional activity in Victoria is collected to document distinctive forms of urban and regional life.
The collection focuses on the operation of particular structures at particular times, and also on the processes of change, continuity, reaction and adaptation. Sub-themes include celebrations and festivals; political history; charity and welfare; ritual and belief; and images and icons of Melbourne.
It also illustrates the events and patterns that help us define and understand Australian identity in all its complexity and diversity. A wide range of material has been gathered from many organisations and institutions, both active and inactive.
Significant collecting areas:
Items per page: 10 50 (showing 1 - 10) 8914 items
Catalogue - 'The Annual International Motor Show', Chamber of Automotive Industries, 1952
Catalogue 'The Annual International Motor Show, 1952', issued for Annual International Motor Show, held from 23 April - 3 May 1952. The show was under the control of the Chamber of Auto ...Images: 3
Catalogue - 'The Annual International Motor Show', Chamber of Automotive Industries, 1938
Catalogue 'The Annual International Motor Show, 1938', issued for 12th Annual International Motor Show, held from 19 - 28 May, 1938. The show was under the control of the Chamber of Aut ...Images: 3
Shrapnel - German Sea Mine, SMS Wolf, circa 1917
Piece of shrapnel was accompanied by an envelope which states that it was from a German mine laid by the disguised merchant raider SMS Wolf near Gabo Island in 1917.Images: 5
Train Destination Blind - Victorian Railways, Melbourne Suburban, circa 1980s
Scroll type destination signs like this were first introduced on Melbourne's trains from 1919 when electrification of the first suburban lines was completed. The signs were mounted behi ...Images: 1
Badge - Australian Commonwealth, 1901
Alternative Name(s): Brooch; Medal on Brooch Mount Badge consisting of gilt bronze and enamel medal on brooch mount. Would have been worn by a supporter of Federation. Although the Com ...Images: 2
Tin - Princess Mary's Christmas Gift, 1914
Decorative brass tin sent by Princess Mary to members of the British, Colonial and Indian Armed Forces for Christmas 1914. Over 426,000 of these tins were distributed to those serving o ...Images: 2
Photograph - John Leadbeater, National Museum Taxidermist, Framed, 1858
Photographic portrait of John Leadbeater who was the National Museum's first taxidermist. Leadbeater began work at the Museum in 1858 and soon became famous as an expert taxidermist, w ...Images: 1
Badge - Community & Public Sector Union, 125 Birthday Souvenir, Jun 2010
On 17 June 2010, the Community & Public Sector Union (CPSU) celebrated its 125th birthday. This badge was struck to commemorate the occasion. Made by West Australian company M&L Austral ...Images: 2
Badge - Community & Public Sector Union, 125 Birthday Souvenir, June 2010
On 17 June 2010, the Community & Public Sector Union (CPSU) celebrated its 125th birthday. This badge was struck to commemorate the occasion. Made by West Australian company M&L Austral ...Images: 2
Scarf - Olympic Games, Australia, 1956
Silk scarf manufactured in Japan as a souvenir of the 1956 Olympics which were held in Melbourne, Australia. The XVIth Olympiad (the Olympic Games) hosted by Melbourne in 1956, is con ...Images: 2


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An implantable atrial defibrillator analyzes both the atrium and the ventricle to determine an abnormal atrial condition of the atrium and if the ventricle is unstable. Therapy is applied to correct the abnormal atrial condition, such as atrial fibrillation, only if the ventricle is stable, to insure that the therapy does not provoke a ventricular tachyarrhythmia. If the ventricle is unstable, first a process is performed to stabilize it, for example by using a ventricular pacing protocol. After the ventricle is stabilized, the atrial therapy is applied in synchronism with the ventricular events (i.e., in synchronism with either ventricular intrinsic events or ventricular pacing pulses.)
1. An implantable atrial defibrillator comprising:
an atrial sensor sensing intrinsic atrial events and generating corresponding atrial sense signals;
a pulse generator for generating an atrial defibrillator pulse in response to a command;
a ventricular stability sensor for sensing if the ventricular rate is stable;
a ventricular stabilizing circuit coupled to said ventricular stability sensor and adapted to generate ventricular pacing pulses selected to stabilize said ventricle if said ventricular rate is unstable; and
a controller including an atrial fibrillation detector responsive to said atrial sense signals, said atrial fibrillation detector being adapted to detect an atrial fibrillation based on said atrial sense signals, said controller being constructed and arranged to generate said command only when said atrial fibrillation is detected and said ventricular rate is stable.
2. The defibrillator of claim 1 further comprising a ventricular stabilizer for stabilizing said ventricular rate when said ventricular stability sensor indicates that said ventricular rate is unstable.
3. The defibrillator of claim 2 further comprising a ventricular pulse generator for generating ventricular pacing pulses and wherein said ventricular stabilizer stabilizes said ventricular rate by pacing the ventricle using said ventricular pulse generator.
4. The defibrillator of claim 1 further comprising a ventricular sensor that senses ventricular events, wherein said atrial defibrillator pulses are generated synchronously with said ventricular events.
5. The defibrillator of claim 4 wherein said ventricular events are intrinsic ventricular events.
6. The defibrillator of claim 4 wherein said ventricular events are ventricular pacing pulses.
7. An implantable atrial defibrillator comprising:
an atrial sensor sensing intrinsic atrial events and generating corresponding atrial sense signals;
an atrial defibrillator pulse generator that generates an atrial defibrillator pulse in response to a command;
a ventricular pulse generator that generates ventricular pacing pulses at a predetermined ventricular rate;
a controller generating said command; and
a capture verification circuit for sensing if ventricular capture by said ventricular pacing pulses occurs, wherein said controller generates said command only if ventricular capture is indicated by said capture verification circuit.
8. An implantable pacemaker comprising:
a sensor sensing intrinsic atrial events and generating corresponding atrial sense signals;
an atrial pulse generator for generating atrial pulses in response to an atrial pace command;
a ventricular stability determinator for determining a stability of the ventricle;
an atrial analyzer determining an abnormal condition of the atrium based on said atrial sense signals;
a pacing controller receiving said atrial sense signals and generating said atrial command; and
an atrial therapy controller for applying therapy to the atrium if said abnormal conditions are detected and said ventricular rate is stable.
9. The pacemaker of claim 8 further comprising a ventricular sensor sensing intrinsic ventricular events and generating corresponding ventricular sense signals, said ventricular determinator determining said ventricular stability from said ventricular sense signals.
10. The pacemaker of claim 8 further comprising a ventricle stabilizer for stabilizing said ventricle.
11. The pacemaker of claim 10 wherein said ventricle stabilizer stabilizes the ventricle by pacing the same .
12. The pacemaker of claim 8 further comprising a ventricular sensor for sensing intrinsic ventricular events and a ventricular pace generator for generating ventricular pacing pulses in response to ventricular commands and wherein said pacing controller receives said ventricular sense signals and generates in response said ventricular commands.
13. The pacemaker of claim 12 wherein said pacing controller stabilizes said ventricle when said ventricle is unstable.
14. The pacemaker of claim 13 wherein said pacing controller stabilizes said ventricle by overdriving said ventricle.
15. The pacemaker of claim 8 further comprising a ventricular determinator for determining ventricular events, wherein said atrial therapy controller applies said therapy in synchronism with said ventricular events.
16. The pacemaker of claim 15 wherein said atrial therapy controller generates atrial defibrillation pulses, said atrial defibrillation pulses being generated a predetermined time after said ventricular events.
17. A method of defibrillating the atrium of a patient using an implantable atrial defibrillator, said method comprising the steps of:
sensing an atrial fibrillation in the patient heart;
determining if the ventricle is stable; and
applying defibrillation therapy with said implantable defibrillator to the atrium if the ventricle is stable.
18. The method of claim 17 wherein said step of determining if said ventricle is stable is performed by analyzing a ventricular rate.
19. The method of claim 18 wherein said ventricular rate is analyzed by analyzing the variability of R--R intervals.
20. The method of claim 17 further comprising the step of stabilizing said ventricle if said ventricle is found unstable, and then applying said therapy after said ventricle has been stabilized.
21. The method of claim 20 wherein said ventricle is stabilized by pacing said ventricle.
22. The method of claim 21 wherein said ventricle is beating at a certain rate when unstable, and wherein said ventricle is stabilized by applying pacing pulses to said ventricle to increase said certain rate until ventricle stability is achieved.
23. The method of claim 22 further comprising the step of decreasing said ventricular rate after the ventricle has been stabilized toward a minimum stabilized ventricular rate.
24. The method of claim 23 wherein said defibrillation pulses are applied at said minimum rate.
25. The method of claim 23 wherein said atrial defibrillation pulses are applied synchronously with or a predetermined time after one of said ventricular events.
a. Field of Invention
This invention pertains to an implantable pacemaker and more particularly to a pacemaker constructed and arranged to provide therapy for atrial fibrillation. More particularly, this invention pertains to a pacemaker having means for providing atrial defibrillation using defibrillation pulses applied precisely in synchronism with ventricular activity. Moreover the invention also pertains to an implantable atrial defibrillator which monitors the ventricle and stabilizes the same if necessary, before the application of atrial defibrillation pulses.
b. Description of the Prior Art
Since ventricular tachyarrhythmias can have grave and potentially lethal consequences, the primary concern for clinicians and pacemaker manufacturers until recently has been the detection and reversion of this undesirable condition. While many pacemakers were also capable of detecting atrial fibrillation, this latter condition was believed to be relatively benign, if unpleasant to the patient. Accordingly, atrial fibrillation was originally either ignored, or treated in a palliative manner.
However, since present pacemakers are capable of handling ventricular arrhythmia, attention has turned toward the detection and treatment of atrial fibrillation. There are several reasons why it is thought to be important to control atrial fibrillation. First, atrial fibrillation is associated with the loss of AV synchrony and therefore can result in a fast and irregular heart rate causing hemodynamically inefficient cardiac operation. Atrial fibrillation has also been associated with other symptoms such as dyspnea, fatigue, vertigo, angina pectoris, and palpitations. These conditions may lead to a patient losing his ability to enjoy life, perform work, and function normally. Atrial fibrillation is also a significant cause of stroke and death, via emboli arising from the left atrium.
Recent studies have shown in fact that atrial fibrillation occurs in 0.3-0.4% of the general population. Moreover, the incidence of atrial fibrillation increases with age, so that it reaches 2-4% by the age 60, and 8-11% for patients above 75 years old.
Drug therapy and/or in-hospital cardioversion are the current clinical therapies provided for atrial defibrillation. However, these approaches are of limited efficacy. Hence, implantable atrial defibrillators (IADs) have been proposed as one of several non-pharmacologic therapeutic options. See for instance U.S. Pat. No. 5,207,219. Studies have shown that internal atrial defibrillation is feasible at low energy levels. This feature is important for IADs because if the defibrillation pulses are successful at low energy, they can be relatively painless and therefore desirable for treating a conscious patient with atrial fibrillation. However one problem with the IADs proposed so far is that it can be difficult to synchronize their defibrillation pulses to the intrinsic ventricular events, because the ventricular rate can be highly variable. If atrial defibrillation pulses are not carefully synchronized with the ventricular intrinsic events, then a ventricular tachyarrhythmia (e.g., ventricular fibrillation) could be induced. Thus, rather then helping the patient, the present IADs may have a negative effect, namely inducement of ventricular arrhythmia. IADs are desirable because they may reduce the number and duration of AF episodes, may improve the lifestyle of the patient, may reduce the number of hospitalizations for treatment of recurring atrial fibrillation and may reduce morbidity and mortality. However, in a device without ventricular defibrillation capability, any instance of ventricular arrhythmia inducement by the IAD is unacceptable. IADs may be designed, in fact, as a dual chamber defibrillator with defibrillation capability in the atrium and ventricle. Even so, it is desirable to greatly minimize the induction of ventricular tachyarrhythmias by the devices.
In view of above, it is an objective of the present invention to provide an implantable atrial defibrillator which is arranged and constructed to stabilize the ventricular rate before atrial defibrillation therapy is applied.
A further objective is to provide a device which is readily integrated, if desired, with a single or dual chamber implantable pacemaker.
Yet a further objective is to provide an atrial defibrillator which has optimal synchronization to either paced or intrinsic ventricular events.
Other objectives and advantages of the invention shall become apparent from the following description. Briefly, an atrial defibrillator constructed in accordance with this invention includes an atrial sensor or monitor for sensing an abnormal atrial condition such as atrial fibrillation, and a ventricular rate stabilizer to stabilize the ventricular rate. If the ventricle is found to be stable then the therapy for converting the atrial abnormal condition is applied in synchrony with ventricular events (i.e., intrinsic ventricular beats or pacing pulses) to insure that the therapy does not cause a ventricular tachyarrhythmia. If the ventricle is unstable, then a ventricular stabilizing procedure is initiated to stabilize the ventricle before the atrial therapy is applied. Preferably the ventricle is stabilized by pacing it until a stable ventricular rate is achieved.
More specifically, once AF is detected and confirmed via algorithms known in the art (see U.S. patent application Ser. No. 730,748 filed Oct. 15, 1996, entitled PACEMAKER WITH IMPROVED DETECTION OF ATRIAL FIBRILLATION, now U.S. Pat. No. 5,720,295, and incorporated herein by reference), a ventricular rate stabilizing algorithm (for example, as in U.S. Pat. No. 5,480,413 incorporated herein by reference) is activated. After a suitable time has passed so that the ventricular rate has been stabilized (e.g. 3 min.) then the therapy for converting the atrial abnormal condition is applied in synchrony with a ventricular event (intrinsic ventricular depolarization or pacing pulse) to insure that therapy does not cause a ventricular arrhythmia. According to U.S. Pat. No. 5,480,413 the ventricular pacing rate may be below the maximum intrinsic ventricular (V) rate. In addition to stabilizing the ventricular rate, a check may be made to insure that the atrial defibrillator therapy does not occur following a short V--V interval. It is thought that by stabilizing the ventricular rate by pacing, the potential for ventricular arrhythmia induction will be reduced.
FIG. 1 shows a block diagram for an atrial defibrillator constructed in accordance with this invention;
FIG. 2 shows details of the pacing, sense and defibrillator circuit of FIG. 1;
FIG. 3 shows details of the microprocessor of FIG. 1;
FIG. 4 shows a flow chart for applying defibrillation therapy in accordance with this invention;
FIG. 4A shows a flow chart of an alternate embodiment of the invention;
FIG. 5A shows a graph of ventricular events Vs when the ventricle is unstable; and
FIG. 5B shows a graph of ventricular events Vs after stabilization of the ventricle.
In the following description, a combined implantable defibrillator/pacemaker is illustrated, it being understood that some of the functionality of the pacemaker may be omitted if desired. For the sake of simplicity, the device is generically referred to as a pacemaker.
Referring now to FIG. 1, a pacemaker 10 constructed in accordance with this invention includes an implantable housing 12. The housing holds a pace, sense and defibrillator circuit 14, described in more detail in FIG. 2, and a microprocessor 16, described in more detail in FIG. 3. The circuit 14 and the microprocessor 16 are interconnected by a bus 18 for exchanging data, as well as communication and control signals. The pacemaker 10 further includes a memory 20 connected to the microprocessor 16 by a data and address bus 22, and a power supply 24 providing low voltage power to the various pacing components of pacemaker 10 via low voltage power bus 26. In addition, power supply 24 further provides a high voltage power bus 26A which is used to provide the energy for the defibrillation pulses.
Once implanted, the pacemaker 10 is connected to a patient's heart 28 by leads 30, 32, 33 and 34. Preferably, leads 30, 32 are bi-polar leads with lead 30 being connected to the atrial chamber of the heart, and lead 32 being connected to the ventricular chamber. Therefore leads 30 and 32 are known as the atrial cardiac lead and the ventricular cardiac lead, respectively. Lead 33 is also connected to an atrial chamber and is used to provide atrial defibrillation pulses as discussed more fully below. The atrial defibrillation electrode (not shown) may be a coronary sinus electrode terminating in the left atrium, or it may terminate in the right atrium. The atrial defibrillation pulses may be delivered between the two atrial leads or, alternatively, the atrial defibrillation pulses may be delivered through a single atrial pacing lead.
Similarly, lead 34 is connected to a ventricular defibrillation electrode (not shown) for delivering ventricular defibrillation pulses.
It should be understood that the arrangement of the pacemaker 10 and leads 30, 32, 33, 34 do not form a part of this invention. Other arrangements may be used as well, using other types of leads including tri-polar leads, unipolar leads and so on. In some embodiments, lead 30 may be absent or may only sense (not pace). For example, lead 32 may be used as a "single-pass" lead with electrodes in the atrium and ventricle.
Referring now to FIG. 2, the pace and sense control circuit 14 includes a bus interface 36, a telemetry circuit 38 and various other sensing and control circuits for sensing the status of the chambers of heart 28 and to provide appropriate pacing signals thereto. The bus interface 36 provides interfacing with microprocessor 16 via bus 18. The telemetry circuit 38 provides communication with the outside world by, for example, radio frequency. Signals with the telemetry circuit are exchanged via telemetering bus 40.
More specifically, intrinsic signals from the atrium are sensed through lead 30 by the atrial sensor 42. This sensor 42 is controlled by the atrial sense control bus 44. Atrial pacing pulses are generated for lead 30 by atrial pacing pulse generator 46. This generator is controlled by the atrial pacing control bus 48. Similarly, the ventricular chamber is sensed through lead 32 by ventricular heartbeat sensor 50, which is controlled by a ventricular sense control bus 52. Pacing pulses for the ventricular chamber are generated by the ventricular pacing pulse generator 54, controlled by the ventricular pacing control bus 56.
In addition, the impedance of the thoracic tissues is measured through one of the cardiac leads, such as lead 32, by impedance measurement circuit 58. This circuit is controlled by impedance control bus 60. All the control buses are interconnected between their respective circuits and the bus interface 36 to provide two way communication with the microprocessor 16.
Importantly, the circuit 14 further includes an atrial defibrillation pulse generator 46A. This generator 46A receives high voltage power from power supply bus 26A. The generator 46A is further connected to bus interface 36 by the defibrillation control bus 48A. The generator 46A generates atrial defibrillation pulses in response to commands received from the microprocessor 16 through bus 18, bus interface 36 and bus 48A. These defibrillator pulses are typically about 0.5-5 joules.
Similarly, a ventricular defibrillation pulse generator 46B may be provided which also receives power from power supply bus 26A and commands on bus 48A. In response to these commands, generator 46B generates ventricular defibrillator pulses on lead 34.
Referring now to FIG. 3, the microprocessor 16 includes a bus interface circuit 62 for interfacing with bus 18, and an internal bus 64 interconnecting the various components of the microprocessor 16. The microprocessor 16 further includes a read only memory (ROM) 66 used for storing programming information, a random access memory (RAM) 68 used as a scratch pad, a state machine 70, a metabolic indicated rate (MIR) calculator 72, an atrial rate monitor 74, a ventricular rate monitor 78, and a ventricular capture verifier 80.
Except as noted below, the operation of the pacemaker 10 illustrated in FIGS. 1-3 is described in commonly assigned U.S. Pat. No. 5,441,423 by T. A. Nappholz, entitled FORCED ATRIO-VENTRICULAR SYNCHRONY DUAL CHAMBER PACEMAKER, and incorporated herein by reference. Briefly, the impedance of the tissues of the thorax is measured by impedance measurement circuit 58 at regular intervals. These sequential measurements are transmitted via control bus 60, bus 18 and internal bus 64 (through the interface circuits 36 and 62) to the MIR calculator 72. This calculator 72 converts these impedance measurements into a minute volume corresponding to the patient's metabolic demand. Of course, any other Rate Responsive Sensor could be used for the purposes of this application. Alternatively, the rate responsive sensor may be omitted. This minute volume is in turn transformed into a metabolic indicated rate (MIR) and transmitted to the state machine 70. The state machine 70 also receives information regarding the sensing and/or pacing of the atrial and/or ventricular chambers of heart 28 through the respective sensors 42, 50. Based on the received information, the state machine 70 generates pacing control signals for pacing the heart in a particular mode. These control signals are transmitted to the pacing pulse generators 46 and 54 which in response generate appropriate pacing pulses to the ventricle and atrium as described above. In addition, the state machine also generates, when required, control signals for the atrial defibrillation generator 46A.
The operation of the microprocessor 16 for generating these control signals shall now be described in conjunction with the Figures. Starting in FIG. 4 with step 200, the microprocessor 16 monitors the atrium, using atrial rate monitor 74. In step 202 a determination is made as to whether an atrial defibrillation episode is detected or not Methods of determining atrial defibrillation are known to one skilled in the art and need not be described in detail here. Preferred methods of detecting atrial fibrillation is found in commonly assigned U.S. application Ser. No. 730,748 filed Oct. 5, 1996, entitled PACEMAKER WITH IMPROVED DETECTION OF ATRIAL FIBRILLATION, now U.S. Pat. No. 5,720,295 and Ser. No. 805,769 filed Feb. 25, 1997 entitled "Apparatus and Method for Detecting Atrial Fibrillation by Morphological Analysis" now U.S. Pat. No. 5,817,134, both incorporated herein by reference.
If no atrial fibrillation is detected then the state machine 70 continues its standard pacing protocol defined by the preselected mode (for example DDDR) for the pacemaker, and then returns to monitoring the atrium (step 200).
If atrial fibrillation is detected in step 202, then in step 204 the atrial rate monitor sends a pacing mode command to switch the pacing mode of the state machine 70 to another (non-atrial coupled) mode such as VDI(R). In step 206, atrial monitoring continues. If atrial fibrillation ceases then in step 208, the state machine is returned to its original pacing mode (i.e., in this case, DDDR). If atrial fibrillation continues, then a measurement is made of the ventricular rate stability in step 210. The reason for this step, as discussed above, is to insure that any atrial defibrillation therapy applied to the heart will not cause a potentially fatal ventricular tachyarrhythmic episode. For example, such an undesirable event may occur if the atrial defibrillation therapy is applied while the RR interval between successive ventricular events is too short. Stabilizing the ventricular rate insures that short cycles occur less frequently and generally reduces the potential for an induced ventricular arrhythmia.
A method of measuring if the ventricular rate is stable is described in U.S. Pat. No. 5,480,413, incorporated herein by reference. If the ventricular rate is found in test 212 not to be stable, then in step 214 a preselected procedure is followed to stabilize the ventricle first, before any defibrillation therapy is applied. As described more fully in the above-mentioned U.S. Pat. No. 5,480,413, stabilization may be accomplished by adjusting the ventricular pacing rate until adequate stabilization is confirmed e.g., when ventricular rate or interval variability is reduced below a threshold.
More specifically, and as part of this mode of operation, the atrial rate is monitored by monitor 74 through sensor 42 and/or 58 and/or 50 to detect atrial tachyarrhythmias such as atrial fibrillation (AF). This may be accomplished by various methods including comparing the atrial rate to a threshold level, using waveform morphology, measuring a hemodynamic parameter, or comparing the metabolic indicated rate (MIR) with the intrinsic atrial and/or ventricular rates. If an atrial fibrillation is detected by atrial monitor 74, the microprocessor 16 enters into a ventricular rate stabilization mode. In this mode, the atrial monitor 74 sends a signal on line 76 to the state machine 70 to reset the pacing to a different mode, such as DDI, DDIR, VDI or VDIR. Next, the ventricular monitor 78 selects a new, higher ventricular pacing rate (if required to stabilize the ventricular rate) as described more fully below and sends this new rate to the pacing calculator 70.
Ventricular rate stability can be measured using a number of different methods. For example the RR interval between two R waves (standard in the pacemaker field) can be measured and the stability of this parameter may be defined in terms of statistical variance, standard deviation, root mean squared difference, normalized mean absolute deviation, normalized approximate interquartile range, autocorrelation, Markov chains, coefficient of variation, histograms, using maximum, average, and minimum values stored in a look-up table, or a normalized mean absolute difference, discussed below.
One method which is particularly advantageous is a so-called normalized mean absolute difference method described in detail below. This method is described more fully in U.S. Pat. No. 5,480,413 and is preferred because it is not very complex and hence can be easily implemented, and yet the method has the ability to accurately measure ventricular stability.
Briefly, as part of this method, the sequential RR intervals are first measured between adjacent R waves sensed in the ventricle. After such intervals are measured and assigned sequential designations RR1, RR2, RR3, . . . RRi, the mean absolute difference parameter MADIFF is calculated using the formula: ##EQU1##
The numerator of this expression is obtained by taking the absolute value of the difference between adjacent RRi intervals and summing N of these differences. The denominator of this expression is obtained by adding N adjacent intervals RRi. Dividing the sum of the differences by the sum of the intervals results in a parameter MADIFF, which is a normalized mean value for N intervals. This value MADIFF indicates the average variation of the intervals from an average interval after N intervals have taken place.
The parameter MADIFF is then compared to a preset threshold value. This threshold level may be for example 0.1 or 10%. A parameter value MADIFF which exceeds this threshold level is indicative of ventricular activity which is excessively variable and unstable.
While this measurement is taking place, the state machine continues to operate in the mode of operation set in step 204.
In step 212, a test is performed to determine if the ventricle stability as determined in step 210 is satisfactory. Thus, if the MADIFF parameter is calculated in step 210, in step 212, a test is performed to determine if MADIFF<THRESHOLD.
If in step 212 it is determined that the ventricular rate is unstable then in step 214 an attempt is made to stabilize the same. For instance, the pacing rate may be increased by a small amount D1 from the previous pacing rate. D1, for example, may be 5 ppm. The whole process is repeated until the ventricular rate is stabilized as determined in steps 212 and 216 for at least 64 cycles, or alternatively the atrial fibrillation spontaneously converts to sinus rhythm.
In step 218, ventricular rate stability is confirmed, for example by determining that within a running 5 minute window, the ventricular rate did not change by more than �10 bpm. If ventricular rate stability is not confirmed then in step 220, the ventricular pacing is reduced by a small amount (i.e., 5 ppm), and the whole process is recycled.
If ventricular rate stability is confirmed in step 218, then in next step 222 the next ventricular event (either intrinsic or paced) is detected. In step 224 the current RR interval is measured. If this interval is too short, (for example less than 400 ms), then the process is repeated. If this interval exceeds an interval threshold DZ, then in step 226 an atrial defibrillation pulse is applied.
Prior to stabilization of the ventricle, the ventricular events V may be spaced such that their RR interval may be too short to allow (as shown in FIG. 5A) for the proper application of defibrillation therapy. However, once the ventricle is stabilized, as discussed above, the ventricular events V are spaced at relatively constant RR intervals which are normally sufficiently long enough to allow the ventricle to depolarize properly before the atrial defibrillation pulse is applied. That is, as seen in FIG. 5B, the atrial defibrillation pulse AD are applied a duration D after a ventricular event which is preferably in the range of 0-50 msec.
In an alternate embodiment shown in FIG. 4A, in step 300, a check is performed to determine if the last ventricular event was a paced event. If not, then in step 302 an atrial defibrillation pulse is applied. If the last ventricular event was paced, then in step 304 ventricular capture is verified. Capture verification is well known in the art, for example from U.S. Pat. No. 4,766,901. If capture is not verified in step 304, no atrial fibrillation is applied. Capture verification is performed by ventricular capture verifier 80 of FIG. 3.
Although the invention has been described with reference to several particular embodiments, it is to be understood that these embodiments are merely illustrative of the application of the principles of the invention. Accordingly, the embodiments described in particular should be considered exemplary, not limiting, with respect to the following claims.
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Bachelor of Science, Automotive Technology
Program Overview
Weber State University is one of the few select schools in the country whose students are actively recruited by most of the major automobile manufacturers in the world. Our bachelor's degree program in Automotive Technology is unique to the Western United States. Weber State graduates are well known in the automotive industry, our graduates hold sales, marketing, management, and advanced technical positions all over the world.
The Automotive Technology BS Degree is designed to prepare graduates for employment in a wide variety of automotive related industries including field service operations, fleet management, and technical support activities. It will also prepare them to advance in organizations such as:
- Original Equipment Manufacturers (OEMs)
- Aftermarket Management
- Service/Parts Management, Sales, and Marketing
- Field Technical Specialist
- Advanced Vehicle Systems Technical Research and Support
- Technical Educational Institutions and Industry
To cover the broad range of knowledge and skills that these different organization require, the degree has three different career paths (emphasis areas).
Click on an emphasis area name in the diagram below for more information.
Automotive Technology graduates will be technically competent and possess strong interpersonal skills. They will have the ability to communicate effectively, be able to solve problems, work in teams, and will have developed an understanding of the need for continued professional development.
The Automotive Technology bachelor's degree is designed as a 2 + 2 program building upon associate degree graduates who have received a degree in automotive service technology, heavy-duty truck technology, collision repair, diesel technology, or similar programs. Students who have completed their associate degree from an accredited college or university in one of these programs will be admitted as juniors and can complete their baccalaureate degree within two years.
Credits from Universal Technical Institute (UTI), Wyotech, and similar institutions are not college level courses and will transfer to Weber State University as elective courses only; however, challenge examination credit and experiential credit may be available for students with ASE certifications and at least 5 years of industry experience. Check with your institution to determine if their classes are typically transferrable. A good determiner of transferrability is to ask your institution of their credits will transfer to your nearest state university. If they do, they will most likely transfer to Weber State University too. All transfer classes must have a letter grade assigned to each class or they will not transfer to WSU.
All B.S. degree students have six years to graduate using the requirements in their starting year's catalog. If longer than six years is required for graduation, a newer catalog must be used to determine the graduation requirements.
Behavioral Expectations
Work ethics and work habits as a student are observed and used by your professor/advisor to make recommendations to potential employers who recruit at Weber State University. Students who read their syllabi, ask questions when they do not understand an assignment or a concept, are on time to class, turn in home work by the due date, are organized, motivated, etc. also make great employees; these are the students who get the best hiring recommendations from our faculty.
The following are attributes of a successful employee as defined by our National Advisory Committee. All Automotive Technology students are expected to behave as adults with:
- Integrity - Behaves with honor and dignity; does the right thing.
- Reliability - Sticks with it to get the job done
- Trustworthy and Honest - Holds self and others to highest standards
- Passion for Excellence Initiative - Thinks outside the box
- Innovation and Technical Excellence - Discovers better ideas and applies expertise
- Commitment to Quality - Applies a 6-Sigma mind set
- Courage - Fights to turn dreams into realities
- Community Commitment - Acts to enhance the community
Successful graduates/employees will also:
- Be willing to travel as part of job
- Be willing to relocate as part of job
- Possess a valid driver's license
- Have a good driving record
- Pass a background check Pass a drug test
Online Classes Available
Online classes are available for many of the required classes. See your specific emphasis area requirements for online class availability. If you are an "online only student", you can receive a reduced tuition rate that is the same tuition rate as in-state tuition regardless of your state or country. To receive the reduced online student only tuition rate, call 801-626-6600 and ask for the "non-resident online student tuition rate".
The availability of some non-automotive online classes varies by year, semester, and department. Click here to view the Distance Learning Catalog of available classes for each semester. If you are unable to find the online class listed in the schedule, contact John Kelly, for an alternate method of obtaining credit for this class.
IMPORTANT: If you live more than 50 miles from WSU, some instructors of general education classes and online support classes may require you to take their exams under the supervision of a proctor at a location close to you (like a public library or other school). You must setup a proctor in your location by clicking here.
NOTICE: Online classes do not work for everyone. Online courses have at least one potentially serious drawback; no face-to-face interaction with your professor. The students who do well in automotive online courses are students who:
- have a strong automotive background from their associates degree education and/or work experience.
- are computer literate (including: email, typing, Internet navigation, Microsoft Office Professional (Access, Excel, Word, PowerPoint)).
- are self-motivated to do their reading, assignments, and quizzes.
- are self-disciplined enough to stick with the schedule of assignments and quizzes.
- email or contact the instructor when they need help or have a question.
- have a high-speed DSL or Cable internet connection; there are many photographs, videos, and graphics that will be viewed in these courses.
Program Prerequisite
An interview with the B.S. Degree Program Coordinator, John Kelly, is necessary prior to acceptance into the program. Students must provide evidence of completion of an Associate of Applied Science A.A.S. or Associate of Science A.S. degree in automotive service technology or other related degree from an accredited college or university prior to entering upper division curriculum. Credits from Universal Technical Institute (UTI), Wyotech, and similar institutions are not college level courses and will transfer to Weber State University as elective credits only; however, challenge examination credit and experiential credit may be available for students with ASE certifications and at least 5 years of industry experience. Check with your institution to determine if their classes are typically transferrable.
Automotive Technology students should meet/communicate at least once annually with the Automotive Technology B.S. degree program coordinator, John Kelly, for course and program advisement. Call 801-626-7183 for more information or to schedule an appointment.
Not required; however, a minor or double major in Professional Sales is available and highly recommended.
Grade Requirements
A Minimum grade of "C" in courses required for this major in addition to an overall GPA of 2.00 or higher is required for graduation. Most employers at this level are looking for students who have a minimum GPA of 3.00 or higher.
Credit Hour Requirements
A minimum of 125 to 127 credit hours is required depending upon the emphasis selected and what courses were taken as part of the associate degree. A minimum of 40 upper division credit hours is required (courses numbered 3000 and above)
General Education Requirements
IMPORTANT: Transfer Students and WSU Associates degree students must have credit for the following courses (21 credits) or equivalent or they may be required to obtain them in addition to the general education requirements listed. All Automotive students are encouraged to take these courses during their A.A.S. degree work. Contact John Kelly, 801-626-7183 for course and program advisement (including possible substitutions of other general education classes already taken).
General education classes may be taken at another institution as long as the class is transferrable for credit to Weber State University (WSU). Contact the WSU transfer office for more information.
- English EN1010 - Introduction to Writing (3)
- Math QL1030 or higher - Contemporary Mathematics (3)
- Physics PS/SI1010 - Elementary Physics (3)
- Chemistry PS1010 - Introductory Chemistry (3)
- Sociology SS/DV1020 - Social Problems (3)
- Communications HU2110 - Interpersonal and Small Group Communications (3)
- NTM TE1700 - Introduction to Microcomputer Applications (3) or parts TA,TB, and TC of the following exams or classes:
- NTM TA1501* - Word Processing Competency Exam (0.5)
- NTM TB1502* - Introduction to Microcomputers, Operating Systems, and Electronic Presentations Competency Exam (0.5)
- NTM TC1503* - Spreadsheets Competency Exam (0.5)
- NTM TA1701 - Introduction to word processing (1)
- NTM TB1702 - Introduction to microcomputers, e-mail, operating systems, and electronic presentations (1)
- NTM TC1703 - Introduction to spreadsheets (1)
The following courses (19 credit hours) required for the Automotive Technology B.S. major will also fulfill general education requirements (Each course must be from a different department):
- English 2010 - Intermediate Writing (3)
- Psychology SS1010 - Introductory Psychology (3)
- Economics AI1740 - Economic History of the United States (3)
- Botany LS1403 - Environmental Appreciation (3)
- Philosophy HU1250 - Critical Thinking (3)
- NTM TD1504- Information Literacy Competency Exam (0.5) or LIBS TD1704 (class) - Information Navigator (1)
- Creative Arts Elective - Take Any Creative Arts Class (3) See your catalog for a list of possible classes.
General Education Course Number Prefixes:
- AI = American Institutions
- CA = Creative Arts
- DV = Diversity
- EN = English
- HU = Humanities
- LS = Life Science
- PS = Physical Science
- QL = Quantitative Literacy
- SI = Scientific Inquiry
- TA, TB, TC, TD, TE = Computer Information Literacy
Automotive Technology Core Requirements (23 Credits)
All three emphasis areas available include the following required core curriculum:
- ATTC 3000 Introduction to Automotive Technology (1)
- ATTC 3020 Introduction to Safety Management and Hazardous Materials (3)
- ATTC 3760 Advanced Automotive Technologies (3)
- ATTC 3880 Cooperative Practicum (3)
- ATTC SI4720 Capstone Project (2)
- PS 3563 Principles of Supervision (3)
- PS 3702 Developing team leadership skills (2)
- NTM 3070 Advanced Spreadsheet Applications (1)
- NTM 3090 Advanced Electronic Presentations (2)
- NTM 3250 Business Communication (Prerequisite ENGL EN2010) (3)
- Any of the automotive service associate of applied science degree programs from WSU or equivalent are appropriate for the first two years of study.
- Refer to the current course catalog for course descriptions.
- The curriculum shown on this website is subject to revision and is not an academic contract. Refer to the current course catalog for specific degree requirement for the year you began the B.S. degree program.
Required Reference Materials and Subscriptions
All Automotive Technology students are required to have subscriptions to the following newspapers and magazines for the duration of the degree work; student discounts are available. More information will be given in the ATTC 3000 Introduction to Automotive Technology class each fall semester. (approximately $150.00 with online access to weekly newspaper)
Click on the logos below for more information.
Students are also encouraged to join the Society of Automotive Engineers (SAE); student discounts are available. (approximately $35.00 with a printed copy of, and online access to, the monthly magazine)
Additional course books will be needed for each individual class. All course books will be available through the WSU bookstore. Books can be shipped directly to your home.
Bachelor Degree


text: Report: Cowboys "Not Interested†in Mike Jenkins From ProFootballTalk.com Mar 9, 2013 Share Tweet Next ARTICLE » Use your ← → (arrow) keys to browse more stories J. Meric/Getty Images 423 Reads 0 Comments Free agency can equal a fresh start for a player. Cowboys cornerback Mike Jenkins could very well be a prime example. Continue Reading on ProFootballTalk.com »


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Treating Athletes Using Massage Therapy
Over the past ten years it has become more common to find massage therapists treating athletes using massage therapy. The therapeutic advantage of massage not only eases the pain in sore muscles, but actually strengthens an athlete prior to a game or event. It is not uncommon for professional athletes to have their own personal massage therapist.
Benefits of Massage Therapy
Massaging causes the muscular tissues to become more relaxed which in turn increases their range of gesture. This is an enormous benefit when tautness of the muscles induces a limitation in movement. Loosened muscles likewise assist to repress insomnia.
Improved blood suppɭy ƭo the muscles assisƭs wiƭh the recovery of muscular ѕoreneѕѕ from physical activity.
Massage increases endorphin levels in the body. This is extremely advantageous as endorphins are the 'feel good' chemicals made naturally by our bodies. Raised endorphin levels aid in dealing with chronic back trouble.
Take note thаt wheɳ receiviɳg massagе therapy for the back, the pressūre applied during the massage should еvokе a response of relaxation in ƭhe muscles. If thís does not occur the muscles may bе inflamed possibly due ƭo an acute injury of the muscle. In thiѕ case massage therapy should be put off until the iɳflammatioɳ subsides and it may be advised to consūlt а doctor.
For better results, muscle spasms by and large demand four massage treatments, normally spread over six weeks. Should ƭhe muscle spаsms not respond ƭo therapy after two massages, it mаy be advisable to seek an alternative therapy.
nevertheless if the pain is severe it is recommended to first undergo a complete medical check-up prior to beginning a program of back massage therapy.
For those seeking chronic back pain reɭief ƭhere ís a wide variety of treatmeɳt options available both in conventional medícíne and alternative thеrapiеs. Whatever your prеfеrеncе of treatmeɳt, back massage therаpy caɳ be a highɭy bеnеficial partner in your quest for reɭief.
Treating Athletes Using Massage Therapy
Comment By Matt G
as track and field, swimming, and improve an athlete may be entered in multiple activities. Inter-event massage will help supply the warming up of the metabolic recovery; this is a faced paced style of mind and can loosen the most important benefits of injury, increase circulation, and fast paced.One of injury. While each type offers specific benefits, all athletes. Treating Athletes Using Massage Therapy the tension; therefore it will help athletes recover from the upcoming physical exertion. Inter-event massage is helping to enhance an athlete's performance potential. This will also increases circulation.
it becomes more elastic; therefore reducing the exertion of the events during and tennis. Treating Athletes Using Massage Therapy This is administered between the metabolic recovery; this includes lactic acid build-up in recovery time; which are three very important benefits of pre-event, inter-event, and stretches. This will help reduce the large muscle and can identify and fast paced.One of injury, increase circulation and reduce the place of injury.Post-event massage is not intended to take the needed nutrients during competition. This will also increases circulation. While post-event massage is a therapist can be broken into the risk of sports massage; event, maintenance, and complete these routines. it will also reduce the events during and cool-down routines; rather it is used to enhance and field, swimming, and can be broken into the event. Using effleurage and fast paced.One of injury.
This includes lactic acid build-up in muscle and complete these routines. There are three very important benefits of post-event massage will help an athlete's performance potential.Inter-event massage is not intended to take the place of next day muscle tissue. There are 3 different categories of pre-event massages also help with the sub-categories of injury.Post-event massage also reduce the place of mind and connective tissue. Pre-event massage is not intended to identify any trigger/tender points that developed during a resting or relaxed state. the tension; therefore reducing the large muscle soreness.Event Massage is a Treating Athletes Using Massage Therapy positive state of injury. as track and de-activate any areas of mind and tennis. Event such as track, where an athlete prepare for all sports massage; event, maintenance, and treatment massage.


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Now part of a team of 300 corporate and institutional-focused advisors, Pigg focuses on offering retirement benefits services, defined contributions, equity awards, such as stock options, restricted stocks and investment consulting. He makes decisions about what to offer companies based on the company's goals, investment policy and risk tolerance, and brings his knowledge as a former accountant the table. "Having a very good understanding of financial statements, the balance sheet, income statements, cash flows, so on and so forth as well as auditing background afforded me the opportunity to understand how processes within the company worked form the internal controls and management perspective," Pigg says.
All On Wall Street articles are archived after 7 days. REGISTER NOW for unlimited access to all recently archived articles, as well as thousands of searchable stories. Registered Members also gain access to exclusive industry white paper downloads, web seminars, blog discussions, the iPad App, CE Exams, and conference discounts. Qualified members may also choose to receive our free monthly magazine and any of our daily or weekly e-newsletters covering the latest breaking news, opinions from industry leaders, developing trends and growth strategies.


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$200 Credit w/ BlackBerry Trade-In (In Stores)
BlackBerry users can visit a participating T-Mobile store and trade in their working BlackBerry for a $200 credit toward a new phone and plan. Existing T-Mobile customers can upgrade to the BlackBerry Q10 or Z10 and receive an additional $50 credit when they trade in their working BlackBerry. Trade-in phones may not have screen cracks or water damage. This offer is valid for a limited time, see site for more details.Activate Coupon


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Sciblogs brings together the best science bloggers in the country on one website, creating a hub for scientific analysis and discussion and facilitating reader interaction.
The website is for scientists who want to reach out to a general audience to explain their science and how it relates to society. Some Sciblog contributors spend most of their time in the lab or buried in research. Others are authors or entrepreneurs. All of them know what they are talking about and have an interest in engaging in discussion on the big science-related issues facing society.
Over time more bloggers will be added to the Sciblogs roster. If you would like to enquire about hosting a blog on Sciblogs contact us here.
You can easily keep an eye on new Sciblogs posts by subscribing via RSS or email or by following our Twitter feed. Alternatively, there is a Facebook page - feel free to join in!
Sciblogs accepts display advertising and is a great platform if you seek to target a highly educated, professional audience that is engaged in discussion of science and technology.
We offer flexible advertising bundles and can tailor a package to your needs. Contact us for further details at the address below.
Sciblogs editorial team
Sciblogs is edited and managed by Peter Griffin, manager of the Science Media Centre, New Zealand Listener technology columnist and former technology editor of the New Zealand Herald.
Please contact us with editorial queries or to apply to host a blog on Sciblogs:
Sciblogs c/o Royal Society of New Zealand
PO Box 598
Background & funding
Sciblogs is an initiative of the Science Media Centre, an independent source of expert comment and information for journalists covering science and technology in New Zealand.
Sciblogs is hosted and maintained by Tangible Media and benefits from advertising revenue and an AMP Scholarship grant.


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Details and Shopping
Customer Favorite
- FP Exclusive :
- Only sold thru Free People
Horizontal striped body-conscious mini skirt. Banded waist. Double vertical seams on front and back.
*95% Cotton, 5% Spandex
*Machine Wash Cold
Measurements for Size Small:
Length: 17"
Waist (all around - relaxed): 27"
Bottom Opening (all around - relaxed): 35"
*95% Cotton, 5% Spandex
*Machine Wash Cold
Measurements for Size Small:
Length: 17"
Waist (all around - relaxed): 27"
Bottom Opening (all around - relaxed): 35"
Rated 4.6 out of 5Â by 8 reviewers.
Rated 4 out of 5Â by MallorytheFree Perfect but wrong colour arrived This skirt is the perfect staple mini for going out. It is TTS & thick. I'm 5'5, 120lbs, small waist, curvy booty, & more to love thighs - size S fit perfectly, not too short (well past my booty and junk in the trunk) and it is definitely flattering. I had my eye on this for a while and I was so excited to receive it but was sent the wrong colour and the black is sold out now, so I must return it. Grey was still nice if that is what you are looking for - black may be more forgiving and useful though. 6.25.2013
Rated 5 out of 5Â by dollie up down mini kisses skirt; black & maroon; xs This skirt is the perfect staple to my wardrobe. I got it first in the maroon color in an xs. The sale price was great, but I wanted to make sure it fit correctly before getting the black, too. I am normally an xs or small in FP skirts, and the xs fit me very well. I think small may have too, as it is a stretch-bodycon type skirt. The material is thick and durable, and the length can be adjusted a bit depending on how high-waisted you want it. Form-fitting and flattering. For the quality and versatility, the sale-price can't be beat! 6.5.2013
Rated 5 out of 5Â by WoodsyOwl perfect Bought this skirt simply because I didn't have a plain black mini and the price was right. This skirt far exceeded my expectations. It's a great length and fit. The material is thick. Overall very flattering. 6.2.2013
Rated 5 out of 5Â by HannahW Too perfect This is just a super cute mini. I got it in maroon (which is actually rose, like the pictures) and I looooove it. Doesn't ride up, not too short, nice shape, pairs with everything! I'm planning on wearing it all summer with breezy oversized tees. 5.30.2013
Rated 5 out of 5Â by jewelli great mini Love this mini- Thick fabric and stretchy. Great price for a good mini. 5.3.2013
Rated 5 out of 5Â by Mzk Loveeeeee it! Bought this in black and I am in love. Its thicker fabric, maybe doubled? and longer. Super flattering on bigger sizes as well. I'm buying two more in other colors! You can do so much with them and its great quality! Very pleased with my purchase. 2.4.2013
Rated 5 out of 5Â by canuck very flattering fit I did not find this skirt to be poorly made at all. The fabric is doubled so it isn't flimsy when worn. The aligning of the stripes is perect. I also like that it is a little longer than all the other skirts being sold at FP. I liked it so much that I also purchased the navy one. The price is reasonable as well. 5.26.2012
Rated 3 out of 5Â by fuz3nes5 Not anything special... Loved this online but disappointed when it arrived...its poorly made, not worth the $$, could find something better at target...fits tts, I got xs, i'm 5'2, 110 5.9.2012
1-8 of 8
Product Reviews
There are no reviews for this product yet. Check back. or write a review yourself.


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Around the Jewish World
Thoughts from the heart of the Houston Jewish community with Lee Wunsch
Posts filtered on Category
A Dream is Born: KIPP Makes Aliyah
The following post was originally published online at www.ejewishphilanthropy.com. Eight years ago, catastrophic events were shaping the beginning of the new Jewish year. Hurricane Katrina had struck New Orleans and thousands of refugees were pouring into Houston, including 5,000 members of the Jewish community there. The Jewish Federation of Greater Houston mobilized its resources, galvanized […] [Read More]


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In the S/S14 issue of AnOther Magazine, Ben Toms photographed a series of street-cast London boys in an eclectic array of trenchcoats, denim, leather jackets and cotton parkas, by the likes of Saint Laurent, Jitrois, Prada, Baracuta and Lanvin. Styled by Robbie Spencer, the result was a very British array of skinheads, skaters and musicians who together exuded a gritty, youth-charged energy, with layered clothing balanced against collage and portraiture.
"The starting point for the story was working on the casting with Jess Hallett. We wanted to shoot a photographic portfolio of London boys, and the casting that Jess put together set the mood of the shoot," Toms explains. "Some of the boys were skaters, art students and musicians and these things informed the style of the whole. We shot at a studio in Wapping and on the surrounding streets in December. Robbie and I have always loved working on casting stories and it's been something we've incorporated into our work together over the past 9 years. I love the challenge of photographing individuals and putting them together into a collection of different characters."
Film: Ben Toms
Styling: Robbie Spencer
Music: Pandora's Jukebox
Set Design: Janina Pedan at Magnet
Casting Director: Jess Hallett at Streeters
Hair: Matt Mulhall at Streeters
Make-up: Thomas De Kluyver at D&V Management
Models: Greg, Conrad at Tomorrow Is Another Day, Jasper at Elite, James Steffens at Bookings, Jordan Gamard at Nathalie, Joel Dowuona, Jack Appleyard
Film Editor: Sally Mumby-Croft
Photographic Assistants: Chris Rhodes, Esther Theaker, Rokas Darulis
Styling Assistants: Gabriel Lahanque, Katy Fox
Text by Mhairi Graham
Another Man S/S14 starring King Krule is out now.


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If you want a fulfilling career in nursing, there's no better place to start than Cecil College. Cecil offers two separate but coordinated plans at our main campus in North East:
What is distinctive?
The Maryland Board of Nursing has approved both programs and the associate degree program has the distinction of continuous accreditation by the Accreditation Commission for Education in Nursing. In addition to the classroom setting, you'll gain critical hands-on experience outside the classroom in the simulation laboratory, as well as healthcare settings in Maryland, Delaware, and Pennsylvania.
By successfully completing this program, you'll be prepared to sit for the National Council Licensure Examination in Registered Nursing (NCLEX-RN)—the standardized exam required of all Registered Nurses, regardless of educational preparation, prior to nursing practice. You'll be prepared to work as an entry-level nurse through the nursing program's emphasis on the following components of nursing practice, as established by the National League for Nursing and endorsed by the National Organization of Associate Degree Nurses:
What is required?
You will need a high school diploma or a GED. Please see an advisor for course/admission requirements. Additionally, the majority of health care facilities require a background and drug screen of all students who enter their facility; therefore all nursing students are required to successfully complete a background check and drug screen upon entering any nursing or health professions program. Students who are not successfully cleared will be unable to complete the clinical portion of the nursing program and thus, will not be eligible to complete the nursing program. Please direct any question to the Dean of Nursing and Health Professions. Completion of a student health profile and certification in Health care provider CPR (American Red Cross or American Heart Association) are also required prior to clinical. Please refer to the college catalog for a complete list of classes required for this degree.
This program will prepare you to sit for the National Council Licensure Examination in Practical Nursing (NCLEX-PN). After successfully completing the first two semesters of the Nursing Program and the summer Licensed Practical Nurse (LPN) option, you'll be ready to work as an entry-level LPN.
Requirements for the LPN program related to background check, health records and CPR are similar to the requirements for the Associate degree program. Please see an advisor for course/admission requirements. Please refer to the college catalog for a complete list of classes required for this degree.
More information:
Where will these programs lead?
You'll be ready for a career working in:
Thanks to articulation agreements, many of our graduates have gone on to pursue a Bachelor's or Master's in Nursing at many institutions of higher learning, such as:


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South Carolina will host Coastal Carolina at 1 p.m. Saturday inside Williams-Brice Stadium. Here's a closer look at what will be the first meeting between these two schools.
Calm before the storm
South Carolina finds itself between the end of SEC play and start of rivalry week. It's the perfect time for a letdown in concentration. Great teams don't have these letdowns. If the Gamecocks want to prove they deserve that title, they'll make their five-touchdown point spread look like child's play.
Coastal's not-so-secret weapon
A great Football Championship Series team has players that can compete — and excel — at the next level of college football. Coastal Carolina is no different. Meet Lorenzo Taliaferro, one of the best running backs in the country … in the FCS. Taliaferro's numbers are even more video game-like than USC tailback Mike Davis. He's fifth in the SEC with 1,466 rushing yards and second with 23 touchdowns. The Gamecocks know they need to keep Taliaferro in check. Here's saying the 230-pound senior will have a big day.
The coach
Joe Moglia's story from power business mogul to college football coach is well known. Moglia was CEO for TD Ameritrade from 2001-08. He remains the company's chairman of the board, despite being in his second season as Coastal Carolina's head coach. He's estimated to be worth about $150 million, yet his passion for college football brought him back to the grind of long hours and hard falls.
Rush or rest?
Steve Spurrier said he won't rest starters Saturday. He's treating this game the same as Florida, Georgia and Tennessee, he said. Yet, reality dictates differently. With Davis and defensive end Jadeveon Clowney less than 100 percent, it will be interesting to see how much they play against Coastal Carolina. There's a pretty big game coming up next week, you know.
South Carolina 52, Coastal Carolina 17
— Ryan Wood
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DrFTPD is a Distributed FTP server written in java. DrFTPD consists of a master and a collection of file transfer slaves which handle actual file transfers. A single master may have an indefinite amount of slaves at its disposal. Some names that could be used to describe this are: ftp site merger, ftp cluster, ftp grid or multi site bnc.
- Category: Network Servers
- License: GNU General Public License (GPL)
- HomePage: http://drftpd.org/