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The world's largest architecture event
Be inspired, gain knowledge and make contacts with your global peers, clients and the press.
In a truly unique format, keynote talks from the industry's leading lights sit alongside crit presentations and judging of over 350 WAF award finalists, live judging and discussion. Learn more about the WAF delegate packages available to you.
More than 2,200 architects from 60 countries attend WAF - it is your passport to the international architecture scene. You need to be at WAF to:
- Understand how the world's leading architects work through WAF's live judging of 350 finalists. Read more about the live crits and view the full shortlist here
- Extend your knowledge with over 50 hours of seminars, talks and debates. Speakers include Sir Peter Cook, Michael Sorkin, Liu Thai Ker, Kai-Uwe Bergman - view the programme
- Grow your contacts book and connect with over 2,200 future collaborators and clients at WAF's Fringe networking events
- Experience the breadth of international architecture excellence in the WAF Festival gallery where 350 projects are displayed.
- Network and engage face-to-face with leading suppliers and manufacturers from around the world in the Festival Hall exhibition.


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To get Uggie to look like the other two dogs, handlers bathed him in a dye that turned his coat white for several months.
Fame came only after Cohn pressured her to diet, dye her hair, cap her teeth, and change her name.
And at Easter, Americans dunk them in dye and buy pounds of their chocolate likenesses wrapped in gaily colored foil.
"However, the dye job takes about five hours, and costs at least 600 yuan," or nearly $100, says one employee.
They dye their hair and alter their clothes, but not enough to attract attention from authorities.
Having strained this water, they dip the feathers and hair into it, which it is their custom to dye first yellow, and then red.
They dye them different colours, and cloath themselves therewith.
The dye is usually prepared by macerating the pods in boiling water for a week or longer.
To dye gloves to look like York tan or Limerick, put some saffron into a pint of water boiling hot, and let it infuse all night.
"They carve pear-wood because it is so soft, and dye it brown, and call it me" said an old oak cabinet, with a chuckle.
Old English deah, deag "a color, hue, tinge," perhaps related to deagol "secret, hidden, dark, obscure," from Proto-Germanic *daugilaz (cf. Old Saxon dogol "secret," Old High German tougal "dark, hidden, secret").
Old English deagian "to dye," from the source of dye (n.). Spelling distinction between dye and die was not firm till 19c. "Johnson in his Dictionary, spelled them both die, while Addison, his near contemporary, spelled both dye" [Barnhart]. Related: dyed. Figurative phrase dyed in the wool (or grain) is from dyeing while the material is in its raw state, which has a more durable effect.
dye (dī)
A substance used to color materials or substances, such as cells, tissues, and microorganisms.
The art of dyeing is one of great antiquity, although no special mention is made of it in the Old Testament. The Hebrews probably learned it from the Egyptians (see Ex. 26:1; 28:5-8), who brought it to great perfection. In New Testament times Thyatira was famed for its dyers (Acts 16:14). (See COLOUR.)

subset: commoncrawl


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Students who seek additional academic assistance should schedule a meeting with Academic Achievement Program Director Joanne Harvest Koren, or Academic Achievement Program Advisor Alex Schimel.
Upper level students may participate in the fall semester Essentials of Law School Achievement Workshops and all students are invited to participate in the spring semester. These weekly workshops are taught by Alex Schimel and are designed to assist students in further developing critical thinking, effective study skills and examination skills.
The weekly sessions focus on study strategies, legal analysis and writing skills as well as life, time and stress management techniques.
Registration & Requirements
Space is limited and advance registration is required. Students are expected to attend all weekly sessions. To register and view the complete program schedule, click here: Essentials Registration Form Spring 2014.
Joanne Harvest Koren, Esq.
Lecturer in Law and AAP Director
Phone: 305-284-2281
Fax: 305-284-4400
E-mail: email@example.com
Alex Schimel, Esq.
Lecturer in Law and AAP Associate Director
Phone: 305-284-5284
E-mail: firstname.lastname@example.com
Melissa Serna
AAP Program Coordinator
Phone: 305-284-2281
E-mail: email@example.com
Mailing Address
University of Miami School of Law
Academic Achievement Program
P.O. Box 248087
Coral Gables, Florida 33124-8087
The Academic Achievement Program is located in Room F-203D.


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Estimated 'easily reachable' speed of bicycle with proper wheels sizes: 26'' - 15/9 km/mi
28'' - 20/12 km/mi
30'' - 25/15 km/mi
32'' - 30/19 km/mi
34'' - 35/22 km/mi
36'' - 40/25 km/mi
38'' - 45/28 km/mi
40'' - 50/31 km/mi
as you see it isn't hard to build bike with a big 'easily reachable' speed - it is necessary only to think a little (riding with speed 15/9 or 20/12 km/mi it is suicide, speed must be higher). Also bicycle frame should be only low, because it is much easier to use such bicycle - in case of bikes with 30'' wheels and more frame can be only low in other case using of bike is impossible. (2006)
T'ai-chi-t'u-ku [Tai-chi-tu-ku] Beside male principle Yang and female principle Yin [taoism] it is possible to distinguish yet one indefinite principle, which contains spectrum of medial states between active and passive principle what shows above elaborated by me symbol. see also map of my texts Gregory Podgorniak, Poland (2004)


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Yet Another English Fail on Japanese TV
English is not an easy language for Japanese people. But you'd think that Fuji TV, one of Japan's biggest television networks, would have a native English speaker check things. You'd think. »
English is not an easy language for Japanese people. But you'd think that Fuji TV, one of Japan's biggest television networks, would have a native English speaker check things. You'd think. »
One of the newest Japanese buzz words is "katana joshi" (カタナ女子) or "katana woman." You know, for ladies who are really into Japanese swords. »
Do you have a boyfriend? No? Would you like to rent one? Good news, because does Japan have a service for you. It's not cheap. »
When you visit Tokyo, there's a list of places you must attend. Ganguro Cafe would very much like to be on that list.
It's really not. This is the gesture for "siblings" (兄弟 or "kyoudai") in Japanese Sign Language. »
Today is May 6th. Online in Japan, that's Condom Day. On Twitter, people keep effing around. Glad to see they're playing it safe! »
Japan has come up with some truly fantastic English product names. "PlayStation," for example, is terrific. Then, there are some product names that are bad. Wonderfully so. »
The question started out innocently enough: "Do you know 'Brooklyn' is written on your socks?" »
Change happens slowly in Japan, but it does happen. You wake up one day, and things that weren't possible years ago are happening today. Nowhere is that more evident than in the woman who will represent Japan in the Miss Universe pageant—but that's to the chagrin of some who wanted a more "Japanese" winner. »
Above, you can see a photo the members of Momoiro Clover Z, one of Japan's most famous idol acts, and long-time pop group Rats & Star. And this is apparently how they'll appear on Japanese television next month. »
A Japanese website reports that in a recent poll, 231 women revealed the things they would hate their boyfriends to collect. »
Grade schoolers across Japan carry leather backpacks called "randoseru" (ランドセル). Traditionally, kids have carried one of two colors: black for boys, and red for girls. In recent years, however, that's changed. »
Of course, men in Japan have nipples. And seeing those nipples, it seems, is unsettling to some of the country's women. Good thing there are several products for men to hide those nipples. »
In Japan, the "correct" way to sit is called "seiza" (正座). The word itself means "correct" (正) "sitting" (座). What Christian Ronaldo is doing is incorrect sitting. »
After losing a game, you might think what this Japanese baseball team did was rather extreme. Then again, you might think this is pretty great. »
Snowpiercer, it seems, is fantastic. The movie debuted in South Korea last summer and is finally opening in North America later this week. Before filming started, the cast and crew held a traditional ritual with pig's head—but with a slight twist. A digital twist. »
Pink hair. Ripped jeans. Bling. Meet Japan's "Neo Gals," part Americana, part Tokyo, and lots and lots of bleach. »
Ai Takahashi is a former member of Japanese pop group Morning Musume. And recently, she was photographed wearing a most unfortunate shirt. »
Last year, Kotaku first reported on a trend among Japanese students: smushing cream puffs in people's faces on their birthdays. Things have, well, escalated. »


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Who We Are Menu
DREAM Charter School staff promotes physical, social, emotional and moral growth in a nurturing environment with high expectations, inspiring every student to recognize their potential and realize their dreams.
DREAM is always looking for talented teachers to join our team.
Click here to join our DREAM team.
|School leadership
Eve Colavito
Middle School Principal
Director of Operations
Dean of Students
Academic Dean
Director of School Culture
Director of Family Engagement
Academic Dean
Elementary School Principal
Student support
Discipline Coordinator
Social Worker
Social Worker
Family Coordinator
Discpline Coordinator
Amy Proulx
Susie Purviance
Leticia Sanchez
Brittany Zucker
Nina Fink
Kristen Frick
E. Cherelle Hale
Erica Jones
Kaitlin Rodriguez
Christine Scott
Sophia Spector
|Instructional Staff
Kindergarten Teacher
Kindergarten Teacher
Kindergarten Teacher
Kindergarten Teacher
Kindergarten Assistant
Leave Replacement Assistant
First Grade Teacher
First Grade Teacher
First Grade Teacher
First Grade Teacher
Second Grade Teacher
Second Grade Teacher
Second Grade Teacher
Second Grade Teacher
Third Grade Teacher
Third Grade Teacher
Third Grade Teacher
Third Grade Teacher
Fourth Grade Teacher
Fourth Grade Teacher
Fifth Grade Teacher
Fifth Grade Teacher
Fifth Grade Teacher
Fifth Grade Teacher
Sixth Grade Teacher (ELA)
Sixth Grade Teacher (Math)
Middle School Teacher (Science)
Middle School Teacher (Social Studies)
Seventh Grade Teacher (ELA)
Seventh Grade Teacher (Math)
Middle School
Middle School
Eve Colavito, Head of School at DREAM Charter School since 2010, graduated from Brown University and began her teaching career in Mmabatho, South Africa. After two years, she returned to New York City and began teaching at River East Elementary School in East Harlem, where she taught third and fourth graders in a full inclusion class. At River East, Eve further developed her belief in the importance of inclusive education and immersed herself in the practice of engaging constructivist teaching. During this time, she received her Masters in Elementary and Special Education from Bank Street College of Education.
Following her tenure at River East, Eve became a founding teacher and director at Bronx Charter School for the Arts. Eve held a variety of roles there and eventually became the Co-Executive Director, alongside the founder of Bronx Arts. These roles allowed Eve to think strategically about the future of the school, and shape the school's curriculum, instruction and overall approach. All of these experiences have led to Eve's conviction about the possibilities for all students to succeed and their ability to achieve nothing less than excellence. Recently, Eve successfully completed the year-long Aspiring Principals Program through New Leaders, a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country, and was highlighted as a feature success story.
Marjorie Cass, Middle School Principal, graduated from Boston University's School of Education and moved to Philadelphia where she teamed up with a juvenile justice-centered law firm. There, she worked with local legislators on a bill that would afford students in foster care tuition waivers for state colleges and universities. Marjorie then moved to New York City to join Teach for America. She earned her Master's Degree in Childhood and Special Education from Pace University while working in the Bronx as a Special Education Teacher and, later, a Founding Special Education Director. Following her time in the Bronx, she moved to Brooklyn where she worked as an Academic Dean and a Principal in Residence. Marjorie is honored and excited to be part of the DREAM family!
Traci L. Douglas, Director of Operations, is a 1994 graduate of Howard University and a 1997 graduate of Harvard Law School. Traci began her legal career at Neighborhood Defender Service of Harlem (NDS), a non-profit, community based law office in Harlem. As a Soros Justice Fellow with the Open Society Institute, she re-established NDS's delinquency practice while providing legal-rights based workshops to young people throughout New York City. Traci also partnered with Legal Outreach, Inc. to mentor middle school students in Harlem interested in the legal profession. She completed her two-year fellowship with the Juvenile Rights Division of the Legal Aid Society in their Brooklyn offices. During this time, Traci taught a race relations course in NYC public schools through the New York Civil Rights Coalition.
After a two-year stint in the private sector, Traci returned to her public interest roots and joined NDS's criminal defense team as a staff attorney. Her clients were mostly young adults disengaged from school and their families. In an effort to target students at-risk of entering the juvenile and criminal justice systems and to reduce the number of potential NDS clients, Traci became the organization's first Director of Youth, Education and Outreach Programs in 2004 and was responsible for the programmatic expansion of NDS's youth leadership development program, Students Taking Action Towards Empowerment (S.T.A.T.E.). In that role, she solidified her desire to transition from the practice of law to full-time work in education.
In 2006, Traci moved to Philadelphia, PA to become a social and emotional learning instructor and curriculum writer with Mastery Charter Schools. Although she truly enjoyed the classroom experience, she determined that her legal and program management background also made her suitable for charter school administration. Traci has come full circle in her youth-centered public service career and returns to Harlem with over a decade of varied experiences that will prove to be a huge asset to the operations of DREAM Charter School.
Brett Fazio, Dean of Students, enthusiastically joined the DREAM staff after ten years of experience both in the classroom and as an administrator. The son of an Art teacher from Oneonta, NY, Brett was inspired to become an educator after witnessing the impact his father had on his own students. After receiving his undergraduate degree from Manhattan College, Brett taught Physical Education in a residential treatment center. During this time, he implemented the district's Project Adventure initiative and the high ropes course. Brett served as Dean of Students, allowing his leadership skills to transfer into an administrative role. In 2004, Brett conceptualized and co-founded Opportunity Charter School. Opening with only grades six and seven, he successfully developed a high school and created school protocol and behavior teams responsible for carrying out the school's mission. Brett designed a Behavior Model and established a school culture that created a state–recognized sense of safety and fair accountability while holding students to the highest levels of academic achievement. All staff felt supported when he created the Teacher Mentoring Academy, problem solving and communicating some of the concerns of teaching staff as well as acknowledging successful classroom moments and embracing pride as a community.
Becoming a part of the "Dreamer's" is an exciting opportunity for Brett to reconnect with the reward of working with younger people. He feels strongly about the Harlem RBI mission as baseball is close to his heart. Once a competitive scouted pitcher, Brett believes in baseball's ability to recognize natural talent, foster personal goals and generate healthy competition and sportsmanship. His vision is to build a school culture that is organic to the DREAM mission through meaningful collaboration and interaction with staff, students and community.
Andrew Kile, Academic Dean (Grades 3-5), joins DREAM staff after two years of working for an educational consulting firm. Mr. Kile supported teaching and learning across the United States, including Benton Harbor, Michigan, and Pomona, California. This work allowed him to see different perspectives on education and encouraged him to re-join a school as a leader in order to see a lasting impact on scholars. Previous to his consulting work, Mr. Kile served as Director of Learning and Teaching at a charter school in East Harlem, where he began his teaching career with second and fourth graders.
Mike McCarthy, Director of School Culture, is a graduate of Middlebury College and a graduate of The University of Vermont Counseling Graduate Program. With Master's degrees in Mental Health Counseling and School Counseling, Mike began his career as a Mental Health Counselor at Centerpoint Adolescent Treatment Services in South Burlington, Vermon where he worked with clients and families in an intensive outpatient setting. Mike then helped found The SEED School of Maryland, a college preparatory public boarding school in Baltimore, Maryland as the school's Director of Student Support. As the coordinator of all medical, mental health, social work, school counseling and psychological services, Mike worked to build individualized services to meet specific student needs. In 2013, Mike moved to New York City and joined the DREAM team. Mike is eager to support the mission and vision of the school by working with scholars, families and faculty to support strong character values and high performance standards in all areas of the DREAM environment.
Emily Parkey, Director of Family Engagement, is in her fifth year at DREAM Charter School. Emily graduated from the University of Denver with a Master's degree in Social Work with an emphasis on community social work with Spanish-speaking populations. She has a Bachelor's degree in Cultural Anthropology from Transylvania University in Lexington, KY. Emily has over 13 years of experience working to build strength-based partnerships with families and communities. She has spent a great deal of time traveling, working, and exploring Central and South America. Emily is fluent in Spanish.
Jamie Platzer, Academic Dean (Grades 2-3), joined DREAM Charter School in 2009 after teaching fifth grade at P.S. 47 in the Bronx. Jamie has taught second and third grade at DREAM for the last 5 years as the Special Education teacher in the co-taught classroom. Jamie earned a Bachelor's Degree from Northwestern University and her Master's Degree in Education from Pace University as a member of the Teach for America program in New York City. Jamie is currently a member of the New Leaders Aspiring Principals program.
Robin Rubenstein, Elementary School Director, brings eight years of teaching experience to DREAM Charter School. Robin received her bachelor's degree from the University of Arizona's School of Education and a master's degree (Summa Cum Laude) in Special Education with a focus in Learning Disabilities from Hunter College. While at Hunter she was a recipient of the Mary M. Solomon Award. Robin has three years experience working in a charter school environment and four years of experience specializing in the education of children with learning disabilities. She began her teaching career in Arizona where she taught at New Way Learning Academy, a private school specializing in the education of children with learning differences. She then taught along side her former fifth grade teacher at Mercury Mine Elementary. In 2004, she moved to New York with her husband and began teaching for the New York City DOE in the Bronx at IS 131. For the past three years she taught at Harlem Success Academy, where she was a founding special education teacher.
Robin is passionate about teaching students with special needs. She strives to give each student the best possible education by using cutting edge and proven educational practices. She is committed to her own continuing education and professional development and is consistently searching out new practices by consulting with leaders in the field of education.
Katie Schmidt, Data and Assessment Manager, manages DREAM Charter School's assessment and data analysis systems. Prior to arriving at DREAM, Katie worked at The Achievement Network in Boston as a Network Performance Analyst, where she created high quality data reports and tools that were used by school and district leadership teams to improve student performance. Katie began her career as a high school teacher in Philadelphia and is a proud Teach for America alumna. Katie holds a Master of Science in Urban Education from the University of Pennsylvania and a Bachelor of Arts in Global Studies from Providence College.
Eon Goldson, Operations Assistant, graduated from Macaulay Honors College at CUNY Hunter College. He comes to DREAM after working at an elementary school in Brooklyn. A New York native, he vows to always give back to his city using his passions and wound up on the education path. He has worked with students from all over New York through tutoring, teaching and coaching and wants to focus his work ethic on helping DREAM achieve its goals. Growing up in and working with many nonprofit organizations, he hopes to one day be a part of building his own nonprofit which would focus on more culture based programs as well as athletics.
Janice Northia, Manager of School Administration, is a proud New Yorker of Ecuadorian decent. Janice is bilingual, a Bronx native and a product of New York City public schools and the City University of New York. She received her Bachelor of Arts degree from John Jay College of Criminal Justice where she majored in Forensic Psychology and minored in Juvenile Delinquency with a concentration in Addiction Studies. Janice aspires to earn her Masters degree in Social Work. Janice first joined Harlem RBI as summer coach for Harlem RBI's Real Kids program in 2011. Janice has also volunteered as a sleep-away summer camp counselor where she led the Leaders-in-Training seminars for adolescent girls for five consecutive years. She currently volunteers as a mentor in the Big Brother/Big Sisters of America program and firmly believes the power to change lives happens through positive mentoring. It is her life mission to give back to the community that shaped who she is today. Janice loves to be outdoors with her puggle, CJ, and enjoys exploring the city and trying new foods.
Beverly Parsons, Operations Manager, comes to the DREAM family with a wealth of experience in compliance and operational roles in the education field. Raised in Westchester County, NY, Beverly graduated from University of Albany where she majored in public policy before graduating from UMass Dartmouth School of Law. After practicing law for three years, she decided to pursue her passion for education and helping underserved communities. Always supportive of local businesses, Beverly frequents many of the new independently-owned businesses that have been popping up in Brooklyn and Harlem. In her down time, she enjoys knitting, trying new food recipes in the kitchen and attending dance classes in her neighborhood. She currently resides in Brooklyn where she has lived for several years.
Melanie Rodriguez, Operations Assistant, joined DREAM after working part-time as an Administrative Assistant at Harlem RBI. Melanie was Born and raised in East Harlem and has volunteered in many youth organizations in the area. With her experience, she knows first-hand the needs of the community and how DREAM can better serve scholars to reach their full potential. Melanie attended University at Albany for two semesters and returned to continue her studies for Business Management at CUNY School where she is currently working towards her Bachelor's degree. Before Joining Harlem RBI, Melanie worked and managed a spa which is where she gained experience in administrative work. She aspires to one day open up her own Spa to achieve tranquility and relaxation among the many busy, overworked individuals.
Marilyne Cartagena, Family Engagement Coordinator, works at DREAM because it is not just a school. Rather, it is a community made up of staff, teachers and families that all have one goal: to support scholars' growth academically and emotionally. Marilyne's role allows her the opportunity to connect with families and support them throughout the school year. Her favorite part about DREAM is the focus that the school has in letting scholars know that college is achievable as well as the emphasis on living a healthy lifestyle.
Jenna Berman, Jenna Berman, Social Worker, received a Bachelor's degree in Psychology and Child Advocacy with a concentration in Multiculturalism from Hobart and William Smith Colleges, a Master's degree in Social Work from Columbia University, and post-graduate training and Live Clinical Supervision at the Ackerman Institute for the Family. Jenna began her Social Work career as a Clinical Specialist at a residential facility for adults with developmental disabilities. She then worked as a Clinical Social Worker for the F.E.G.S. Child and Family Clinic Plus, where she provided individual, family, and group therapy to children, adolescents, and families in outpatient mental health clinics located in schools and in the Bronx community. Jenna also worked in Outpatient Oncology at New York Presbyterian Hospital/Weill Cornell, where she helped adults with cancer and their loved ones cope with the cancer journey. Jenna's experiences working in school, mental health, medical, recreational, and residential settings have led her to enhance her passion for working with children, adolescents, and families who face adversity..
Jasmin Berrios,Social Worker, received her Bachelor's degree in Psychology from the State University of New York at Oswego and her Masters of Social Work from the Silberman School of Social Work at Hunter College. Prior to arriving at DREAM Charter School, Jasmin worked at Harlem RBI as the Program Coordinator for a youth leadership and peer education program called, The BASE. In the past, she worked as the Assistant Coordinator of Prevention, Education & Outreach for the Ryan-NENA Community Health Center, where along with other responsibilities Jasmin supervised their sexual health education, adolescent health and HIV counseling, testing and referral programs. Jasmin is also a member of the National Association of Social Workers. She is certified in CPR and is a Spanish speaker
Angel Lopez, Discipline Coordinator, has been a part of DREAM for almost a year. He started out supporting the lunch staff and was given the opportunity to become a program assistant. At the age of 5, Angel moved to the United States of America with his family from the Dominican Republic and has lived in Spanish Harlem for most of his life. Angel played baseball with Harlem RBI as a sophomore in high school and became a coach in the REAL kids program after graduation. He was later promoted to become a youth support coach to manage youth in crisis and to act as a mentor, teacher and any other support role needed. Angel is currently studying pre-med at Lehman College in the Bronx with aspirations of becoming a physical therapist and opening up a physical therapy department for Harlem RBI.
Eric Abrecht, Middle School Learning Specialist, graduated from Loyola University Maryland in Baltimore, MD with a Bachelor of Arts in Psychology. Eric participated in an AmerCorps fellowship with The Choice Program where he worked with Baltimore youth, ages 12-18, on probation as a caseworker and mentor. After the fellowship, Eric served as a Service Coordinator where he oversaw youth cases. With a strong desire to broaden his impact, Eric accepted a position as a Corps Member with Teach For America. He taught third and fourth grade in the Bronx for two years and completed a Masters in Special Education at Hunter College. Eric fervently believes in working alongside families and hopes to build relationships with every scholar he teaches.
Nina Fink, Elementary Science Teacher, joined DREAM after six years of working at Success Academies. As a Science Teacher and Science Leadership Resident, Nina was responsible for the development and implementation of the network's elementary science curriculum. She designed rigorous, engaging, hands-on science units that were based in inquiry design. In addition to developing and teaching Elementary Science at Success Academies, Nina managed and supervised the 30 science teachers across the network in order to ensure the curriculum was implemented at a high level. Nina earned a Bachelor of Arts as well as her Master of Education in General Science from Lehigh University. Nina received her New York State Certification in Elementary and Special Education as a member of the Teach for America program in New York City. Nina is thrilled to bring her knowledge of science curriculum and her passion for working with children in to DREAM's developing scientific minds.
Amy Proulx, ELL Coordinator, piloted DREAM's adult ESL program. Prior to joining DREAM, Amy worked for Unlocking Potential, a non-profit organization in Boston, MA. There, she helped launch its first school, UP Academy Charter School of Boston. During UP Academy's first year, she supported its SPED and ELL student populations. Amy also served as an intern at Excel Academy Charter School, a successful urban charter middle school in East Boston, MA, where she primarily led and managed Excel's student recruitment and enrollment efforts and summer school program. Amy earned her Bachelor's Degree from Skidmore College and her Master's Degree in Teaching English to Speakers of Other Languages (TESOL) from Teachers College, Columbia University.
Susie Purviance, Special Education Coordinator, has been a Speech-Language Pathologist for thirteen years in both public and charter schools. For the past five years, she worked in Central Harlem. Susie has a Master's degree in Communication Sciences and Disorders from the University of Georgia. Her past experiences include providing speech and language intervention to a range of students with mild to severe physical and/ or intellectual disabilities from kindergarten to twelfth grade. Susie believes all children are capable of educational success and enjoys supporting all types of learners. She is very excited to be a part of the DREAM family.
Kaitlin Rodriguez, Health and Wellness Specialist, is returning to DREAM for her second year. Prior to DREAM, she taught three years of physical education as an assistant in Pocantico Hills Central School District for grades Pre-K to eighth grade. She has experience coaching softball and basketball at the modified and junior varsity level. Kaitlin earned her Bachelor of Science degree in Physical Education with a minor in Adapted Physical Education and Biology at Manhattan College. She earned her Master of Arts degree at Montclair University, where she was certified to teach Health Education.
Leticia C. Sanchez, Intervention Specialist, is a certified Pre-K through six educator with a decade of experience in the New York City school system. She holds a Bachelor of Arts from the University of California, Riverside where she studied Spanish and English Literature. During her time there, she provided mentorship to students in the Early Academic Outreach Program. Leticia pursued her Master of Arts degree at Teachers College, Columbia University. She earned her degree in Pedagogy and Curriculum Development. Additionally, she is the founding member of The Coalition of Latino Scholars at Teachers College. Leticia spent her summers in Yucatan, Mexico as a visiting scholar at Solexico Language School. Her teaching specializations include dual immersion pedagogy, providing intervention strategies for second language and monolingual learners, and facilitating workshops to immigrant families interested in intergenerational learning practices.
Instructional Staff
Kelly Baxter, First Grade Teacher, is originally from New Jersey and now lives in New York City. Kelly graduated from Syracuse University with a dual certification in Elementary and Special Education. She believes that making learning hands-on and exploratory encourages every student to reach their full potential. Kelly has taught students with a variety of learning strengths in both urban and suburban inclusive environments. Outside of school, she enjoys traveling and would like to experience the people and cultures of countries around the world.
Jackie Begnoche, Middle School Learning Specialist, previously spent two years teaching in an inclusion co-teaching classroom for third and fifth grades at a charter school in West Harlem. Before that, she spent time in a resource room position giving push in and pull out support in ELA. She graduated with her Masters in Special Education and Literacy in 2012 from the University at Albany. Jackie graduated from SUNY Cortland for her undergraduate degree in Childhood Education where she was a four-year starter at third base on the softball team. She's looking forward to working with a founding middle school staff and becoming a partner in education with students and families.
Renee Bernardo, Second Grade Teacher, joined DREAM in 2010 after working as a Harlem RBI REAL Kids coach and program coordinator. Renee graduated with a Bachelor's Degree in Elementary and Early Childhood Education from Bucknell University. She will receive her Master's Degree in Special Education this fall from Hunter College. For the past four years, Renee has taught first grade, where she developed students' curiosity for learning, instilled positive life-long values, and executed a rigorous curriculum. Now, she will bring her experience and expertise to second grade scholars.
Maryn Brosnan, Third Grade Teacher, is thrilled to be back at DREAM for the 2014-15 school year. Maryn graduated from The Catholic University of America in Washington, DC with a Bachelor of Arts degree in Elementary Education. She lived in Washington D.C. for two years following graduation where she taught first, third and fourth grades. With a strong desire to continue her education, Maryn moved to Pennsylvania where she earned her Master's Degree in Literacy with a Reading Specialist Certification from West Chester University. Last summer Maryn taught second and third grade Literacy in the REAL Kids Summer Program for Harlem RBI. Maryn believes in building the self-confidence and motivation in each student that will enable them to achieve their potential.
Tereva Bundy, Leave Replacement Teacher, is thrilled to join the DREAM team, Prior to DREAM, she worked for BELL Foundation's summer program as a 3rd Grade Teacher, implementing an intensive reading curricula to eliminate summer learning loss and increase student achievement for the Fall. In addition, she has worked for many non-profit organizations in the after-school setting, developing and facilitating service-learning curriculum for children in grades K-5th. She earned a Master's Degree in Childhood Education from Hunter College.
Sarai Canario, Sixth Grade Math Teacher, graduated from Union College with a Bachelor's Degree in Mathematics and Psychology. After graduating, she worked as an after-school counselor for the Mosholu Montefiore Community Center in the Bronx. After that, she worked at New Heights Academy Charter School, where she got the opportunity to work with students of varying levels and needs. Working at New Heights Academy led her to pursue a Master's Degree in Middle School Math Education. She is currently enrolled in a Master's program at the City College of New York. After five years in education, Sarai is grateful for the opportunity to continue her teaching career at DREAM, and hopes to be a life-long teacher.
Elisa Cervantes, First Grade Teacher, taught Kindergarten in a full inclusion class in Harlem for two years before joining DREAM Charter School. She spent a lot of time working with struggling readers during after-school hours and her goal was for each child to reach his or her full potential. Before working in Harlem, Elisa was a substitute teacher for one year in Staten Island where she worked with students in grades one through four with diverse learning abilities. Before getting her teaching degree, Elisa worked with incoming high school students as well as college freshmen conducting orientation and Microsoft Office workshops. She received a Masters in Childhood Education from Hunter College with a concentration in math and science. This is Elisa's 5th year working at DREAM Charter School.
Laura Chiriboga, 7th Grade English Teacher, is passionate about literature, grammar, essay writing and preparing young people to excel in high school and college. She earned a BA in Sociology from the University of California, Santa Cruz, and a Masters Degree in Urban Education and Literacy from Loyola Marymount University. She comes to DREAM by way of California, where she taught 8th grade English for three years in East Oakland. In Oakland she also taught a 7th grade running apprenticeship, combining her love of fitness and her love of education. In her classroom she empowers young people to express themselves and become active citizens using the written word. Laura hopes to be a transformative teacher for the students of DREAM, helping them to dream big and achieve.
Michela Dixon, Kindergarten Teacher, previously taught Kindergarten in New Jersey for six years. She graduated from The Richard Stockton College of New Jersey with a B.A. in Elementary Education and Psychology. Throughout her teaching career, Michela worked with PreK-12th grade students in various capacities. She also brings several years of special education experience to DREAM. She believes that teaching students to believe in themselves and work hard, they can truly realize their full potential.
Lauren Ettinger, Third Grade Teacher, is originally from Long Island and now lives in New York City. Lauren graduated from the University of Delaware with a dual-certification in Elementary and Special Education. Lauren is currently pursuing her Master's Degree in Early Childhood Education at Hunter College. Lauren has worked with a variety of students ranging in age and strengths. She taught second grade during the DREAM Kids summer program and was a third grade leave replacement teacher at DREAM in 2013-2014. Lauren believes in providing students with the self-confidence and motivation they need to succeed.
Angelina Ferrino, Third Grade Teacher, joined DREAM after teaching at the Charter School of Educational Excellence for the past three years. While teaching at the first public charter school to be approved in Westchester County, her fourth graders outperformed the local school district two years in a row with record achievement scores on New York State Assessments in English Language Arts, Math and Science. As a fourth grade teacher, Angie has worked with students with a range of strengths and learning styles. She earned a MS in Childhood Education at Mercy College and a BA in Mass Communications with a concentration in African American Studies. She believes that with the patience she possesses she is able to maximize her students' potential in efforts to promote academic achievement.
Casey Franco, Fourth Grade Teacher, graduated from Manhattanville College with a Bachelor's Degree in Childhood Education and Spanish. She is currently working on her Master's Degree in Literacy Education at Hunter College. Casey has taught students in Kindergarten, 1st, 2nd and 5th grade, and looks forward to joining the 4th grade team this year.
Kristen Frick, Music Teacher, graduated from the Crane School of Music in Potsdam NY with a Bachelor's Degree in Music Education and Voice and a Master's Degree in Music Education. She is a classically trained soprano and plays a variety of instruments, which she regularly implements in classroom lessons. Kristen has conducted several choirs and directed middle and high school productions. She most recently taught music in Cleveland, Ohio. Kristen pushes her students to achieve excellence every day, making her an excellent addition to the DREAM staff.
E. Cherelle Hale, Music and Theater Teacher, a native of Oklahoma, has turned in her spurs and taken a bite out of the Big Apple. Cherelle is a music and theatre educator as well as singer and actress. She earned a Bachelors in Music Education from Oklahoma Baptist University and a Masters in Performing Arts from Oklahoma City University. Cherelle is excited about celebrating her 10th year of teaching by making her debut with DREAM Charter School.
E. Cherelle Hale, Music and Theater Teacher, a native of Oklahoma, has turned in her spurs and taken a bite out of the Big Apple. Cherelle is a music and theatre educator as well as singer and actress. She earned a Bachelors in Music Education from Oklahoma Baptist University and a Masters in Performing Arts from Oklahoma City University. Cherelle is excited about celebrating her 10th year of teaching by making her debut with DREAM Charter School.
Clare Ham, Second Grade Teacher, is thrilled to be back in a second grade classroom. Prior to DREAM, she worked as a Second Grade Teaching Assistant at PS 116 and Second Grade Teacher in a co-teaching environment in the Bronx. She also taught students in grades 5-7 as an Interventionist in Newark, NJ. Clare is a graduate of New York University with a Bachelor's Degree in Childhood Education and Special Education.
Charles Holiday, Kindergarten Teaching Assistant, was born and raised in Brooklyn, New York. He attended Union College in Schenectady, New York where he obtained a Bachelor of Arts in Theater and Dance with a minor in English. For his thesis, he traveled to Jamaica where he formulated an adaptable program that taught youth to use theatrical tools as a primary means of self-expression and utilizing its capacity to foster oral traditions in the community. Upon graduating he returned to New York City where he worked in theater and film while taking acting classes. During this time, he also fulfilled his passion for education by serving as a proud teacher, co-teacher and tutor for the New York City Department of Education--mainly serving special education "at risk youth" from low-income households attending high schools that were designated as failing. Coming from a similar background, he realized the importance of being positive role model and educator for underprivileged youth within the community. Before joining DREAM, Charles served as a mentor for the Leaders in Environmental Action for the Future (LEAF) in Georgia and Arizona where he engaged youth in accomplishing conservation and sustainability goals set forth by the Nature Conservancy. He served as a REAL Kids after-school literacy teacher as well at Harlem RBI, where he had the privilege of teaching and reinforcing fundamental reading and writing skills to kindergarten and first grade students. He currently seeks to expand upon his work by rigorously preparing students for competitive institutions of higher learning while fostering an unbridled and genuine appreciation of life-long learning.
Chris Ignaciuk, Seventh Grade Math Teacher, is very excited to join the DREAM family after teaching middle school math in Brooklyn for three years. He began his career in education as an operations manager in an elementary school in East Harlem and loves being back in the neighborhood. Chris received his Bachelor's Degree from Boston College and is currently pursuing his Master's Degree at the Relay Graduate School of Education. Chris is most excited about students learning to understand the "why" more than just the "how." Chris is a native of Valley Stream, NY.
Carmen Isaac, 6th Grade English teacher, is originally from College Park, Maryland. A Teach for America Alum, Carmen started her teaching career in Miami, Florida, teaching 4th and 5th grade English before moving to New York in 2012. She earned her Bachelor of Arts from Elon University and is currently working on her Masters in General Childhood Education and Literacy Specialist at Bank Street Graduate School. Education and literacy have always been passions of hers and she is very excited to bring both them to the students and families of DREAM Charter School.
Erica Jones, Art Specialist, joins the DREAM Team after two years as Visual Arts Teacher in Cameroon, West Africa at the American School of Yaounde working with Pre-K through 12 and AP Studio Art students. After achieving her Bachelor's degree in Fine Arts from Parsons the New School of Design in 2007 and studying Fine Art at Lorenzo de Medici in Florence Italy, Erica worked as a freelance painter, getting commissioned portraits and murals. Following a large scale mural project at the Prudential Center's New Jersey Devils Hockey Arena, Erica began an after-school mural painting program in her home town of Asbury Park, New Jersey. Her love of sharing art with young people motivated her to go to graduate school where she receive her Masters in the Arts of Teaching from Monmouth University in 2011. Erica believes that problem solving, teamwork, and perseverance are the foundation in which all expressive art related projects should be based. She is excited to share art with DREAM Scholars and is incredibly happy to see the creative abilities they show.
Cabrina Kang, Second Grade Teacher was born and raised on Long Island, New York and graduated from Wellesley College with a degree in English and Economics. With a deep passion for social justice through education and community development, she joined the DREAM community. She has had the wonderful opportunity to work with students in Cambodia, Boston's Chinatown and West Harlem and believes that education is in fact the means for change and growth in communities. She is currently pursuing a Masters of Science in Childhood General and Special Education at Hunter College. She looks forward to creating meaningful relationships with her students and their families, as well as learning from the DREAM family.
Jeremy Kaller, Middle School Social Studies Teacher, is excited to join the DREAM team. He grew up in New York City and obtained his B.A. at Cornell University and his graduate degree at Teachers College Columbia University. Before joining DREAM, Jeremy spent three years at a public school in Canarsie, where he taught U.S. History & Government, Global History & Geography, Economics, & Government to students in grades 9-12. He played sports all his life, and still enjoys playing different sports. Jeremy is passionate about the history and culture of different regions of the world, and is committed to teaching his students to share his passion while also helping them achieve their dreams through effort.
Alyssa Krimsky, Fourth Grade teacher, is thrilled to join the DREAM Team. Alyssa graduated SUNY College at Oneonta with a Bachelor of Arts degree in Elementary Education and is currently obtaining her Master's Degree in Special Education at Hunter College. Prior to DREAM, Alyssa has spent the past year substituting, and completing two leave replacement positions in 5th grade and Kindergarten. Over the summer, she was a part of the Harlem RBI's REAL Kids Summer Program as a literacy teacher for incoming 3rd and 4th graders. Alyssa hopes to instill a love of learning, exploration and other characteristics necessary to become thoughtful, caring, intelligent and responsible members of the community.
Rebecca Mandel, Kindergarten Teacher, earned a Bachelors of Arts in Human Development from Connecticut College as well as a Master of Science in Education in dual language and bilingual childhood special education from Bank Street College of Education. Before moving to New York, Rebecca taught second and third grade for three years at Baldwin School of Puerto Rico. Rebecca frequently spends the summers working at Escuela Integrada in Antigua, Guatemala where she provides supplemental services to students with diverse learning abilities and support around curriculum, management, and differentiation to elementary classroom teachers. She is excited to start her forth year at DREAM and is committed to helping all of her students reach their potential.
Rebecca Myers, Fourth Grade Teacher, is thrilled to be entering her seventh year of teaching in Harlem. She has spent the past three years teaching fourth grade at DREAM Charter School. Becky is a graduate of Brown University with a Bachelor of Arts in Psychology and research experience involving sleep and nap patterns in young children. She was also a member of Brown's Track and Cross Country teams. Becky received her Masters in Special Education from Lehman College in the Bronx to help her address the diverse needs of all learners. She enjoys working collaboratively with the staff and families of DREAM to create a nurturing, well-rounded, and joyful learning environment for all DREAM scholars.
Anastazia Neely, 5th Grade Teacher, is ecstatic to start her first year at DREAM though she is no stranger to the Harlem RBI family. Anastazia previously worked at Harlem RBI's REAL Kids South Bronx site. She earned a Bachelor's degree in Interdisciplinary Studies from Hampton University and a Master of Public Administration from Columbia University in New York. She has worked in schools all over the country including, Harlem Children's Zone Promise Academy, and abroad in Japan over the course of her career. In her third year of teaching, Anastazia is looking forward to teaching and forming strong relationships with students and their families.
Bari Pelton, First Grade Teacher, graduated from the University of Wisconsin-Madison with a Bachelor's Degree in Consumer Affairs and a Master's Degree in Early Childhood General and Special Education. Bari has experience working with children ages six months to nine years old providing targeted instruction through group and individual sessions. Bari has experience working with children who have mild, moderate and sever special needs. She believes in kinesthetic, hands-on learning, instilling a love for learning in children and helping children find their passion. She strives to help students over come obstacles. Bari believes it is important for students to learn about themselves and develop confidence in their character and integrity as well as respect for others.
Melissa L. Perez, First Grade Teacher, was born and raised in the Bronx. Her experience includes ten years at P.S. 196 in the Soundview neighborhood of the Bronx. She graduated with her Bachelor of Science degree in Education from St. Thomas Aquinas College in 2001. She is currently working on her Masters of Science in Education in Teaching English to Speakers of Other Languages (TESOL) leading to professional certification. During her time at P.S. 196, Melissa taught second, third and fourth grades. In addition to being a general education teacher, Melissa spent two of her ten years teaching in a fourth grade inclusion classroom. She has worked with students who have a wide range of learning disabilities, speech and language impairments as well as emotional and behavioral disorders. She has also worked with students who have limited English proficiency and watched those students succeed through her systematic approach to teaching English. Melissa has spent significant time analyzing school-wide data and trends and was able to devise interventions to help the lowest achieving students. She has also assisted in the development and implementation of a third and forth grade curriculum based on these findings. She is trained in Balanced Literacy as well as many multi-sensory models. Melissa is committed to helping her students become successful through her innovative and creative approaches to teaching and learning.
Kara Plassmann, Third Grade Teacher, joins the DREAM staff after teaching fifth grade math at in South Brooklyn. Kara graduated from Long Island University - CW Post Campus with a Bachelor's Degree in Childhood Education. She is currently attending CUNY Hunter College, pursuing her Master's Degree in Special Education. Kara strives to help her students to realize their potential through hard work, perseverance through challenges and strong character growth. She is looking forward to working with the DREAM faculty, staff and families to create a positive learning environment for all scholars.
Katrina Ruiz, Intervention Specialist, was born and raised in Miami, Florida, entrenched in Cuban and Jewish culture. She attended the University of Florida and received a B.A. in English and Spanish Literature and her Masters in Education from the School of Education at Hunter College. She started as a first and second grade bilingual education Teach For America corps member in Miami-Dade. After her two-year commitment, Katrina decided to pursue her lifelong dream of living in New York City and moved in 2008 to be a 3rd grade learning specialist at Bronx Charter School for the Arts. Katrina joined DREAM in 2012 as a 2nd grade learning specialist and is now excited to transition into her new role as an intervention specialist for grades K-2.
Lodoe Sangmo, Fifth Grade Teacher, earned a Bachelors of Science in Human Biology, Health and Society from Cornell University and is currently pursuing a Masters in Childhood Special Education at Brooklyn College. Born in Darjeeling, India, Lodoe moved to New York at age 10 and has since grown to become a proud New Yorker. At Cornell, Lodoe conducted research on cultural differences in childhood social cognition and worked with elementary school students in Ithaca, NY and Tanzania. Lodoe is deeply passionate about social justice and community-based advocacy and is incredibly excited to be part of a a school that upholds such values. Lodoe looks forward to building meaningful relationships with scholars and their families and immersing herself within the DREAM community.
Christine Scott Health and Wellness Specialist, joined DREAM after a year of teaching as an assistant in Riverdale. She has had experience coaching basketball at the modified level and softball at the modified and junior varsity levels. Christine earned her Bachelor's Degree in Physical Education from Manhattan College. Christine is excited to be a new member of the DREAM Team and spread her enthusiasm and knowledge of health and wellness throughout the East Harlem community.
Sophia Spector, Middle School Art Teacher, was born and raised in Mamaroneck, NY. She studied English Literature and Studio Art at Gettysburg College. After receiving her BA degree, Sophia moved to Washington, D.C., where she worked as a fellow for the Corcoran College of Art and Design. There, she wrote lessons centric to the Corcoran Museum's permanent collection and taught as a guest educator at local inner city schools. Sophia returned to New York in 2012 to earn her Masters of Art Education from the College of New Rochelle. She is delighted to join the DREAM community as Middle School Art Teacher. Sophia believes in the power of art to foster personal growth, self-understanding, and constructive self-expression. She is excited to share her enthusiasm with DREAM's Scholars and discover the artist in each of them!
Liz Solaimanian, Middle School Science Teacher, is a native of Queens, NY. Liz has spent the last three years teaching high school science in Boston. As lead science teacher, Liz taught both ninth and tenth graders general science and biology. She began her teaching career after joining Teach for America in Massachusetts. Liz earned her Bachelor's Degree in Biology from SUNY Geneseo and her Master's Degree in Education from Boston University. After spending some time away from New York, Liz is excited to be back in her hometown. She currently resides in Long Island City and is excited join the DREAM staff!
Stephanie Villanueva, Kindergarten Teacher, joins DREAM after teaching at a Bronx public school. Born and raised in the Bronx, Stephanie enjoyed working with her community as a bilingual special education teacher. Stephanie attended Boston College where she received a bachelor of arts degree in communications and Hispanic studies. She then went to Emerson College where she received a masters in broadcast journalism. Stephanie's interpersonal skills and desire to work closely in a community, inspired her to apply to the New York City Teaching Fellows program in 2007. Her teaching path has led her to DREAM Charter School where she is excited to be a part of a highly effective and collaborative team dedicated to the growth and knowledge of every child. In addition to speaking Spanish, Stephanie is also taking American Sign Language classes in an effort to be able to communicate with students and families at DREAM and in East Harlem.
Sheree Williams, Kindergarten Teacher, began hercareer in education over 11 years ago in the East Harlem community as an AmeriCorps member working in an after-school setting, specifically for children residing in shelters. Sheree's ability to relate to the issues and obstacles that children in disadvantaged communities face helped her to become a teacher who models hard work and dedication. She continued her work at Harlem Day Charter School for 8 years in various roles, starting as an after-school teacher to an assistant teacher, a lead teacher and lastly a kindergarten grade level leader. As grade level leader, Sheree assisted new teachers to become acclimated to the classroom and develop their own unique and effective management and teaching style. She spent the last two years teaching at East Harlem Scholars Academy, serving as the founding kindergarten general/special education teacher. Sheree earned a Bachelors of Arts from Touro College, where she studied Psychology and Education as well as a Masters of Science in Early Childhood Education and Special Education. She is extremely excited to be a part of the DREAM team and to continue to provide students with a nurturing and supportive environment that enhances their love of learning.
Brittany Zucker, Speech and Language Teacher, is excited to join DREAM this year as a speech and language therapist. Originally from Long Island, Brittany received her Bachelor's Degree in Communicative Disorders from the University of Wisconsin-Madison and her Master's Degree in Speech and Language Pathology from Hunter College. She has had experience working with many children, ranging in age and communicative disorders, and has seen how her creativity and approachable personality have successfully elicited language in both fun and motivating ways. Brittany believes working collaboratively with DREAM staff and families is essential to ensuring that each of her scholars succeed and become life-long learners.


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American Diabetes Association
Founded in 1940, the American Diabetes Association funds research to prevent, cure and manage diabetes; delivers services to hundreds of communities; provides objective and credible information; and gives voice to those denied their rights because of diabetes.
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An Ambassador for Youth: A Young perspective in the fight to Stop Diabetes
Meet Anica: the 2012 Step Out Youth Ambassador By: Tiffani Paige In most ways, 9 year old Anica Castillo is your average fourth-grader. Her favorite subject is science and she looks forward to playing softball. She wants to be a paleontologist when she grows up. She has a loving mom and dad, Armida and Raul […] [Read More]


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You have to give it to Jeremy Piven: who else would start a fight with Stephen Dorff to help drum up some publicity for Entourage? Well, I mean I'd like to fight Stephen Dorff, but who else would do that?
What else is going on this weekend? Well, The World Cup is underway, so put aside your complete disinterest in soccer for a couple of weeks and embrace Team USA. Deadwood starts back up on Sunday, as does Bridezillas on WE. And on VH1 you have new episodes of Best Week Ever (of course), My Fair Brady, Hogan Knows Best, and Supergroup. So what are YOU watching? Vote now!


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What is a syndrome?
A syndrome is a group of signs and symptoms that, added together, suggest a particular medical condition. In epilepsy, examples of these signs and symptoms would be things like the age at which seizures begin, the type of seizures, whether the child is male or female and whether they have physical or learning disabilities, or both. The results of an electroencephalogram (EEG) are also used to help identify epilepsy syndromes.
Epilepsy Action has more information about seizure types, learning disabilities, and the EEG.
If you would like to know more about an epilepsy syndrome, please speak to your doctor. If you would like to know more about epilepsy in general, please contact Epilepsy Action.
West syndrome (infantile spasms)
Infantile spasms are a type of epilepsy with a characteristic age of onset (typical age when seizures start), pattern of seizures and electroencephalogram (EEG). This means that it is an 'electroclinical epileptic syndrome'. They can also be called 'salaam spasms', because the appearance of the seizures is like a bowing forwards or backwards movement. The syndrome is called 'West syndrome' after Dr West, who first described the condition in his own four month old son in 1841. This type of epilepsy occurs in about one in 2,500-3,000 children. Every year in the UK about 350-400 children will develop West syndrome.
In nine out of 10 children with the condition, infantile spasms occur in the first year of life, typically between three and eight months old. To begin with, the attacks are usually brief and infrequent and do not occur in clusters. Therefore it is quite common for the diagnosis to be made late. The first diagnosis is often colic because of the pattern of the attacks and the cry that a child gives during or after an attack.
The typical pattern is of a sudden flexion (bending forward) in a tonic (stiffening) fashion of the body, arms and legs. Sometimes, the episodes are different, with the arms and legs being flung outwards (these are called 'extensor' spasms). Usually, they affect both sides of the body equally.
Typically, each episode lasts just one or two seconds, there is then a pause for a few seconds followed by a further spasm. While single spasms may happen, infantile spasms usually happen in 'runs' or 'clusters' of several in a row. It is common for babies who have infantile spasms to become irritable and for their development to slow up or even to go backwards until the spasms are controlled. These infants can also behave as if they cannot see. This improves once the spasms are controlled and the EEG has improved.
The diagnosis of infantile spasms is made by a combination of the typical features with a typical EEG. The EEG shows a very disorganised pattern called 'hypsarrhythmia'. The EEG is always abnormal in children with West syndrome but sometimes this abnormality is seen only during sleep. Infantile spasms, like many other 'electroclinical syndromes', have lots of different causes. A particular cause will be found in seven or eight out of every 10 children with West syndrome.
Most children with infantile spasms will need a number of tests apart from the EEG. These include brain scans, blood tests, urine tests and, sometimes, spinal fluid and other tests in order to try to identify the underlying cause. The most important brain scan is the magnetic resonance imaging (MRI) scan.
The main treatments used are steroids or vigabatrin (Sabril). Nitrazepam and sodium valproate (Epilim) may also be used. There are different types of steroid that can be used. These are prednisolone (given by mouth), hydrocortisone (given by mouth or sometimes by injection) or tetracosactide (given by an intramuscular injection). Steroids must be used carefully as this treatment may cause some unpleasant side-effects. Vigabatrin may also be associated with some side-effects.
Prognosis (outlook)
In some children, infantile spasms respond easily to treatment, whereas in others they keep on happening. Most children unfortunately go on to have other kinds of seizures in later childhood including an epilepsy syndrome called Lennox-Gastaut syndrome. Most children also have learning difficulties and these may be mild or severe. The long-term prognosis for West syndrome, for both the spasms stopping and the child's development and learning, depends mainly on the cause of the syndrome.
Support organisation
Contact a Family
209-211 City Road
London EC1V 1JN
Phone: 0808 808 3555
Website: www.cafamily.org.uk
Because Epilepsy Action has not written this information, it is not produced under the terms of the Information Standard. Details of the Information Standard are available from www.theinformationstandard.org
Pay it forward
This resource is freely available as part of Epilepsy Action's commitment to improving life for all those affected by epilepsy.
On average it costs £414 to produce an advice and information page – if you have valued using this resource, please text FUTURE to 70500 to donate £3 towards the cost of our future work. Terms and conditions. Thank you
Our thanks
Epilepsy Action would like to thank
- Dr Richard Appleton, and Dr Rachel Kneen, consultant paediatric neurologists at Alder Hey Children's Hospital,Liverpool,UK and
- Dr Stewart Macleod, consultant paediatric neurologist atRoyalHospitalfor Sick Children,Glasgow,UK.
They have kindly prepared the information on this page. It is based on their own research, experience and expertise.
This information is exempt under the terms of The Information Standard.
Updated November 2012To be reviewed November 2015
Comments: read the 29 comments or add yours
Is it possible that onset is not until a child is 20 months. My daughter had a seizure/spasm this morning when waking up they were about a second or two long and lasted almost 10 min with about 10 to 20 seconds in between. We called 911 and since she was fine when they arrived they just told her to take her in.We went to her Dr right after and should be receiving a call for an EEG by Monday. My daughter was born at 25wks and spent 5 months in the hospital before coming home. Besides chronic lung disease and feeding issues (gtube) We have been really blessed. She has meet almost all milestones. She is walking well running now, talking and even doing sign language. She loves interacting with others and is quit the little dancer.This morning was the first time something like this has ever happened. Well that I have seen. I have looked everywhere online but everything leads me back to infantile spasm.
Hi Jessica
Children can develop epilepsy at any time. And doesn't automatically start at birth, even if there have been complications.
Hopefully as well as being called for an EEG, you will be able to talk to a paediatrician. I am sorry but as we aren't medically trained, we're not able to say what exactly could be happening for your daughter. But I do hope you get some answers soon.
Advice and Information Team
Is it not true that newborns neo nates (ie - less than 3 months old) typically have spasms because their nervous system connections are still not full formed, and these spasms may go away as the connections form. This is why newborns less than 3 months old are not considered for this condition because it is a relatively common in newborns - correct me if I am wrong.
Hi Mike
If a baby is having infantile spasms as opposed to any other type of spasm, this can be identified in particular results of an EEG called hypsarrythmia.
Advice and Information Team
My son who is nearly 7 months been having spasms for a few weeks now. Just been docs this week and they have referred me to hospital but the doc I saw at the surgery is passing it off as colic or reflux and I am almost positive it is not that as my daughter had reflux and this nothing like this. How do i go about making them believe me as when I was there he never did it. How do I get them to hurry up? How can I make them test my son for it so im not bing passed off as reflux which I no it's not. Please help.
Hi Angela
Thank you for your question. It can be a worry waiting for appointments to come through. Most children will be referred to a paediatrician. The paediatrician should listen to what your concerns are and look at any evidence you have of your son's episodes. Therefore, if possible keep a diary of his symptoms and see if you can record what you think are seizures. If needed, the paediatrician will refer your son to a colleague with a special interest in epilepsy. Please view our information on how epilepsy is diagnosed.
You could contact your GP practice to ask what the expected waiting time is for his referral are. Or if you haven't already, you could talk to your son's Health Visitor. If necessary they could talk to your GP.
If we can be of any more help, please feel free to contact us again, either by email or the Epilepsy Helpline freephone 0808 800 5050.
Diane Wallace
Advice and Information Team
My youngest son had infantile spasms at 6months old and I am so lucky that here in the UK my doctor took it seriously. He was booked into hospital just three days from the onset. Full tests MRI/EEG etc within days and treatment started. From day two of treatment his seizures stopped completely. From start to finish was 12 days. The sooner the spasms can be stopped the less damage is done to the brain. We are so lucky that we now have a very healthy 13 year old! This seems like so long ago now but I am amazed that away from the UK treatment/diagnosis is still so slow! Speed is of the essence and luckily the UK believe that too.
Hi Tracy,
What specific treatment was your son given? As it seems that prognosis may vary accordingly; Vigabatrin sounds generally safer than steroids although possibly some steroids are safer than others; is Valproate an alternative for such a young child?
We're currently worried that the treatment we've been suggested is counterproductive so it would be good to hear that kind of detail
Hi, for those of you with older kids, who became seizure free in early stages - what was your child's development like? Did they have an underlying condition? My daughter was diagnosed at 5months and has been seizure free for almost eight months now. Her underlying condition is genetic (chromosome 14 duplication -neither my husband or I have this though) She has around a four month delay and isn't sitting unaided yet. Hoping for some insight to development as it's rare. Most cases we looked at don't reflect early diagnosis. Thank you :)
Hi Lisa-Marie
It is always hard to make a really accurate diagnosis of such a young child. You may find our information on epilepsy and babies useful.
I'm not sure if you will get much of a response from other parents on this web page.
For contact with other parents you could either put a post on our Facebook page. Or you could join our online community, forum4e. This is for people with epilepsy and carers of people with epilepsy.
You may also find it useful to be in touch with Contact a Family. You may have seen the link at the bottom of the West Syndrome webpage. They do a variety of things including managing a network for parents of disabled children.
I hope things become clearer for you soon.
Advice and Information services
I have read articles on west syndrome and also read comment from families who has a loved one with this condition.
Just wanted to know if any if any progress made on research.
Hi Karen
When new research relating to epilepsy becomes available to us, we keep people up to date through our magazine Epilepsy Today. Please use this link to see how you can receive this information.
Epilepsy Action advice and information team
My daughter has been diagnosed with IS an is currently stsrting vigabatrin therapy (receiving for 3 days) . There was a heart, kindeys and vison test made and all were Ok. We are waiting for the blood\urine and MRI results to see if there is some damage made. I sincerely hope all will be fine and we do not discovered the illness too late. My question is how much time the vigabatrin needs to start taking effect. In this 3 days I have seen that my child is more aware from before the thretmant started and that the seizures went down to 2\3 per day
Hello Oliver
Thanks for your message. The time it can take for vigabatrin, or any epilepsy medicine, to take effect varies greatly from person to person. The fact that you have already seen a difference after three days is hopeful. According to the British National Formulary (BNF), in the UK, when a child with infantile spasms (West Syndrome) is prescribed vigabatrin, the doctor adjusts the dosage according the child's response to it over seven days.
Advice & Information Team
Hello Sacha,
Frst of all thank you for your support in this timebof need. I am from the bslkans and in here is tough to find this kind of support and helpfull tips. We have been realised last wednesday from the hospital andcontinued with the vigabatrin therapy. She still has seasures but I am wondering why they only apear after she waking up from sleaping (this is hapening from the monday). Do you know something about this. We will visit the doctor next Friday. Also we are suspacting for the ideopatic west syndrome. We are waiting for the blood results to comfirm that is not genetic. Otherwise heart, kidneys and the mri did not revial any problems.
Hi Oliver
Thanks for getting back to us. Seizures often follow a pattern, and can often be related to sleep. It is not unusual in West syndrome that seizures happen just before sleep or on awaking. It would be a good idea to talk about this with the doctor, as it could help with the diagnosis.
Advice & Information Team
One more question. As I understood a scream is also tipical for the seasure. Does the scream means that the seasure intensity is stronger when there is a scream or it is just the reaction of the child at that seasure in that moment
It must be very distressing to see your daughter go through her seizures. We could not say for sure what is causing her screams. But, we do know when many adults have a seizure they can cry out because their muscles contract, forcing air out of their lungs.
The cry that a child gives during a seizure in West Syndrome might have a similar cause. So the spasms could make the muscles of her lungs contract and force air out. If this is what is happening for your daughter the cry does not mean she is in pain. It is just a movement of air.
Your daughter's doctor would be a better person to determine what could be occurring in her case.
Epilepsy Action Advice & Information Team
We are on full dose vigabatrin now and we have noticed that my child is sliping a lot but with much more frequent wakeings. Every time she woke up she has a seasure. At the begining when she receive smaller dose of vigabatrin she was sleeping but without waking (3 hours during the day and 10 hours in the night with one wake for feeding). Is it posiible that biger dose of vigabatrin could cause this? We are due to our doctor in 2 weeks
Hello Oliver
Thank you for contacting us. We aren't medically trained and couldn't comment specifically about your daughter. But, vigabatrin has many possible side effects, one of which can be sleepiness. The fact that your daughter is now waking more could be a sign that the seizure activity is slowing down. In the UK, vigabatrin will only be prescribed if the benefits outweigh the risks. So, discussing this with her doctor would be a good idea.
Advice & Information Team
my 5 week old grandaughter stiffens her neck and pushes her head up and to the side several times a day could this be epilepsy ?.
It can be very difficult to recognise a seizure in babies. What you describe might be epilepsy related, so it would be important that your granddaughter is referred to a doctor who has had specialist training in diagnosing and treating epilepsy.
We have more information on the babies and epilepsy page of our website.
Advice & Information Team
Great article. I have been reading a lot lately. There's so much useful information on the Web!
I have a daughter who fell unconscious when she was 6 months old and being looked after a carer. When rushed to the hospital we were told that she has suffered from Brain and retinal haemorrhage and was classified as Shaken baby syndrome. The carer till date claims that there was no such injury/event that could lead to this. My daughter now has development delays and continual seizures. She has her so called review every few months and I was very concerned about her seizures as Sodium Valproate doesn't help too much. She is now 1year and 9 months. About a couple of months ago we to doctors in India they claim that these are SPASMS. Now I am unsure whether she suffers from West Syndrome or was there actually something that happened to her. She has had Ayurvedic massage therapy in South India and there has been a significant improvement in her development. I am just confused and would like to ensure that her seizures/spasms can be eradicated.
Thank you for your suggestions in advance
Thanks for your message.
The best thing to do would be to consult with an epilepsy specialist, to check the diagnosis for your daughter and find an effective treatment. We are not medically trained, so could not comment specifically about your daughter. But, many children do respond well to treatment. If you are in India, you could find epilepsy specialist through the Indian Epilepsy Association. We have details of other international epilepsy organisations on our website.
It's good the Ayurvedic massage seems to be helping. I don't know what kinds of oils are used in this massage, but some essential oils can increase the risk of seizures if you have epilepsy. You might want to check what they use, to be certain it is suitable for your daughter.
I hope your daughter improves soon.
Advice & Information Team
Hi I'm not sure if my little girl has west syndrome but she has got Down's syndrome and was just wondering if I could ask a quick question.. My little one after her bottles sits up then starts to shake for a few seconds I was just wondering if it's to do with west syndrome?
Hi Sam
Sorry to hear you have concerns regarding your daughter. As trained epilepsy advisers, we can give you general information on epilepsy. But we're not able to diagnose your daughter's symptoms. There are a number of medical conditions that can cause symptoms similar to epilepsy. If you haven't already, it would be advisable to talk to your family doctor or health visitor regarding your daughter's symptoms. If they think it could be epilepsy, they should refer her to an epilepsy specialist for a diagnosis. In the meantime, it could be helpful for the diagnosis if you could keep a diary of your daughters symptoms and if possible video the event.
If you have any further question please do fee free to contact us again. You can contact the helpline team either by email firstname.lastname@example.com or the Epilepsy Helpline freephone 0808 800 5050.
Diane Wallace
Advice and Information Team
My daughter was diagnosed at 5 months. She was prescribed prednisolone a high dose for 1 month then weaned off for another 2 months. Her seizures stopped in 48 hours. She made a full recovery and is now 9 years old. No cause was found. I know that we are very lucky.
Dear all,
my baby is suffering from West syndrome which was confirmed by EEG(hypsarrythmia) and visual symptoms. He is now 7 months old. It all started when he was 6
months and we took him for immunisation. After the Vaccine he had
fever and was crying incessantly. though the fever was gone in 1-2 days but these infantile seizures started. He is taking Sabril 500mg ( Vigabatrin) ,
valparin and Blong (B vitamin).
since last 3-4 weeks but not much relief as yet. Your suggestions and feedback awaited.
Dear Rupesh
Many thanks for your message. It sounds like this has been a tough time for you.
We do not have any information linking West Syndrome with the vaccines. In West Syndrome, infantile spasms usually happen in infants during their first year of life. Typically these spasms begin between three to eight months old, and an infant receives a diagnosis around this time. This period happens to overlap with the time at which many infants get vaccinated, but to our knowledge is not linked to their vaccinations.
Some families tell us that they have found it useful to talk to other families who are in a similar situation to them. You may like to get in touch with Contact a Family who have a support group run by parents of children who have West Syndrome. They can also offer support, advice and information about a wide range of day to day topics.
If we can be of any more help, please feel free to contact us again, either by email or the Epilepsy Action Helpline freephone 0808 800 5050.
Yours Sincerely
Epilepsy Action Advice and Information Team


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Nonprofits and Google Grants: Part I
With three months behind us since Google introduced major changes to Google Grants, the philanthropic arm of AdWords, the long-term effects on account performance are now becoming apparent. Sadly, they're not to nonprofits' benefit.
First, some background: Google Grants is part of the Google for Nonprofits program, which allows registered 501(c)(3) organizations to take advantage of a handful of Google products at reduced rates or no cost. While the Grants program provides nonprofits with in-kind pay-per-click (PPC) advertising through AdWords, it comes with a few limitations.
Read More
Predictions and tips for the latest Google Penguin update
The search engine marketing community has been abuzz over the last week analyzing signs that a potentially game-changing update to Google's algorithm is about to take place. No one knows exactly when the new version of Penguin will be implemented, or how it will affect SEM efforts, but Google has made it clear that this isn't just another minor change – it's the next step for Google in search engine marketing.
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Google Launches Knowledge Graph for Nonprofits
Google has announced a major change to the look of its search engine results pages for nonprofits: charity organizations are now included in Google's Knowledge Graph, which adds additional information about the nonprofit to the right sidebar of the page.
Read More
All Content is Not Created Equal in the Eyes of the Search Engine
Consistent with everything online, SEO tactics and best practices are evolving quicker than Taylor Swift is moving on to her next boyfriend. SEO trends are similar to fashion; a popular, widely used tactic could lead to first page positioning one year, and be considered spammy the next, just as the craze of Crocs fizzled out faster than it arrived.
With the ever-transforming world of SEO, there's one thing that every website owner should live by: if you're developing content simply to have more pages on your site, you're already behind the times. To kickoff the new year in style, make this must-do SEO resolution to yourself: remember that while content is key, newsworthy, sharable content is a must.
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The Evolution of Search
Without a doubt 2012 was a big year for digital marketing. There were several new advances to search alone, including the ability to get facts quicker with Google's Knowledge Graph and the implementation of Google's "Search Plus Your World," which brought social into search results. Bing kept up by adding a social sidebar and their Snapshot feature, similar to the Knowledge Graph. The introduction of high-impact algorithms with cute animal names are also on a mission to improve the quality of Google's search results.
While these items have had a significant impact on the evolution of search, one of the biggest changes to search in 2012 was the increased focus on local search. Local search will be a huge focus for every digital marketer in 2013. In order to get a head start on local search this year, here are some key things you need to know.
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Westboro Baptist Church Threatens to Protest Harrisburg, IL Tornado Victims' Funerals
Categories: Gettin' All Religious Up in Here
|I'd rather post a lesbian wedding cake topper than have another picture of the WBC on the blog.
Why? Crazy don't need a reason, hon.
Seriously, look at the entries on that blog. "Praise God for Killing UK Singer, Davy Jones!" "Thank God! 1 Coast Guard Member Dead, 3 Missing After Helicopter Crashes in Alabama!" "Praise God for Sending the Shooter to a High School in Ohio -- 1 Dead, 4 Injured!" It's like reading TMZ, if TMZ were written by a brain-damaged, necrophiliac zealot with an exclamation point fetish.
Does anybody take these shit-lickers seriously anymore? They claimed they "picketed" Whitney Houston's funeral, but were quickly exposed for Photoshopping protestors into a press photo of the funeral procession. Apparently these lazy fucking bigots disgust themselves so much they'd rather not show up to their own picket.
And according to the WBC's main website, they've neither issued a press release confirming their Harrisburg plans, nor do they have any pickets scheduled at this time. What's going on over there at dipshit central -- are they so busy frothing at the mouth about Davy Jones that they forgot to update their calendars?
Or is that they're just loud-mouthed bullies who spout so much shit even they can't determine what they're talking about anymore? I'd like to believe that, but they're probably just too fucking dumb to check with their dispatcher before they fire off another turd-in-cheek message to a country that's grown increasingly tired of their grinding stupidity.
Sponsor Content


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Fishdom: Frosty Splash
PlatformsMac, Windows
Developer(s)Playrix Entertainment
Publisher(s)Playrix Entertainment
Web Sitehttp://www.playrix.com/fishdom-fros...
Release Date11/12/2009
DescriptionEnjoy winter with Fishdom! Cheer up and spread the merriment of crispy clear days around! Use your imagination to recreate the nippy and fun atmosphere of winter in your tank. Earn money as you complete challenging match-3 levels and use it to buy festive fishies and winter-themed decorations. Get splashed with frosty joy in this sparkling and snowy sequel to Fishdom!
Features of Fishdom: Frosty Splash include:
* Almost 100 winter-themed decorations
* Unlimited number of festive tanks to create and design
* Endless replay value
* "Relaxed" and "Against the Clock" game modes
* Set up your aquarium as a screensaver
* Get splashed with frosty joy!
View more screenshots


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To obtain the Certificate in Investment Management, students complete the following five courses from the MS in Financial Analysis program:
1. Fixed Income II 2. Alternative Investments 3. Portfolio Management 4. Capital Market Theory 5. Ethics for Finance I
For more information, please contact the Admissions team at 415-422-2221 or email@example.com
What are the pre-requisites for the Certificate Programs? An applicant must have an undergraduate degree as well as foundation courses in financial accounting, micro- and macro-economics and probability & statistics to qualify for entry into a Certificate program. When and where are classes held? All classes meet in San Francisco at the University of San Francisco School of Management's campus in downtown San Francisco (101 Howard Street). Courses generally meet once a week for four hours.
How many courses do I take at a time? Courses in this certificate are offered each year in the period from May to mid-October. Full-time students will be taking three courses for the first eight week session and two courses in the second eight week session and will complete the certificate in five months. Part-time students may take one or two classes at a time and can complete the program in one year. International students only have the option to take the certificate full-time due to US visa regulations.
How do I apply for the Certificate Programs? Most applicants will apply first for entry to the Fundamentals of Finance Certificate. Applicants who have passed the Level I exam in the CFA program are eligible to apply directly to the Certificate in Investment Management. You will need to submit your resume, statement of purpose and transcripts from any university level programs along with a paper application and a $55 application fee. International students will have to submit additional documents including a TOEFL score (minimum 90 IBT) and a Certificate of Finances.
Please submit any original documents to:
Graduate Admissions Office School of Management University of San Francisco 101 Howard Street, Suite 500San Francisco, CA 94105
The courses required are listed below:


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Dr. Susan Sage Heinzelman, Director 2505 University Avenue, A4900, Burdine Hall 536, Austin Texas 78712 • 512-471-5765
FDP New Faculty Colloquium: Rebecca Torres
Fri, February 6, 2009 • 1:00 PM - 2:00 PM • GAR 2.108
Transnational migration is inextricably tied to transformations in global capitalism, as well as asymmetrical political and economic power relations between Mexico and the US. Neoliberal restructuring and development has served to deepen socio- economic inequality within Mexico, and to usher in a "new geography" of migration to non-traditional destinations in the US (i.e. rural south) from new sending communities in rural Mexico (i.e. southern indigenous regions). At the same time, a "new development mantra" has emerged as a refrain within various sectors of government, civil society, academia and international development institutions, optimistically touting migration as a tool for development and poverty alleviation. Neoliberalism, migration and development are highly gendered processes which men and women experience, negotiate, reconstitute, enact and respond to in profoundly different ways. This presentation draws on transnational multi-sited ethnographic and quantitative data collected as part of a larger project focusing on the new geographies of Latino transnational migration. Through a gender framework of analysis, preliminary results are presented suggesting that women and children disproportionately bear the burden of "externalities," or hidden costs of neoliberal restructuring and transnational migration, and even more so in new US origin and Mexican destination communities. Understanding the intersections between neoliberal practices and migration at multiple scales, through a lens of gender analysis, is essential to developing a serious critique and analysis of the feasibility of utilizing migration as a vehicle for development and poverty alleviation in Mexico. Without geographically specific examinations of the hidden costs associated with neoliberal development and migration, it is possible that "migration for development" programs and policies could serve to exacerbate inequities and create a new underclass of the "left behind" which will only serve to stimulate additional migration and further weaken Mexican origin communities. The presentation concludes with a discussion of future research oriented at further deepening gender analysis of the new geographies of Latino transnational migration.


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Tell Tale Art: Blackberry Advertises iClone Thunder as... the iPhone?!
We're never going to let Crackberry Kevin, editor of our sibling site Crackberry.com live this down. Never EVER.
And if you think that's bad, wait until Steve Jobs gets finished giving the WuShi finger to the advertising geniuses over at Vodafone and RIM. We're talking the greatest mellow harshening "Skidoosh!" in the history of the tech industry, no doubt.
Whyzat? Said genii decided to advertise the iClonic Blackberry Storm as an actual iPhone, complete with Home screen and Mobile Safari browser.
Was this the last, desperate surrender to iPhone envy? Were the guilt-laden strings of Marimba playing over and over again in their psyche, forcing them to confess themselves to the world?
Sadly, once the images get yanked, the cronies blamed, and the incident swept under the blogs, we'll never know for sure. But they'll still be hearing endless Marimba in their dreams...
Meanwhile, Engadget and Gizmodo got their hands on the little whole-screen-is-a-button-and-has-cut-and-paste-but-no-WiFi monsters, and they seem pretty happy with the solid Blackberry foundation gaining a little iPhone inspired tech. Our view? Anything that forces Apple, and the industry, to stay competitive and keep on innovating is a boon for all of us.
Have something to say about this story? Leave a comment! Need help with something else? Ask in our forums!
Reader comments
Tell Tale Art: Blackberry Advertises iClone Thunder as... the iPhone?!
Came from Vodafone, at least according to Engadget, which is pretty reliable.
Somebody over there gonna get hurt real bad, we think...
I don't think they should be fired .... =)
Why is it impossible for ad firms to actually hire people with photoshop experience? Vodafone, shame on you for your inability to even CHANGE THE CARRIER LOGO from reading, quite plainly, "cingular" to your own. Oh, and for failing to remove the WiFi logo seeing as the Thunder doesn't have that particular function. Idiots...
hahaha what scrubs
They did a good job with this since it is going after the iPhone market anyways. Kudos to them for doing what they needed to do to make sure the Storm can even hold it's own against the reigning smartphone king.
fakeity fake fake fake
When will the world will stop talking about iPhone Killers and iPhone Clones.
The pic with the new york times web page has no Blackberry logo on the top! IF this is a blackberry storm it should have Blackberry written across the top of the phone! Come on sheep get with it! lol


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Quick Links
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RG10894 In Stock
Our Sterling Silver Vintage Design Oval Mother of Pearl Ring will classically bring your look back in time! This gorgeous ring has a center mother of pearl stone that measures 3/4" in length and 1/4" in width with beautiful sterling silver scroll work around the outside and weighs approximately 3.2 grams. This mother of pearl ring would look great with other vintage style jewelry or you can wear it with more modern jewelry for a spectacular look!
Eve's Addiction.com wants you to be a happy customer. We want you to be completely satisfied with the sterling silver jewelry that you receive from us, as we only sell high quality silver and cubic zirconia cz jewelry. We do understand that you may not like your purchase for some reason.
You may return or exchange your jewelry within 60 days of purchase if you are not satisfied with it. The jewelry must be returned in its original condition for a refund or exchange. Engraved, personalized, photo, monogram, name and initial, chocolate and clearance items are not returnable or exchangeable.


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Halloween is on the horizon and with it horror movie marathons, celebrity costume galleries and most terrifying of all, candy binge eating. To keep you in the holiday spirit we've put together this list of super creepy music videos which will keep you up with night terrors and seeking solace in that extra large bag of mixed chocolate bars.
1. Michael Jackson "Thriller"
The granddaddy of horror musical videos. Sure, in a post Walking Dead world those zombies might not be too scary but you know when you saw it as a little kid you got shook.
2. Metallica "Enter Sandman"
Leaving it to the long reining metal gods to write a song and create a video that touches on every childhood fear you ever had.


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Interpreter II
Job DescriptionTITLE: Interpreter II
EEO6 CODE: 3 = Professional/Non-faculty
GRADE: Pay Grade 7
PAY PLAN: Annually
minimum 25,620.00
midpoint 32,280.00
maximum 38,940.00
PURPOSE: To perform advanced or highly advanced interpreting work utilizing comprehensive or specialized skill with knowledge of interpreter ethics. To provide interpreting for students or employees with hearing impairments in academic or workplace situations.
DUTIES AND RESPONSIBILITIES: Performs comprehensive interpreting (voice to sign or sign to voice) for hearing impaired individuals in academic or employment settings. Performs related duties as required.
REQUIRED EDUCATION: $education
REQUIRED EDUCATION-OTHER: High school graduation or GED. Depending on the complexity or difficulty of work to be performed, Texas Commission for the Deaf (TCD) Certification Level III, IV, or V.
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