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By Ameritech Global
Ameritech Global launched their new website today, PropertyDetectors.com to address the new carbon monoxide law that will go into affect at the end of this year.
By P.White
The travel carbon monoxide detector will help to ensure safety when travelling abroad, or camping and caravanning in the UK. It provides added protection for parents who are worried when travelling with small children.
By Martin Wyatt
The silent killer carbon monoxide may become less of a threat to personal safety if things go wrong in homes, offices and residential buildings with the development of a new detection system...
By Martin Wyatt
Leaflets and questionnaires were handed out in the Kingsgate shopping centre yesterday to raise awareness about the dangers of the deadly gas...
By Martin Wyatt
CO Carbon Monoxide is the leading cause of accidental poisoning deaths in America, according to the Journal of the American Medical Association (JAMA)...
By Martin Wyatt
The devastated parents of a newlywed who died from carbon monoxide poisoning have urged her friends to buy gas alarms in her memory to prevent further tragedy...
Page updated every 10 minutes


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Josefien Rodermans for Tatler UK
Model Josefien Rodermans stars in this editorial from the April 2014 issue of UK fashion magazine Tatler. Photographed by Ruven Afanador on the picturesque streets of Cusco, Peru, Rodermans wears elegant spring looks styled by Deep Kailey. Continue reading to view additional images from the editorial.
Click Here to View All Fashion Editorial Galleries on RDuJour.com > > > >
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Find RDuJour on : Twitter – @RDuJour and FacebookFanPage
[images via]

subset: commoncrawl


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Our Amigos
Project devoted to the development of MTB Enduro / All Mountain sport in Portugal. The Mission: Search, explore, ride and share the path for the best Enduro trails. allmountainaddict.com
OUTDOOR Ausrüstung bei Bergzeit. Über 20.000 ausgewählte Outdoor Artikel für Bergsport, Camping, Klettern und Trekking zeigen unsere 'Leidenschaft für Draußen'. bergzeit.de
Dirtbiker.cz is the biggest and most read bike magazine for youth in the Czech Republic and Slovakia, 2013 will be the 14th year of Dirtbiker on the market. Dirtbiker covers all the freestyle bikes activities and focus on open minded people.
dolekop.com is major media for gravity oriented riding in Czech Republic and Slovakia with outreach to neighbouring countries. Bringing daily coverage from national and international venues and events.
Mountain bike forum and webzine, second to none in Croatia! dropbike.com
EMTB.pl stands for Enduro Mountainbiking and we're the biggest enduro community in Poland. Our natural environment is on a bike in any mountains – that's where we ride, organize trips and enduro competitions.
Freerider.ro is Romania's most readen cycling magazine. We present mountainbike and roadbike news, we do a lot of mountainbike testing and of course, we love to ride every single day.
Israels biggest cycling social networking website, this is the place to find friends for a ride, buy equipment, get advice and find people who love bicycle at least as much as you do! groopy.co.il
MBIKE is the leading cycling magazine in Greece, published monthly since 1999. In MBike cycling is a way of life, a passion which we are sharing with our readers. mbike.gr
mtb.si is Slovenia's number one mountain bike website, bringing the 360 degrees of off-road riding scene together since the 1990's mailing list and 2000 forum. mtb.si
MTB-Forum.it is the largest Italian mountain bike website with a community of over 110.000 users and lots of unique content, partially translated in English.
MTB-News.deis Europe´s biggest mtb website and offers more than 230.000 registered users interactive socializing features and an online magazine with extensive reviews, foto stories, news and anything mountain bikers need to know.
"we are mad about mountain bike"-" your ride, our passion" – mtbr.gr
Representing a new movement in mountain biking websites, our mission is to provide a home for riders to communicate, share, discover and be inspired through engaging content and features. moredirt.co.uk
Hungarian Online Magazine with contents from the whole world of cycling, supplemented with forum and classifieds. Editors and authors are bike fanatics, the rest of them have been working in bike media for over ten years. revomag.hu
Hungarian one and only free printed freeride and mountain bike lifestyle magazine since 2008. Daily news, sick shots all the time! standmag.hu
Scotland's biggest Mountain Bike community website and forum.
twentysix.ru is the main news-oriented mountainbike site in Russia. Usually we don't have mountains and tracks but who cares?
We are the first Enduro and All Mountain community from Argentina. We make wonderful bike expeditions in the best singletrails through to all Argentina and South America. destinoallmountain.com.ar
Pedal.com.br is the leader website in Brazil for mountain biking. Online since 1997, Pedal has become a reference for quality information about the sport.
Montenbaik.com is the most spanish read blog in the world, mainly oriented on Enduro and DownHill. They produce the only Enduro Championship in Latine America with more that 200 riders each venue and international participation.
A great resource for mountain bikers looking to keep up with the latest and greatest. It is packed with solid content relating to Downhill, All Mountain, Enduro, and everything in-between. sicklines.com
The best magazine dedicated to all disciplines of mountain biking in India. Stunning pictures and amazing stories from around the world and India, will make you believe that biking is the only thing in the world. mtbmagindia.com
togoparts.com is the leading bicycle and cycling site based in Singapore and focused on the Southeast Asian cycling scene.


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Happy Birthday this week to some of our good friends. Stephen Shea, who works for the city, is celebrating today. Also, the well known local historian here in the city, Brandon Wilson, is celebrating her birthday. Richard Foscarota, who is from the city and is working for a few candidates here for public office, we wish him a happy birthday. And speaking of candidates for public office, present Ward Five Alderman Courtney O'Keefe is celebrating this week as she is working hard to get retained back on the Board of Alderman where she's doing a great job for the residents of Ward Five. Also, Happy Birthday to Henry Lima, from the city, who works for the state. John Elwell is also celebrating this week from the Ville. Happy Birthday to Ray Guarino, who works over at Jerry Remy's Sports Bar and Grille. Happy Birthday to a real nice guy and family man, Bob Massie of Winter Hill. We wish him the very best. Also, Tom Talbot, who grew up here.
This Saturday, August 17, at Trum Field from 10 a.m. to 1 p.m., join in the fun for kids of all ages. The Somerville High School Cheerleaders will be at Trum Field teaching dances, cheers, and playing fun games. Girls and boys of all ages are welcome to join. The camp will be held by the basketball courts. The cost is $10 per child. All proceeds will be going to the Somerville High School Cheerleaders.
Congratulations to Alderman Courtney O'Keefe for winning the endorsements of the Somerville Fireman Association and the Somerville Police Employees Association, as well as Local 123 of the IBEW. Courtney is working hard, knocking on doors and gathering up votes, as well as putting up signs on various neighbor's houses that support her.
Speaking of working hard to get votes and putting up signs so everyone can see who you're supporting on Election Day…In Ward Five we see a huge banner that was wrapped around a business building in Magoun Square expressing support for Courtney O'Keefe and the very next day, in a small window under the same banner, her opponent, Mark, placed his sign directly below Courtney's. Many in the square when they saw it were, well, let's say surprised – maybe outraged – or see it as a desperate move. "Check" like in Chess, against his opponent. So, that brings us to a resident in Ward Five who gladly placed a sign on their property for Courtney recently, and then Mark showed up at the person's door and asked why they were supporting Courtney and would they reconsider and support him. We were told the person was aghast by the pushiness of Mark to even suggest that. Once upon a time, not too long ago, there was a local politician here in the Ville who eventually got elected to a county seat and then found himself in jail for pocket change. People remember how in the face he was with people who opposed him or supported his opponent. We have a suggestion to make to those running in all elections, in particular in this case in Ward Five. There are about 7K to 8K – maybe more – voters registered in Ward Five. If 1500 come out to vote on Election Day, that will be a small miracle. So don't waste your precious time trying to push yourself in the face of everyone who's with your opponent. Go out and knock on doors, and work hard yourself. There are plenty of fish – we mean voters out there to get!
We hear more and more that it's going to be close up in Ward Seven. Some are saying that candidate Joe Capuano, who is the son of the congressman and former Mayor Mike Capuano, might not be so locked up just because of the name. We hear from some in Ward Seven who know that Katjana Ballantyne is working hard and not taking it for granted. She only lost by a small handful of votes to incumbent Alderman Bob Trane the last time, and he had the open support of Mayor Joe Curtatone. We wonder if the election was this week would Katjana Ballantyne be the winner or would Joe Capuano? Some are saying it's hers to lose. What do you think? Who's on the issues up there that appeal to the voters.
By the way, we think that SCATV has it right this time, opening up the process and making those candidates that are up for election in the September 24 primary come into the studio and give a brief five minute talk for free, allowing the candidates for various offices to go on TV and give a bio on each of them. We watched and we liked. Have you watched? Turn to Channel 3 and see for yourself. All the candidates for the primary election on September 24 for Ward One Alderman, Ward Three Alderman and Ward Five School Committee, the only three wards having a primary. Check it out on SCAT and see what you think. We applaud SCAT for a job well done this year.
Coming up this year again, the annual John T. Forcellese Memorial Fund 13th Annual Golf Tournament will be held on Saturday, September 7, at the Falmouth Country Club, Falmouth. Tee time is 8:30 a.m. Shotgun start. All golfers must check in by 7:45 a.m. Entry fee is $100 per player and includes greens fees, cart, gift and luncheon on site immediately following. For more information and to find out how you can join in on the fun go to www.johns-team.org. It's a great cause and since the first event the fund has raised over $91K for the Dana-Farber Cancer Insitute's Jimmy Fund, and money raised has also gone to many scholarships over the years here in Somerville and in Falmouth.
Prayers and best wishes for Freddy Caruso who is having some serious medical problems lately. Freddy is well known here in Somerville by many and we want to make sure everyone knows to wish him well soon.
11 Responses to "Newstalk – August 14"
I don't know what frustrates me more…Mark's antics or the fact that Courtney has to run against someone that has occupied only the school committee scene for the past eight years. There's a big difference between sc and alderman and this guy has zero knowledge of what is going on in ward five except for what people tell him.
at least he put the sign in ward 5 this time
happy birthday, court!!
Fred Caruso is in my prayers. Fred is a true "Son of Somerville." You hang in there, Fred-we are all pulling for you.
if you know Mark N., you are not surprised at anything you read/hear in this campaign. the man has no class, and no people skills. there's a great story behind his abrupt departure from city employment many years ago.
Mark harassed me one night too at my door. Then he followed up two weeks later with a crazy post card about taking a shower. He's a nut.
Fred has been defeating cancer for well over 20 years. He's quite a fighter and hoping he wins this one again.
Funny, the same thing happened with an O'Keefe sign, followed by a Niedergang sign below it, at the convenience store at the corner of Cedar and Highland. Anyone who has ever dealt with Niedergang knows that he is a fraud and a liar. His idea of campaigning is to go door to door lying about his opponent. People should start asking about his departure from the city in the past. It wasn't voluntary, and it was serious.
Mark the shark must've read this because he now has more signs in the windows. Pathetic at best.
Mr. Niedergang has proved himself to be a liar and a fraud. Try to find out about his departure from city employment. He goes door to door and lies to the people he meets. You should always know who the people are who live in the house where you're knocking, and learn their connection, if any, to your opponent.
I hope mark goes negative. Negativity was so successful in 05 and 07 😉


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Do you spend hours handling others' disagreements?
Is your office feeling like a revolving door of upset managers and employees?
Do your most important projects sit on the back burner because you are overwhelmed with the day to day?
If so, you're in the right place: Karen Snyder has been solving problems like these for HR Directors since 1991 through her company Concordia Consulting LLC.


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6 Combat HIV/AIDS, malaria and other diseases
How's Iran doing?
Iran's successful health policy has controlled much of communicable diseases and is providing a minimum care service for the majority of the population. But diseases such as HIV/AIDS are a real threat - although current HIV/AIDS prevalence rates are low, the danger of cumulative processes taking hold are very real, and Iran is now gearing up to protect itself on this front.
What are the challenges?
- Preventing narcotics smuggling and human trafficking for sex across the borders
- Stronger advocacy and awareness raising especially among the youth; adopting new methods of locating HIV-positive people
- Establishing a comprehensive data bank on HIV/AIDS Surveillance
- Modifying cultural and legal approaches that adversely influence the spread of HIV/AIDS
- Establishing regional cooperation with the aim of preventing drug trafficking
- And providing high quality Anti Retro-Viral medicines (ARVs) and Rapid Diagnostic Kits at a low price to those who need it.
The 8 Millennium Development Goals
- 1 Eradicate extreme hunger and poverty
- 2 Achieve universal primary education
- 3 Promote gender equality and empower women
- 4 Reduce child mortality
- 5 Improve maternal health
- 6 Combat HIV/AIDS, malaria and other diseases
- 7 Ensure environmental sustainability
- 8 Develop a global partnership for development
Targets for MDG6
- Halt and begin to reverse the spread of HIV/AIDS
- HIV prevalence among population aged 15-24 years
- Condom use at last high-risk sex
- Proportion of population aged 15-24 years with comprehensive correct knowledge of HIV/AIDS
- Ratio of school attendance of orphans to school attendance of non-orphans aged 10-14 years
- Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it
- Proportion of population with advanced HIV infection with access to antiretroviral drugs


text: Care Instructions Care Info You've put a lot of care into choosing your furnishings. And with continued care at home, they should share your address for many years to come. Now for your owner's manual… Mariko Fuchsia Napkin Warm iron as needed. Or dry clean. Do not tumble dry. Machine wash cold. Do not bleach.


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Is School Improvement a "Bad Bet"?
In May 2004, two influential philanthropic groups held a briefing for education grant makers to help them decide whether to keep giving large sums of money to support school improvement. A moderator kicked off the event by asking, "Is it possible to get the types of schools that we need... [by] fixing the schools we have?" In other words, "Should foundations and donors continue to write checks to superintendents [for school improvement]?"1 The answer to that question, detailed in a report 2 summarizing the two-day session, was sobering. A clear consensus emerged that grant makers should continue to support school improvement efforts, but at progressively lower levels than in the past. Instead, they should consider putting more of their dollars behind the creation of new "startup" schools to supplement— and perhaps eventually replace—existing schools Why is there such skepticism about the capacity for America's schools to get better just at the time when federal education policies are putting greater pressure on schools to improve than ever before? As a speaker at the 2004 education funders briefing put it, "We've learned a lot in the last two decades. First, we've learned that changing schools is extremely difficult. In fact it is almost impossible to change them in fundamental ways... I don't believe we are likely to get the kinds of schools we need by changing the schools we have." 3
Lack of Attention to Implementation
Part of the skepticism has to do with doubt about whether school leaders can gather the courage to deal honestly with the problem of low student achievement. As discussed in the first two policy briefs in this series, schools need to examine school factors that contribute to underachievement and make fundamental changes necessary to improve. They also need help understanding that effective planning doesn't result in just a good written plan, but also in an ongoing process of collaborative, strategic problem solving. But much of the skepticism also has to do with whether schools can overcome obstacles to implementing aggressive plans for improvement. Unfortunately, educational researchers, policymakers, and leaders have consistently failed to acknowledge and communicate the importance of this crucial implementation stage in the school improvement process. Indeed, given the emphasis on planning—and relative silence about implementation—in many of the guidebooks and tools meant to help with school improvement, school leaders can easily come away with the impression that if a team gets the plan right, successful implementation of that plan must surely follow. In fact, nothing could be further from the truth. The implementation stage is the most difficult of all. And it is the stage where the majority of serious improvement efforts fail. As thousands of administrators and teachers have discovered too late, implementing an improvement plan—at least any plan worth its salt—really comes down to changing a complex organization in fundamental ways. And, as decades of research and experience in education and other fields have confirmed, that is far from a simple task.
Confronting Barriers to Change
The hard truth is this: Even a school that has done an excellent job organizing and planning for improvement can fall flat on its face when the time comes to put that plan into action because, like other complex organizations, a school confronts a set of serious barriers whenever it attempts to change in fundamental ways. First, schools face a predictable set of "internal" obstacles to change that are fairly consistent across many kinds of organizations, from corporations to government agencies and even to professional sports teams. 4 These internal barriers include the following:
- Technical challenges—lack of "know- how" about new strategies or sufficient tools and time to put those strategies to use. In schools, this challenge most often rears its head when new approaches are implemented, and teachers need help understanding new processes and tools for performing day-to-day tasks related to curriculum, assessment, and pedagogy.
- Cultural challenges—traditional beliefs, expectations, norms, habits, and ingrained patterns of behavior that run counter to new ideas. In schools, new instructional techniques can suggest ideas about teaching and learning that collide with deeply ingrained—and even unspoken— views about how schools should be run and how teachers should "do their jobs."
- Political challenges—passive or overt resistance to new strategies and/or conflicts among competing interests. Resistance can have many causes, but it often arises when principals and leadership teams fail to anticipate the cultural challenges described above. Second, schools face a set of "external" obstacles to implementing change that, while similar to challenges imposed by external forces in other sectors, are especially severe in public education:
- Insufficient support. Districts are often organized to manage programs and procedures rather than to provide direct support to—or broker support for—specific school improvement efforts, and district administrators and school boards have not succeeded in helping principals juggle traditional job responsibilities with the demands of leading organizational change.
- Insufficient control over budgets. In most districts, the central office still sends "stuff" to schools based on their perceived needs or automated allocation processes, rather than sending money and allowing schools to reallocate dollars in support of specific instructional reforms.
- Insufficient control over personnel. The rules and procedures of district human resource offices can make it difficult for school principals to hire teachers who fit the school's needs, including teachers who are a good fit with the instructional changes the school is making as part of its improvement plan. 5
Internal Barriers
Lee Bolman and Terrence Deal 6 claim "change agents fail when they rely almost entirely on reason and structure and neglect human, political, and symbolic elements." They urge those who would set about changing an organization to consider the advice of retired Harvard Professor John P. Kotter, whose articles and books on leading organizational change are staples in the business world. Compiled after watching hundreds of corporate transformation attempts, Kotter's list of the eight biggest errors that cause organizational change efforts to fail 7 includes the following:
- Not establishing a great enough sense of urgency.
- Not creating a powerful enough guiding coalition.
- Lacking a vision.
- Undercommunicating the vision.
- Not removing obstacles to the new vision.
- Not systematically planning for and creating short-term wins.
- Declaring victory too soon.
- Not anchoring changes in the [organization's] culture.
Note that some of these errors occur long before a plan is implemented and reflect inadequate anticipation of internal implementation obstacles. When schools first begin to organize for reform, a failure to establish a sense of urgency, create a powerful support coalition for change, or establish a compelling vision of the future can reappear as obstacles when it is time to implement a plan for change. Others (such as undercommunicating the vision or not removing obstacles to its taking hold) occur in the implementation phase or later, after an improvement plan already has been determined, and reflect inadequate anticipation of internal implementation obstacles associated with the culture and politics of an organization. Those barriers play out in schools just as surely as they do in other organizations undergoing improvement efforts. A study examining slow- improving schools in Washington found that the problems schools experienced in these areas often took two forms: "distrust and resistance among veteran teachers to principal- led reform initiatives; and minimal commitment to education reform, a mentality that 'this too shall pass'..." 8 Certain kinds of organizational changes tended to engender greater resistance. For example, "principals often found that collaboration, team planning, and sharing of effective strategies generated considerable resistance from veteran teachers, since they have traditionally worked in isolation and teaching has long been a 'cottage industry.'" 9 Political challenges can take many forms. Michael Fullan stresses that "even in the most tightly controlled and authority-bound organizations, it is so easy to sabotage new directions during implementation. Even when things appear to be working, the supposed success may be a function of merely superficial compliance." 10
External Barriers
While internal obstacles are present in many organizations, obstacles related to lack of support and insufficient control over budgets and personnel are especially acute in public education.
Imagine a corporate board of directors deciding to bring in a new CEO to "turn around" a flagging company and telling candidates they will not have the authority to create their own budgets or to hire personnel who have knowledge and skills matching the company's new business plan. In fact, such a scenario is impossible to imagine. But that is precisely what we ask of thousands of school principals every year.
For example, an Education Week analysis of the federal Schools and Staffing Survey found that fewer than half of public school principals say they have a great deal of influence over how their school budgets will be spent. 11 Far from being supported, progressive principals often must buck the system or, more frequently, sneak through its back corridors to get important things done. In a 2001 survey of principals by Public Agenda, 12 only 30 percent agreed that "the system helps you get things done the way you want." In contrast, about half the principals said they could get things done only by working "around the system" while another 19 percent agreed that you often "feel like your hands are tied."
Finally, even if principals had the freedom to fully implement improvement plans, would they have the time to do it right? The same Education Week analysis also found that while more than 80 percent of principals say they spend some time every day "managing school facilities, resources, and procedures," less than half that many say they spend some time each day "facilitating achievement of the school's mission" and only 27 percent find time every day to help "guide the development and evaluation of curriculum and instruction." 13
Regression to the Mean(ingless)
All of these obstacles can chip away at the will and the ability of schools to implement the most meaningful parts of their improvement plans. Statisticians long ago documented a tendency within populations whereby, left to themselves, people tend naturally to revert back a normal—or average—state of affairs. They call it "regression to the mean." The process whereby schools respond to internal and external obstacles by incrementally scaling back implementation efforts and focusing on things that are easier to accomplish might be called "regression to the mean(ingless)." This phenomenon is one reason why challenges in the implementation stage of the school improvement process have been so often overlooked: Schools seldom fail to implement at least some of the strategies in their improvement plans. But the strategies they do end up focusing on just happen to be those less likely to engender real, long-term improvements in student achievement. The hustle and bustle of acting on less-meaningful parts of the plan, especially those that don't require changing classroom instruction, make it appear that "implementation" is chugging along at a reasonable clip. Of course, not all implementation efforts fail. Many schools have responded to the accountability challenge by successfully implementing and sustaining schoolwide improvement plans. But in order for all schools to help all students reach high levels of academic achievement, we must do everything we can to help leaders avoid the implementation trap. And to do that, we need to help them more successfully overcome obvious barriers to change.
Overcoming the Barriers: Roles for Principals, District Administrators, and Policymakers
Although the barriers to change are significant, most researchers believe there is now enough evidence to suggest that all organizations, including public schools, can undertake and achieve serious reform. 14 But everyone involved in school improvement efforts must play a role in improving the odds of successfully implementing improvement strategies by dealing with internal obstacles to change and removing or ameliorating as many external barriers as possible.
Recommendation 1: Become knowledgeable about the research on organizational change. Recommend that preparation and professional development programs in educational leadership incorporate a study of research on performance management and organizational change—even when the research has been conducted in other fields.
Principals and other school leaders need help understanding and overcoming internal barriers to change. Of course, there are no simple, universal recipes for dealing with the plethora of technical, cultural, and political obstacles that might crop up in a particular school. But awareness of such factors is half the battle, and the research on high-performance management and organizational change is rife with examples and suggestions that could help principals anticipate and deal with them. Kotter, for example, addresses the error of undercommunicating the vision: 15 "Transformation is impossible unless... people are willing to help, often to the point of making short-term sacrifices," he writes. "Employees will not make sacrifices, even if they are unhappy with the status quo, unless they believe that useful change is possible. Without credible communication, and a lot of it, the hearts and minds of the troops will never be captured." He recommends that leaders talk about the vision all the time, rather than just in isolated "speeches." Successful change leaders also exploit all existing channels for communication, often repurposing newsletters and meetings to focus on the new vision. Finally, he says, successful leaders align their own behavior with their words: "Nothing undermines change more than behavior by important individuals that is inconsistent with their words."
Kotter also stresses that communicating the vision is not enough. Leaders must remove at least the major obstacles that get in the way of staff members acting on the vision. He lists four kinds of obstacles 16 that can be especially troublesome:
- Structures. For example, what if teachers need to collaborate in order for the plan to work well? Leaders who want change to succeed will find ways to rework schedules so they can meet during working hours, rather than assuming they will meet on their own time.
- Skills. Too often, writes Kotter, "Training is provided, but it's not enough, or it's not the right kind, or it's not done at the right time. People are expected to change habits built up over years or decades with only five days of education."
- Systems. For example, organizations often don't align their systems of hiring and compensating employees to support the new vision. (Of course, as we have seen, many public school leaders face external obstacles in this regard.)
- Supervisors. "These blockers stop needed action," writes Kotter. "Perhaps even more important, others see that these people are not being confronted and they become discouraged." An assistant principal who does not support the vision, for example, can easily undermine it.
Of course, sometimes such advice can seem like simple common sense. Why focus on what should be obvious? But the point is to turn common sense into explicit action. How often do principals and other school leaders purposely and systematically set out to build such "common sense" advice into their strategies for implementing ambitious improvement plans?
Districts and assistance providers can take explicit action to make this information available to principals and others leading schoolwide change. Consider a real-life example from Clover Park, Washington, which during the 1990s took on the tremendous challenge of implementing schoolwide reform models across multiple schools: "Every Clover Park principal had to deal with some degree of resistance during the school improvement process. To cope with this problem, principals studied the change process and devised explicit strategies to meet challenges resulting from systemic change. For example, critics were continually invited into the process from the onset because principals believed that they needed to be a part of the process." 17
The experiences of districts like Clover Park can themselves make for useful case studies that, along with examples of less-successful transformation efforts, can be incorporated in turn into leadership training and development.
Unfortunately, while MBA candidates and business managers now delve into organizational change research and case studies at great length, educational leaders are seldom exposed to them. Two recent studies of administrative education programs highlight this gap:
- A study of course syllabi for leadership programs at graduate schools of education found that "there is little evidence that principal-preparation programs are designed... to introduce students to a broad range of management, organizational, or administrative theory and practice... Notably missing are [leading researchers and thinkers] in the world of business management." 18
- A survey of principals 19 found that only 56 percent took courses in managing change as a part of earning administrator certification, and only 59 percent of those principals found the courses to be of high quality. This same study recommends that the Ed.D. degree be replaced with a much more practical master's of educational administration (M.E.A.) degree "rigorously combining the necessary education subject matter and business/ leadership education..."
Some policymakers are ahead of the curve. Several states—including Louisiana, Mississippi, New York, and North Carolina— are redesigning their school leadership programs and threatening to close down programs that do not improve. Virginia recently established a "School Turnaround Specialist Program" run jointly by the University of Virginia's Darden School of Business Administration and Curry School of Education.
Recommendation 2: Restructure district offices to provide schools with the support they need to implement ambitious improvement plans—or broker external assistance to help them do so.
Districts can restructure central offices to establish a more thoughtful, targeted approach to supporting school improvement efforts. Patricia Burch and James Spillane 20 argue that midlevel district staff can become a powerful force to assist school improvement if districts shape their own policy agendas to fit school improvement needs; redefine the job responsibilities of central office staff to focus on providing assistance with improvement rather than enforcing compliance with rules and regulations; and create time for district staff members to work inside school buildings rather than spend all of their time "downtown." That doesn't necessarily mean that schools call all the shots. A study comparing high- improving urban school districts with slow- improving ones found that the former structured their central offices to combine high building-level support with a high level of "reform press," to get reforms into the classroom. Those districts monitored implementation much more closely and did not hesitate to intervene decisively when progress was unsatisfactory. 21
Recommendation 3: Provide principals with the most important kind of support they need—time to focus on implementing improvement plans, especially to make sure that changes become embedded in classroom teaching.
Some districts are working to free up time for administrators to lead organizational change and improve classroom instruction. Education Week 22 reported last fall, for example, that Talbot County, Maryland, created a new "school manager" position in 2002 to "handle virtually all of their buildings' noninstructional administrative tasks. They order supplies and repairs, supervise the food service and custodial workers, and track staff attendance." One principal there told Education Week that program has been "a godsend... I'm in the classrooms every day."
Recommendation 4: Distribute responsibility for implementing the plan among the school staff, not just among administrators.
Of course, no principal can make every decision and solve every problem that will arise in the course of implementing changes to a school's instructional strategies. Therefore, principals also need help understanding that power to improve instruction is already distributed across a wide "web" of staff members including classroom teachers, and distributed leadership for instruction can be proactively built on top of that web. 23 Contrary to the popular notion that it takes high-profile "superstar" principals to turn around low- performing schools, for example, every one of the eight high-performing schools in a recent Kentucky study was found to have a culture of shared decision making rather than a micromanaging, authoritarian leader. 24
Recommendation 5: Allocate resources to support school improvement and enact policies to give schools real control over their own budgets.
If school leaders are to be held accountable for making improvement work, they need to be able to reallocate resources away from things that are not helping the school improve and toward new strategies for changing instructional practice. Giving schools control over their budgets can significantly improve their chances of successfully implementing ambitious improvement plans. Clover Park gave principals control of their budgets when it pushed them to adopt schoolwide reform models: "... planning teams were required to develop a budget that showed the total cost for implementing their proposed comprehensive reform plan. This had to include all anticipated resources, not simply their Title I allocations, as well as all expenditures for the upcoming year. The district provided technical support to faculties unfamiliar with developing budgets. Budgets from the previous year were studied and district staff carefully explained how different monies could be spent." 25
Recommendation 6: Enact policies to give schools real control over personnel so they can recruit and hire teachers whose skills and values match the strategies in the school improvement plan, and eliminate regressive policies and district budgeting practices that make it hard for low-income schools to compete for experienced teachers.
States and districts can assist school improvement efforts by ceding considerably more control over personnel to building-level leaders as well. Jim Collins writes in Good to Great, a study of high-improving companies over three decades, "We expected that [great] leaders would begin by setting a new vision and strategy. We found instead that they first got the right people on the bus, the wrong people off the bus, and the right people in the right seats—and then they figured out where to drive it... People are not your most important asset. The right people are." 26 New research on teacher effectiveness has revealed that this advice is just as important in education as it is in the corporate world—even though education systems have long operated as if all teachers are more or less interchangeable. 27 And a recent study comparing high- and low-performing elementary schools in Kentucky found that "a contributing factor to the high morale and overall success of the eight high-performing schools was the careful and intentional manner in which teachers were recruited, hired, and assigned." 28 Part of the solution simply involves helping principals engage in smarter screening practices at the building level: A Virginia principal whose school now uses periodic benchmark assessments and data to monitor and intervene when students need extra help gives job candidates actual student performance data from classrooms in her school and asks them to explain what the data mean and what they would do about them (L. Thomas, personal communication, April 27, 2004). However, many studies of high-performing schools have found that principals often have to exercise considerable creativity to get teachers who are a good match in terms of abilities and experience while at the same time complying with district policies on transfers and hiring. Some districts have taken steps to give principals more control over personnel— especially in the schools that need such flexibility the most. Memphis, Tennessee, contracted last year with an organization called New Leaders for New Schools to train 60 new principals in cutting-edge school leadership strategies. To address the organization's concerns about how much autonomy those new leaders would have once they were on the job, the district negotiated a deal with the Memphis teachers' union that provides high-performing principals with much greater influence over budgets and staffing, including the authority to select teachers based on merit and not seniority. 29 Of course, providing schools greater building- level control over personnel is much easier said than done, particularly in places where collective bargaining agreements must balance adult and student interests, and it will take time to put such policies in place. In the meantime, however, federal, state, and district leaders can abolish current policies that make it difficult for schools serving our neediest students to compete for the teachers they so desperately need. For example, recent research has revealed that district budgeting procedures make it hard for their higher poverty schools to compete for experienced teachers. District salary schedules are pegged to experience, with teachers earning higher paychecks as they accrue experience and advanced degrees over time. As they gain experience, many teachers take advantage of seniority privileges to migrate to lower poverty schools with less challenging jobs and better working conditions—and they take those bigger paychecks with them. Unfortunately, the large school-to-school spending inequities that result are typically hidden because most districts misleadingly use average teacher salaries instead of actual salaries to report school-level spending data. 30 One California study found that this "hidden gap" in actual personnel budgets across schools is so large that over the 12 or 13 years a student spends in public education it can translate into $100,000 less being spent to educate the average low-income student compared with the average nonpoor student. 31 The Center for American Progress recently noted that, "For decades [the federal Elementary and Secondary Education Act has] actually abetted such dishonest accounting practices by prohibiting the use of actual salaries when districts provide written assurances that they offer 'comparability of services' across schools." 32 Policymakers can do two things to ameliorate the problem: (1) enact policies to prohibit "salary averaging" and instead require districts to report school spending on personnel based on actual salaries, and (2) work to remediate the root problem—inequities in teacher quality across schools—by investing greater dollars to help principals in low-poverty schools attract highly qualified teachers with offers of better pay or more supportive working conditions (such as reduced class sizes or student loads). Of course, schools and districts cannot afford to wait until the tangled skein of current policies can be transformed into coherent set of supports to assist schools in this new era of greater accountability. But that doesn't mean the only option is to wait.
Implementation of improvement plans is the least acknowledged, least understood, and least supported phase of the school improvement process. That doesn't mean it is the least important, however. Due to an assortment of internal and external obstacles to organizational change, implementation is the stage where most serious improvement efforts fail. That failure is often hidden from plain view during the early months of implementation as schools incrementally scale back efforts to implement more meaningful changes—those related to improving classroom instruction—while continuing to carry out easier but less meaningful activities that are unlikely to result in substantial increases in student learning. But it doesn't have to be this way. Work can be done at all levels—by principals, district leaders, and policymakers—to help schools overcome obstacles:
- Prepare all school leaders for the difficulties of organizational change by helping them understand and anticipate the internal obstacles—technical, cultural, and political—that can arise and give them tools and strategies to monitor change.
- Address the external obstacles by transforming the relationship between districts and schools through ensuring adequate school support at the central- office level and adequate control over budgets and personnel at the school level, and by enacting policies that give principals more time to focus on leading change and improving classroom instruction. Neither set of changes will be easy. But if we want schools to take responsibility for student outcomes and engage in serious, "whatever- it-takes" efforts to improve learning and close achievement gaps, district personnel and other assistance providers must begin to think outside the box and engage in creative strategies to help schools overcome internal and external barriers to serious organizational change.
1 The Philanthropy Roundtable and Grantmakers for Education. (2004). Creating new schools: Promising strategy for change? A briefing for donors and grantmakers: May 26–27, 2004. Denver: Author. (page 1) Retrieved August 1, 2005, from http://www.edfunders.org/downloads/events/ Graba_NewSchools.pdf
2 The Philanthropy Roundtable and Grantmakers for Education. (2004). A new bet for better schools? Diversifying philanthropic strategies to improve student learning. Denver: Author. (page 1) Retrieved August 1, 2005, from http://www.aecf.org/publications/data/new_ bet_for_better_schools.pdf
3 The Philanthropy Roundtable and Grantmakers for Education. (2004). Creating new schools: Promising strategy for change? A briefing for donors and grantmakers: May 26–27, 2004. Denver: Author. (page 2) Retrieved August 1, 2005, from http://www.edfunders.org/downloads/events/ Graba_NewSchools.pdf
4 Education leaders who believe that schools face a unique set of challenges when it comes to convincing personnel of the need for change should read the second chapter of Moneyball. The author, Michael Lewis, provides a fas- cinating account of a 2001 meeting among Oakland A's managers and scouts in which managers try very hard to convince a group of very experienced and very skeptical scouts that data analysis can help significantly improve the organization's ability to make good draft picks. See Lewis, M. (2003). Moneyball. New York: W. W. Norton and Company. (pages 14–42)
5 The factors that frustrate efficient and effective hiring and assignment of teachers are many and complex, especially in urban districts, and some of them originate outside human resource departments. For example, negotiated con- tracts with teacher unions can prevent principals from taking steps to fill vacancies with candidates from outside the district until lengthy internal transfer periods are complete. For an excellent accounting of the multiple factors that subvert principals' abilities to hire the best candidates, see Levin, J., & Quinn, M. (2003). Missed opportunities: How we keep high-quality teachers out of urban classrooms. New York: The New Teacher Project.
6 Bolman, L. G., & Deal, T. E. (2003). Reframing organi- zations: Artistry, choice, and leadership. San Francisco: Jossey-Bass. (page 383)
7 Kotter, J. P. (1998). Leading change: Why transformation efforts fail. In Harvard business review on change (pp. 1– 20). Boston: President and Fellows of Harvard College. See also Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press; and Kotter, J. P., & Cohen, D. S. (2002). The heart of change: Real-life stories of how people change their organizations. Boston: Harvard Business School Press.
8 McCarthy, S., & Celio, M. B. (2001). Washington elementary schools on the slow track under standards- based reform. Seattle, WA: Center on Reinventing Public Education, University of Washington. (page 23) Retrieved August 1, 2005, from http://www.crpe.org/pubs/pdf/ slowtrack.pdf
9 McCarthy, S., & Celio, M. B. (2001). Washington elementary schools on the slow track under standards- based reform. Seattle, WA: Center on Reinventing Public Education, University of Washington. (page 24) Retrieved August 1, 2005, from http://www.crpe.org/pubs/pdf/ slowtrack.pdf
10 Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. (pages 42–43)
11 Education Week. (2004, September 15). Instructional leadership. Education Week, 24(3), S7. Retrieved August 1, 2005, from http://www.edweek.org/media/pdf/vol-24/ Leadership¬charts.pdf
12 Farkas, S., Johnson, J., Duffett A., & Foleno, T. (2001). Trying to stay ahead of the game: Superintendents and principals talk about school leadership. New York: Public Agenda. Retrieved August 1, 2005, from http://www.publi- cagenda.com/specials/leadership/leadership1.htm
13 Education Week. (2004, September 15). Instructional leadership. Education Week, 24(3), S7. Retrieved August 1, 2005, from http://www.edweek.org/media/pdf/vol-24/ Leadership¬charts.pdf
14 Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. (pages 17, 19) See also Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. (pages 33–34)
15 Kotter, J. P. (1998). Leading change: Why transforma- tion efforts fail. In Harvard business review on change (pp. 1–20). Boston: President and Fellows of Harvard College. (pages 11–13)
16 Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. (pages 101–115)
17 Davis, D., Sagmiller, K., & Hagans, R. (2001). Implementing school reform models: The Clover Park experience. Portland, OR: Northwest Regional Educational Laboratory. Retrieved August 1, 2005, from www.nwrel. org/csrdp/clover.html
18 Hess, F. M., & Kelly, A. P. (2005). The accidental princi- pal: What doesn't get taught at ed schools? Education Next. Retrieved August 1, 2005, from http://www.educationnext. org/20053/34.html
19 Levine, A. (2005, March). Educating school leaders. Washington, DC: The Education Schools Project. (pages 29, 66) Retrieved August 1, 2005, from http://www.edschools. org/pdf/Final313.pdf
20 Burch, P., & Spillane, J. (2004). Leading from the middle: Mid-level district staff and instructional improvement. Chicago: Cross City Campaign for Urban School Reform. (page 4) Retrieved August 1, 2005, from http://www.cross- city.org/downloads/exec_summary_final.pdf
21 Snipes, J., Doolittle, F., & Herlihy, C. (2002, September). Foundations for success: Case studies of how urban school systems improve student achievement. Washington, DC: Council of the Great City Schools. (pages 53–54) Retrieved August 1, 2005, from http://www.mdrc.org/publica- tions/47/full.pdf
22 Archer, J. (2004). Tackling an impossible job. Education Week, 24(3), S3–S6.
23 Archer, J. (2004). Weaving webs: School leadership isn't hierarchical, researchers are discovering. Education Week, 23(27), 50–53.
24 Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high-performing high-poverty schools. Lexington, KY: The Prichard Committee for Academic Excellence. (page 18) Retrieved August 1, 2005, from http://www.prichardcommittee.org/Ford%20Study/ FordReportJE.pdf
25 Davis, D., Sagmiller, K., & Hagans, R. (2001). Implementing school reform models: The Clover Park experience. Portland, OR: Northwest Regional Educational Laboratory. Retrieved August 1, 2005, from www.nwrel. org/csrdp/clover.html
26 Collins, J. (2001). Good to great: Why some companies make the leap... and others don't. New York: HarperCollins Publishers. (page 13)
27 A study in Tennessee, for example, found that two groups of students who start out at the same level of achievement can end up 50 points apart on a 100-point scale if one group is assigned three ineffective teachers in a row and the other is assigned three effective teachers in a row. See Sanders, W., & Rivers, J. (1996) Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value- Added Research and Assessment Center. (page 3) Another study, using Texas data, found that the low-income students who have five years of highly effective teachers in a row during elementary school can join their wealthier peers in mastering grade-level math by seventh grade. See Hanushek, E. A., & Rivkin, S. G. (2004). How to improve the supply of high-quality teachers In D. Ravitch (Ed.), Brookings papers on education policy–2004 (pp. 7–44). Washington, DC: Brookings Institution Press.
28 Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high-performing high-poverty schools. Lexington, KY: The Prichard Committee for Academic Excellence. (pages 20–21) Retrieved August 1, 2005, from http://www.prichardcommittee.org/Ford%20Study/ FordReportJE.pdf
29 Archer, J. (2004). Tackling an impossible job. Education Week, 24(3), S3–S6. See also NewSchools Venture Fund. (2004). NewSchools Venture Fund summit 2004. San Francisco: Author. Retrieved August 1, 2005, from http:// www.newschools.org/network/Summit2004.pdf
30 Roza, M., & Hill, P. T. (2004). How within-district spend- ing inequities help some schools to fail. In D. Ravitch (Ed.), Brookings papers on education policy–2004 (pp. 201–218). Washington, DC: Brookings Institution Press.
31 The Education Trust-West. (2005). California's hidden teacher spending gap: How state and district budgeting practices shortchange poor and minority students and their schools. Oakland, CA: Author. Retrieved August 1, 2005, from http://www.hiddengap.org/resources/report031105. pdf
32 Center for American Progress. (2004). The progressive priorities series. Better teachers, better schools: Ensuring a high-quality education for every child by building a stronger teaching force. Washington, DC: Author. (pages 14–15) Retrieved August 1, 2005, from http://www. americanprogress.org/atf/cf/{E9245FE4-9A2B-43C7-A521- 5D6FF2E06E03}/PPP_EDUCATION.PDF
About the Center's Policy Briefs
This is the third in a series of four policy briefs to be published by The Center for Comprehensive School Reform and Improvement in 2005. The first, Establishing a Strong Foundation for School Improvement, was released in January and the second, Planning That Matters: Helping Schools Engage in Collaborative, Strategic Problem Solving, was published in April. The briefs are intended to provide fresh insights and useful advice to policymakers and school assistance providers. This year's four-part series is structured around The Center's emphasis on school improvement and reform as a collaborative, schoolwide cycle of activities: (1) organizing for improvement, (2) planning for improvement, (3) implementing improvement plans, and (4) sustaining improvement efforts. Each publication addresses one of those areas and builds upon the ideas and strategies discussed in the preceding briefs. Therefore, we recommend reading them in order and using them in concert. All three publications are available on our Web site (www.centerforcsri.org).
Reprinted with the permission of the Center for Comprehensive School Reform and Improvement. © 2008 Learning Point Associates. All rights reserved.


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PRESSRELEASE | All press releases
18 December 2008 13:15 CET
Scania starts cooperation with Kohler Power Systems - corrected version
Scania's 12- and 16-litre marine engines will be used in Kohler's high-output marine generators.
"Scania is looking forward to a long-term relationship with Kohler Power Systems. This cooperation is yet another proof that Scania's engines fulfil the performance and reliability requirements for engines in marine genset applications. It also constitutes a major step for Scania into the North American market," says Mikael Lindner, Sales Director for the marine segment, Scania Engines.
Kohler, a major global actor, has been manufacturing marine generators for the pleasure craft, mega yacht, sports fishing as well as commercial marine markets for nearly 90 years and has expanded its service and support network to more than 600 locations worldwide.
Kohler Power Systems recently launched a new line of diesel-powered marine generators at the International workboat show in New Orleans. Kohler is expanding its product range to include 350 and 500 kW generators. Both will be powered by Scania engines. Kohler's marine generators are designated EOZC (60 Hz) and EFOZC (50 Hz). At the exhibition Kohler displayed the Scania 12-litre engine in its 350 kW marine genset and Scania exhibited its range of marine engines.
For further information, please contact:
- Mikael Lindner, Sales Director, Scania Engines, phone +46 8 553 50869
- Per Backteman, President, Scania USA Inc, phone +1 210 403 0007
- Kristina Axelson, Communications, Scania Engines, phone +46 8 553 81360.
Scania is one of the world's leading manufacturers of trucks and buses for heavy transport applications, and of industrial and marine engines. A growing proportion of the company's operations consists of products and services in the financial and service sectors, assuring Scania customers of cost-effective transport solutions and maximum uptime. Employing 35,000 people, Scania operates in about 100 countries. Research and development activities are concentrated in Sweden, while production takes place in Europe and South America, with facilities for global interchange of both components and complete vehicles. In 2007, invoiced sales totalled SEK 84.5 billion and net income amounted to SEK 8.6 billion. Scania press releases are available at www.scania.com


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As part of the implementation of the Academy's Strategic Plan the Royal Irish Academy established 10 multidisciplinary committees in 2014.
Membership of the Committees is drawn from universities, research institutions, government agencies, industry and other relevant bodies throughout the island of Ireland.
The aim is to ensure broad representation on each Committee, taking account of gender, regional, thematic, organisational and North-South balances.
The Committees are as follows:
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|Plastic reproductive strategies in a clonal marine invertebrate.
MedLine Citation:
|PMID: 14667344 Owner: NLM Status: MEDLINE
|Plastic reproductive allocation may allow individuals to maximize their fitness when conditions vary. Mate availability is one condition that may determine the fitness of an individual's allocation strategy. Using a variety of methods, I detected evidence of plastic allocation to asexual (clonal) reproduction in response to mate availability in the brittle star Ophiactis savignyi. There were more mature individuals in populations in which both sexes were present, and clones from these populations had fewer clone-mates than clones from single-sex populations. Animals placed with mates in a field experiment divided less frequently than animals without a mate. These findings demonstrate that animals reduce their allocation to asexual reproduction when mates are present and when a loss of fecundity associated with cloning would decrease offspring production. This plasticity is probably adaptive because it maximizes sexual-reproductive potential when fertilization is more likely, but maximizes survival of the clone when mates are absent and gametes are unlikely to be converted to offspring.
|Tamara M McGovern
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Contrary to Glenn Beck's programming directives, Fox News took a quick break yesterday from hyperventilating and misinforming about ACORN to hyperventilate and misinform about health care, as Neil Cavuto molded an entire segment around the Investor's Business Daily poll showing that legions of doctors will up and quit if any sort of health care reform is passed. As Nate Silver helpfully explained, the IBD survey, which runs contrary to every legitimate poll of physicians on health care reform, is the product of biased and inept polling practices.
Nevertheless, Cavuto hyped the discredited IBD poll, calling it "a brand new poll showing that 45 percent of America's doctors will consider hanging up their stethoscopes for good if the government overhauls health care." But even as he touted the poll's "strong warning," Cavuto's graphics department was working to undermine him [emphasis added]:


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Minister Fast Marks Conclusion of Latest Round of Trade in Services Negotiations
Services a priority sector under Canada's Global Markets Action Plan to create jobs and opportunities for workers and businesses
February 24, 2014 - Geneva, Switzerland - Foreign Affairs, Trade and Development Canada
The Honourable Ed Fast, Minister of International Trade, today marked the conclusion of the latest round of negotiations for a trade in services agreement (TISA). The round took place in Geneva, Switzerland, from February 17 to 24, 2014.
A TISA would provide increased access as well as predictability and transparency for Canadian services companies. Service providers active in such diverse services fields as telecommunications, finance, computing and information technology, retail distribution, transportation, environment, express delivery, energy, accounting, law, architecture and engineering will greatly benefit from a TISA.
There are 23 WTO member economies currently participating in the negotiations: Australia, Canada, Chile, Chinese Taipei, Colombia, Costa Rica, the European Union, Hong Kong (China), Iceland, Israel, Japan, Liechtenstein, Mexico, New Zealand, Norway, Pakistan, Panama, Paraguay, Peru, South Korea, Switzerland, Turkey and the United States. In late 2013, China and Uruguay formally expressed their interest in joining the negotiations.
Quick Facts
- Canada is one of the world's largest exporters of services, and the services sector sustains nearly four in five Canadian jobs, employing more than 13 million workers.
- In 2012, Canada exported almost $83-billion worth of services. Canada is the world's fourth-largest exporter of engineering services and a significant exporter of services in several other sectors, including mining, finance and information technology.
"Today, with one in five Canadian jobs dependent on exports, our prosperity hinges on opening new markets for Canadian goods, services and investment. Under the recently launched Global Markets Action Plan, we are focusing our efforts on the markets and sectors that hold the greatest promise for Canadian business. This includes professional and financial services. A next-generation plurilateral trade in services agreement with key WTO members will greatly benefit our services providers here in Canada."
- Ed Fast, Minister of International Trade
Associated Links
- Trade in Services Agreement (TISA)
- Global Markets Action Plan: The Blueprint for Creating Jobs and Opportunities for Canadians Through Trade
- Opening New Markets: Trade Negotiations and Agreements
Shannon Gutoskie
Press Secretary
Office of the Honourable Ed Fast
Minister of International Trade
Media Relations Office
Foreign Affairs, Trade and Development Canada
Follow us on Twitter: @Canada_Trade
- Date Modified:


text:
November 28, 2015
Police are looking for a suspect wanted in connection to a deadly shooting that happened in Dothan on Sunday morning.
Police arrived at a house on Newton Street around 4 o'clock in the morning and found one man shot in the leg, and 30-year-old Alonza Anthony Nickson, known as Ashley, dead inside the house. Neighbors say the victim was shot twice in the stomach before going in the house and twice in the head.
Investigators say the shooting stemmed from a domestic dispute between Ashley and the killer. They have been working around the clock to solve the case, but they are also asking for help from the public. The suspect in the killing is described as a black male in his mid-20's, 5'7" to 5'9" tall, and weighing between 140 and 160 pounds. Anyone with information is asked to call the Dothan Police Department.
Click Here to access the online Public Inspection File
Viewers with disabilities can get assistance accessing this station's FCC Public Inspection File by contacting the station with the information listed below. Questions or concerns relating to the accessibility of the FCC's online public file system should be directed to the FCC at 888-225-5322, 888-835-5322 (TTY), or firstname.lastname@example.com.


text:
Get the latest Flash player
Date: 5 years ago
Runtime: 4:01
Views: 43,716
Flex, Edge, Stroke, Shoot
I was stuck at O'Hare during the snowstorms of 2010. Nothing to do but strip, hook up the laptop to the big screen, sit back in the recliner, lube up and spend a few hours jerking off to some great porn. Oh, and set up the cameras to catch it all on tape so you all can jerk off with me. Happy Jackin'...
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text:
Date: 20 March 2013
Scheduled Flights
On-time performance for scheduled flights at London airports fell by three percentage points to 77% and the average delay increased by two minutes to 12 minutes between the last quarter of 2011 and the same quarter in 2012. Gatwick, Stansted and Heathrow's on-time performance fell by five, four and three percentage points respectively. Luton and London City's increased by two percentage points. Gatwick, Stansted and Heathrow's average delay all increased by three minutes, Luton's increased by one minute and London City's fell by one minute.
At the regional airports monitored in the fourth quarter of 2012, on-time performance increased by three percentage points to 83% and average delay fell by one minute to 10 minutes. Birmingham had 85% scheduled flights on time, the highest among the regional airports. Compared with the same period in 2011 on-time performance increased by four percentage points at Manchester: increased by three percentage points at Edinburgh: remained unchanged at Birmingham and Glasgow; and fell by three percentage points at Newcastle.
Charter Flights
In the last quarter of 2012, punctuality of charter flights, in contrast with scheduled flights, showed a slight improvement. The proportion of on-time charter flights remained at 74% but average delay across all charter flights monitored in the last quarter of 2012 was 19 minutes, a fall of two minutes compared with the last quarter of 2011. The best on-time performance for charter flights was registered at Birmingham with 84% on-time.
Destinations with most flights
Among the 75 scheduled international destinations with the most flights in the fourth quarter of 2012 (covering routes with between 900 and 12,900 flights in the quarter), flights to and from Delhi (India) recorded the lowest on-time performance of 62.4% and flights to and from Modlin (Poland) the highest average delay of 23.7 minutes. Flights to and from Rotterdam achieved the best punctuality with an on-time performance of 88.2% and the lowest average delay of 7.4 minutes.
For more information contact the CAA press office on: 020 7453 6030.
Follow the CAA on Twitter at @UK_CAA
Notes to Editors
1. Tables containing more information are below:
• Quarterly punctuality data broken down by airport and scheduled vs charter flights: Quarterly results
• Delay statistics for the Top 75 most visited international destinations on scheduled flights: Top 75 Airports
• Historic punctuality data on a Quarter by Quarter basis broken down by London and Regional airports: Historic Data
2. The CAA statistics on punctuality of passenger flights at 'London Airports': Heathrow, Gatwick, Luton, Stansted and London City, and 'Regional airports': Manchester, Birmingham, Newcastle, Edinburgh and Glasgow cover both arrivals and departures. Actual times of operation are derived from air transport movements returns made to the CAA, which are compared with planned arrival and departure times supplied by Airport Co-ordination Ltd. Figures for Glasgow Airport became available in July 1993, Newcastle and Edinburgh airports from April 1996 and London City from April 1997. All other airports report from April 1989.
3. In these punctuality data, 'delay' is recorded as the difference between an aircraft's scheduled and actual arrival or departure time at the airport terminal. It does not therefore measure any delay, such as that due to congestion, which has already been allowed for in the planned flight times of the service.
4. Punctuality data are published monthly and annually in summary and in full on the CAA website: www.caa.co.uk/punctuality. For data queries please contact one of our analysts at the Civil Aviation Authority, Aviation Intelligence, K4, CAA House, 45-59 Kingsway, London WC2B 6TE, telephone 020 7453 6245.
5. On-time performance and delay is calculated from the scheduled on-stand time (provided by Airport Co-ordination Ltd.), the reported runway time (provided by the airport) and the expected time an aircraft takes to travel between a stand and the runway (taxiing time - calculated from historic data). The use of average taxi times is sufficient for calculating an aggregate level of on-time performance, but would not be suitable for reviewing the punctuality of an individual flight.
6. In 2009, the CAA, in consultation with the airports, undertook a review of the taxiing time assumptions, and updated the values used for quarter 1 2009 data onwards. To ensure that the comparison is like-for-like, the punctuality data for 2008 has also been recalculated using the revised taxiing time assumptions.
7. It should be noted that the statistics in this notice cover only those flights which were operated; they do not cover those flights which were cancelled. Delays can occur for a variety of reasons. Operating circumstances, both within and without the airline's control, also vary by route and by type of service. These tables are not intended and should not be treated as a direct comparison between scheduled and charter services.
8. The CAA is the UK's specialist aviation regulator. Its regulatory activities range from making sure that the aviation industry meets the highest technical and operational safety standards to preventing holidaymakers from being stranded abroad or losing money because of tour operator insolvency.
9. The information contained in this report has been compiled from various sources and it is not possible for the CAA to verify whether it is accurate, nor does the CAA undertake to do so. Consequently the CAA cannot accept any liability for any financial loss caused by any person's reliance on it.


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Aaron Liu wrote:Edit your xml file using a text editor. At the very beginning of the first line, look for and delete any leading spaces.
The following first line of the xml must not have any spaces or characters before the first "><" in the line.
<?xml version="1.0" encoding="UTF-8"?>
Try the import again.
I hope it's useful to you.


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- Reviews
Rating 5 star :100% ( 1 )Total : 1 Reviews
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- Smoke Vault 24"" Jerky Rack 2pk Review by Sgt Hoth All my reviews (1)
Pros: Well constructed
Would you recommend this product to a friend? Definitely yes
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The jerky rack by Camp Chef is the perfect accessory for making the best jerky in your smoker. Durable nickel-plated construction. A must-have accessory for any outdoor cooking enthusiast.


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Car Review: 2016 Kia Sorento
Car Review: 2016 Kia Sorento By Frank S. Washington/NNPA Columnist Although it should be sunny by the time you read this, we ran into real world conditions while here to test drive the new 2016 Kia Sorento. Wind gusts were up to 50 mph and sometimes more; precipitation varied between rain and sleet and a bunch of snow was expected that night. We felt some relief when we were told that Kia had brought all-wh ...Read more ›


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Vinod Khosla Of Khosla Ventures: It's Not About Funding The Company, It's About Helping Them
Michael Arrington hopped on stage at TechCrunch Disrupt SF for a fireside chat with Vinod Khosla of Khosla Ventures. The two discussed Khosla's perspective on how companies within his firm's portfolios get the most out of working with the team. Khosla is very passionate about assisting his companies with recruiting, even suggesting that talented folks send him their resume. Read More
Maybe a little raw meat to protect your iPod?
Ewww! Or yum?? This raw meat iPod protector comes from Japan and carries the Kobe Beef-like price tag of $68. That's a hell of a lot of money unless you really, really, really like steak. Or raw meat. I really, really like steak, but that's only two "reallys" so I've been priced right out of contention by that $68 figure. Too rich for my blood, although that… Read More


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Please remember to schedule your arrival date with Amanda Wilson at least 1 week in advance. email@example.com or (765) 494-9061
Cost of Attendance Estimate at Purdue UniversityOne Semester Full-time Enrollment (8 or more credit hours):
More detailed information about Lafayette and West Lafayette is available at: www.lafayette-in.com/community.html
Electric UtilitiesDuke Energy: (800) 521-2232Tipmont REMC: (800) 726-3953
Propane Gas SalesWestland Co-op: (765) 474-145252 South, Lafayette, IN 47901
Natural Gas Utility SuppliersVectren Energy: (800) 277-13761250 S. Creasy Ln., Lafayette, IN 47905
Television/Internet/PhoneFrontier Communications: (800) 921-8101325 S. Creasy Ln, Lafayette, IN 47905Comcast: (800) 934-6489
WaterLafayette Waterworks: (765) 807-1700City Hall, 20 N. 6th St., Lafayette, IN 47901
In order to reserve an apartment you will need to bring enough money to pay for a deposit (usually the same amount as one month of rent) and enough money for one month's rent. Plus money for deposits for Electric, Gas, Phone hooked up.
On Campus Housing for Graduate Students:
Partial Listing of Off Campus House:
Online Housing Resources:
West Lafayette School Corporation
Child & Day Care / Preschools:
Public Schools:
Private Schools:
Public Colleges / Universities:
The first land grant college in Indiana was built west of Lafayette, and opened its doors on September 16, 1874 as Purdue University. John Purdue pledged $150,000 of his own wealth to secure the site, and donated 100 acres of land to the school. Purdue was also responsible for encouraging prominent local citizens to pledge an additional $50,000. The university was named in Purdue's honor, and is now the centerpiece for all of Tippecanoe County.
Bordered by:
Location & Climate:
Tippecanoe County is 63 miles northwest of the state capital, Indianapolis, found in Marion County. The courthouse in Lafayette is located at Long 86.52 W, Lat 40.221 N, where the elevation is sixty feet above sea level.
Average Weather:
Bug Bowl
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Entomology Graduate Organization (EGO)
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Indiana Invasive Species Council (IISC)
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IPM in Schools
Ixodes Scapularis Genome Project (IGP)
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Mayfly Central
Network for the Genetic Improvement of Cowpea for Africa (NGICA)
Ohio Valley Entomology Association (OVEA)
On Six Legs
Pest Management Correspondence Courses
Post Harvest Grain Quality
Public Health and Medical Entomology Program
Purdue Entomological Research Collections (PERC)
Purdue Forensic Science Club
Purdue Improved Crop Storage (PICS2)
Purdue Pest Management Conference
The Bee Hive: Honey Bees
Thomas Say Entomological Society
Tippecanoe County Butterfly Encounter
Turfgrass Entomology
Urban Ecology Laboratory
Urban Pests
Vegetable IPM
Western Corn Rootworm Distribution Maps
Wildlife Conflicts Information Hotline


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Decorate Your Windows with the Outside in Mind
We are always concerned what our window covering will look like when installed, what atmosphere they will create and how they will add to our interior décor. But what shouldn't be overlooked is how your window treatment looks like from the street and outside of the house.
Have soft Silhouette window blinds in the guest bedroom facing the street, but the dining area has roman shades? Wood blinds in your breakfast area and solar shades in the living room? Driving through neighborhoods and seeing the mixing and matching inside homes from the streetside looks unbalanced and cluttered. Question is, are we decorating for us or for the people driving by our house? Off course it is more important to enjoy the inside of our homes, but the outside shouldn't be completely overlooked. Most people will not stay in their homes for decades and the time of having to sell your home will come. Keeping certain areas of the home uniform could make a difference for a potential buyer when your house will hit the market. Some people will even invest that additional money to add curb appeal, so the large window area in the front of your house will leave just as much of an impression as everything else.
Even if you aren't mixing and matching as described above, we hear customers all the time wanting to change products on a door or sidelight window because they feel a 2" wood blind might be too heavy for these little windows. Not at all!! Continuing the flow of the same window treatment is much more pleasing to the eye than switching to a 1" wood blind or breaking away to an entirely different product all together. Many of today's custom made products come in very narrow sizes, so even sidelights can be covered with the same product you used in your formal living or dining room to keep things uniform and flowing.


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Welcome to WebmasterWorld Guest from 220.127.116.11
Forum Moderators: LifeinAsia & httpwebwitch
I got a request for proposal that outlined the details of a site, it also estimated the development would take about 4 months to complete. My proposal estimated less time. Once I was hired for the job I was informed that the person I should discuss the contract with was also the person who would be in charge of billing. He was not a part of the "web committee" who I would be working with to develop the site (none of whom are developers, all from various departments within organization). This concerned me a little because I wanted to be sure the contract addressed things such as the site taking more time than estimated and thought that these issues should be discussed with the actual people working on the site. Because it's a pretty large organization they already had contracts they needed filled out and to approve the use of my contract could have been a lengthy process. Since they had already begun regular meetings (which I was obviously supposed to attend) and were very anxious to start the development process I went against my better judgement and just had a few sections added to their contract so I could get started.
Lesson 1, don't start the site until the contract is signed and the first payment is recieved! 2 months later I recieved my first check, which was supposed to be my initial deposit for starting the site. I had been working the whole time and was told multiple times that the check was sent, even though it hadn't been. Jump ahead 2 months to today, the site is about halfway done.
Lesson 2, limit the number of revisions in the contract! A combination of late content and being revisioned to death has caused the development to grind to a turtles pace. 4 months into it (which was their original estimate and at least a month longer than mine) and the end is not in site.
Lesson 3, when you're paid by the project spell out the maximum time you'll spend before charging more! For some reason which I can't seem to figure out now, I added a section to the contract that specified the maximum number of pages I would create, but not the maximum amount of time the project could consume. I really don't know what I was thinking, I spelled out the maximum size of the site but there's nothing that says it can't take a year to develop!
I called the person who is in charge of the project to see if I could at least get a partial advance on the final payment since it's going to take so much longer than expected, but I must have sounded pretty pathetic because I got a lot of comments about how it is "dealing with committees in the real world". I was really made to feel like a naive, inexperienced businessperson and I actually believed that the problem was with the way I had dealt with the site development until I thought about it a little. I realized that I had done everything the way I should, I was very vocal in the beginning about certain things I saw that were slowing the development. The problem was that I did not have a solid contract to back up the things I was saying. If I had stated in the contract that after 2 revisions (or even 3 or 4 for that matter!) there would be an extra hourly charge I could have ceased the endless revisions. If I had stated that failure to deliver content on time may push the deadline back and require extra compensation, it may have given my words a little more force. These are just a few examples but the list of things I should have spelled out goes on. I had read most of these things a million times, but like everything else I've really learned, I guess I had to experience it for myself.
When we write our proposals with a time of completion, it's accompanied by a timeline of YOU do this in this amount of time, and WE do this amt of time.. then the overall time of completion is based on THAT. If THEY don't get the ifno to you in time.. THEY're in breach, not you :) When dealing with a large organization we also stipulate SPECIFIC POINTS OF CONTACT. Usually 1, but could be more. That way, THEY deal with their own internal bickering and you deal with 1 or 2 representatives.
looks like this
US = you
THEM = customer
1.US - 5 days - demo page
2.THEM - 10 days - review demo page & return comments, company info and brochures, logos
3.US - 15 dyas - revise demo if necessary and begin site work. submit first draft of site.
4. THEM - 15 days - review and comment on 1st draft..
jennij, I like that approach but am wondering what do you do if the client does breach for extended delays? What's the consequence?
I have a clause that says I have the right to reschedule a project if the delays are excessive (I've had clients take several months - they come out of the blue and expect you to drop everything) but that still doesn't solve a key problem: delays cost money.
if they DON'T get materials to us we try initially to find out why and help remedy if possible. maybe they're not sure what to do, how to do it, they're waiting on someone else, etc.
Yes you may lose the odd one this way but it saves a LOT of headaches in the longer term and keeps the money flowing.
In any event, we still have people banging on the door for new work.....:)
If, after talking the client, the voices told me to ask for a deposit I did, and got it.
If alarm bells sounded, I asked for full payment and got it.
Now I don't listen to the voices or alarm bells, I offer a pre payment discount and it works very well.
Any changes to the original agreement are confirmed by email with another question to ensure they reply with acknowledgement.
Anything the client asks for which goes against the grain I email them with my opinion.


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What is JFIT?
Challenge yourself with total body interval training using a variety of circuit-based exercises working every muscle group. This is not your average group exercise class! JFIT offers solid, safe and effective exercises to increase your strength and endurance.
Purchasing the JFIT pass allows you to participate in any of the weekly trainings offered. Click here to see JFIT's Schedule and all of our other group fitness schedules.
Why Join JFIT?
- Small group setting– training limited to 10 participants
- 55 minutes of challenging exercises
- Quality- Lead by nationally certified personal trainers
- Convenience- at least 10 classes held weekly
- Attend when you can
JFIT Pricing
- Monthly Unlimited: $59 Member Value Fee / $99 Fee
- Drop–in (One class): $10 Member Value Fee / $15 Fee
- Special September Pricing: Unlimited Pass $40
- October & November Pricing: Unlimited 2 Month Pass$100
Not sold yet? Try out your first class for FREE!
Questions about JFIT? Contact Kris Anderson or call 414-967-8265.


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The benefits and privileges available from Cablesurf Cable Internet ("Cablesurf ") and the Internet in general, must be balanced with duties and responsibilities so that other users can also have a productive, enjoyable experience. This Acceptable Use Policy (the "Policy") was designed to prevent unacceptable uses of our services and equipment as well as to ensure that we are able to provide the level and quality of services that our customers expect. Each customer of Cablesurf is responsible for ensuring that the use of all services provided to such customer complies with this Policy.
If Cablesurf believes, in its sole discretion, that a violation of this Policy (direct, or indirect, including violations by a third party) has occurred, it may take responsive action. Cablesurf is entitled to remove the offending material, establish immediate or temporary filtering, deny access, suspend or terminate Cablesurf Services, or take any other appropriate action, as determined by Cablesurf , in addition to any remedies provided by any agreement to provide Cablesurf Services.
Cablesurf may investigate incidents involving violations of this Policy, and such violations may subject the customer to civil or criminal liability. In the event of a criminal violation Cablesurf will co-operate fully with law enforcement.
The customer is solely responsible for use of their Cablesurf account, regardless if such use occurred without the account holder's consent or knowledge.
Cablesurf may amend this policy at its sole discretion. The continued use of Cablesurf Services after an amended policy has been posted at www.cablesurf.com/acceptableuse.shtml will be deemed as acceptance of the amended policy.
Illegal/Criminal Activity
Cablesurf Services must not be used for any activity that violates any local, provincial, federal, international or any other applicable law or regulation, including the distribution or storage of materials that are contrary to any applicable law or regulation. Prohibited activities include, but are not limited to:
The customer will indemnify and hold Cablesurf harmless from any claim brought by third parties relating to the customer's use of Cablesurf Services. The customer must pay and defend all legal costs (including legal fees) arising from such claims. Upon receiving notice, the customer must immediately notify Cablesurf of any claim or potential claim involving their use of Cablesurf Services. Failure to do so gives Cablesurf the right to defend such claims at the customer's sole cost.
Cablesurf makes no warranties of any kind, whether expressed or implied, including any implied warranty of merchantability or fitness of Cablesurf Services for a particular purpose. Cablesurf takes no responsibility for any direct, indirect, incidental, special, consequential, punitive or other damages whatsoever, including, but not limited to, loss of use, data, information or profits from delays, non-deliveries, mid-deliveries, or service interruptions, arising out of, or in connection with, customer use or access of any site.
Cablesurf may co-operate with other Internet Service Providers to discourage and resist any abuse of online procedure and policies. In the event that Cablesurf learns that one of its customers is using other networks in an unacceptable way, Cablesurf reserves the right to take corrective action against such customer.
Cablesurf is not responsible for, and shall not be held liable for any damages resultant of any conduct, content, communications, goods and services available on or through Cablesurf Services.
Cablesurf may at all times monitor the performance of Cablesurf Services electronically to ensure its facilities are operating properly.
The customer acknowledges that Cablesurf has the right, but not the obligation, to monitor or disclose the contents of private communications if Cablesurf , in its sole discretion, reasonably believes that such action is necessary:
For any customers who may have questions or complaints regarding this Policy, please contact firstname.lastname@example.com.


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Add your contemporary art event to ArtRabbit
Add your contemporary art organisation to ArtRabbit
Events, artists, organisations, locations or art forms
Save Event: spring
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On 11/13 and 11/14, Huntington Beach hosted the final rounds of the Jim Beam Surf Competition. Completed in a surftag style, the event featured both professional and amateur surfers, all going to for the cash prizes and title of "No. 1 Surf Club in California." All photos by John Gilhooley.


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Too Much Noise at Silly Storytime!
I am thrilled and honored that composer and percussionist Curtis Glatter will be joining me for the fun folktale Too Much Noise at this silly storytime for all ages on Tuesday, December 30th at 10:00 am Downtown. You can join in with sound effects and singing and find out why monkeys live in trees from Princess Gorilla and a New Kind of Water.


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Scaling your website with the Perlbal web server
Let the nimble Perlbal web server keep your traffic in balance.
Are you plagued by too many Apache children eating up your RAM? Do you have a bunch of slow clients accessing your site? Do you need to load balance between several servers? Are you trying to separately route static versus dynamic content? Are you operating without a budget for new hardware? If you answered "Yes" to any of these questions, you probably need Perlbal.
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Photon Controller Goes Open Source
VMware bids for a stake in the container industry with a bold effort to integrate containers with its classic virtualization system.
New Point-and-Click Exploit Kit Appears in the Wild
3ROS attack tool lowers the technical bar so anyone can be an intruder.
Firefox Finally Gets Tracking Protection
Mozilla's latest browser offers powerful new privacy feature
New Password Looter Tool Steals Passwords from a Password Manager
If attackers are on your system, saving your passwords in a password vault is no protection.
Over a Million Websites Are Still Using SHA-1
Faulty hash algorithm persists, despite efforts by experts to raise awareness.
Dyreza Malware is Back
Powerful man-in-the-middle attack is now targeting online shopping.
Kernel Developer Matthew Garrett Forks the Linux Kernel
Another high-profile coder says the kernel team needs a kinder, gentler culture.
Bugzilla Bug
Bug database has a bug of its own that could allow an intruder to create an unauthorized account.
US Launches New Strategy for Broadband Access
Report focuses federal resources on achieving universal Internet access.
RC4 Finally Gets the Fork
Leading browser makers say "no" to porous encryption algorithm