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I noted that under the trivia section the article notes that Hinata and Hanabi are Neji's half-siblings because their fathers were identical twins. This is not necessarily true, as although their fathers shared an identical makeup, not every single on of their sperm was going to carry the exact same 13 chromosomes. If that were the case, then Hinata and Hanabi would share at least half their genes, which is also not true...of course, there is the ridiculous, slight possibility that the three just all happen to have received the exact same 3 chromosomes from their respective fathers, but it's really unlikely. Can we fix this, please? It's a little misleading. Unless, of course, Kishi actually stated this and it's true.
He did.
If i remember correctly in order for there to be Identical twins the egg is fertilized by one sperm then the egg splits into two thus creating identical twins. And it's in that view that essentially it's the same egg that that part of the trivia's there... --Cerez365 (talk) 18:24, July 13, 2010 (UTC)
Okay. If that's what Kishi said. Wait. Is that even possible? Neji's a boy and Hinata and Hanabi are girls, so their respective fathers can't possibly have given them each of them the same chromosomes, because it's the father's chromosome that decides the sex. So therefore, there's no possible way that they're half-siblings...unless Neji's actually-?! No. Well, if that's what Kishi said...
- Neji and Hinata/Hanabi share the same amount of genes as half-siblings would, statistically speaking. It doesn't matter if they have the same gender or not. --ShounenSuki (talk | contribs | translations) 09:59, July 21, 2010 (UTC)
Neji and traditional Hyuga robes?
I'd like to ask where it is exactly said that what Neji wears in Shippuden are traditional Hyuga robes. I mean, I haven't noticed any Hyuga with exactly similar robes than Neji has now. His robes (or I prefer to say shirt-trousers-skirt system) seems more like his own ones. Has Kishimoto mentioned somewhere that they are Hyuga robes? Or is this just a great mistake?
--Nuti (talk) 07:34, November 8, 2009 (UTC)
- It simply means that the robes he wears are more traditional compared to his jacket and shorts from Part I, not that it's a uniform.KonohaSunaKiriKumoIwa (talk) 17:58, July 4, 2010 (UTC)
What happened?
What happened to Neji Hyuga's page? It got all empty, and someone put "neji suuuuucks" on it. What's going on? —This unsigned comment was made by 188.8.131.52 (talk • contribs) .
- Well, what happened was that someone had too much time on their hands, and decided to waste that time on replacing the content with that. ~Hakinu (talk | contribs) 23:02, December 12, 2009 (UTC)
What? What do you mean they had too much time on there hands?--TheBlueBlur (talk) 21:20, December 16, 2009 (UTC)
What happened to 8 gates assault? Isn't that what he used to kill Kidōmaru?
No, that jutsu exists only in one of the video games, he used simple Gentle Fist to kill Kidomaru. Omnibender - Talk - Contributions 16:59, April 6, 2010 (UTC)
I cant be just gentle fist because, of the combo he did, it was more of a technique that involved gentle fist but, isnt so it deserves a name. well if that is the cause then 8 trigrams 64 palms isnt a move its just gentle fist
Well, it wasn't either. He just ran his chakra through that string attached to that arrow so that it would screw up Kidomaru's system. It isn't actually a jutsu. It's just chakra channeling. BlazeUchiha 16:34, April 9, 2010 (UTC)
Thats not what actually killed him, it was the string of attacks that finished him
Eye colour
This article says: 'His eyes have been shown with a gray tint to them, while Hinata's eyes have a lavender tint.' This is in the article about the Byakugan: 'Neji's and Hinata's eyes seem to have tints of lavender and blue-grey, respectively.' I'd say, both Neji and Hinata have somewhat lavender/pink tint in their eyes. What should we go with, then? --Kiadony (talk) 16:05, December 13, 2009 (UTC)
I'd say Neji's eyes are 95% white, 5% grey. No, there's no pink in them. I guess it's Kishimoto-sensei's way of saying that Neji isn't a very nice person, even if he's good (i'm referring to his demeanor here) while Hinata's are around 91% white, 9% lavender, showing she's softer. BlazeUchiha 16:38, April 9, 2010 (UTC)
HYUGA NEJI's INTELLIGENCE
I STRONGLY DISAGREE regarding the intelligence score given to Neji. Intelligence = 2.5???? REALLY? The no.1 rookie of his generation, 2.5?!?!?!?!? NARUTO is EVEN SMARTER THAN HIM????? Seriously???????? PLEASE EDIT IT!!!!!!! My suggestion is giving it at least a 4.5.—This unsigned comment was made by 188.8.131.52 (talk • contribs) .
- We don't make the stats ourself, they comes from the databooks. Jacce | Talk | Contributions 10:44, June 2, 2010 (UTC)
Again, I am appealing to Narutopedia to change Neji's Intelligence SCORE at the article. He was the no. 1 rookie in the academy during his batch. It can be proven with one of the dialogue during the chuunin exam arc. THIS WAS MENTIONED by Tenten during the exam. Why give him a 2.5 intelligence? Seriously, Aburame shino is smarter than him, and you place his intelligence in par with that of Naruto? I'm not a huge neji fan, but give his character some justice. He was hailed as a genius by most of the characters in Naruto, he DISCOVERED, ON HIS OWN, some of the MAIN HOUSE TECHNIQUES that wasn't even taught to a BRANCH HOUSE MEMBER of the FAMILY. EVEN HINATA's FATHER RECOGNIZE HIM AS A GENIUS. Do you need more evidence to prove of his intelligence? I Suggest giving him a score of 4. PLEASE do him some justice. PLEASE!!!!!!!!—This unsigned comment was made by 220.127.116.11 (talk • contribs) .
- Masashi Kishimoto wanted him this way. And sign your posts. Jacce | Talk | Contributions 11:07, June 2, 2010 (UTC)
Oh yeah.. I forgot to mention this. This website is cool. MORE POWER TO NARUTO.wikia.com.. I know its hard to gather this kind of info. so, despite some of the arguments raised, I still say, that this is amazing. (I'm not all debate, I know how to appreciate hard-work as well).—This unsigned comment was made by 220.127.116.11 (talk • contribs) .
okay.. i said my piece, but who am I compared to the one who created the manga. Thank you for considering this.—This unsigned comment was made by 184.108.40.206 (talk • contribs) .
I see your a big fan of Neji... Well I also disagree with the databook infos because kishi think of something and than he changes like Zabuza was leader of ninja asasions of the mist and than a leader of sewen swordsmen, than he changet that evil shnobigashira(I don't know about you but he looks preety evil to me) from cloud country into the cloud vilage and now when we see the whole kumogakure goverment the raikage and whole bunch of kumo nins nobody says anything about head ninja, than he make the whole story spining abouth sasuke etc etc...And one more thing when you yelling at us abouth Neji status pleaing us pelase clear to us with your signature who you are so that we know with whom are we dealing withYamatoTakeru (talk) 21:12, May 25, 2011 (UTC)
Neji's Aunt?
Even though she Hinata and Hanabi's mother known yet if Neji and her are blood relateted, do you think she can be put in as family as Neji's Aunt? Aika Kami
Nothing indicates they're blood related. Omnibender - Talk - Contributions 01:56, July 15, 2010 (UTC)
I know that there not blood related but what i'm trying to say is should she be added as an aunt anyways since she still considered a aunt? (related by marriage wise) Aika Kami
The only non-blood people we list are godparents, known lovers, spouses, former spouses and stepparents/stepchildren. Omnibender - Talk - Contributions 00:11, July 16, 2010 (UTC)
Ok then, but just a question I want to ask how come you guys list the only non-blood people you list are godparents, known lovers, spouses, former spouses and stepparents/stepchildren anyways?--Aika Kami (talk) 09:33, July 16, 2010 (UTC)
- Because they have direct relations with the characters in question. In-laws and such only have indirect relations. --ShounenSuki (talk | contribs | translations) 11:39, July 16, 2010 (UTC)
Ummm...I was asking Omnibender this....--Aika Kami (talk) 08:56, July 17, 2010 (UTC)
- They doth seemed to like thee Omni, me thinks xD
Ye me thinking Omnibender you should answer it me lad...YamatoTakeru (talk) 21:15, May 25, 2011 (UTC)
Fan Topics
Hey In the Trivia in Tobi/Madara Uchiha's article it says that some fans have found "Tobi is a good boy" quite hilarious and they have made videos and such using that specific line. But when I tried to put down that some fan's approve of the "NejiTen" couple and make videos about it (on youtube and places like that) it was removed from Neji and Tenten's articles. Why can't I just mention it??? (BeastlyFish (talk) 05:36, July 29, 2010 (UTC))
- The relationship is pure speculation. Jacce | Talk | Contributions 05:38, July 29, 2010 (UTC)
when did and where exactly did neji become jonin can someone please explain this—This unsigned comment was made by 220.127.116.11 (talk • contribs) .
- All that is known is that during the 2½ year time skip, Neji was promoted to jonin. Jacce | Talk | Contributions 20:16, September 10, 2010 (UTC)
Should we put on his trivia that he made the biggest leap in ranks going from a genin to a jonin. I already put it but someone deleated it. I mean its on Shikamaru's page that he didnt make a change in his rank.Scott swag (talk) 03:47, October 7, 2010 (UTC)
Why where Hiashi, Hanabi, and Hinata removed from his list of family? —This unsigned comment was made by 220.127.116.11 (talk • contribs) .
It's a problem with the main wikia, they screwed something up during maintenance and now the semantics engines we use to fill in information in the infoboxes doesn't work. As soon as they fix it, the info will be added automatically again. Omnibender - Talk - Contributions 17:53, November 14, 2010 (UTC)
Why does the recent addition to Neji's page say "attacked and killed by someone that appears to be Neji."? As far as I know, it's baseless to say it's anyone BUT Neji. Aside from speculation, as far as we've been told thus far, it IS Neji himself. Not just someone that appears to be him. It's just as baseless as saying Konoha was betrayed by someone that appears to be Sasuke, or Sakura was saved by someone that appears to be Naruto. I think it should just say "attacked and killed by Neji". 188.8.131.52 (talk) 19:38, May 18, 2011 (UTC)
We are all here because we are fans, not scientist. We don't earn money for being here and writing...There are probably Neji's fans... Until we find out why Neji (or who ever that is) attacked and killed those ninjas we can write that it is not him or that he is controled. There is probably a logical explanation why he killed them. We know he has been loyal to Konoha and his friends and family...It is not looking like him to kill comrade just because...So to not make this chapter so intesive for Neji fans we should write that he killed from unexplained reasons and he is probbably having some mind controle(like Yura was controled by Sasory) jutsu...That's speculation and it's logical...Good thing about wiki is that you can corect something that was incorect or was unexplained...YamatoTakeru (talk) 20:15, May 18, 2011 (UTC)
- Or he could have flipped his shit and started killing people. If he's being controlled or replaced is anyone's guess but at the moment, he flipped his shit and started killing people.--TheUltimate3 ~Keeper of Lore~ 20:17, May 18, 2011 (UTC)
@TheUltimate3 little more manners man... There is normal way for telling that he went nuts...This is wiki not some socergame...22.214.171.124 (talk) 22:37, May 18, 2011 (UTC)
- I'll agree it's speculation to say that the person going about murdering people isn't Neji, but knowing what we know of both Neji and the abilities possible in the series, it's just as much speculation to say it is Neji. Keeping it in the middle is all we can do right now. —ShounenSuki (talk | contribs | translations) 23:11, May 18, 2011 (UTC)
- It's been middled. I suppose what we should do is give the situation as presented to us alterations can be made later when we get more info.--Cerez365™ 23:17, May 18, 2011 (UTC)
- I think that this Neji is a Zetsu clone. We never see him use the byakugan or any gentle fist. We know that the Zetsus sucked up alot of his chakra and that's all they need to make a clone with identical chakra. He also seems quite afronted at Sakura showing up and the possibility of her blowing his cover. It's also weird how he's giving that Zetsu-ish grin when I don't think we've seen him smile before. The real Neji was probably ambushed on his way to the medics as he was already very weak.--18.104.22.168 (talk) 04:15, May 19, 2011 (UTC)
- I think that you're right. We can say he's controlled or he's still on his way... But I will insist.. because he's a strong shinobi. Besides that, a shinobi with eye jutsu can see through Genjutsu. I was really surprised at that image :/ -_-_-_-_-=NejiLoverr26 (Talk-Contribs.-Links) 05:40, May 19, 2011 (UTC)
I have to side with ShouenSuki on this issue. We don't know if it is a Zetsu or some type of mind controlled Neiji. It is best to just say "Neiji appears to be killing medic Shinobi comrades." (emphasis on APPEARS) We don't know if it is him or not him. --Alastar 89 (talk) 07:19, May 19, 2011 (UTC)
Yeah, I also agree with Shounen. _-_-=NejiLoverr26 (Talk-Contribs.-Links) 07:45, May 19, 2011 (UTC)
The worst thing with manga comics and another stuff that have long lasting time is that you have to wait... I remebre when chapter 437 came out I wanted to kill myself...So patient people because kishi is reasonable man... He will give the explanation...YamatoTakeru (talk) 11:14, May 19, 2011 (UTC)
Lol! But the worst thing was Neji's suspicious. I can't wait to read 340. I need the answer what happen to Neji! _-_-=NejiLoverr26 (Talk-Contribs.-Links) 11:32, May 19, 2011 (UTC)
- Then the best thing right now is to wait, I don't see how talking about it here is going to calm your suspicions. ~ Fmakck© (Images | contribs) 11:41, May 19, 2011 (UTC)
What I am wondering is whether or not the medics that were killed were Kumo-nins. Considering how his father died, we haven't seen much resentment working with kumo-nins. I kinda thought that Neji would make a big deal about that sort of thing. Then there is the theory that he is being controlled by Itachi's sharingan, why else would it be activated? Then there is the fact that he and Hinata fought against the Zetsu clones, we don't know if there is more to Zetsu's powers. His spores might be able to control people considering that more Zetsu clones sprout from the spores. The only way to confirm whether or not it really is Neji is for a Hyuga to use the caged bird seal and paralyze him. Until then we can only speculate that the perpetrator looks like Neji.--Cmcwiki (talk) 19:59, May 19, 2011 (UTC)
Yes, you're right, Fmakck-senpai! there's 6 days more so I see, we should calm or if you want.. study your speculation ^_^ --_-_-=NejiLoverr26 (Talk-Contribs.-Links) 06:09, May 20, 2011 (UTC)
Okay this will solve. Neji's confirmed that he's controlled as written in Logistical Support and Medical Division. --_-_-=NejiLoverr26 (Talk-Contribs.-Links) 12:04, May 20, 2011 (UTC)
NO really though, this isn't a forum.--Cerez365™ 13:22, May 20, 2011 (UTC)
Maybe it was because of Zetzu's attack which resulted in the same as with Kisame(clone)? —This unsigned comment was made by 184.108.40.206 (talk • contribs) .
Reminder to all members, the talk page is for discussion of the creation and implementation of information in a article. Please refrain from further speculative talk, this topic is meant to be used for the discussion of how to phrase information from chapter 539 not to guess what is happening next.
I think it will be best to inject 'middle-ground' language when describing this event. This would help keep the description of the event mostly accurate without making it speculative. Shouensuki's post seems most logical, we don't know if it is Neiji or not but we can word it in a way to show that we suspect Neiji. That is why I mentioned shortly afterwards to have the word "appear" placed in articles discussing this event in relation to Neiji. It gives the reader an idea that Neiji might be perpetuating these acts but their might be a chance he isn't. We don't know the answer yet, so we have to wait until the next chapter comes out. --Alastar 89 (talk) 17:56, May 20, 2011 (UTC)
- Yeah Cerez-senpai. Since these are all speculation. _-_-=NejiLoverr26 (Talk-Contribs.-Links) 10:26, May 21, 2011 (UTC)
Evil Zetsu made Neji look bad...Seems kishi realy like to confuse us...Anyway as Cherez said to me it was preety obvious that that was Zetsu...I really hate when little internet neards go around the internet saying their stupid idiocy like in period beatween chapter 437 and 442 like Hinat is dead or something like that...They really add extra solt on my wounds...So next time when we are sure that some caracter is not going to die like Hinata or is not a spy like Neji who doesn't kill his comrades we will opose too neards who doesn't know anything right...YamatoTakeru (talk) 21:23, May 25, 2011 (UTC)
- Firstly, YamatoTakeru, this is not a forum so you shouldn't be posting things like that. Secondly, we "nerds" are simply taking things at face value. If we didn't do that, then crazy fans would have had us keep Jiraiya's status as "alive" because of how "obvious" it is that important main characters never die. Same with Gaara, who was officially dead for a large number of chapters. When the chapter came out, everything pointed to Neji being a traitor. Now we see that it was not so, and the information has been edited to accommodate that fact. Information on Wikis is easily altered, so it can keep up with the ever-changing manga. So, no, people will not oppose the addition of information that makes your beloved characters look bad, provided that, at that moment in time, it is correct. Hindsight is a brilliant thing. Igaram (talk) 07:59, May 26, 2011 (UTC)
His affiliation
Should it be changed to Akatsuki since we saw him kill those two.MrAnonymous (talk) 18:45, May 20, 2011 (UTC)MrAnonymous
- No. There are too many unknowns surrounding the situation.--Cerez365™ 18:51, May 20, 2011 (UTC)
- Plus, if he's being controlled, that doesn't mean he's affiliated to Akatsuki, since he wouldn't be acting on its behalf on his own free will. Resurrected shinobi aren't listed as Akatsuki affiliated, because they're being forced to fight. Omnibender - Talk - Contributions 23:02, May 20, 2011 (UTC)
- Yeah... not really since he's still loyal to Konohagakure. _-_-=NejiLoverr26 (Talk-Contribs.-Links) 10:25, May 21, 2011 (UTC)
Adding something about the war?
Should we add something about his behavior towards hinata during the war? or vice versa? I know branch members are supposed to protect main branch, but i think this is cute and him being all worried about hinata getting attacked made us remember his loyalty to her. Its almost like he was given a side mission from hyuga clan to protect her, top priority. It looks like hinata and neji grew alot closer. doing collaberations etc. Shelldone (talk) 21:21, October 13, 2011 (UTC)
- If that's not mentioned already in some way, I think that it should be mentioned that his attitude towards her has changed a great deal.--Cerez365™ 21:28, October 13, 2011 (UTC)
New Image
What do you think of this new image?--MaryeShoujo 17:30, May 1, 2012 (UTC)
- What the heck is this ? Why is everyone in some mad rush to change every god-damned image ?! --Speysider (Talk Page) 17:31, May 1, 2012 (UTC)
Unnecessary change, current image is fine. Omnibender - Talk - Contributions 21:30, May 1, 2012 (UTC)
- Alright. Sorry for the inconvenience.--MaryeShoujo 21:52, May 1, 2012 (UTC)
- @Speysider: They are just suggesting image.
- I like the current one. Just try to change image if it's in a bad angle and bad quality. —IndxcvNovelist (Talk to Me|My Wiki) 05:21, May 2, 2012 (UTC)
Wall abiltily
should we note in the ability list that he was/is able to make a wall of somesort. Im dont know if it was in the manga but in the anime when he was fighting kidomaru i pretty shore he made a chackra wall of some sort to stop a kunia/Knife. —This unsigned comment was made by 22.214.171.124 (talk • contribs) .
- All he did was release a lot of chakra. Omnibender - Talk - Contributions 03:44, December 16, 2012 (UTC)
- Oww... Will should we put that he was/is able to stop a projetile(however you spell it) with his chackra. all it says is that he is able to slow or impede(which also means to slow down) the projectile, not stop it. P.S. sorry for not signing the post earlier 126.96.36.199 (talk) 16:44, December 16, 2012 (UTC) NaruHina4ever
- Are you referring to the Eight Trigrams Palms Revolving Heaven? o.O --Cerez365™(talk) 16:46, December 16, 2012 (UTC)
- No it wasnt that, I think he used it after that while fighting kidomaru. It looked like an invisible wall in the anime(not shore if it was in the manga). 188.8.131.52 (talk) 16:50, December 16, 2012 (UTC) NaruHina4ever
- Are you referring to the Eight Trigrams Palms Revolving Heaven? o.O --Cerez365™(talk) 16:46, December 16, 2012 (UTC)
- Oww... Will should we put that he was/is able to stop a projetile(however you spell it) with his chackra. all it says is that he is able to slow or impede(which also means to slow down) the projectile, not stop it. P.S. sorry for not signing the post earlier 188.8.131.52 (talk) 16:44, December 16, 2012 (UTC) NaruHina4ever
Because of the latest developments, much of this article is going to have to be rewritten to talk about the past tense. I don't have the time to do this but I'm leaving this here so someone else can do so. --Speysider Talk Page | My Image Uploads | Tabber Code | My Wiki | Channel 15:36, December 18, 2012 (UTC)
- I think it would be wise to wait. I got a dejavú feeling about all of this deaths and the deaths that occured during Pain's invasion to konoha. I bet in the end Obito will use the Rinne Tensei to ressurrect every one that died including Neji, Shikaku and Inoichi. I know this is just speculation without proof, but i would not want to be the guy that changed all this text to the past tense just to have to change it back again!!! --Musemaniac11 (talk) 16:54, December 18, 2012 (UTC)
Whatever... Its this wiki's habbit to go and do things right away when they are revealed without waiting. Thats how we did the Tobi and Obito thingy and this one is no exception.— UltimateSupreme ƒ(♫) 16:57 UTC, Tuesday, 18 December 2012
- Well in a case like this, we would act immediately when it's a simple character death. If by some great miracle he is alive, we'll act according after.--Cerez365™(talk) 17:13, December 18, 2012 (UTC)
- Correct me if I'm wrong but the article was supposed to be written in past tense from the start. No need to rewrite the entire page to read like an obituary, but it should have always been in past tense. Every article was supposed to be in past tense I believe.--TheUltimate3 (talk) 17:19, December 18, 2012 (UTC)
Death photo
I think we should put a photo of his corpse at the end of the plot overview if it doesn't cause too much clutter. That's usually what we do for deceased characters, Asuma, Nagato, etc. --M4ND0N (talk) 20:01, December 18, 2012 (UTC)
is the fact that he is so far the first of the konoha 11 to die noteworthy of trivia??.... --Caseather (talk) 05:47, December 19, 2012 (UTC)
Well, it's Konoha 12 (9 rookies and Guy's Team). Also, it's not really "junk" since the group has been presented as being rather signifigant. —This unsigned comment was made by Kurai the Tsukikage (talk • contribs) .
Uh no, it's Konoha 11 since they were given that title after Sasuke left. And it is junk trivia.22.214.171.124 (talk) 00:22, January 7, 2013 (UTC) Yomiko-chan
Nothing can really be "junk trivia" when all trivia is is very unimportant or nonessential facts. So anything could really work. —This unsigned comment was made by Kurai the Tsukikage (talk • contribs) .
Not necessarily. For example this mentioning of Neji being the first Konoha 11 member to die is something that any idiot who follows the Manga could tell.18.104.22.168 (talk) 03:06, January 7, 2013 (UTC) Yomiko-chan
Shouldn't it be mentioned somewhere that Neji taught Hinata how to use Eight Trigrams Sixty-Four Palms? Maybe in the Legacy section? 18.104.22.168 (talk) 07:20, June 6, 2013 (UTC)
Original "Death"
I've heard here and there that Neji was originally supposed to have died after his fight with Kidomaru, but Kishimot's editor's made him stay alive....could someone please verify this? —This unsigned comment was made by Yahyanime (talk • contribs) .
Neji didn't die in his fight with kidomaru he was healed by shizune with a very high level medical ninjutsu.--Charmanking2198 (talk) 11:45, July 6, 2013 (UTC)
I know, but I am saying that I've heard that Neji was ORIGINALLY supposed to die after that fight, but Kishi's editors prevented it from being so.Yahyanime (talk) 21:40, July 8, 2013 (UTC)
- This isn't a forum. We can't say yay or nay on this because we don't work with Kishimoto.--Cerez365™(talk) 21:52, July 8, 2013 (UTC)
Age at death
So thanks to the information we have from 643, shouldn't Neji have been 18 at death not 17, also the rest of his team should also be 18 now right? NexusLordNova (talk) 12:43, August 21, 2013 (UTC)


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May 6, 2016
An ECU Alert was sent to students early Friday morning that a student reported he was robbed after midnight.
The alert said the student was walking along East Rock Springs Road at 12:34 a.m. when three people approached him and took the student's backpack and laptop computer.
The alert said the victim was hit in the face during the robbery and had minor injuries, but no weapon was seen during the robbery.
The suspects were seen running toward 10th Street.
The student reported that one suspect was a nearly 6-foot-tall black man with a muscular build who was wearing a navy blue hoodie. The alert said there was no other description for the other two robbers.
If anyone has information on the robbery, you are asked to contact Crime Stoppers at (252)-758-7777.
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.


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The Makaha Crush from Sunsets at the Pier won the Judges' Choice award in the San Clemente Chamber of Commerce's mixology competition Thursday, making it the city's "official drink." It will be served at all eight competing restaurants in the coming year.
This is the ninth year that local bartenders were invited to enter an original creation in the competition, held this time at Adele's at the San Clemente Inn.
People who paid to get in got to sample the drinks. Ole's Tavern won the People's Choice award with its drink, White Wash.
Other contestants were Adele's, BeachFire, Cafe Mimosa, Duke's, Red Fox Lounge and Taka-O.


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DENVER—The city of Salida (suh-LY'-duh) has agreed to pay a Colorado defense attorney $43,000 to settle a free speech lawsuit filed against one of its officers.
Lawyer Daniel Zettler says that during a boat race in 2011 in Salida, he shouted to a man who was being detained by officers, "Don't forget your constitutional right to remain silent."
Zettler says one officer arrested him on a charge of obstructing a police officer. The Salida Municipal Court later dismissed the charge. Zettler had argued he had a First Amendment right to advise the detained man.
Zettler's attorney David Lane says the settlement money was paid Wednesday. Settlement documents indicate $17,350 of the amount went to Zettler's attorneys.
The city administrator of Salida didn't immediately return a phone message seeking comment Thursday.


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Workshop Topics
21st Century Literacies: W.2, W.5
Writing: W.3, W.9, W.12, W.16
Common Core: W.1, W.4, W.10
Adolescent Literacy: W.15
Content Literacies: W.7, W.13
Teacher Collaboration: W.6
Journalism: W.11
Literature: W.8
Teacher Educators: W.14
Workshops (W.1--W.13) begin at 9:00 a.m. and conclude at 3:30 p.m.
Member Fee: $140Nonmember Fee: $165Student Fee: $85
NOTE: Workshops are subject to change.
W.1 Composition and Writing Instruction: From Neurological Theory to Teaching Practices in Secondary Classrooms
W.2 Dreaming Wide Open: Digital Storytelling for Educators and Youth (TE)
W.3 Writing as Political and Social Action (G)
W.4 Make It, Tweak It, Write It, Connect!: Teaching Technical Writing and Common Core (G)
W.5 Connecting Literacy Learning Communities through Technology and Inspiring Project (G) Sponsored by the Assembly on Computers (ACE)
W.6 Learning Floats on a Sea of Talk: Student Talk and Teacher Talk (G) Sponsored by the Whole Language Umbrella (WLU)
W.7 Disciplinary Texts and Literacies in the K-12 Classroom (TE)
W.8 Books that Make a Difference: Kids Taking Action for Social Justice (E) Sponsored by the Children's Literature Assembly (CLA)
W.9 Metacognitive Writing Across-Curriculum (E-TE)
W.10 The New Three R's of Literacy Learning: Rigor, Relevance, Response (M-S)
W.11 Advising or Starting a Newspaper: What you Need to Know (M-S-C) Sponsored by the Assembly for Adviser's of Student Publication/Journalism Education Association (AASP/JEA)
W.12 Imaginative Entry: Visual Imaging Inside and Out to Engage Struggling Writers (M-S-TE)
W.13 Student Engagement in the Content Area Classrooms (S)
W.14 Raising the Big Top: Arts, Literacy, and Civic Engagement (CEE Colloquium)
W.15 Reaching Them All—ALAN Has Books for Everyone (M-S) Sponsored by the Assembly on Literature for Adolescents of NCTE (ALAN)
W.16 Writing as Leadership: Fostering a Culture of Writing and Reflective Practice (G) Sponsored by the Conference on English Leadership (CEL)
W.1 Composition and Writing Instruction: From Neurological Theory to Teaching Practices in Secondary ClassroomsThis workshop focuses on the teaching of writing and composition at the middle and high school levels, with particular attention to the challenges of the new Common Core standards, Grades 6-12, especially those teaching practices emphasizing (1) text complexity, (2) the interaction of reading, viewing, and writing, (3) the interaction of literary and information texts, and (4) "a focus on writing arguments and drawing evidence from sources." "Text complexity," for example, includes ways to teach sentence and paragraph development. A beginning review will briefly describe the neurological framework for composition instruction outlined by Professor Michael Gazzaniga in his 2009 Gifford lectures at the University of Edinburgh. Workshop handouts will include selections from James Gray, Stanley Fish (How to Write a Sentence), Josephine Miles (Predication), Francis Christensen, James Moffett, Mark Rosenzweig, Donald Hebb, Daniel Kahneman, Jerome Bruner, and others. The primary focus of the workshop will be on hands-on teaching practices and assignments, and the secondary focus will be on the neurological research that illuminates practice.
Chair: Miles Myers, Consultant, Bay Area Writing Project, University of California, BerkeleyParticipants: Elizabeth Spalding, Writing Project, University of Nevada-Las VegasJonathan Lovell, Writing Project, San Jose State University, San Jose, CA
Click Here to Register!
W.2 Dreaming Wide Open: Digital Storytelling for Educators and Youth (TE)"All human beings are also dream beings. Dreaming ties all mankind together." Jack Kerouac "Wherever a story comes from, whether it is a familiar myth or a private memory, the retelling exemplifies the making of a connection from one pattern to another: a potential translation in which narrative becomes parable and the once upon a time comes to stand for some renascent truth. This approach applies to all the incidents of everyday life: the phrase in the newspaper, the endearing or infuriating game of a toddler, the misunderstanding at the office. Our species thinks in metaphors and learns through stories." Mary Catherine Bateson Digital storytelling indicates the process of creating stories through the use of technology. At the workshop's core lies the story circle, a process for soliciting self-governed participation through a series of oral and written prompts related to an overarching theme. As a theme crystallizes, participants craft a script and use video editing tolls to integrate images, effects, and music, resulting in a short digital video akin to an in-depth interview, memoir or poem. The democracy of the circle, which consists of check-ins, group agreements, deep listening and witnessing, fosters a safe environment for trans-lateral learning across modes of intelligence, expertise, and praxis. Participants move from dialogue to narrative to performance and product, with an end goal of sharing and understanding multiple perspectives. In the workshop, participants are supported in the cultivation of their own true and essential narratives. In the past few years, teachers and youth have been especially marginalized in the telling of their stories. Their voices have been silenced in deference to apotheosis of the standardized test. Both communities have been criticized by society as a whole: as ineffective in the case of teachers and challenges to be dominated in the case of youth.
In this workshop, teachers will be given the tools to tell their own personal stories, as professionals and as people who imagine and dream, and in this way, guided to an appreciation of the voices and youth culture of those they teach. Teachers will learn how to, themselves, guide their students in the creation of digital stories. After reading a short text, teachers will discuss story, narrative structure and what ideas are evoked by it. From this point, they will join together in the sharing of stories along the theme of dream, which may touch upon conceptions of home, history, and hopes for the future. Teachers will then spend time creating well-crafted narratives, the foundation of successful digital stories. They will be prompted to share their narratives, perfecting them with several revisions. Their stories will be recorded using professional audio equipment before they begin to craft their own stories in a digital media lab on site. Upon completion of their stories, teachers will have the opportunity to screen their work to the group. They will leave the workshop with an understanding of the process, lesson plans and copies of their digital stories. This session challenges participants to develop 21st century literacy.
Stephen Heathcock, University of Chicago, ILRaina Leon, St. Mary's College of California, Moraga
W.3 Writing as Political and Social Action (G)Writing which is personally relevant, socially interactive, and publicly shared, often via technology, has been called "connective writing" --writing "with the intention of connecting and sharing it with others who have an interest (or passion) in the topic" (Richardson, 2012). The presenters in this day-long workshop are two university literacy educators, a noted children's poet, and an elementary classroom teacher who will engage audience members in a "connective writing" cycle of reading, writing, sharing, responding to, and "re-mixing" texts and ideas to highlight the potential that writing has for political and social engagement (Richardson, 2012). A complimentary copy of Declaration of Interdependence will be given to each participant, donated by author/publisher Janet Wong. Participants will read this book along with a variety of other politically themed pieces of writing–writing about presidential elections, children's literature about social activism, informational texts about global events, poetry on environmental concerns–and work to create their own digital writing on related topics. Participants will immediately upload their writing to an online blog site created for this workshop, read, and respond to each other's writing by creating and posting new pieces that take-up ideas and conversations started by their fellow writers. (Internet access would be required for this workshop.) The session will close with an exploration of additional technologies available for connective writing, including a step-by-step demonstration of how to create an e-book. Educators at all levels who want to break the ice in writing with technology and those who want to explore meaningful and engaging writing pedagogy would be interested in this workshop.
Faryl Kander, Oklahoma State University, StillwaterAnnie Ortiz, Skyline Elementary School, Stillwater, OKJennifer Sanders, Oklahoma State University, StillwaterJanet Wong, Poet, Charlesbridge Publishing, Watertown, MA
W.4 Make It, Tweak It, Write It, Connect!: Teaching Technical Writing and Common Core (G)Teachers of the Missouri Writing Projects Network will lead participants in making and writing. Participants will spend an exhilarating day with colleagues exploring the connections between hands-on projects, technical and digital writing and the Common Core. These round table leaders from National Writing Project sites across Missouri will lead participants in making/inventing/creating a hands-on project in the spirit of the Maker movement. These hands-on projects will inspire conversation and writing to help participants to use the making experience to teach technical writing through the Common Core Standards. Through writing, reading, and discussion, participants will explore how making can impact student writing and thinking and teaching in alignment with Common Core State Standards. Roundtable leaders or "Makers" are National Writing Project teacher consultants of the Missouri Writing Projects Network. Each round table will include a different "make." For example, making projects might include bottle cap jewelry, inch-bot robots, cigar box guitars, or bird houses, to name a few. The experience of making and inventing will be used to develop written procedures in alignment with CCSS. Teachers will explore perspectives on the philosophy of making and the connection to teaching English Language Arts and all content areas. Our work is situated with the National Writing Project model (Gray), the Maker Movement (Dale Dougherty, John Seely Brown), and builds on work completed in Missouri through a grant funded by the National Writing Project Digital Is. NWP Digital Is funded by the MacArthur Foundation's Digital Media and Learning Initiative. Activities Sequence: Throughout the day, writing and conversation will be used to process and think. Participants will leave with the project they made, process writing, lesson plans, and a final technical writing piece that could be used as a model in their classrooms. All supplies will be provided for participants.
Barri Bumgarner and Juanita Willingham, University of Missouri, ColumbiaChristina Cantrill, National Writing Project, Berkeley, CATyler Carlson, Platte City High School, MOCasey Daugherty, Republic High School, Springfield, MOKeri Franklin and Amy Knowles, Missouri State University, SpringfieldAmy Lannin, University of Missouri, ColumbiaKimberly Piddington, Ozark, MOJulie Sheerman, Marceline High School, Columbia, MO
W.5 Connecting Literacy Learning Communities through Technology and Inspiring Project (G)
Sponsored by the Assembly on Computers (ACE)Through hands-on activities, group discussions, and instruction, participants will be introduced to today's information and communication technologies, digital storytelling and video or presentation composing tools, social bookmarking, cultural artifacts, and online research services, and more. Special focus will be on linking these literacies and genres with existing classroom objectives and practices.
In line with the "Dream, Connect, and Ignite" theme of the conference, this one-day post-conference technology workshop will show the participants how to connect millennium generations of students around shared information and communication technologies, digital stories, memoirs, parody, and other compositions that they afford. The workshop will also help participants to think through the shifts in pedagogy that new technologies require from them to implement in their teaching so that they can prepare their students for the technological change taking place in our society and for embracing the social, cultural, and political aspects endangering it. Creating such inspiring, multimedia and multimodal compositions requires from their creators, however, critical information literacy and rhetorical analysis skills. The workshop will provide a framework and resources for engaging teachers and their students in such thoughtful analysis. Workshop participants will experience hands-on engagement in a number of technology applications and teaching strategies, with a special focus on audiocasting, screencasting, online research and social bookmarking services, and digital video and presentation composing. Workshop leaders, drawn from both K-12 and post-secondary faculty and doctoral students, will incorporate hands-on activities, group discussions, and instruction to familiarize participants with newer generation of information and communication age technologies. Following a practical engagement with a new technology application, participants will have ample time to ask additional questions about incorporating each application into their classroom and schools. Participants will also be invited to join the ACE organization and ACE connected community, allowing them to work with ACE consultants throughout the year to develop technology projects for their own classrooms.
Chair: Ewa McGrail, Georgia State University, AtlantaCo-Chair: Luke Rodesiler, University of Florida, GainesvilleJason Griffith, Lamberton Middle School, Carlisle, PATara Campbell and Kevin Powell, Georgia State University, AtlantaSandra Williams, Loganville, GAGail Desler, Elk Grove Unified School District, CAKathy Garland, Georgia College and State University, AthensCarey Applegate, University of Wisconsin, Eau Claire
W.6 Learning Floats on a Sea of Talk: Student Talk and Teacher Talk (G)
Sponsored by the Whole Language Umbrella (WLU)Listening closely to small group talk provides a window on learning. Our classroom research has helped us understand how talk works and how to support generative talk – for students as well as teachers. This interactive workshop provides opportunities to look closely at student talk and teacher talk, to experience strategies for sustaining and analyzing talk, and to explore ways of enriching teachers' professional conversations. Participants will experience classroom strategies to support student learning-through-talk and protocols for supporting professional conversations in contexts such as Professional Learning Communities (PLCs) and Critical Friends Groups (CFGs).
During the morning, participants will work with samples of student talk to explore questions such as: How do we create a context in which students can and will engage in generative talk about topics and issues that matter? How do we support students in using talk to create new understandings? How do we analyze student talk in order to better understand what they are learning and how best to support their continued learning? During the afternoon, participants will focus on teacher-teacher talk to consider questions such as: How do we support teachers in using talk to better understand what their students are learning and how best to support their continued growth? How do we best use the limited time that we have as teachers to talk with one another? How do we collaborate with our peers in order to enhance our own understanding about the teaching/learning process?
Throughout this interactive workshop, participants will work with samples of student and teacher talk, look closely at student work with the support of protocols for professional conversations, and develop plans for integrating this work in classroom, school and district settings.
CoChairs/Presenters: Kathryn Mitchell Pierce, Wydown Middle School, Clayton, MOCarol Gilles, University of Missouri, ColumbiaRoundtable Leaders/Presenters: Phyllis Cook, Fort Zumwalt School District, O'Fallon, MOMilena Garganigo, Assistant Principal, Wydown Middle School, Clayton, MOStephanie Wightman, Columbia Public Schools, MOShannon Cuff, Park University, Parkville, MO
W.7 Disciplinary Texts and Literacies in the K-12 Classroom (TE)How can teachers learn to (re)imagine instruction in the content areas? Members of the Brigham Young University Literacy Study Group, building on their work in (re)imagining content area literacy instruction, will guide participants through activities designed to help learners construct conceptual understanding and develop authentic, disciplinary-specific literacies. Participants will then identify the texts, literacies, and instructional efforts used to support learners throughout these activities. Finally, participants will discuss the implications for K-12 literacy and content instruction in light of current policy reforms such as the Common Core State Standards.
Chair: Sirpa Grierson, Brigham Young University, Provo, UTCo-Chair: Roni Jo Draper, Brigham Young University, Provo, UTConsultants: Paul Broomhead, Steven Shumway, Brigham Young University, Provo, UTParticipants: Daniel Barney, Amy Petersen Jensen, Jennifer Nielsen, Jeffery D. Nokes, Daniel Siebert, Jenni Wimmer, Brigham Young University, Provo, UT
W.8 Books that Make a Difference: Kids Taking Action for Social Justice (E) Sponsored by the Children's Literature Assembly (CLA)The willingness to take action is essential to a global society, but moving from a discussion of social justice into a curriculum that supports young people in taking meaningful action is difficult. Many recent novels and picture books focus on kids who take action in situations where they fear for their safety and are concerned about injustice and the well-being of others. These books are a powerful source of demonstrations of authentic action.
This workshop brings together authors and illustrators of books that portray kids engaged in social action with an editor of a series focused on global action and educators who use these books with kids. Participants will hear the stories of award-winning authors and illustrators as they talk about the creation of their books and the issues they consider in depicting kids who take action in difficult life contexts. Participants will also actively engage with nonfiction and fiction books to examine their messages about social action.
Our speakers provide a wide range of multicultural and global perspectives. Deborah Ellis, author of the well-known Breadwinner Trilogy, writes novels about families living under the Taliban rule in Afghanistan, the coca protesters in Bolivia, and street children in India. Karen Lynn Williams is the author of picture books that focus on the struggles and dreams of children in global settings. Floyd Cooper is the illustrator of picture books focusing on the lives of African-Americans, including those who use protest to take action. Laura Resau writes novels based on her experiences as a cultural anthropologist and teacher in Latin America and Europe. J.L. Powers is the author of a novel about the clash of science and tradition within the harsh life of a teenager in South Africa. Valerie Wyatt is the editor of Citizen Kid, a collection of nonfiction books about complex global issues. Kathy Short is an educator who works with teachers in developing authentic action projects and using books as demonstrations of action.
Co-Chairs: Kathy G. Short, University of Arizona, Cyndi Giorgis, University of Nevada Las Vegas, Ruth Lowery, University of FloridaAuthors: Floyd Cooper, Houghton Mifflin Harcourt Children's Book Group, Boston, MADeborah Ellis, Groundwood Press, Toronto, ON, CanadaJ. L. Powers, Cinco Puntos Press, El Paso, TXLaura Resau, Random House Children's Books, New York, NYKaren Lynn Williams, Eerdmans Books for Young Readers, Grand Rapids, MIValerie Wyatt, Editor, Kids Can Press, Victoria, BC, Canada
W.9 Metacognitive Writing Across-Curriculum (E-TE)Do you know what metacognitive writing is? First, it has been shown to be the most effective form of writing that leads to gains in knowledge. Second, it's a series of short writings that include reflection on our learning processes, and a summarization of what we learned. Come! We'll practice it–all day! Bring laptops if you'd like.
Our engagement, as teachers, in metacognitive writing is the centerpiece of our workshop. We'll entice you by engaging you in mini-writing/learning projects across elementary grade levels and subject areas. Curriculum areas provide opportunities for inquiry, and each participant will explore two options, work more extensively on one–and engage in metacognitive writing about both experiences. All of us will take ourselves seriously as metacognitive writers, and examine this kind of writing as a way to foster student learning.
Jane Hansen, University of Virginia, CharlottesvilleHollins Mills, Albemarle County Public Schools, Charlottesville, VADorothy Suskind, St. Christopher's School, Richmond, VAKateri Thunder, James Madison University, Harrisonburg, VA
W.10 The New Three R's of Literacy Learning: Rigor, Relevance, Response (M-S)The Common Core State Standards (CCSS) are the next generation of articulated expectations for our students, grades K-12. There are key differences in this next generation of standards that teachers, principals, and administrators need to understand. This one-day workshop will build participants' understanding of the Common Core Standards State Standards to align standards with teaching and learning activities that improve student achievement in literacy at the 6-12. The following essential questions frame the outcomes for this workshop: What do the CCSS mean for the development of student literacy skills in the 21st century? What impact do the standards have on teaching and learning in the 21st century? How do we develop inquiry-based courses that can be aligned with Common Core State Standards (CCSS)? How do we build formative assessments in inquiry units that evaluate the rigorous literacy skills articulated in the Common Core Standards? In addressing these essential questions, the presenters will present a framework for the development of literacy skills, aligned with CCSS through student inquiry projects. The presenters will use classrooms from Chicago and Boston where this kind of teaching and learning that develops literacy skills is practiced. Substantial student documentation of the learning process and artifacts that document the manifestation of rigorous expectations and 21st century literacy learning will be shared. The following framework will organize and focus the content of this one-day workshop: Naming: What are our reasons for inquiry and language for knowledge and how do we use literacy skills to meet these demands? What are the ideas and values that we support? How is our thinking advanced? What are the valued core competencies? What are the terms and concepts required to navigate through a course/lesson/activity…? Framing: How does our context shape our literacy skills for understanding shared and unshared experiences? What are past interventions? What are key interests and challenges confronting today's educators/students? Where are models of excellence on the local/national/global level? Gaming: How can students use literacy skills (as articulated in CCSS and 21st Century learning) that convey significant learning? How do we answer the questions/challenges that we pursue in a creative (fresh& rewarding) way? How do we improve society through our learning—how do we engage broader social issues through learning?
Deanna Gallagher, The Newman School of Boston, MARobert Maddalozzo and Warren Rocco, Global Citizenship Experience Chicago High School, ILKatherine McKnight, National Louis University, Chicago, IL
W.11 Advising or Starting a Newspaper: What you Need to Know (M-S-C)
Sponsored by the Assembly for Advisers of Student Publication/Journalism Education Association (AASP/JEA)Whether it's in the world of print or the new frontier of online publications, journalism can be a fantastic way to introduce students to the concepts of writing for a purpose and getting their voice out to a wide audience. Journalism skills and lessons can even be implemented into traditional English classrooms, from middle school to Advanced Placement. We will cover the basics of teaching journalistic writing, column and feature writing, utilizing blogs, using online resources, understanding scholastic press law, and many others. Attendees will leave with the knowledge necessary for putting together an online newspaper, a traditional print publication, or both.
Frank LoMonte, Executive Director, Student Press Law Center, Arlington, VABrian Wilson, Journalism Education Association, Holly, MI
W.12 Imaginative Entry: Visual Imaging Inside and Out to Engage Struggling Writers (M-S-TE)To enter this workshop is to enter the world of work. Of imagination. Of imaging. To learn by doing. To benefit as teacher-writer for yourself and all of your students—to give them hope by capturing images inside and out, and responding personally to them, in their own spontaneous language, with an eye toward more school based forms, by choice. Along the way, you will see students in action during an incredible, impromptu , unedited video highlighted by their own commentaries on intuitive poems, narratives, drawings and pictures done and in progress.
Through "paint-write" and iphone camera approaches, we (and you) will physically go with the flow (theory); apply Rosenblatt transactional theory to writing; engage deep writing theory, play theory, image to word (Walsh-Piper) approaches to using online, accomplished artwork to teach writing and about art holistically; and explore intriguing ways of seeing (Berger), spontaneous writing (Kerouac), writing down the bones (Goldberg). We think it will be a terrific workshop for you (and us).
Michael Angelotti and Lawrence Baines, College of Education, Norman, OKBonner Slayton, Moore-Norman Technology Center, OKDanny Wade, Washburn University, Lawrence, KS
W.13 Student Engagement in the Content Area Classrooms (S)This interdisciplinary instructional approach addresses the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects, and Common Core State Standards for Mathematics. It provides a platform for interdisciplinary collaboration in the development of inquiry-based activities and infuses the arts and online media throughout the active reading process for student engagement in the content area classrooms, particularly meeting the needs of diverse urban learners. These disenfranchised learners need to personally connect with the various content areas and relate the content and the attainment of objectives within the standards to their interests and aspirations before reaching a high level of engagement or "flow."
The Harlem Renaissance literary period will be a focal point to provide an opportunity for teachers to integrate various curricula to establish relevance and relationship for students: Under Artology Detroit, The Carr Center Dance Company will perform JO! Africa to America: A Dance Odyssey. The performance chronicles the American experience from the perspective of African Americans. Each dance segment provides opportunities for students to reflect and interpret the music and dance movements to discuss and evaluate their place in history with future aspirations. Teacher consultants will demonstrate an integrated Math/Art lesson focused on tessellations and proportions related to the urban development of northern cities during the Great Migration. An InsideOut Project trainer will provide an integrated Poetry/Music lesson to further develop social and historical context; teacher consultants will discuss the dynamics and interactions related to aliteracy and demonstrate online media strategies, thinking strategies/activities to scaffold informational and narrative text to address the aliterate and disengaged learner in content area classrooms in an urban setting.
Chair: Angelia Mahone, International Reading Association, Grosse Pointe Woods, MIConsultants: Jeffrey Ferreri, Detroit Federation of Teachers, MIJennifer Field, Michigan Council for Teachers of Mathematics, BellevilleSherina Rodriguez Sharpe, Wayne State University, Detroit, MIArtology Detroit, Arts League of MichiganSharell Elam, Pontiac, MI
W.14 Raising the Big Top: Arts, Literacy, and Civic Engagement (CEE Colloquium)Las Vegas—home to spectacular performance arts, visual arts, and circus arts—provides the backdrop for this interactive daylong workshop that will stretch the boundaries of the classroom and the curriculum to explore powerful approaches to education. Participants will learn about 1) Social Circus, a non-competitive, physical, creative program developed by Cirque du Soleil that builds confidence and improves learning to positively affect the lives of at-risk youth in more than 80 communities around the world; 2) how the Smith Center for the Performing Arts collaborates with national organizations to provide arts education in local schools and communities; and 3) English education curricula that integrate community involvement, school-based partnerships, and the arts to help preservice teachers learn how to design culturally relevant instruction that increases equity and access for all learners. Throughout the sessions, participants will be invited to join in low-risk activities, raise questions, and identify features of these alternative pedagogical spaces that might enhance literacy learning in their own teaching contexts.
The workshop will interest K-adult teachers, teacher educators, graduate students, and researchers. Presenters/performers include representatives from Cirque du Soleil, the Smith Center for the Performing Arts, and a local school. They will be joined by English education faculty from Colorado State University: Pam Coke, Antero Garcia, and Cindy O'Donnell-Allen.
W.15 Reaching Them All—ALAN Has Books for Everyone (M-S)
Sponsored by the Assembly on Literature for Adolescents of NCTE-ALANThe theme for the 2012 ALAN workshop "Reaching Them All, ALAN Has Books for Everyone" accommodates a wide variety of panel topics including Fantasy, Mystery, Love Story, Graphic Novels, Nonfiction, Science Fiction, LGBTQ, and Dystopia presenting over 55 authors, Among them Kristin Cashore, Todd Strasser, Wendy Wasserman, Maggie Stiefvater, David Lubar, Patricia McCormick, Sharon Flake, Debra Ellis, Eric Waters, Benjamin Alire Sáenz, Julie Anne Peters, Lesléa Newman, Lois Lowry, Shannon Hale, Scott Westerfeld, Marissa Meyer, Paolo Bacigalupi, Isamu Fukui, Marie Lu, Susan Vaught, Jo Knowles, Blue Balliett, and Joan Bauer.
But wait there are more—Tuesday afternoon author breakouts will feature 31 authors including Mary Pearson, Francisco X. Stork, Catherine Ryan Hyde, David Levithan, E. Lockhart, David Gill, Cindy Pon, and many others. Some who were on the big stage. In the breakouts, authors are even more available for discussion.
NOTE: Register early as the ALAN workshop fills up quickly and is limited to 500.
CJ Bott, ALAN PresidentMary Arnold, previous ALAN Board MemberJennifer Buehler, ALAN Board MemberJ. Bucky Carter, ALAN Board MemberJeff Harr, ALAN Board MemberJeff Kaplan, ALAN President Elect
W.16 Writing as Leadership: Fostering a Culture of Writing and Reflective Practice (G)
Sponsored by the Conference on English LeadershipJoin the Conference on English Leadership for a dynamic and interactive leadership experience. The theme for Las Vegas is "Writing as Leadership," and the program will give voice to some of the most important themes in literacy education: implementing common core standards, strengthening professional development programs, using innovative technology, and reshaping writing instruction for the 21st century.
Don't miss the opportunity to interact first-hand with outstanding leaders in writing instruction from across the country. Join us for keynote presentations by Penny Kittle, Tom Romano, Peg Tyre, Kelly Gallagher, Casey Olsen, and Harvey "Smokey" Daniels.
Also discover the highly focused and practical workshops of CEL. Hear acclaimed presenters such as Frank Baker, R. Joseph Rodriguez, Kathleen Rowlands, Tom McCann, Ryan Goble, and Rebecca Sipe tackle some of the most challenging questions of our time: How do we lead curriculum development in a time of common core standards? How do we develop a culture of professional learning and build communities of practice? How are new technology tools as well as free and subscription software changing the writing classroom? And how can we use writing to promote learning with students, pre-service teachers, and experienced teachers across all subject areas?
Learn more about CEL's exciting Emerging Leaders Fellowship Program and come to enjoy the collegial spirit of CEL. The 2012 convention will offer a rich opportunity to learn from one another as we strive to remake our schools and shape positive literacy experiences for our students and staffs.
Jim Mahoney, Yardley, PA, 2012 Program Chair
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About This Episode
Meet the team of talented Designers who are out to share their vision for a bicycle-friendly world.
Runtime : 00:00:42 Added : 07/10/2009
About this show
Shortcut to Brilliant
In this series, Adobe introduces you to some of the finest artists they know. Here the artists share their art, how they work, and their favorite Adobe Creative Suite applications and time saving features.
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Derma E, Soothing Eye Gel, with Anti-Aging Pycnogenol, 1/2 oz (14 g)
By Derma E
Loyalty Program
- You earn loyalty credit for every order you place at iHerb!
- Loyalty credit is equal to 10% of the value of your order, excluding shipping charges.
- Your loyalty credit will be applied towards your next order as soon as your current order has shipped.
- Your loyalty credits are valid for up to 60 days from the date of your last purchase.
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Expiration Date:?May 2018
Expiration Date
The length of time for the expiration date or "best used before" date depends on the type of product, as well as the brand.
Perishable items (such as flax oils or certain probiotics) generally have shorter expiration dates. Although our warehouse is fully air-conditioned, these more fragile items are put in cold storage (freezer or refrigeration unit) for maximum freshness.
Our receiving department does its best to verify and then enter the correct expiration dates for all incoming products. However, discrepancies do occur from time to time. This being said, the exceptionally high turnover at iHerb ensures that our inventory is among the freshest in the industry.
Shipping Weight:?0.07 lbs (0.03 kg)
Shipping Weight
The Shipping Weight includes the product, protective packaging material and the actual shipping box. In addition, the Shipping Weight may be adjusted for the Dimensional Weight (e.g. length, width & height) of a package. It is important to note that certain types of products (e.g. glass containers, liquids, fragile, refrigerated or ice packed) will often require protective packaging material. As such, these products will reflect a higher Shipping Weight compared to the unprotected product.
- Product Code: DME-01950
- UPC Code: 030985019506
- Package Quantity: 1/2 oz (14 g)
- Dimensions: 1 x 1.5 x 4.4 in, 0.05 lbs (0.02 kg)
Product Overview
- All Skin Types
- Natural Solutions: Sensitive Skin
- Skincare Solutions
- Natural Ingredients
- Cruelty-Free
- Paraben-Free
- Eco-Friendly
- Visibly Reduces Puffiness
- Derma E is Family Owned and Operated
- Proven Natural Formulations Since 1984
- Cruelty-Free/Gluten-Free/Vegan/pH Balanced
- Never any Harmful Parabens, Phthalates, Sulfates, Petrolatum, Mineral Oil or Artificial Colors
We're serious about skincare and provide only the finest natural products available. Every product we make is crafted with powerful, active ingredients scientifically-proven to deliver noticeable results and visible improvement. That's why health-conscious people trust derma e for natural, highly-concentrated skincare products that work.
—Dr. Linda Miles L. Ac., D.O.M.
derma e natural skincare: solutions that work
- Pycnogenol is a super antioxidant 50 times more powerful than Vitamin E.
- This fragrance-free cooling eye gel with Green Tea extract helps soothe and protect the fragile eye area.
- Helps reduce the appearance of lines, dryness and puffiness.
Suggested Use
Gently apply a pearl-sized amount around the entire eye area. For best results use morning and evening.
Other Ingredients
Water (aqua), hamamelis virginiana (witch hazel) extract, pinus pinaster (pycnogenol) bark extract, allantoin, glycerin, panthenol, carbomer, organic camellia sinensis (green tea) leaf extract* (.1%), organic aloe barbadensis leaf extract* (.1%), beta-alanine, phenoxyethanol, ethylhexylglycerin.
*Certified Organic by Quality Assurance International or USDA.
iHerb Customer Reviews
This eye gel is GREAT--I love it! It is very soothing and great under eye make up. I use it morning and night--it dries quickly and gets rid of puffiness FAST! It also firms up eyelids!
Posted by Reviewer1067344 on Dec 22, 2008
This eye gel is GREAT--I love it! It is very soothing and great under eye make up. I use it morning and night--it dries quickly and gets rid of puffiness FAST! It also firms up eyelids!
Best eye cream I've found
Posted by Reviewer1938213 on Aug 15, 2009
Really reduces puffiness and wrinkles, not oily or greasy.
Posted by DinaB123 on Nov 22, 2010
Very gentle with a slight tightening action. For those who may need to build up collagen beheath the skin surface, using this gell is not enough.
Posted by Reviewer1384315 on May 15, 2009
This is not available in UK so delighted to find it in USA and on a website willing to ship to UK. Its worth paying any import duty applicable on arrival in UK. Luxury and excellent product for very sentive eyes because I have Glaucoma.
Posted by Reviewer1495691 on May 24, 2010
I have used this for about 3 weeks now, so far can't tell any difference.


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LANGLEY PARK, MARYLAND (WUSA)--Less than a month before Election Day, demonstrators in favor of the Maryland Dream Act rallied to show their support for the law that would allow illegal immigrants in-state tuition rates if their parents have paid taxes and they've attended local public schools. Opponents of the act call it wrong for taxpayers in the state who are already struggling financially.
"I love this country. When I say home, I mean here," said 18 year-old Dulce Mendez.
"I do consider myself an American," said Ricky Campos.
Campos and Mendez are among the so-called "dreamers," students whose parents brought them into this country illegally.
"My Mom even says you're more American than Spanish anymore! She's like, 'You still get confused with certain Spanish words!' I'm like, yeah, I know, I'm so sorry, Mommy," said Mendez.
23 year-old Campos, a cancer survivor from El Salvador who says his surgery at Johns Hopkins saved his life, now wants to show his gratitude.
"I have to give back somehow to society. I think the way that I want to do it is actually becoming a doctor and save lives just as my life was saved once," he said.
Opponents of the Dream Act say it's a bad investment for Maryland taxpayers. Brad Botwin of Help Save Maryland calls it criminal and calculates it would cost taxpayers about $44,000 per student.
"It's part of life," said Mendez. "Not everybody's gonna like you. Not everybody's gonna be on the same page as you. So you learn to accept it and you learn to respect it."
Hundreds of dreamers marched from Langley Park to the University of Maryland to make their point and urge others to register to vote, and cast their ballots in favor of Question Four.
Added Mendez, "We are not looking to cut in line in front of somebody else. We're just looking to have the same line, just in a different door."
A recent survey in Maryland conducted by a group that supports the Dream Act indicated that 60-percent of the state's voters support it. Those numbers are disputed by opponents of the law.
Written by Andrea McCarren


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What is RM Cash
"Customer service is priority #1 at Rocky Mountain ATV/MC. We value our customers and strive to be the best shopping experience- when you buy from us, you are buying lifetime service."
-Dan Thomas, CEO and Founder
We take pride in offering no hassle returns. In the event of a return, please call, email or chat with us to receive a solution to the problem. For apparel that doesn't fit quite right, Click here to see our Fit Guaranteed Program.
We will stand behind all products we sell with regards to manufacturing defects in workmanship and material. Most products are limited to the manufacturer's warranty. However, we will do everything in our power to take care of the problem.
Each review submitted enters you into a $100 gift card monthly drawing, and a $500 gift card quarterly drawing!
Comments On Aug 01, 2013:Worked good for a couple years but after time it started shorting out and then just quit working all together. Hard to get off and on the valve stem.
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Comments On Oct 19, 2011:I have a slow leak in my Rancher tires and use this to re-inflate the tires from time to time. Does a great job and fits easily in a saddle bag.
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Comments On Mar 04, 2009:Not for sport bikes because of size and room needed to carry along, but great for a utility bike or utv with the ability to store. Much easier to use than c02.
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Comments On Jun 12, 2008:nice small package, clean look, could use longer air hose....
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Comments On Nov 28, 2007:great little air compressor.have used it many times and has never failed me
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There's only one way to look your best during this Renaissance period, and that's by grabbing the Ladies Green Renaissance Peasant Skirt for Adults. This floor length green skirt has a ruffled hem that draws the eye's attention. There are several different Renaissance era outfits that this skirt matches such as peasants, queens, maiden, wenches, and many more.. Make sure to grab nothing but the very best to complete your look for this amazing costume. Pair it with a nice pair of sandals and a peasants top to complete the look. Whether you're going to a Renaissance fair, a Halloween party, or just want a new skirt then this is the perfect costume piece for you. This is such a versatile costume piece that it'd be a shame to not get it.
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Could a Carbon Tax Be the Answer to Curbing Global Warming?
Most of the time, we do not take into account the complete costs to producing or consuming a good or service. This is because we focus on the explicit costs. For example, if we were to bake a loaf of bread, we would take into account the cost of the flour, yeast, sugar, salt, water, milk, and butter. Perhaps we would even calculate our labor time to make the dough and the cost of running the oven, but would we account for the carbon dioxide dumped into the atmosphere for the delivery truck that delivered the baking supplies? How about the CO2 emissions from the power plant burning fossil fuels to generate the electricity to run the oven? The problem is that we are not required to bear the full cost of production. Some of the costs to bake that loaf of bread were shifted to society as a whole.
Even if we did not bake the loaf of bread ourselves, we're still shifting costs to society as a whole just by consuming it. Our cars burn gasoline to drive to and from the grocery store, and regardless if we walked or biked, gasoline was likely also burned to deliver the bread to the grocery store in the first place. Sure the delivery truck paid for the gasoline, but many companies do not pay for the carbon emissions their operations generate.
We need to make some drastic changes to avoid the ills of global warming, which we are beginning to see affect our daily lives, but the logistics of transforming our world's energy system can be intimidating. The first thing we need to do is get off fossil fuels and transition to renewable energy sources. Easier said than done, I know. It will be a complex and time-consuming process converting power plants, vehicles/transport systems, homes and commercial buildings. Unfortunately, time is not on our side here. We really need to reduce carbon emissions 80% by 2050.
So then the question becomes how can we transition the world's energy infrastructure to sustainable sources by mid-century? One of the ways suggested is to implement a tax on CO2 emissions that begins low and gradually increases. There should be no mystery either about how much and at what intervals over time the tax will rise. Then people, businesses and governments can plan their fossil fuel exit strategy.
The revenues the carbon tax generates should be directed into subsidizing renewable energy innovation and overhauling energy infrastructure.
Ideally, the carbon tax should be global. Again there are logistical challenges to this climate change solution. The key is that we need a systematic and practical process. Isn't it time we started taking responsibility for the full costs of production and consumption? Society is bearing the cost as a whole, and society as a whole needs to be part of the solution.
Carbon Tax Talks Experience Renewed Interest Post Superstorm Sandy
The issue of climate change has re-entered the public's conscious in the wake of Superstorm Sandy. In fact, there were accusations of a "climate silence" on the part of the presidential candidates until the megastorm hit the Northeast a week before this month's election. Now both parties are talking about a potential carbon tax.
Last week a carbon tax was once again the topic of discussion at the American Enterprise Institute (a conservative think-tank) and the Brookings Institution (a more liberal think-tank) released a paper on it. The Congressional Budget Office also published a report on potential ways to make a carbon tax less of a burden on lower income people.
A carbon tax works by making those that use fossil fuels like coal, oil and gas pay more. When they are burned, fossil fuels contribute to global warming by producing carbon dioxide, which traps heat. Some experts estimate the price tag of a tax of $20 per ton of carbon dioxide emissions to add 1 or 2 percent to the price of gasoline and electric power. Other pundits view a carbon tax as a tax on economic growth.
Whether or not a carbon tax will have the political backing to make it through a divided Congress is questionable. However, environmental advocates are always interested when climate change is a hot topic. Extreme weather has been linked to climate change. So it's important to warn people that if we continue on this unsustainable path of dumping 90 million tons of pollution into the atmosphere on a daily basis that the future will include more superstorms with increasingly devastating consequences.
Prioritizing Energy Efficiency
Some businesses express reluctance when it comes to embracing the path to a cleaner energy future. They see nothing but dollar signs. However, a recent case study by the Environmental Defense Fund (EDF) Climate Corps demonstrates that it is possible to get into a "virtuous cycle" of energy efficiency that pays dividends for both the company's bottom line and the environment.
EDF Climate Corps is a great program that matches either specially-trained MBA (Masters in Business Administration) or MPA (Masters in Public Administration) students as summer fellows with companies, cities and universities interested in achieving energy efficiency to cut costs and greenhouse gas emissions. Since 2008, the program's fellows have built business cases for smart energy investments. The end results are lighting, computer equipment and heating and cooling system efficiencies that can cut 1.6 billion kilowatt hours of electricity use and 27 million therms of natural gas annually, equivalent to the annual energy use of 100,000 homes; avoid over 1 million metric tons of CO2 emissions annually, equivalent to the annual emissions of 200,000 passenger vehicles; and save $1 billion in net operational costs over the project lifetimes.
The Virtuous Cycle of Organizational Energy Efficiency has five components: executive engagement; resource investment; people and tools; identification, implementation and measurement; and results and stories. According to EDF, the virtuous cycle is a model of change for energy efficiency across even extremely different organizations.
The business profiled in the case study is Diversey, which is a subsidy of Sealed Air. Diversey entered the virtuous cycle of energy efficiency by establishing a public commitment to reduce its greenhouse gas emissions from operations to eight percent below 2003 levels by 2013. This was also the initial component of the virtuous cycle, executive engagement.
Once Diversey's leaders committed, policies from the top down required that energy efficiency projects produce a positive return on investment in a payback period of three years or less. This criterion allowed Diversey to invest $19 million, and yield $32 million in cash savings over the life of the program in order to reach their emissions reduction goals.
Because the goals and criteria were clearly articulated, Diversey's ability to measure success was also positively impacted. In fact, Diversey's environmental health and safety department received a 40 percent year-on-year budget increase, which is significant because all other divisions of the company at the time were undergoing a 50 percent budget cut. This was due to the capacity to produce data that demonstrated energy project performance. According to the report, plant managers were also engaged and incentivized to implement efficiency measures due to centralized capital budgeting.
This is all to say that there are easy and affordable ways for businesses to invest in a commitment to combat climate change that is both good for the company and the environment. Saving money is always in style; simply combine that goal with one of reducing greenhouse gas emissions and you'll be maximizing the good you can do.
U.S. Carbon Emissions Lowest in 20 Years
Just when we were about to succumb to the gloomy picture that is global climate change, a ray of hope breaks through the clouds. A technical report released this month by the U.S. Energy Information Agency calculated that energy related U.S. carbon dioxide emissions, which account for about 98 percent of total CO2 emissions, for the first four months of 2012 decreased to around 1992 levels.
The dramatic decrease is attributed to a switch from dirtier burning coal to cleaner natural gas. Almost everyone in the energy and environmental industries believes the shift could have major long-term implications for U.S. energy policy.
Scientists didn't predict the amount of carbon dioxide being released into the atmosphere in the U.S. falling to its lowest level in 20 years in part because the decrease is not attributed to legislation limiting greenhouse gases such as carbon dioxide. The switch to natural gas was driven by the market.
The state of the economy, increasing efforts for energy efficiency and a growing utilization of renewable energy are certainly aspects that contribute to lowering U.S. carbon emissions. However, at the moment, the lion's share is due to the current low price of natural gas. There has been an upsurge in shale gas drilling in the northeast, Texas, Arkansas and Louisiana, which has made natural gas more affordable than coal per unit of energy generated. Gas production is on the increase because of the modernization of the process of hydraulic fracturing, also called fracking, where highly pressurized water, sand and chemicals are inserted to fracture shale rock which releases natural gas.
While natural gas is a cleaner-burning energy source than coal, it is not emission-free. There is still some carbon dioxide emitted and drilling can have environmental impacts such as contamination of ground water, air quality risks, migration of gases and hydraulic fracturing chemicals to the surface, and surface contamination from spills and flowback.
There are also concerns that the rise in use of natural gas could stall renewable energy efforts. The ultimate goal should still be a mix of increasing energy efficiency and clean energy with the balance kept to a minimum of natural gas.
So the upshot is that the U.S. energy picture is far from perfect, but the news concerning a drastic decline in U.S. carbon dioxide levels is welcome and positive because it reminds us that there is still time to turn around the fate of the planet's climate.
What is a Carbon Footprint?
Your carbon footprint is the total amount of greenhouse gases produced to directly and indirectly support your activities. It is usually expressed in equivalent metric tonnes of carbon dioxide (CO2).
The average American is responsible for a whopping 50,000 pounds of greenhouse gas emissions annually. Some examples of your carbon footprint are:
- When your car's engine burns fuel it creates CO2, the amount generated depends on its fuel consumption and the driving distance.
- Heating your house with oil, gas, or coal also generates CO2.
- Even if you heat (or cool) your house with electricity, CO2 is emitted during the generation of electrical power, most of which comes from coal in the US.
- When you buy food and goods, the production of the food and goods creates CO2; again, the amount depends on where the foods and goods came from and how they were created.
- Traveling on a plane generates CO2 in the same ways a car does.
- Weddings even create CO2 emissions! See this past post for more information about how to reduce your wedding's environmental impact.
- Also consider all the indirect emissions you are in part responsible for: the roads we drive on, the schools our kids attend, the mall and grocery story, our shared military and city hall. It all adds up.
The bottom line is your carbon footprint is the sum of all carbon dioxide emissions that were generated by your activities in a given time period, typically one year.
The carbon footprint is a powerful tool in understanding your personal impact on global warming. Most people are surprised by the amount of CO2 their activities create. If you personally want to reduce your contribution to global warming, the calculation and monitoring of your carbon footprint is critical.
Carbonfund.org offers helpful calculators to estimate your carbon footprint. Individuals can follow this link for more information. http://www.carbonfund.org/individuals There is also a calculator for businesses here.
At Carbonfund.org, our motto is "reduce what you can, offset what you can't.™" Make a commitment to sustainable living; get started on reducing and offsetting your carbon footprint now!
Calculate and Offset Your Wedding's Greenhouse Gas Emissions
June has traditionally been the most popular month for weddings. According to the U.S. Centers for Disease Control's National Vital Statistics Report for 2009, the latest data available on marriages, June is tied with July and closely followed by August, then September, and then October in order of most to least popular months for weddings. This means wedding season is just getting underway.
Travel, whether by air or car, generates large amounts of CO2 emissions into the atmosphere, and for most weddings is the biggest contributor to its carbon footprint. Carbonfund.org offers a helpful and easy-to-use emissions calculator to determine the level of carbon dioxide your wedding events will emit into the air.
It's simple and affordable to have a carbon neutral wedding. If you don't know the exact numbers try a preset amount. For example, the 15-ton preset option may be right for you if you have more than 100 guests and many of them are flying. The 50-ton option can be used for larger weddings of over 200 guests, many of whom are flying, or destination weddings, which involve a lot of travel.
As you prepare for the beginning of a new life together, it is important to share this special time with friends and family. Your wedding is a celebration of the future, and you can make it a celebration for our planet's future as well!
Go to http://www.carbonfund.org/weddings to learn more about how you can offset the global warming emissions impact of your special day.


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this wiki
- "Shit, the Devil's hit pay dirt with you, Antonio. Now either you can go off and say Hail Marys, or you can do the Lord's dirty work."
- — Ned Burner.
L.C. Confidential is a mission in Grand Theft Auto: Liberty City Stories given to protagonist Toni Cipriani by Liberty Tree news reporter Ned Burner from the Liberty City Cathedral in the Bedford Point district of Staunton Island, Liberty City.
Toni goes to the cathedral and is greeted by Burner, who is posing as the local reverend. He tells Toni that to redeem himself, he must stop the publication of faked reports of doping in America's top sports stars. In order to meet the informant, Toni needs to steal an FBI Cruiser and drives to a crime scene in Newport to steal one. He then drives to the informant's location. The informant hops in the vehicle, and realizes that the person is not John-O. Toni says he couldn't make it, but later, John-O arrives. The informant, distrustful of Toni, leaves but Toni chases him, killing him and stealing the documents. Toni takes the documents to a garage behind the Liberty Tree headquarters in Bedford Point. Soon after, a radio report about doping from America's top sports stars airs on the radio.
Mission objectives
In order to complete the mission the player must:
- Go to the crime scene and steal an FBI car, then get to the meeting point
- Go to the meeting place
- Stop the informant
- Retrieve the report
- Deliver the report to Liberty Tree
The reward for completing the mission is $1,500 and unlocks the The Passion of the Heist mission.
This mission's name is a reference to the movie L.A. Confidential.
The FBI Cruiser that is featured in this mission has a special, pop-proof tires on it. You could actually save it in your garage after the mission and it will retain its properties.


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The famous actresses of the 1940's were beautiful women, with hairstyles that were incredibly difficult to emulate. With the Auburn 1940's Vintage Auburn Adult Wig, you won't have to put hours of work into your hair to look like them. With the right costume and this wig, you'll have the perfect old school starlet look.
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