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ADDITIONAL MAJOR and LICENSURE PROGRAMS IN EDUCATION
The Department of Education offers various programs of study to complete an additional
major in Education, with options for pursuit of Judaic Studies Licensure for Secondary
Education (6-12), Hebrew Teacher Licensure for K-8 and/or Illinois State Licensure in
Elementary and/or Special Education (LBS I). The programs are aligned with the Illinois
Professional Teaching Standards and the National Council for Accreditation of Teacher
Education Standards (NCATE), and provide for the acquisition of knowledge, skills, and
dispositions necessary for effective performance in various teaching roles.
The programs have been carefully designed to provide a set of interrelated learning and
clinical experiences that will develop and enhance those abilities that are necessary to
become a qualified educator in public and private schools. Teacher candidates may pursue
Illinois State Teacher Licensure in Elementary or Special Education (LBS I) through
comprehensive training in challenging sequences of curricula. The Elementary Education
and Special Education programs have been approved by the Illinois State Board of
Education. Licensure titles and requirements are subject to change by the Illinois State
Board of Education. For the most current information, check with the Department of
At present, a major in Education is only offered to students in the Blitstein Institute.
Mission of the Department of Education
The mission of the Department of Education of Hebrew Theological College is to prepare
teachers who are critical thinkers, effective communicators, proactive educators, and moral
practitioners who possess the knowledge, skills, and dispositions to help all students
succeed. Furthermore, the mission of the department is to provide the highest quality
preparation for teacher candidates to enable them to reach their fullest potential as
professional educators, and to instill in them a lifelong love of learning and desire for
Candidates in the initial Licensure programs at Hebrew Theological College receive a strong
foundation in liberal arts and sciences, as well as Judaic studies that emphasize moral and
ethical standards, dispositions, and commitments. These include appropriate professional
conduct; respect for instructors, colleagues, students, and parents; sensitivity to individual
differences and diversity; and the importance of "Gemilut Chasadim and Tikun Olam,"
deeds and service that will improve the community and the world.
Core Values of the Department of Education
The core values of the Department of Education are aligned with the core values of the
institution, and are reflected in the Hebrew phrase and motto:
Li'lmod, L'lamed, Li'shmor, V'la'asot
"To Learn, To Teach, To Observe, and To Do"
Li'lmod – To Learn: Similar to the institutional core value, Love of Learning, the faculty of
the Department of Education values learning as a lifelong pursuit, and attempts to model
and instill this value in the candidates. The faculty models scholarship and the pursuit of
excellence, which the candidates are expected to emulate. Candidates are encouraged to join
professional organizations and to pursue ongoing professional development opportunities
after graduation. Candidates also engage in learning as critical thinkers and effective
L'lamed – To Teach: This core value reflects the essence of the Department of Education,
to prepare educators with the knowledge, skills and dispositions to be effective instructors
and agents of positive change for their students. At the foundation of this value is the
concept of the candidate as a proactive educator, who can apply theory to practice,
differentiate instruction, and integrate technology to meet the needs of a diverse student
population. Furthermore, this vale encompasses the concept of the candidate as a moral
practitioner, who demonstrates mutual respect and integrity.
Li'shmor – To Observe and Reflect: Clinical experience and reflection are the basis of this
value. Candidates must learn to be thoughtful observers and reflective practitioners in order
to glean information about their students' abilities and needs. Candidates must demonstrate
the ability to use their observations and reflections to improve their teaching and enhance
student learning. This value reflects a pursuit of excellence in the art of teaching, and is a
skill that requires critical thinking and effective communication for the proactive educator
and moral practitioner.
V'La'asot – To Do: This core value reflects the Department of Education's commitment to
service, not only within the schools but within the greater community as well. The faculty of
the Department of Education is involved in a variety of service projects in the community,
which models the importance of service to the candidates. The value of service is instilled in
the candidates so that they see themselves as part of the greater good, with the potential of
improving life for others. The candidate as a critical thinker, effective communicator,
proactive educator, and moral practitioner is energized by this "call to action" in the pursuit
of excellence and integrity.
Department of Education – Philosophy
The Department of Education faculty, in cooperation with the professional community and
education candidates, developed a philosophy of teacher education which is the basis of the
conceptual framework. The philosophy is predicated on theoretical constructs, research, and
knowledge of best practices as well as State standards. The beliefs contained therein
permeate the curriculum and are reflected in the elementary and special education programs
of HTC. The philosophy, which is consistent with the mission of the College as a whole,
articulates the knowledge, skills and dispositions expected of a graduate of the Teacher
Education Programs of Hebrew Theological College.
The philosophy is comprised of four major components: Hebrew Theological College
prepares teachers who will be Critical Thinkers, Effective Communicators, Proactive
Educators, and Moral Practitioners.
As Critical Thinkers, candidates analyze, evaluate, and synthesize information; use creative
and diverse ways, including technology, to generate hypotheses, solve problems, ask and
answer questions; use multiple perspectives in problem solving; tolerate ambiguity, and
demonstrate flexibility. Furthermore, as critical thinkers candidates use self-evaluation and
reflection to recognize preconceptions, biases, and value judgments.
As Effective Communicators, candidates clearly express themselves in spoken (or sign)
language and written communication, or use technology and augmentative communication
systems appropriately; adjust style and vocabulary of spoken and written communication in
accordance with the needs and comprehension skills of the intended audience. Furthermore,
the Effective Communicator is aware of and sensitive to multicultural aspects and individual
differences in oral and written communication, particularly to the varying social meanings
attached to tone, gesture, and voice.
As Proactive Educators, candidates understand the physiological, psychological, social and
cultural factors that affect behavior; develop and uses a repertoire of corrective and reactive
techniques for classroom management; create an enriched, stimulating, activity-oriented
learning environment where students can be successful and self-esteem is fostered. In
addition, proactive educators make use of physical arrangements of the environment,
differentiated instruction, technology, adaptation of the curriculum and individualization to
help students monitor and control their behavior. They clearly express realistic expectations,
set appropriate goals, use consistent scheduling, and continuously monitor student
performance to help students achieve success.
As Moral Practitioners, candidates respect cultural diversity, individual differences, and
recognize universal principles of fairness, the integrity and value of the individual, and the
interconnectedness of all peoples. The Moral Practitioner is sensitive to moral issues and
situations; shows respect for students, colleagues, instructors, and supervisors; judges others
favorably, and teaches others to give the benefit of the doubt; and uses principles of fairness
and flexibility in conflict resolution. Furthermore, the Moral Practitioner is a mentor and
advocate for students as well as an enthusiastic conveyor of knowledge. Finally, the moral
practitioner is a "mensch"
Department of Education – Knowledge, Skills, and Dispositions
Candidates in the Department of Education are expected to demonstrate knowledge and
proficiency in liberal arts and sciences, Judaic studies, content areas in which they will be
certified to teach, as well as pedagogical and professional areas.
A rigorous curriculum in Liberal Arts and Sciences and Judaic studies provides a foundation
upon which candidates can develop and expand critical thinking skills.
Challenging courses in written and oral communication enable candidates to meet
institutional standards and become effective communicators.
Candidates acquire knowledge of child and cognitive development, learning theory,
diversity, individual differences and special needs through a core of education courses and
field experiences. In addition, candidates must develop an awareness and understanding of
the Illinois Learning Standards and Professional Teaching Standards. Methods courses,
clinical experiences, and student teaching allow candidates to develop research-based
pedagogical and professional knowledge as well as an understanding of best educational
practices as they become proactive educators.
The values, dispositions, and commitments modeled by the faculty, administration, and
cooperating teachers, which candidates are expected to demonstrate and reflect on, facilitate
the development of the candidate as a moral practitioner. Finally, candidates must possess
knowledge of current technologies that can be used to enhance student learning.
Candidates in the Department of Education are expected to demonstrate effective planning,
teaching, assessment and classroom management skills that facilitate learning for diverse
student populations.
As Critical Thinkers, candidates must demonstrate that they can reflect on their students'
strengths and weaknesses and adjust their teaching style, strategies, and methods
accordingly. Candidates must be able to analyze significant factors in the learning
environment pertaining to student learning, and design reasonable solutions. Candidates
must show that they can develop meaningful activities to illustrate concepts and uses a
variety of approaches to assist the learning process.
As Effective Communicators, candidates must demonstrate appropriate interactive
discussion skills with colleagues, parents, and students as well as clarity of focus, effective
language, presentation techniques, and presence. Furthermore, candidates are expected to
demonstrate proficiency in writing, using cohesive prose that has clarity of focus, sense of
audience, correct syntax and appropriate vocabulary.
As Proactive Educators, candidates must demonstrate the ability to plan and implement
differentiated instruction and assessments and to use data and feedback to modify and
improve their teaching. Proactive educators use a variety of teaching methods and materials
and integrate technology to enhance student learning. Candidates must also demonstrate
effective classroom management skills with a repertoire of proactive, positive techniques
and appropriate corrective strategies.
As Moral Practitioners, candidates must demonstrate a sensitivity to and respect for diverse
populations. They must treat parents, students, colleagues, and supervisors with courtesy
and respect. Candidates teach students responsibility and standards of interpersonal conduct.
Candidates must maintain the confidentiality of students and families. Moral practitioners 32
are expected to behave in a professional manner that is consistent with the educational
message being conveyed, and to model the dispositions articulated by the Department of
The faculty of the Department of Education in cooperation with the professional
community, teachers and administrators in clinical placements, have articulated a set of
dispositions that are expected of all candidates, faculty, and professional staff. These
dispositions, which relate to the core values and mission of the Department of Education,
include: Integrity, Initiative, Insight, Fairness, Flexibility, Professionalism, Enthusiasm, and
Respect. These dispositions are defined as follows:
Integrity: Integrity is crucial to the development of a moral practitioner. The candidate
behaves in a manner that demonstrates adherence to moral and ethical principles;
soundness of moral character, and honesty. The candidate is concerned about social
responsibility, equal opportunity, and the social, political, and environmental
consequences of an individual's behavior. The candidate is dependable, trustworthy
and honors commitments to others.
Initiative: Initiative requires critical thinking, effective communication, and is
necessary for the development of a proactive educator. The candidate takes
responsibility to help all students learn by creating and implementing effective
differentiated lesson plans and implementing proactive classroom management
procedures. The candidate demonstrates the ability to begin and/or to follow through
energetically with a plan or task, and can communicate this plan to others. The
candidate approaches new tasks in a logical, strategic manner, with a sense of
enterprise and determination. Furthermore, the candidate takes the initiative to learn
about the students outside of the constraints of the classroom, and to communicate with
parents regarding student progress and needs. The candidate sees the value of all
children, and is committed to helping all students succeed. The candidate seeks advice
and input from colleagues, instructors, and supervisors as needed.
Insight: Insight also requires critical thinking and effective communication, and is
necessary for the development of the candidate as a proactive educator and moral
practitioner. The candidate applies knowledge of child development, learning theory,
diversity, and individual differences to help all students succeed. The candidate is
willing to "think out of the box" to address learning needs and behavior issues. The
candidate considers the motivational factors and communicative function of various
behaviors and uses this insight to develop meaningful interventions. The candidate
views the student in a holistic manner and focuses on the positives in each student. The
candidate is also insightful regarding the candidate's own performance, and uses
reflection for self-improvement.
Fairness: Fairness is significant for the moral practitioner and proactive educator, and
requires critical thinking and effective communication. Candidates demonstrate
fairness by ensuring that each student receives what he or she needs in order to be
successful rather than equating fairness with a "one size fits all" approach to teaching
and learning. The candidate establishes positive and trusting relationships with students
and parents, maintains open channels of communication, and refrains from bias. The
candidate considers and analyzes multiple perspectives. The candidate uses principles
of fairness and flexibility in conflict resolution, judges favorably, and teaches others to 33
give the benefit of the doubt. Furthermore, the candidate applies principles of fairness
in preparing lessons and assessments that address diverse student learning styles and
needs. The candidate serves as an empathetic and supportive mentor to the students.
Flexibility: Flexibility requires critical thinking, effective communication, and is
necessary for the development of a proactive educator. The candidate is responsive to
change and adaptable. The candidate considers and analyzes the significance of
unexpected events, and effectively communicates these changes to the students. The
candidate can recognize a "teachable moment" and divert from a planned format to
take advantage of a learning opportunity. The candidate uses multiple perspectives in
problem solving. As a moral practitioner, the candidate acknowledges that students'
and colleagues' opinions and ideas may differ from the candidate's own, and
demonstrates openness to their perspectives.
Professionalism: The candidate recognizes the importance of professional conduct in
education, and behaves in a manner that is consistent with the expectations of a
proactive educator and moral practitioner. The candidate dresses appropriately and is
well-groomed. The candidate takes all responsibilities seriously, is reliable, punctual
and has excellent attendance. The candidate is organized, plans lessons and activities in
advance, and is consistently prepared to teach. The candidate maintains the
confidentiality of students and families, but understands the situations under which
confidentiality cannot be protected, such as in cases of abuse, and follows through with
appropriate interventions and resources. The candidate refrains from gossip and avoids
becoming involved in workplace politics. The candidate collaborates with others, seeks
advice as needed, and is a contributing member of an educational team. The candidate
demonstrates collegiality and appropriate interpersonal skills.
Enthusiasm: Enthusiasm is an important disposition for the proactive educator. The
candidate demonstrates enthusiasm for the subject matter being taught and generates an
excitement for learning in the students. The candidate brings a sense of energy to the
classroom and uses a variety of creative learning experiences. The candidate has a
passion for teaching and vision for the potential of all students. The candidate strives to
help students develop self confidence and self esteem, and to view themselves as
valuable members of the learning community.
Respect: As a critical thinker, effective communicator, proactive educator, and moral
practitioner, the candidate must consistently maintain and demonstrate a sense of
respect for self and others. The candidate thinks critically and reflectively about self
and others and our interdependence. The candidate respects cultural diversity and
recognizes universal principles of justice, the integrity and value of the individual, and
the interconnectedness of all peoples. The candidate shows respect for students,
parents, colleagues, instructors, and supervisors through appropriate conduct and
communication. The candidate is courteous, polite, and friendly to others.
Goals and Outcomes
The goals of the conceptual framework are aligned with the mission, philosophy, and core
values of the Department of Education, and are illustrated in the outcomes that describe the
model of the candidate as a critical thinker, effective communicator, proactive educator, and
moral practitioner.
Goal 1: To prepare candidates who possess content knowledge in Judaic studies and liberal
arts and sciences to develop critical thinking and effective communication skills.
Knowledge Outcomes:
- Candidates demonstrate proficiencies in spoken (or sign) language and written
communication, or uses augmentative communication systems appropriately if needed.
- Candidates understand and are adept at using a process approach to written language,
including prewriting, drafts, and revisions.
- Candidates research, organize, and deliver oral presentations.
- Candidates are critical and analytical thinkers and problem solvers, and can apply these
skills to the content areas (i.e.: Literature, History, Political Science, Mathematics,
Behavioral Science, and Natural Science).
Goal 2: To prepare candidates who have knowledge of human development, learning theory,
and pedagogy that is research based and reflect current and best practices.
Knowledge Outcomes:
- Candidates understand the course of typical and atypical child development and the
learning process.
- Candidates understand methodology that will lead to the development of their abilities
to select and utilize curriculum, differentiate instruction, and adapt educational
materials to meet the needs of diverse learners.
- Candidates understand the physiological, psychological, social and cultural factors that
affect learning and behavior.
- Candidates are knowledgeable of current school law, including IDEA, the legal
foundations of public education; issues of responsibility and accountability; first
amendment rights; student discipline; school records; and student and parental rights.
- Candidates are knowledgeable of current trends in elementary and special education,
and can thoughtfully evaluate and critique these trends.
- Candidates are aware of and proficient with current technologies including those that
can be used to enhance learning for all students.
Goal 3: To prepare candidates who demonstrate effective teaching skills and proactive
classroom management to meet the needs of diverse learners.
Skills Outcomes:
- Candidates prepare and deliver differentiated instruction designed to meet the needs of
diverse learners.
- Candidates use a variety of assessment techniques to measure student learning.
- Candidates use data from assessments, observations, and reflections to inform and
improve their teaching practice.
- Candidates clearly express realistic expectations for student behavior and learning, set
appropriate goals, use consistent scheduling, and continuously monitor student
performance to help the student achieve success.
- Candidates apply proactive behavior management strategies to create a safe and
encouraging learning community.
Goal 4: To prepare candidates who demonstrate the dispositions consistent with being a
moral practitioner.
Dispositions Outcomes:
- Candidates demonstrate integrity in their personal and professional conduct by
adhering to moral and ethical principles, honesty, trustworthiness, and dependability.
- Candidates take the initiative to learn about the students and prepare effective,
differentiated lessons to meet their diverse needs. Candidates take the initiative to
collaborate with others and ask for help when needed.
- Candidates are insightful with regard to analyzing student learning, interpreting
behavior, and reflecting on their own practice.
- Candidates demonstrate a sense of fairness in teaching, assessment, classroom
management, and interpersonal interactions.
- Candidates are flexible, responsive to change, and can use teachable moments.
- Candidates demonstrate professional conduct.
- Candidates are enthusiastic about the subject matter and instill a sense of excitement
for learning in their students.
- Candidates show respect for the students, parents, colleagues, and supervisors.
Goal 5: To prepare candidates who can meet the needs of diverse student populations.
Diversity Outcomes
- Candidates are sensitive to, understand and can plan for the needs of diverse students.
- Candidates design and implement meaningful, differentiated learning experiences in
multicultural settings.
- Candidates see the value of all individuals, and are committed to helping all students
Goal 6: To prepare candidates who are proficient in the use of technology, and can integrate
technology into instruction to facilitate and enhance student learning.
Technology Outcomes
- Candidates use technologies such as Livetext, Teamboard, and the Internet to enhance
their own learning and teaching.
- Candidates use technology to monitor student progress.
- Candidates use technology for research, reflection, and communication.
- Candidates integrate and apply technology in their instruction to enhance student
Goal 7: To prepare candidates who are reflective practitioners.
- Candidates reflect on their clinical experiences and use the reflection to identify areas
of personal strengths and weaknesses.
- Candidates reflect on their teaching performance and use the reflection to inform and
improve their practice.
Goal 8: To prepare candidates who are lifelong learners and provide service to the
- Candidates recognize the need for and participate in ongoing personal and professional
development opportunities.
- Candidates perceive themselves as lifelong learners.
- Candidates engage in service projects beyond the constraints of the classroom.
Program Structure
To achieve these goals, the Department of Education of Hebrew Theological College
provides four levels of study:
Judaic Studies: Consistent with the mission and policies of Hebrew Theological College, all
degree-seeking students pursuing a major in Education must complete the requirements for a
primary major in an area of Judaic Studies. Any student not progressing satisfactorily (see
Academic Progress Policy, on page 88 of the 2011 – 2013 Academic Catalog) in the Judaic
Studies major will not be permitted to continue in the additional major program.
General Education: The education programs prepare students to be proficient in all aspects
of liberal arts and sciences as well as professional education. Therefore, students wishing to
a complete a Licensure program in education must successfully pass a comprehensive
curriculum in the liberal arts and sciences that lead to standards-based competencies in
English composition and literature; mathematics; history; philosophy; natural science;
behavioral science; speech; and art.
Professional Studies: The teacher preparation programs at Hebrew Theological College
provide for the acquisition of knowledge, skills, and dispositions necessary for effective
performance in a variety of educational settings, and allow the students to respond
effectively to changing needs in the public and private schools. The programs, which
combine the development and acquisition of pragmatic teaching skills with the application
of sound pedagogical principles, prepare the students to assume a variety of roles in the field
of education.
Professional courses in education provide for the integration of the theoretical with the
practical. Courses include a professional education core which emphasizes differentiated
pedagogy, diverse learning styles, integration of educational technology, and school law. All
education majors must complete structured, comprehensive clinical experiences prior to
student teaching. Clinical experiences reflect increasing levels of student involvement,
ranging from observation, individual instruction, small group instruction, to student
teaching. In addition, pre-practicum internships provide opportunities to relate theory to
practice, develop skills, and practice the art of teaching.
Student Teaching and Practicum (Special Education): Student Teaching and Practicum are
the capstone experiences in the Department of Education for students seeking HTC Teacher
Licensure and/or Illinois State Teacher Licensure by entitlement in Elementary and Special
Education. The fifteen-week full-time Practica provide for the integration of theory and
practice; the implementation of pedagogical strategies; practice in the use of positive
programming and proactive behavior/classroom management; differentiation,
individualization and adaptation of curricula; teaching experience in diverse settings,
including teaching students with special needs.
Student Teaching and Practica are conducted in an approved clinical site under the guidance
and supervision of a cooperating teacher with demonstrated expertise in the field. The
student teacher will be observed by the course instructor and participate in feedback
sessions three to five times per semester. In addition, student teachers participate in
seminars that provide support and address topical issues in education.
Admission to the Department Of Education
Students pursuing Licensure through one or more of the teacher education programs or
those taking education courses to complete a thirty hour requirement for an additional major
must make formal application to the Department of Education. Admission to the
Department of Education is a prerequisite to enrollment in Level II core curriculum courses.
Applications are completed online on LiveText. Students contemplating declaration of an
additional major in Education should begin the application process prior to completing
Level I core courses. Transfer students must have completed 12 semester hours at Hebrew
Theological College before applying. Applicants must meet the following minimum
requirements for admission to the Department of Education:
- A cumulative grade point average of 3.00 (based on a 4.00 scale) or higher at the time
of application.
- Candidates are required to have a current medical form with TB test, and
fingerprint/background check on file prior to conducting clinical experiences, student
teaching, or practicum.
- Proficiency in oral English language as evidenced by a grade of "B" in an approved
speech course, or by passing the Oral Proficiency Examination offered by the
Department of Education.
- Competency in written English as evidenced by a grade of "B" or higher in an
approved writing course.
- Competency in reading as evidenced by a grade of "B" or higher in an approved
Literature course, or by passing the Vocabulary and Comprehension sections of the
- Test of Adult Basic Education (TABE).
- Competency in mathematics as evidenced by a grade of "B" or higher in MATH 104 or
- Competency in basic computer skills including: word processing, spreadsheet,
database, e-mail and use of the Internet, or completion of an approved computer course
or successful completion of CAIS 106.
- Two letters of recommendation from HTC instructors.
- An interview with the Chairman (or designee) of the Department of Education.
- Successful completion of Test of Academic Proficiency (TAP). ACT/SAT scores may
be used in lieu of the TAP. The minimum allowable composite score for the ACT
Plus Writing is 22 and the minimum allowable composite score for SAT is 1030
(mathematics and critical reading).
- Meets Departmental standards for initial dispositions evaluations.
Applicants for admission to the Department of Education who do not meet all of the
aforementioned criteria must schedule an appointment for an interview with the Department
of Education Admissions Committee for consideration. Depending on the circumstances,
provisional acceptance may be granted with a plan of remediation. Upon successful
completion of this plan the student may receive full admission. Each candidate must be
fully admitted to the program at least ONE semester before student teaching.
Program Options
- Students in the Department of Education have four options with regard to their major in
- Students may pursue a Bachelor of Arts with a thirty (30) hour additional major in
- Students may pursue a Bachelor of Arts, an additional major in Education and HTC
Judaic Studies Certificate for Secondary Education or HTC Hebrew Teacher Certificate
- Students may pursue a Bachelor of Arts, an additional major in Education and
complete the requirements for Illinois State Teaching Licensure in Elementary
- Students may pursue a Bachelor of Arts, an additional major in Education and
complete the requirements for Illinois State Teaching Licensure in Special Education
(Learning/Behavior Specialist I).
For further information, see the Department of Education Guidebook.
All students who wish to take ANY education course must meet with the Chairman of the
Department of Education and the Clinical Experiences Coordinator for advising prior to
registration. No student will be permitted to register for education courses without both the
Chairman and Coorinator's signatures on the registration form.
Curriculum Requirements: Additional Major in Education
A minimum of 120 semester hours are required for all students who graduate from Hebrew
Theological College with a Bachelor of Arts degree. Students pursuing an additional major
in Education must complete 30 semester hours in the Department of Education. Specific
coursework is determined with the student's career goals in mind during the advising
process. All Education majors must complete at least 20 semester hours in professional
preparation coursework in residence including methodology coursework. Student Teaching
and Practicum must be completed in residence.
Curriculum Requirements: HTC Judaic Studies Certificate for Secondary Education
Hebrew Theological College offers a comprehensive curriculum designed to prepare and
train students to become professionally competent, culturally equipped and religiously
inspired teachers in Jewish Day Schools (Middle School), High Schools, and Supplementary
Schools (Talmud Torahs). Upon completion of the program, candidates will receive a
certificate from Hebrew Theological College that will entitle them to teach Judaic Studies
from 6th through 12th
The program is comprised of six components:
Advanced Hebrew Studies (AHS) Core 30 – 36 credits:
Judaic Studies: 12 credits in Bible; 12 credits in Hebrew; 6 credits in Jewish Law
(exemption for majors in Talmud); 6 credits in Jewish Philosophy; 6 credits in Jewish
Major: Minimum of 30 credits in Bible or Jewish History.
Liberal Arts and Sciences as required for BA including:
English Composition: ENGL 111 and 211 (6 credits)
English Literature (3 credits)
Speech (3 credits)
Math; MATH 104 or higher (3 credits)
Natural Sciences (4 credits)
Behavioral Science (fulfilled by certificate requirement)
Professional Education Courses – See below
Clinical Experiences and Student Teaching
The Judaic Studies and LAS requirements are identical to the requirements for all
matriculating HTC/Blitstein Institute students.
All candidates will complete the following Professional Education courses:
PSYC 217 Developmental Psychology
or PSYC 267 Adolescent Psychology
ARTS 230 Education Through the Arts
EDUC 241 Health and Safety Education
EDUC 305 Cognitive and Language Development
or EDUC 313 Educational Psychology
EDUC 310 Ethics and Moral Education
EDUC 314 Differentiated Instruction
EDUC 315 Survey of Exceptional Children
EDUC 318 Assessment of Behavior and Learning for Classroom Teacher*
EDUC 319 Diagnosis and Remediation of Learning, Emotional, and Behavior
EDUC 327 Methods of Teaching Tanach in Secondary Schools*
or EDUC 328 Methods of Teaching History in Secondary Schools*
EDUC 336 Computers, Applications, and Technology in Education*
EDUC 340 Classroom Management*
EDUC 353 School Law *
EDUC 379 Student Teaching 15 weeks, full time *
*Level II courses
All education courses will require clinical experiences. Candidates must follow all other
teacher Licensure requirements including, but not limited to, the Test of Academic
Proficiency; Application and acceptance to the Department of Education; Dispositions
Assessments; Student Teaching assessments and portfolio.
Curriculum Requirements: HTC Hebrew Teacher Certificate K-8
Hebrew Theological College offers a comprehensive curriculum designed to prepare and
train students to become professionally competent, culturally equipped and religiously
inspired teachers in Hebrew Day Schools and Supplementary Schools (Talmud Torahs).
Completion of the Hebrew Teacher Training program of studies will fulfill the requirements
of the Board of License of the Associated Talmud Torahs of Chicago for employment in its
educational system. A Hebrew Teacher Certificate will be granted upon successful
completion of all requirements. This certificate, granted only upon completion of a
baccalaureate degree, has wide recognition in the United States and Israel. Students may
pursue the Hebrew Teacher Certificate while completing the requirements for the Bachelor
of Arts degree.
Requirements for Hebrew Teacher Certificate
Certification will be granted only to students who meet all of the following requirements:
Completion of the Bachelor of Arts degree:
- Students who have earned a degree from another institution, with a major in a field
other than Judaic Studies, must have earned no less than 36 semester hours of college
level work in Hebrew and Judaic Studies to be considered as candidates for
- Successfully pass a proficiency test of oral and written Hebrew or have earned a 3.0
grade point average in at least 6 semester hours of advanced courses in the Hebrew
Theological College Hebrew Department.
- Successfully pass the test of HTC Post-Test of General Judaic Knowledge administered
by the Bressler School of Advanced Hebrew Studies.
- Professional Education - Students must complete a minimum of 30 semester hours of
professional education courses, including all courses in Level I Core Curriculum with
the exception of EDUC 295 [see below for specifics], and EDUC 319: Diagnosis and
Remediation of Learning, Emotional, and Behavior Disorders, EDUC 340: Strategies
for Behavior Management in the Classroom, and at least two courses in Methods of
Teaching Hebrew and Judaic Studies.
Clinical Experience - All students seeking Hebrew Teacher Certification must complete a
series of clinical experiences, as delineated in the Department of Education Guidebook.
Student Teaching - Certification is contingent upon completion of 6 semester hours of
Student Teaching, which consists of supervised teaching for a full semester at an approved
Hebrew Day School, Candidates must maintain a cumulative grade point average of 3.0 on a
4.0 scale in all professional coursework. In addition, students must obtain department
approval for student teaching. Students are required to attend a weekly student teaching
Curriculum Requirements: Illinois State Teaching License in Elementary and Special
The Elementary and Special Education programs prepare HTC students to have flexible
skills that enable them to extend beyond traditional roles as classroom teachers, and allow
the students to respond effectively to changing needs in the public and private schools. In
order to guarantee that all Education majors receive the breadth of general education in the
Liberal Arts and Sciences and meet the requirements specified by the NCATE Standards
and Illinois State Board of Education, students who wish to pursue Illinois State Teacher
Licensure in Elementary and Special Education are required to take the following courses,
which include the minimum requirements for graduation with a Bachelor of Arts.
Liberal Arts and Sciences
- Required coursework in Communication includes oral and written language. Teacher
candidates must successfully complete English Composition 211, and 3 semester hours
in Oral Communication.
- A minimum of 36 semester hours are required in Humanities. This includes 3 semester
hours in English Literature; 12 semester hours in Bible and Biblical Literature; 12
semester hours in Foreign Language and Literature; 6 semester hours in Philosophy;
and 3 semester hours in ARTS 230 Education Through the Arts.
- Students must acquire a broad-base of knowledge in the areas of Social and Behavioral
Sciences through a minimum of 12 semester hours in coursework that includes:
Psychology, Political Science, Sociology or Economics, American History (required)
and Non-Western History (required).
- Students must demonstrate competency in the Natural Sciences. Elementary Education
Majors must take one course in the biological sciences, and one course in the physical
sciences. A third course must be an integrated science, emphasizing curriculum and
methodology for a diverse population. All courses must have a lab component. Special
Education Majors are required to take a lab course in Biological Science or Physical
Science, an integrated science, emphasizing curriculum and methodology for a diverse
population, and Tests and Measurements.
- Education majors must demonstrate a broad-based competency in Mathematics either
by fulfilling the HTC math requirement (MATH 104, 105 or higher).
- 3 semester hours must be completed in Health and Physical Development. The course
emphasizes sensitivity to diversity and perspectives in dealing with issues of health,
prevention, and well-being.
In addition to the General Education requirements provided by the Kanter School of Liberal
Arts and Sciences and the Bressler School of Advanced Hebrew Studies described above,
students who wish to pursue Illinois State Teacher Licensure in Elementary or Special
Education must complete the following Professional Education Core. Most courses are 3
credit except where indicated. According to the IL State Board of Education, no grade lower
than a 'C' in content or professional education coursework may be used for Licensure,
endorsements, or approvals
Professional Education Core
Core Curriculum – Level I
EDUC 200 Principles and Foundations of Education
EDUC 241 Health and Safety Education
EDUC 295 Analysis of Children's Literature
PHIL 310 Ethics and Moral Education
EDUC 313 Educational Psychology
or EDUC 305 Cognitive and Language Development
EDUC 314 Effective Practices in Differentiated Instruction
EDUC 315 Survey of Exceptional Children
EDUC 336 Computers, Applications, and Technology in Education
Core Curriculum – Level II
EDUC 318 Assessment of Behavior and Learning for Classroom Teacher
EDUC 319 Diagnosis and Remediation of Learning, Emotional, and Behavior
Disorders (4)
EDUC 340 Strategies for Behavior Management in the Classroom;
EDUC 353 School Law
Areas of Specialization
Elementary Education
In addition to the professional education core, elementary education majors must complete
four methodology courses:
EDUC 331 Methods of Differentiated Instruction in Language Arts and Writing (3)
EDUC 332 Methods of Teaching Literacy (3)
EDUC 333 Methods of Differentiated Instruction in Mathematics in the Elementary
and Middle School (3)
EDUC 334 Methods of Differentiated Instruction in Social Studies in the Elementary
and Middle School (3)
EDUC 335 Methods of Differentiated Instruction in Science in the Elementary and
Middle School (4)
Elementary Education candidates must also successfully complete EDUC 375, Student
Teaching in an approved elementary school site.
Special Education - LBS I
In addition to the Level I and Level II core requirements, special education majors must
complete the following courses:
EDUC 316 Assessment of Learning and Behavior (4)
EDUC 317 Characteristics of and Methods of Teaching Students with Developmental
Disabilities (4)
EDUC 331 Methods of Differentiated Instruction in Language Arts and Writing (3)
EDUC 332 Methods of Teaching Literacy (3)
EDUC 333 Methods of Differentiated Instruction in Mathematics in the Elementary
and Middle School (3)
EDUC 335 Methods of Differentiated Instruction in Science in the Elementary and
Middle School (4)
LBS I candidates must also successfully complete EDUC 377 Practicum Special Education–
LBS I in an approved special education site.
Clinical Experiences
All students seeking Illinois State Teacher Licensure in Elementary and Special Education
must complete a series of structured, comprehensive clinical experiences in approved
clinical sites. These hours must be spent observing and working with children in an
approved site, under the supervision of a qualified cooperating teacher. The clinical
experiences are designed and structured by the course instructors to provide exposure to a
wide variety of individual differences, cultural diversity, and educational technology.
Required clinical experiences are incorporated into almost every aspect of the professional
education programs. Clinical experiences are vital to the education experience and
successful competition of coursework is contingent on completing clinicals. Candidates are
expected to attend all extension activities, including field trips, professional development, or
seminars as scheduled by the Clinical Experiences Coordinator. Clinical experiences must
be completed before the end of each semester. Students must complete a background check
before beginning their Clinical Experiences and comply with the procedures established by
partner districts. Information about background check locations can be found at
Three types of clinical experiences are required.
Field Experiences: Observations, small group activities, and work with individual students.
Prepracticum Internships: Planning and implementing differentiated lessons, microteaching,
model lessons and assessment.
Student Teaching and Practicum are collaberatively designed experiences that require a full-
time, full-semester of teaching in an approved site, under the supervision of a master teacher.
Candidates are required by law to clear a TB test before working in a school. The candidate
is responsible for keeping the results of the test, and providing it to the school district if it is
Candidates must be admitted to the Department of Education prior to conducting
prepracticum internships, student teaching, and practicum. Departmental Approval is
required for Student Teaching or Practicum.
Illinois State Required Exams
In addition to the Test of Basic Skills, all teacher candidates must take and pass the
following State exams prior to being recommended for Licensure:
Elementary Education:
*Content Area Exam – Elementary Education
Assessment of Professional Teaching (APT) K-9
Special Education:
*Content Area Exam – LBS I
Assessment of Professional Teaching (APT) K-12
Special Education General Curriculum Test
* Candidates must successfully pass the content area exam prior to student teaching.
Candidates who have fulfilled the requirements for an LBS I endorsement on their
elementary education certificate must take the LBS I exam in addition to the Elementary
Education Content Area exam. The candidates must take the APT K-12 in place of the APT
K-9. Test requirements may be subject to change by the ISBE. Candidates who qualify for
endorsements must apply for the endorsement directly to ISBE. Candidates must pass their
content area tests before student teaching.
Effective September 1, 2015, the State will require all candidates for licensure in
Elementary or Special Education (LBS I) must pass the edTPA, an evidenced-based
assessment of teacher effectiveness. This assessment will be phased into the Education
programs in the 2013-2014 academic year.
Information about all examinations, registration materials, and test bulletins are available in
the office of the Department of Education. Candidates must follow the requirements and
procedures outlined by ISBE and keep informed about changing policies and rules.
Candidates keep current by going to ISBE's website at www.isbe.net and through regular
advising sessions in the Department of Education.
Alignment with Professional, State and Institutional Standards
In the organization, structure and practices of the unit, the Department of Education adheres
to the National Council for Accreditation of Teachers (NCATE) standards as adopted by the
Illinois State Board of Education. The Illinois Content Area Standards for Educators are
addressed in collaboration with the Kanter School of Liberal Arts and Sciences, for both
general education and professional preparation courses. The Interstate New Teacher
Assessment and Support Consortium (INTASC) and Illinois Professional Teaching
Standards (IPTS) are reflected in the assessment system of the Department of Education, as
well as in the coursework and clinical experiences in both the elementary and special
education programs.
The elementary and special education programs of the Department of Education are aligned
with the following State standards:
- Illinois Professional Teaching Standards
- Illinois Content Area Standards
- Illinois Core Language Arts Standards
- Illinois Core Technology Standards
Additionally, the LBS I program is aligned with the:
- Core Standards for Special Educators
- General Curriculum Standards for Special Education
- Council for Exceptional Children
These standards are reflected in candidate assessments, electronic portfolios, clinical
experiences assessments, dispositions assessments, as well as through the Illinois Licensure
Testing System (ICTS) Test of Academic Proficiency, Content Area Tests, and the
Assessment of Professional Teaching. For candidates in special education, these standards
are also reflected in the Special Education General Curriculum Test.
The institutional standards are delineated in the Department of Education goals and
outcomes, and reflect the candidate as a critical thinker, effective communicator, proactive
educator, and moral practitioner. In addition, candidate proficiencies are assessed at a series
of five benchmarks: upon admission to the institution, admission to the Department of
Education, during clinical experiences and methods courses, during student teaching, and at
the completion of student teaching.
State of Illinois Institutional Report
Hebrew Theological College Department of Education
October 2011
Teacher Preparation Programs: Hebrew Theological College (HTC) offers programs
leading to a Bachelor of Arts with an additional major in education. HTC programs lead to
State Teaching Licenses in Elementary Education and Special Education in the areas of
Learning Behavior Specialist I.
Student Characteristics: Students pursuing an additional major in education are mostly
between the ages of 19-25, with some returning professionals ages 30 and above. 75% of the
students are Illinois residents and 67% are full-time.
Admission Policies for the Department of Education: Admission Policies for the
Department of Education can be found on page 38.
Teacher Education Vision: To provide the highest quality professional preparation to our
students to help them reach their fullest potential as educators and to instill in them a
lifetime love of learning.
To train each teacher to be an Effective Communicator, Critical Thinker, Proactive Educator
and Moral Practitioner.
Best Practices:
1. Comprehensive structured clinical experiences integrated in the teacher preparation
2. Emphasis on a proactive approach to classroom management and teaching.
3. Focus on critical thinking and effective communication skills.
4. Integration of technology into the curriculum.
Notable Features and Accomplishments:
1. Establishment of Blitstein Institute Curriculum Library.
2. Received grants for assistive technology and for new local area network.
3. New computer lab.
4. Faculty implemented comprehensive student review committee to assess knowledge,
skills, and dispositions of teacher candidates.
5. Implementation of standards-based electronic portfolios for teacher candidates.
6. Successful completion of ISBE 5th year review.
7. Almost 100% job placement for teacher graduates.
8. Students consistently scoring above national norms on tests of basic skills and
Licensure subject areas, as well as the Assessment for Professional Teaching.
The Department of Education is in the process of a program redesign to ensure that all
courses, assessments, and clinical experiences are aligned with the new Illinois Professional
Teaching Standards,


text:
UNIVERSITY OF WISCONSIN River Falls
Students who have earned an undergraduate degree from another university who wish to complete an additional major, meet teacher certification requirement or take courses for personal enrichment may apply to the university as an undergraduate special student.
Students who hold a high school diploma or equivalent, but are not pursuing a degree, may also apply as undergraduate special students. Admission criteria and transcript requirements for undergraduate special students are determined on a case-by-case basis.
Please contact the Admissions Office for details. Undergraduate special students are allowed to register for classes on a space available basis.
The Registrar's Office deals with readmission and re-entry students. Please visit Registrar's for more information.

subset: commoncrawl


text:
11,127pages on
this wiki
this wiki
Jazz Nation Radio 108.5 is a Classic Jazz radio station that appears in Grand Theft Auto IV and is hosted by Jazz musician Roy Haynes. Both JNR and Fusion FM are among the first Jazz radio stations to appear in a Grand Theft Auto game. In Episodes from Liberty City, JNR, Fusion FM and The Journey are replaced with a new station, Self-Actualization FM. Mostly based of NYC's Jazz 88.3
- Count Basie - "April in Paris" (1955)
- Chet Baker - "Let's Get Lost" (1964)
- John Coltrane - "Giant Steps" (1960)
- Art Blakey and The Jazz Messengers - "Moanin'" (1958)
- Miles Davis - "Move" (1958)
- Charlie Parker - "Night and Day" (1957)
- Roy Haynes - "Snap Crackle" (1962)
- Sonny Rollins - "St. Thomas" (1956)
- Dizzy Gillespie - "Whisper Not (Big Band)" (1957)
- Duke Ellington - "Take The 'A' Train" (1941)
- If you turn to this station with Jimmy Pegorino or Phil Bell present in the car, they will comment positively, meaning it's their favorite (or Fusion FM).
- The "American.gxt" data file in The Lost and Damned lists a jazz standard, Billie Holiday - "Fine and Mellow" (1939), hinting that JNR was planned, but dropped, as one of the radio stations to be updated by downloadable content.
- An advertisement for JNR says that it's at the "end of the dial", however it's not true since there's a station (K109) that has higher frequency than it.
- The station plays at TW@ internet cafe in Algonquin.
- The logo bears a jumbled version of the National Public Radio logo even though that the radio station is nothing like NPR.
- This is Michelle's Favorite Radio Station, Claiming it gives her "Ease of the mind."
- JNR can be heard in Drussila's in the cutscenes for Ray Boccino. In the missions in TLAD for Ray, the station in the backround is changed to Self-Actualization FM.
See also
- Radio Espantoso, a radio station in Grand Theft Auto: Vice City and Grand Theft Auto: Vice City Stories that plays Latin Jazz.


text:
Agentes, enfermedades y otras amenazas (CDC)
Biological agents are organisms or toxins that have illness-producing effects on people, livestock and crops. Biological agents cannot always be detected easily and may take anywhere from several hours to several days to cause symptoms, making it almost impossible to know immediately that a biological attack has occurred. Some agents are contagious, and victims may need to be quarantined. Click on the links below to learn more about potential biological agents.
Chemical agents are poisonous gases, liquids or solids that have toxic effects on people, animals or plants. They are classified by their effect – nerve, blood, choking or blister. Chemical agents are more likely than biological agents to cause a rapid onset of symptoms, but some are odorless and tasteless and are difficult to detect. The severity of injuries a chemical weapon can cause depends on the type and amount of agent used, and the method and duration of exposure. Click on the links below to learn more about potential chemical agents.
Nuclear weapons can be categorized as two types: fissile, or explosive, and radiological. Radiological are the most likely choice of terrorists. They emit radiation alone, which destroy individual cells and can lead to "radiation poisoning." The onset of symptoms requires days to weeks, and radiological materials are not easily recognized. Click here to learn more about radiation emergencies.
For the media: Click here to get fact sheets on biological, chemical, radiological and nuclear weapons designed specifically for news reporters by the National Academies and the U.S. Department of Homeland Security.


text: Community featured forum posts Ask a question to the , CA Community A Birthday Isn't A Birthday Without....(35434 views / 66 posts) Find a Meeting Venue(5377 views / 3 posts) What's the BEST piece of wedding advice you've ever gotten/heard?(17336 views / 32 posts) What are ideas for entertainment for a company picnic?(87212 views / 113 posts) A Newbie to this site(2856 views / 3 posts) start a new discussion see more posts


text:
angelspawns wrote:It isnt about something being unbeatable or not. It's about what they DONT make playable.
To be fair, this view is very spike-ish. There are lots of files that can attain 50% win rates or higher. Having several files that exist that hard counter you does NOT make a file "completely unplayable."
If you define playable as obtaining 90% win rates or higher, well sure lot's of stuff "isn't playable." Lots of timmies and jimmies don't care about that, though. I mean I still like to play Big Blue even though I only get around 60-80% win rates with it. It's fun for me and niche.


text:
Our customers confirm that a major benefit with BizSitePro is effective time management. You get to spend more time on running your daily business there's no need to wait on hold to add your request to the bottom of the stack. Our site technology allows you to make changes and updates fast and when it is convenient for you, whether that's at 10:00 a.m. or 3:00 a.m. - it's on your schedule not ours. And, perhaps the best part you see your results right away, now that's exciting!
We developed our technology with the non-computer user in mind. Anyone can operate a BizSitePro site because we have simplified each and every step. Now that doesn't mean what you get is simple. Instead, your site can be as powerful as those costing thousands more. Use as little or as much of the powerful features that are available to make your site perfect for your business needs. No frustrating training, no painful hassle just an easy, fun and rewarding experience.
Everyone likes a bargain, but sometimes bargains don't offer what you bargained for. BizSitePro has helped thousands of business owners save money for other things without any sacrifice in the quality of their Internet presence. No extra charges every time you need to make a change, no extra charges for tech support, no hidden fees. We know that today's business owners expect real value for their dollar. With BizSitePro you get everything you might want from a high cost custom site, for a price that will fit in your monthly budget. Now that's a real value and a real bargain.


text:
YPSILANTI TOWNSHIP, Mich. - Authorities are asking a judge to crack down on excessive marijuana emissions emanating from a man's Ypsilanti Township home.
Officials are not sure how much marijuana the man is growing in the residence that once flew a flag bearing a marijuana leaf. The man in the house grows medical marijuana. Michigan law says that is fine. The township has had no reported problem with his marijuana plants.
But neighbors are fed up with the strong odor that's strongest between 10 a.m. and 6 p.m.
Township officials are asking a Washtenaw County Circuit Court judge to curtail the emissions.
"It's not about growing marijuana. It's about using your property ... it's a quality of life issue. It's a nuisance to your neighboring property owners," said Doug Winters, Ypsilanti Township attorney.
More: Ypsilanti news
Officials say the emissions aren't in violation of the state's medical marijuana laws, but violate zoning codes relating to odors.
Neighbors first began complaining earlier this year.
Officials say the resident and the home's owner have ignored a previous judge's order to abate the odor.
"This is a strong odor that has kept neighbors awake at night," said Winters. "They are at their breaking point. They look to the township for some relief."
The dispute is sure to end up back in court.
Copyright 2012 by The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


text:
Digium IP Phones
Digium IP phones are the only phones design specifically for Asterisk and Switchvox. Get the best value for your digium phone with simple provisioning with Asterisk or AsteriskNOW, tightest integration with Asterisk, built-in & custom applications, clear HDVoice, advanced features and more!
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text:
Twenty-two dimensions of the population problem
Worldwatch Institute, 1976 - Social Science - 83 pages
From inside the book
18 pages matching nearly in this book
Where's the rest of this book?
Results 1-3 of 18
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
Common terms and phrases
Africa agricultural Air pollution anchovy annual average Bangladesh birth rates capita carbon dioxide century cities climatic changes competition consumption cost crowding death decline deforestation developing countries disease earth ecological economic growth effects efforts energy environment environmental estimated expand extinction fertilizer firewood food production forests fossil fuels global growth in demand growth rate health services housing human population India industrial inflation irrigation labor force land Latin America limited living mand Maximum Sustainable Yield Middle East million tons mineral nearly needs North America northern Great Plains overfishing overgrazing parks percent petroleum plant and animal political poor countries population density population growth population pressure population problem projected protein rainfall rapid population growth rapidly recent regions requires reserves result rising rural areas scarcity schistosomiasis seventies shantytowns social soil erosion species stress Today trends United urban waste water supplies world fish catch World Grain world's population Worldwatch Institute


text:
Prince's Sister Tyka Nelson Storms Out of Family Meeting. Why?
- 10:57 AM, Apr 29
The World Premiere of The Class of 92 - Arrivals
Photo credit: Lia Toby / WENN
To fit your screen, we scale this picture smaller than its actual size. The original picture size is 678x1000 pixels and this photo has been viewed 1168 times since December 01, 2013


text:
Maine Republican lawmakers are outraged by a Bangor newspaper's request to police agencies across the state for lists of concealed weapons permit holders.
AUGUSTA, Maine (AP) _ Republicans held a news conference Thursday asking for quick action on a bill that would outlaw release of confidential information on concealed weapons permit holders. It was held after the Bangor Daily News invoked Maine's freedom of access law in asking police to release the data.
Republican lawmakers say releasing such information, as a New York newspaper recently did, could leave gun owners vulnerable to thefts, and endanger non-owners of guns.
The newspaper said it requested the records as part of long-term reporting projects on domestic violence, sexual assault and drug abuse. The newspaper said it's never had any intention to release identifying information about permit holders.
(Copyright 2013 by The Associated Press. All Rights Reserved.)


text:
If you plan on lasting through the third round of a boxing match, you'll need the proper gear. Within this Toddler's Everlast Boxer Costume set, you'll find the shirt with attached shorts, robe with attached hood, and boxing gloves. The robe and shorts are both made out of a shiny blue material with white trims. Everlast boxing supplies are worn by all of the best boxers, so we've made sure to put their logo in the center of the shorts. Wear a pair of sneakers and the enclosed red boxing gloves with it, and you'll be ready to enter the ring in no time. Muhammad Ali and Sugar Ray Robinson are among the best boxers of all time. If your child is ready to be the next of these great athletes, have him wear our toddler boy's boxer costume.
Our Price: $0.97
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text:
Prince's Sister Tyka Nelson Storms Out of Family Meeting. Why?
- 10:57 AM, Apr 29
The Premiere of The Twilight Saga's Breaking Dawn Part II
Photo credit: FayesVision / WENN
To fit your screen, we scale this picture smaller than its actual size. The original picture size is 616x1000 pixels and this photo has been viewed 1548 times since November 12, 2012


text:
Guess what? The Marathon is over and it's time to party! Runners, friends, spectators: we are delighted to invite you to keep celebrating for a few more hours at the post-race After-Party at Gilda (close to Piazza di Spagna). Music, food and entertainment as only Rome knows how – What a perfect occasion to show off your spankin' new and well deserved medal and share your pride with other marathoners from around the world.
The party is from 6:00pm til late at night, Sunday, March 23rd, so get your dancing shoes on and come join the fun!
Admission: EUR 10.00 for Rome Marathon and RomaFun 5k participants (don't forget your medal or bib) and their friends and companions. Includes buffet and first consumption. Payment upon entrance (no reservations). Free entry for children under 14 (if accompanied by a paying adult).
Food is served until 10:00pm.
Via Mario Dè Fiori, 97
00187 Roma


text:
American author and avid birder Jonathan Franzen speaks out on the illegal killing of birds in the Mediterranean and calls on birders to join the fight against it.
Europe and Central Asia
Migratory Birds and Flyways - Europe and Central Asia
Across Europe, birds suffer from a wide range of persecution: illegal poisoning shooting, trapping, and the theft of chicks for the bird trade are common practices. Recently, five European countries were confronted with cases of illegal killing. The common, even if illegal, practice of using poison baits to eradicate carnivores and rodents causes huge damage to wildlife as well as to livestock and crops. In some cases it can explain the decline of specific bird populations in Europe. Moreover, the poisons used are usually unnecessarily strong and often illegal.
Europe and Central Asia
Nineteen grid operators and environmental NGOs signed the European Grid Declaration on Electricity Network Development and Nature Conservation in Europe on 10 November 2011 in Brussels, in an open signatory process.
LPO/BirdLife France launches an appeal for nature in the overseas departments of France.
Life+ Cap DOM (Département d'Outre-Mer) is the first European Programme for the conservation of fauna involving several DOMs and their NGOs.


text:
Steve Yurek is an adjunct faculty member in the Graduate School of Education.
Steve Yurek
Professional Title: Adjunct Professor
Areas of Academic Focus and Expertise: Teacher of high school and college-level mathematics.
Area of Work and Concentration at Lesley: Center for Mathematics; M.Ed. in Mathematics program; mathematics key assignments; MTEL preparation/workshops; administration of the Elementary Math diagnostic test.
Representative List of Recent Courses Taught: Functions and Algebra II; Probability; Calculus; Mathematics of Force and Motion; Mathematics of Engineering and Design
Education: BA, Iona College; MA in Mathematics, Manhattan College.
Representative List of Recent Publications / Exhibitions: Steve has spoken at numerous Association of Teachers of Mathematics in Massachusetts (ATMIM), Association of Teachers of Mathematics in New England (ATMNE), and National Council of Teachers of Mathematics (NCTM) conferences at the local, regional, and national level.
Prior to joining Lesley University in 2007, Steve had been a teacher in the high school mathematics classroom and in the college classroom for 38 years. He is the immediate past president of ATMIM and the president-elect of the Association of Teachers of Mathematics in New England. He says, "Students are more apt to learn when the subject matter is presented using multiple presentations, and when multiple senses are being stimulated."
firstname.lastname@example.com: 617.349.8932
All Programs
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All PreK-12 Graduate Education Programs
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Graduate School of Education Home
Get your application started today!


text:
Thursday, September 29, 2011
LDS General Conference Packets
28 comments:
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2nd annual Smoke on the Mountain
Date: Check in April 20 Judging April 21
Location: 2450 Masonic Dr San Jose, CA
Entry Forms
Contact Mark Brown at email@example.com
Teams Confirmed
Wine With Swine
Canyon Riders
Pig Pimp'n BBQ
In no particular order -
Teams Expected
Smoke on the Mountain Fundraiser The San Francisco Jr. Giants in conjunction with Golden Rule #479 Masons for Mitts would like to invite you to participate in the 2nd Annual Smoke on the Mountain BBQ fundraiser for the Jr. Giants. www.masons4mitts.org Each year we try to raise enough money to purchase 1000 mitts for underprivileged kids in Northern California so that they can play baseball. Please join us in a practice cook to help make this happen.
25 Team max $100.00 entry fee (no cost for power or HD) Booth Space 20x20 RV for overnight camping is allowed 4 Meat contest (pulled pork, brisket, pork ribs and chicken) Teams are able to check in Saturday with judging on Sunday. We are asking teams to donate their extra meat for PC to the public, all proceeds will go to the Jr. Giants Masons for Mitts Program. We will supply both tasting cups and assistance at your booth if needed.
- Grand Champion
- Reserve Grand Champion


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22 U.S. Code § 6206 - International Broadcasting Bureau
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(a) Establishment
There is hereby established an International Broadcasting Bureau under the Board (hereafter in this chapter referred to as the "Bureau"), to carry out all nonmilitary international broadcasting activities supported by the United States Government other than those described in sections 6207 and 6208 of this title.
(b) Selection of Director of Bureau
The Director of the Bureau shall be appointed by the President, by and with the advice and consent of the Senate. The Director of the Bureau shall be entitled to receive compensation at the rate prescribed by law for level IV of the Executive Schedule.
(c) Responsibilities of Director
The Director shall organize and chair a coordinating committee to examine and make recommendations to the Board on long-term strategies for the future of international broadcasting, including the use of new technologies, further consolidation of broadcast services, and consolidation of currently existing public affairs and legislative relations functions in the various international broadcasting entities. The coordinating committee shall include representatives of Radio Free Asia, RFE/RL, Incorporated, the Broadcasting Board of Governors, and, as appropriate, the Office of Cuba Broadcasting, the Voice of America, and Worldnet.
Source(Pub. L. 103–236, title III, § 307,Apr. 30, 1994, 108 Stat. 436; Pub. L. 105–277, div. G, subdiv. A, title XIII, § 1323(k),Oct. 21, 1998, 112 Stat. 2681–780.)
References in Text
This chapter, referred to in subsec. (a), was in the original "this title", meaning title III of Pub. L. 103–236, Apr. 30, 1994, 108 Stat. 432, known as the United States International Broadcasting Act of 1994, which is classified principally to this chapter. For complete classification of title III to the Code, see Short Title note set out under section 6201 of this title and Tables.
Level IV of the Executive Schedule, referred to in subsec. (b), is set out in section 5315 of Title 5, Government Organization and Employees.
1998—Subsec. (a). Pub. L. 105–277, § 1323(k)(1), substituted "under the Board" for "within the United States Information Agency".
Subsec. (b). Pub. L. 105–277, § 1323(k)(2)–(4), redesignated par. (1) as entire subsec. (b), substituted "President, by and with the advice and consent of the Senate" for "Chairman of the Board, in consultation with the Director of the United States Information Agency and with the concurrence of a majority of the Board", and struck out par. (2) which amended section 5315 of Title 5, Government Organization and Employees.
Subsec. (c). Pub. L. 105–277, § 1323(k)(5), added subsec. (c).
Effective Date of 1998 Amendment
Amendment by Pub. L. 105–277effective Oct. 1, 1999, see section 1301 ofPub. L. 105–277, set out as an Effective Date note under section 6531 of this title.
Personal Services Contracting Pilot Program
Pub. L. 107–228, div. A, title V, § 504,Sept. 30, 2002, 116 Stat. 1393, as amended by Pub. L. 109–140, § 6,Dec. 22, 2005, 119 Stat. 2652; Pub. L. 109–472, § 9,Jan. 11, 2007, 120 Stat. 3556; Pub. L. 110–161, div. J, title VI, § 634(r),Dec. 26, 2007, 121 Stat. 2330; Pub. L. 110–321, § 5,Sept. 19, 2008, 122 Stat. 3536, provided that:
"(a) In General.—The Director of the International Broadcasting Bureau (in this section referred to as the 'Director') may establish a pilot program (in this section referred to as the 'program') for the purpose of hiring United States citizens or aliens as personal services contractors, without regard to Civil Service and classification laws, for service in the United States as broadcasters and other broadcasting specialists in the International Broadcasting Bureau to respond to new or emerging broadcast needs or to augment broadcast services.
"(b) Conditions.—The Director is authorized to use the authority of subsection (a) subject to the following conditions:
"(1) The Director determines that existing personnel resources are insufficient and the need is not of permanent duration.
"(2) The Director approves each employment of a personal services contractor.
"(3) The contract length, including options, may not exceed 2 years, unless the Director makes a finding that exceptional circumstances justify an extension of up to one additional year.
"(4) Not more than a total of 60 United States citizens or aliens are employed at any one time as personal services contractors under the program.
"(c) Termination of Authority.—The authority to award personal services contracts under the pilot program authorized by this section shall terminate on December 31, 2009. A contract entered into prior to the termination date under this subsection may remain in effect for a period not to exceed 6 months after such termination date."
[Pub. L. 113–76, div. K, title I, Jan. 17, 2014, 128 Stat. 471, provided in part: "That the authority provided by section 504(c) of the Foreign Relations Authorization Act, Fiscal Year 2003 (Public Law 107–228; 22 U.S.C. 6206 note) shall remain in effect through September 30, 2014".]
[Pub. L. 112–74, div. I, title I, Dec. 23, 2011, 125 Stat. 1171, provided in part: "That the authority provided by section 504(c) of the Foreign Relations Authorization Act, Fiscal Year 2003 (Public Law 107–228; 22 U.S.C. 6206 note) shall remain in effect through September 30, 2012".]
[Pub. L. 111–117, div. F, title I, Dec. 16, 2009, 123 Stat. 3318, provided in part: "That the authority provided by section 504(c) of the Foreign Relations Authorization Act, Fiscal Year 2003 (Public Law 107–228; 22 U.S.C. 6206 note) shall remain in effect through September 30, 2010".]
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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Blessing and Curse
Blessing and Curse was inspired by the lines from the Torah portion Re'eh, "You shall pronounce the blessing on Mount Gerizim, and the curse at Mount Ebal." (Deuteronomy 11:29) The painting has been reproduced as a "giclee" print on archival, acid-free watercolor paper, with the total of all signed, numbered reproductions limited to 540, each accompanied by a Certificate of Authenticity also signed by the artist.
Artist Michael Bogdanow creates contemporary Judaic paintings and prints inspired by the Torah and other biblical texts. One of the marks of his work is a wonderful use of color. Bogdanow`s work has been reproduced on covers of books and greeting cards and is available as original paintings, mobiles, collages and limited edition reproductions.
This piece is available in:
Large (18"x24"), unframed: $280
Medium (15"x20"), unframed: $185
Small (13"x16") unfrmaed: $110
When ordering, please specify size.
Pieces also available framed, please call for pricing.


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IPTC (a standard set by the International Press Telecommunications Council) is one method of photo organization. This is the closest thing we have to a standard for embedding information in digital photographs. You know, all that stuff people write on the backs of the paper ones, or anything else you'd like to add.
Adobe Elements uses it. (They call it 'File Info'.) Even better news, Legacy will import IPTC information into its photo fields, and so will Passage Express.
What this means in practical terms is that if you enter the information once, it will carry through to other software. Some other software. IPTC is still not as universal as it might be. We can hope.
For instance, FastStone Viewer, doesn't use it. Picasa uses it but only on JPGs. Conversely, any description added to a JPG in Adobe Elements will show up as a caption in Picasa. Adobe Elements will handle other formats but Picasa will not read them. And so on and so forth with other graphics software. Before you get too gung-ho jumping into this great idea, run some tests and make sure it works the way you want it to.
A good question to ask yourself is what do you plan to do with your pictures? That can narrow down your experiments on a long-term filing system. I know it's tough to have a plan, though, if you don't know what all your options are and just owning a computer is like running on top of a moving ball.
Passage Express
Passage Express is still, so far, the best thing I know for presenting my genealogy work as it can make a compilation of many kinds of files: graphics, slideshows, audio, text, genealogy charts. So I'm looking at this from the end point backwards. Any number of programs will "organize" my photographs in some manner, but which method is going to get me from folders full of photographs to organized in Passage Express in the shortest line possible?
This is not all my 12,000 photos but since I know that I want to use some photos in both Legacy and Passage Express, using IPTC descriptions on those will save me having to rewrite or copy/paste the descriptions for them twice.
Importing a photo into Passage Express will take IPTC embedded information from the 'Description' field of a JPG or TIFF and put it into 'Details' in Passage Express. Voilà. A straight line.
It's a little messy, though, as it precedes the wanted text with
(Another way around this is to use Windows File Properties. This is not IPTC though. When you've imported your image into Passage Express, open it in 'Default Application' (Windows Picture and Fax Viewer probably) right-click and go down to Properties to open the File Properties box and copy and paste the information into 'Details' in Passage Express.)
Legacy Family Tree
Legacy will import embedded information from the IPTC Description field for either JPGs or TIFFs. But it will only read TIFFs if they've been saved with no compression. If you use LZW it will not recognize them. If you click on a TIFF and get a blank you'll have to re-save it first making sure to click the No Compression button.
Although I created a whole batch of TIFFs using No Compression with FastStone Viewer, Legacy does not recognize them. Also, adding IPTC info only works to add to the Description field in individual photo galleries, not in the Picture Center.
Although there are several fields for information in Windows File Properties and in IPTC, the only thing I've seen that translates automatically to this other software is the 'Description' field.
Embedding comments/descriptions is, of course, not the same thing as a file-naming system. I'm using 'surname/first-year-#' for the ancestors. I reached the end of my patience with file-names 50 characters long. Most of that information belongs somewhere else. I know some people put the information into adjoining text files, and I've tried that too.
Windows File Properties
I've added information to Windows File Properties in XP just to see how that would work out by comparison. The results would be fine as far as indexing and searching and it's simple. But the information doesn't carry through to anywhere else. As I said, it would have to be copied and pasted.
Maybe not a bad trade-off for what it's good for. As long as you intend to use a Windows operating system forevermore, it would be an OK investment. I don't think any other OS would care about it. The best way to look at it is in the Details view so you can see a thumbnail in the sidebar and all the information laid out across the screen. Information can be sorted according to category by clicking on a header.
I would be interested to hear from someone using Vista whether this has enhanced functionality there.
I like the idea of being able to Search for words or phrases computer-wide and gather up all related-files in a single batch. With Windows indexing turned on this is a simple thing to do. Read Windows File Properties. Searching IPTC info can be done through Adobe, or other software that reads IPTC.
I did find a program called StudioLine that will import or add Windows File Properties as well as any IPTC information. The way the interface is designed makes it extremely easy. However, it only works on JPGs in the free Basic version. I haven't tried the Classic ($29) so I can't say. It's also a good-looking editor and file browser.
IPTC generally works with JPGs, TIFFs and sometimes PSDs so if you have other formats you'd have to convert them to one of the other formats first. FastStone Viewer has a nifty batch convert mode. I think Adobe will write IPTC info to any format but that doesn't mean other software will read it.
I've also tried BreezeBrowser for adding IPTC information. This works on either single photos or in batch mode. I looked at several others and this is the only one I found that will work with JPGs, TIFFs and PSDs. My Adobe Elements version doesn't have a batch mode or I would use that instead. No matter which way you slice it, backtracking through hundreds or thousands of photographs to embed information is a lot of work. The saving grace is that fields of information can be added in batch mode, wherever you have common information.
Batch mode would be handy for things like "author". I have photographs from many different people and have been lately marking them as such. I'd like to make that acknowledgment and also have a record if I ever need to get back to that person for more information. That's just one example of information to add to photos.
A very simple and useful thing anyone can do is either add Windows File Properties or IPTC info to photos before emailing them. Usually I get a list of comments in email preceding the photos and the photos never arrive in the order the sender thinks they sent them. Once I got a hand-written list to print out and cross-match. Dead people's names and comments numbered 1-86 and there were 94 photos. J.B., if you're reading this, I'm still confused.
If I have previously added Windows File Properties on a PSD or TIFF, adding IPTC through Adobe Elements will strip everything out. It will allow me to re-add Comments in Windows File Properties to PSDs, but not to TIFFs. Using both on JPGs seems to be fine.


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South Dakota State University cornerback Winston Wright has been named Missouri Valley Football Conference Defensive Player of the Week for his performance in the Jackrabbits' 38-14 win at Western Illinois on Oct. 12.
A senior from Lee's Summit, Mo., Wright intercepted two passes — both of which the Jackrabbit offense turned into touchdowns — and added a pair of tackles as SDSU snapped a three-game losing streak. His first-quarter interception helped give SDSU a 14-0 lead, while his interception on the first play of the fourth quarter led to the Jackrabbits' final score of the day.
The Jackrabbit defense held Western Illinois to only 118 yards through the air and picked off four passes on the afternoon.
SDSU returns to action Saturday (Oct. 19) at Missouri State.


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text:
City officials say they're warning about two dangerously strong types of heroin that are thought to be the cause of several recent overdoses, including two that were fatal.
Portland officials are delivering flyers around the city warning of two types of heroin circulating in the area that could be the cause of an unusual number of recent overdoses, including two that were fatal.
City officials say one is a dangerously strong uncut black tar heroin from New York City that's "chucky, sticky and dark brown." Another type, often referred to as "China White," appears to have been cut with prescription drugs, creating a potentially deadly combination.
The drugs came to light after the city sought help from the public in determining the source of dangerously strong heroin that killed two men recently and caused 11 other overdoses.
Spokeswoman Nicole Clegg says Portland Public Health outreach workers will be out on the streets today distributing flyers that alert the public to the risk of overdosing on the drugs.


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March 7, 2012
Paul Letlow
LSU remains in great shape with four-star defensive end Christian LaCouture, who decommitted from Texas A&M last week and reopened up his recruitment. ...More... To continue reading this article you must be a member. Sign Up Now!
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text:
Fourth Day
Artist Michael Bogdanow creates contemporary Judaic paintings and prints inspired by the Torah and other biblical texts. One of the marks of his work is a wonderful use of color. Bogdanow`s work has been reproduced on covers of books and greeting cards and is available as original paintings, mobiles, collages and limited edition reproductions.
This piece is available in:
Large(16"x20"), unframed: $185
Medium (11"x14"), unframed: $110
Small (8"x10"), unframed: $75
When ordering, please specify size.
Pieces also available framed, please call for pricing.


text:
May 2, 2016
Maurice Kemp scored 29 points and pulled down nine rebounds to lead the East Carolina Pirates to an 88-85 win over the Tulane Green Wave in a Conference USA clash at Minges Coliseum.
Akeem Richmond made five triples en route to 21 points off the bench for ECU (17-11, 8-7 C-USA). Miguel Paul had 13 points and 11 assists for his fifth double-double of the season, and Paris Campbell had 15 points.
Josh Davis was terrific for Tulane (18-12, 6-9) despite the loss, tallying 23 points and 16 rebounds. Ricky Tarrant contributed 20 points and eight assists, Jordan Callahan scored 17 points and Louis Dabney had 11 points off the bench.Davis matched the entire ECU lineup with 10 rebounds at halftime as Tulane went into the locker rooms ahead, 41-40. The Green Wave shot 5-of-8 from downtown and 51.6 percent overall in the period.
ECU opened the second half on a 16-4 run, but Tulane responded and tied the score at 65-65 with 10 minutes remaining in the contest. The two teams traded baskets for the rest of the game until Richmond scored five straight points to give the Pirates an 86-82 edge with 18 seconds left.
Tarrant hit a 3-pointer on the other end to bring Tulane to within one, but after Paul made both of his free throws, the Green Wave failed to get a final look at the basket.
ECU improved to 7-9 all-time against Tulane.
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