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Standards for Distance Learning Library Services
Approved by the ACRL Board of Directors, July 1, 2008
Part I Foundations
Executive Summary: The Access Entitlement Principle
Introduction: A Living Document
Philosophy: A Bill of Rights for the Distance Learning Community
Part II Specific Requirements
Fiscal Responsibilities
Library Education
Facilities and Equipment
Part I Foundations
Executive Summary: The Access Entitlement Principle
Every student, faculty member, administrator, staff member, or any other member of an institution of higher education, is entitled to the library services and resources of that institution, including direct communication with the appropriate library personnel, regardless of where enrolled or where located in affiliation with the institution. Academic libraries must, therefore, meet the information and research needs of all these constituents, wherever they may be. This principle of access entitlement, as applied to individuals at a distance, is the undergirding and uncompromising conviction of the Standards for Distance Learning Library Services , hereinafter designated as the Standards .
The access entitlement principle applies equally to individuals on a main campus, off campus, in distance learning or regional campus programs, or in the absence of any physical campus. The principle applies to all public, private, profit, and non-profit academic institutions. The principle likewise applies to courses taken for credit, non-credit, and through continuing education programs, and to courses taught face-to-face in classrooms in remote settings, or via any medium - or through any other means of distance learning. The Standards delineate elements necessary to achieving this and the other closely related principles provided in the Philosophy section.
Introduction: A Living Document
Since their inception as Guidelines (see Provenance section) in 1963, and throughout their close to half a century of revision, expansion, and use, the primary motivation for establishing and maintaining the Standards has indeed been concern for ensuring the delivery of equivalent library services and information resources to college and university students, faculty, and other personnel in remote settings. The Guidelines , from which the Standards evolved, had been under particularly frequent revision and expansion in the past decade. These Standards , like the Guidelines before them,have been prepared by the Guidelines Committee of the Distance Learning Section (DLS) of the Association of College & Research Libraries (ACRL), a division of the American Library Association (ALA).
Incentive to adapt and expand the Guidelines , leading to their evolving into today's Standards, stemmed from the following increasingly critical factors: non-traditional study having rapidly become a major element in higher education; the expanding diversity of educational opportunities; a growing number of unique environments where educational opportunities are offered; greater recognition of the need for library resources and services at locations other than main campuses; growing concern and demand for equitable services for all students in higher education, no matter where the "classroom" may be; a greater demand for library resources and services by faculty and staff at distance learning sites; and the expansion and advancement in technological innovations in the transmittal of information and the delivery of courses. To these may be added shifts away from central campus enrollments, the search for more cost-effective sources for post-secondary education, and the appearance and rapid development of the virtual or all-electronic university, having no physical campus of its own.
Online access to library resources has blurred the distinctions between main campus online users of library resources and distance learning online users. Main campus online users are typically enrolled there, or employed there, and are using online library resources in their dorms or offices, in their apartments, in their nearby family homes, or anywhere they can get Internet access for their laptop computers or other portable devices. These individuals function very much like distance learners and faculty in their online use of library resources and require some of the same kinds of interactions with library personnel.
Some main campus online users do literally become distance learners, or distance learning personnel, by dual enrollment, or through dual employment, in both on-campus and distance learning courses. Often distance learning courses are chosen by students in order to obtain some of the additional services provided through these courses. Other students choose these courses in order to avoid being in a classroom.
Contrasted with the main campus online users and nearby distance learners are those distance learners or instructors who are truly geographically isolated from the originating institution, often hundreds or thousands of miles away. Such individuals frequently have little institutional contact or identity. Further, these individuals also typically have special needs for the services and resources their institutional libraries can supply and are therefore targeted for services to supply those needs.
These categories of main campus online users and distance learning online users differ primarily because of variations in their degree of isolation from the originating institution and the library. The Standards are designed to apply to all categories of distance users of their institutional libraries.
Although some virtual institutions have created their own virtual libraries, many have found it necessary to compensate for their lack of library facilities by contracting with libraries on academically respected physical campuses in order to provide their own students adequate library services and materials. A librarian-administrator from the virtual institution will be stationed at the physical library to coordinate the provision of materials and services to the virtual university students. Combinations of virtual and physical libraries may also be undertaken. Whatever solutions are developed for providing library services and materials to students of virtual institutions, care must be taken to meet the requirements specified throughout these Standards .
In addition to providing their own content, the Standards function as a gateway to adherence to other appropriate standards and guidelines of ACRL, to the extent that each document, or portions thereof, apply to services provided the distance learning community. The most recent editions of these ACRL standards and guidelines may be found at: http://www.ala.org/ala/mgrps/divs/acrl/standards/index.cfm
It is further anticipated that additional guidance will be provided by check lists, guidelines, and standards from other divisions of ALA, or other organizations, such as professional accrediting associations, and the United States regional accrediting associations and commissions for educational institutions. Selected specific examples are provided where appropriate in later sections of the Standards .
Guidance in the use and application of the Standards may be found at the DLS website.
A comprehensive bibliography of recent literature on distance learning library services and information on earlier editions of the bibliography can be accessed from the DLS website.
The intended audience for the Standards includes administrators at all levels of post-secondary education, librarians planning for managing and providing distance learning library services, other librarians and library personnel serving distance learning students or working with distance learning program staff, distance learning faculty, funding sources, accrediting organizations, and licensure agencies.
Distance learning library services: Library services in support of college, university, or other post-secondary courses and programs offered away from a main campus, or in the absence of a traditional campus, and regardless of where credit is given. Courses thus supported may be taught in traditional or nontraditional formats or media, may or may not require physical facilities, and may or may not involve live interaction of teachers and students. The phrase is inclusive of services to courses in all post-secondary programs designated as: extension, extended, off-campus, extended campus, distance, distributed, open, flexible, franchising, virtual, synchronous, or asynchronous.
Distance learning community: All individuals, institutions, or agencies directly involved with academic programs or extension services offered away from or in the absence of a traditional academic campus, including students, faculty, researchers, administrators, sponsors, and staff, or any of these whose academic work otherwise takes them away from on-campus library services.
Originating institution: The credit-granting body; that is, the entity, singular or collective, and the chief administrative officers and governance organizations responsible for the offering, marketing, and/or supporting of distance learning courses and programs. Each institution in a multi-institutional cluster is responsible for meeting the library needs of its own students, faculty, and staff at the collective site.
Library: Denotes the library operation directly associated with the originating institution. In the case of virtual universities, the library itself may be virtual, or it may be the library of an existing traditional institution, contracted for services and materials to the students, faculty, and other personnel of the virtual institution.
Librarian-administrator: A librarian holding a Master's degree from an ALA-accredited program who specializes in distance learning library services and is directly responsible for the administration and supervision of those services. Libraries that use innovative staffing models or distributed service models which do not have a single specified distance learning librarian-administrator, must assign portions of that position among librarians with the requisite expertise throughout the library operation in order to carry out all the duties and responsibilities specified for the librarian-administrator in these Standards .
Philosophy: A Bill of Rights for the Distance Learning Community
Along with the access entitlement principle, the Standards are founded upon the following additional precepts:
- Access for Achievement of Superior Academic Skills: Access to appropriate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, staff, and programs are located. Members of the distance learning community, including those with disabilities, must therefore be provided effective and appropriate library services and resources, which may differ from, but must be equivalent to those provided for students and faculty in traditional campus settings.
- Direct Human Access: Direct human access must be made available to the distance learning community through instruction, interaction, and intervention from library personnel in the provision of library services and in facilitating successful use of library resources, particularly electronic resources requiring computer literacy and information literacy skills.
- Additional Investment: Traditional on-campus library services and personnel cannot simply be stretched in an attempt to meet the library needs of the distance learning community without any additional investment. Even with technological developments rendering location less relevant than in the past, distance learning students and faculty still face distinct and different challenges involving library access and information delivery. Special funding arrangements, specialized staffing, proactive planning, and promotion are necessary to deliver equivalent library services and to achieve equivalent results in teaching and learning, and generally to maintain quality in distance learning programs. Equitable distance learning library services are often more personalized than might be expected on campus, because students and faculty in distance learning programs seldom have direct access to a full range of library services and materials.
- Mandated Support: The originating institution must, through its chief administrative officers and governance organizations and the active leadership of the library administration, provide for funding and appropriately meeting the information needs of its distance learning programs in support of their teaching, learning, and research. This support must provide ready and equivalent library service and learning resources to all of the institution's students, faculty, and other personnel, regardless of location. This support must be funded separately, in addition to, rather than drawn from, the regular funding of the library. Innovative or distributed systems should not be used simply to provide distance learning library services in avoidance of making any additional separate investments in these services. In growing and developing institutions, funding should expand as programs and enrollments grow.
- Technical Linkages: The originating institution must provide for service, management, and technical linkages between the library and other complementary resource bases such as computing facilities, instructional media, support services for people with disabilities, and telecommunication centers.
- Meeting Other Standards, Guidelines, Laws, and Regulations: The originating institution must assure that its distance learning library programs meet or exceed national and regional accreditation standards and professional association standards and guidelines, as well as the mandate for equal program and service access for users with disabilities and compliance with appropriate federal and state laws, such as the Americans with Disabilities Act (ADA) and Title 504 of the Rehabilitation Act. Programs offered in other nations must likewise meet all relevant local and national laws and regulations.
- Institutional Involvement of Library and Other Personnel: The originating institution must involve library and other personnel in all stages of the detailed analysis of planning, developing, evaluating, and adding or changing of the distance learning programs.
- Written Agreements: The originating institution is responsible, through the library, for the development and periodic review of formal and documented written agreements when resources and services from unaffiliated local libraries are to be used to support information needs of the distance learning community. Such resources and services are not to be used simply as substitutes for supplying adequate materials and services by the originating institution.
- Meeting Needs, the Primary Responsibility: The library has primary responsibility for making its resources and services available to its users regardless of physical location. Therefore, the library identifies, develops, coordinates, implements, and assesses these resources and services. The library's programs must be designed to meet not only standard informational and skills development needs but also the unique needs of the distance learning community. The requirements and desired outcomes of academic programs should guide the library's responses to defined needs. Innovative approaches to the design and evaluation of special procedures or systems to meet these needs, both current and anticipated, are encouraged.
- Strategic Planning: The library must maintain a current strategic plan and vision for serving distance learners. Strategic planning is an iterative process that includes evaluation, updating, and refinement. Formal planning procedures and methods must be used. These planning methods require input from a broad spectrum of the originating institution's community, including distance learners. The library must likewise include distance learning library services in its mission statement and goals, which serve as a framework for all its activities. The mission and goals should be compatible and consistent with those developed by the originating institution. These methods help the institution prepare for the future by clearly defining a vision and mission, by setting goals and objectives, and by implementing specific strategies or courses of action designed to help meet those ends.
- Outcomes Assessment: The library must make outcomes assessment a major component of distance learning library services. Outcomes assessment addresses the accountability of institutions to determine whether distance students are learning effectively and whether library services are effectively meeting their needs. As an active mechanism for improving current library practices, outcomes assessment focuses on the achievement of outcomes that have been identified as desirable in the goals and objectives of distance learning library services and identifies performance measures, such as proficiencies, that indicate how well the library is doing what it has stated it wishes to do. Outcomes assessment of distance learning library services should take into consideration the greater dependence of libraries on technology, their increasing use of online services, their growing responsibility to provide information literacy skills, their increasing reliance on consortial services, and new developments in the ways in which scholarly information is published and distributed.
- Information Literacy: The library must provide information literacy instruction programs to the distance learning community in accordance with the ACRL Information Literacy Competency Standards for Higher Education , as cited below under Services. The attainment of lifelong learning skills through general bibliographic and information literacy instruction in academic libraries is a primary outcome of higher education, and as such, must be provided to all distance learning students.
Part II Specific Requirements
Fiscal Responsibilities
The originating institution must provide continuing, optimum financial support for library services to the distance learning community. This support must be sufficient to meet not only the specifications listed below, but also those given in other sections of the Standards , as well as specifications in other applicable ACRL standards and guidelines, and those of professional, state, and regional accrediting agencies, as noted earlier. This financing should be:
- related to the formally defined needs and demands of the distance learning program;
- allocated on a schedule matching the originating institution's budgeting cycle;
- designated and specifically identified within the originating institution's budget and expenditure reporting statements;
- accommodated to arrangements involving external agencies, including both unaffiliated and affiliated, but independently supported, libraries;
- sufficient to support staffing as specified in Personnel;
- sufficient to cover the type and number of services provided to the distance learning community; and
- sufficient to support innovative approaches to meeting needs.
As noted in the definition of the librarian-administrator and in the opening statement of the following Management section, the functions of the librarian-administrator may be dispersed across innovative or distributed library systems among a number of librarians rather than assigned to one designated individual; however, under such circumstances, care must be taken to ensure that none of the essential functions of the librarian-administrator, as provided in the Standards and other closely related documents, are omitted from these systems.
Personnel involved in the management and coordination of distance learning library services include both library administrators and key administrative and support personnel from the originating institution, who participate on the main campus, and at distance learning sites. Among these are the ADA compliance officer or staff from support services for people with disabilities. Participating library personnel include the librarian-administrator and librarians with the appropriate expertise to provide services to the distance learning community.
The originating institution must provide professional and support personnel with clearly defined responsibilities at the appropriate location(s) and in the number and of the qualifications necessary to attain the goals and objectives for library services to the distance learning program, including direct human access for the distance learning community. These individuals may be assigned to the library or in separately administered units, and should include:
- a librarian-administrator to plan, implement, coordinate, and evaluate library resources and services addressing the information and skills needs of the distance learning community;
- additional professional and/or support personnel with the capacity and training to identify informational and skills needs of distance learning library users and respond to them directly, regardless of location. The exact combination of central and site staffing for distance learning library services will differ from institution to institution.
Distance learning library personnel must have:
- classification, status, salary scales, and workload equivalent to that of other comparable library employees, while reflecting the compensation levels and cost of living for those residing at distance learning sites;
- written policies establishing their status, rights, and responsibilities. Policy regarding faculty librarians should be consistent with the ACRL Standards for Faculty Status for College and University Librarians , http://www.ala.org/ala/mgrps/divs/acrl/standards/standardsfaculty.cfm, and
- opportunities for continuing growth and development, including continuing education, professional education, and participation in professional and staff organizations.
Library Education
To enable the initiation of an academic professional specialization in distance learning library services, schools of library and information science should include in their curriculum, courses and course units in this growing area of specialization within librarianship.
As noted above both in Definitions and Personnel, the functions of the librarian-administrator may be dispersed across innovative or distributed library systems among a number of librarians rather than assigned to one designated individual. Care must be taken under such circumstances to ensure that none of the essential functions of the librarian-administrator, as presented below, are omitted from these systems.
The librarian-administrator, either centrally located or at an appropriate site, is the principal and direct agent for implementation of library services and resources in support of distance learning programs, as funded by the chief administrative officers and governance organizations of the originating institution, and as framed through the active leadership of the library administration.
As an agent of both the originating institution and the library, the librarian-administrator manages services and access to resources for the distance learning community. At a minimum, the librarian-administrator pursues, implements, and maintains all of the following areas of management in order to provide a facilitating environment in support of teaching and learning, and in the acquisition of lifelong learning skills.
1. Mission, goals, and objectives
The librarian-administrator:
- develops a written statement of immediate and long-range goals and objectives for distance learning library services, which addresses defined needs and outlines the methods by which progress can be measured;
- promotes the incorporation of the distance learning mission statement, goals, and objectives into those of the library and of the originating institution as a whole;
- involves distance learning community representatives, including local administrators and on-site faculty and students, in the formation of the objectives and the regular evaluation of their achievement; and
- participates in the strategic planning processes of the originating institution and the library.
2. Needs and outcomes assessments
The librarian-administrator is responsible for ensuring and demonstrating that all requirements for distance learning library services are met through needs and outcomes assessments, and other measures of library performance, as appropriate.
The librarian-administrator assesses the existing library support for distance learning, its availability, appropriateness, and effectiveness, using qualitative, quantitative, and outcomes measurement devices as well as a written profile of needs.
The librarian-administrator regularly surveys distance learning library users to monitor and assess both the appropriateness of their use of services and resources and the degree to which needs are being met and skills acquired.
Assessment instruments may include surveys, tests, interviews, and other valid measuring devices. These instruments may be designed specifically for the function being measured, or previously developed instruments may be used. It is critical, however, to choose carefully the instrument, the size of the sample, and the method used for sampling. The instrument should be valid, and the way it is used should be appropriate for the task.
These planning and evaluation processes are ongoing and should be conducted in cooperation with the library and the originating institution. The librarian-administrator:
- uses inputs, outputs, outcomes, and assessments as detailed in Standards for Libraries in Higher Education http://www.ala.org/ala/mgrps/divs/acrl/standards/standardslibraries.cfm
- prepares a written profile of the information and skills needs of the current and potential distance learning community;
- conducts general library knowledge surveys of students at the beginning, midpoint and near graduation to assess the effectiveness of their information literacy instruction;
- uses evaluation checklists for librarian and tutorial instruction to gather feedback from students, other librarians, and teaching faculty;
- tracks student library use through student journal entries, or information literacy diaries;
- asks focus groups of students, faculty, staff, and alumni to comment on their experiences using distance learning library services over a period of time;
- assesses and articulates both the electronic and traditional library resource needs of the distance learning community; and
- assesses and articulates needs related to library services, including instruction;
- assesses and articulates needs for facilities, in both traditional and online environments;
- conducts reviews of specific library and information service areas or operations which support distance learning library services;
- reviews accessibility of distance learning library services for the entire learning community;
- considers distance learning library services in the assessment strategies related to institutional accreditation;
- compares the library as a provider of distance learning library services with its peers through self study efforts of the originating institution;
- employs assessment and evaluation by librarians from other institutions or other appropriate consultants, including those in communities where the institution has concentrations of distance learners; and
- participates in continuous institutional assessment and effectiveness programs and processes.
3. Collections and services
The librarian-administrator:
- prepares or revises collection development and acquisitions policies to reflect the profile of needs;
- develops methods for delivering library materials and services to the distance learning community;
- ensures that needed services identified in the planning process are provided to the distance learning community; and
- promotes library support services to the distance learning community.
4. Cooperation and collaboration
The librarian-administrator:
- participates in the curriculum development process and in course planning for distance learning to ensure that appropriate library resources and services are available;
- works collaboratively with teaching faculty in distance-delivered programs to integrate information literacy into courses and programs in order to foster lifelong learning skills;
- promotes dialogue between distance learning and library administrators to ensure cooperation between the two groups;
- initiates dialogue leading to cooperative agreements and possible resource sharing or compensation for unaffiliated libraries, where applicable.
- develops partnerships that ensure the necessary technology support for the distance learning community; and
- acts as an advocate for the distance learning community among colleagues in the library and on campus.
Facilities and Equipment
The originating institution must provide sufficient facilities, equipment, and communication tools to attain the objectives of the distance learning programs. The size, number, scope, and accessibility of these facilities and equipment must be sufficient to provide timely access for all students, including those with disabilities. Arrangements may vary and should be appropriate to programs offered. Examples of suitable arrangements include but are not limited to one or a combination of:
- access to facilities through agreements with a nonaffiliated library;
- designated space for consultations, ready reference collections, reserve collections, electronic transmission of information, computerized data base searching and interlibrary loan services, and offices for the library distance learning personnel;
- a branch or satellite library; and
- online services, including Web-based virtual libraries, electronic communication tools, and course management software.
The originating institution is responsible for ensuring that the distance learning community has access to library materials equivalent to those provided in traditional settings. Thus, the institution must provide or secure convenient, direct access to library materials in appropriate formats that are of sufficient quality, depth, number, scope, and currency to:
- meet all students' needs in fulfilling course assignments;
- enrich the academic programs;
- meet teaching and research needs;
- support curricular needs;
- facilitate the acquisition of lifelong learning skills;
- accommodate students with varying levels of technological access (i.e. low bandwidth); and
- accommodate other informational needs of the distance learning community as appropriate.
When more than one institution is involved in the provision of a distance learning program, each is responsible for the provision of library materials to the students enrolled in its courses, unless an equitable agreement for otherwise providing these materials has been made. Costs, services, and methods for the provision of materials for all courses in the program should be uniform.
Library services offered to the distance learning community must be designed to meet a wide range of informational, instructional, and user needs, and should provide some form of direct user access to library personnel. The exact combination of service delivery methods will differ from institution to institution. Specific professional standards and guidelines which should be utilized in providing these services include, but are not limited to:
Information Literacy Competency Standards for Higher Education. Association of College & Research Libraries (ACRL), American Library Association, 2000.
Guidelines for Behavioral Performance of Reference and Information Service Providers. Reference and User Services Association (RUSA), American Library Association, 2004.
Guidelines for Implementing and Maintaining Virtual Reference Services. Reference and User Services Association (RUSA), American Library Association, 2004. http://www.ala.org/ala/mgrps/divs/rusa/archive/protools/referenceguide/virtrefguidelines.cfm
Professional Competencies for Reference and User Services Librarians. Reference and User Services Association (RUSA), American Library Association, 2003.
The following, although not necessarily exhaustive, are essential:
- reference assistance;
- online instructional and informational services in formats accessible to the greatest number of people, including those with disabilities;
- reliable, rapid, secure access to online resources;
- consultation services;
- a library user instruction program designed to instill independent and effective information literacy skills while specifically meeting the learner support needs of the distance learning community;
- reciprocal or contractual borrowing, or interlibrary loan services using broadest application of fair use of copyrighted materials;
- access to reserve materials in accordance with copyright fair use policies or permissions;
- adequate service hours for optimum user access;
- promotion of library services to the distance learning community, including documented and updated policies, regulations and procedures for systematic development, and management of information resources;
- prompt delivery to users of items obtained from the institution's collections, or through interlibrary loan agreement via courier or electronic delivery system; and
- point of use assistance with and instruction in the use of nonprint media and equipment.
Documentation must be maintained in order to indicate the degree to which the originating institution is meeting the Standards. The library and the librarian-administrator should have the following current information available in print and/or online in an accessible format:
- user guides and other library instructional materials;
- statements of mission and purpose, policies, regulations, and procedures;
- statistics on library use;
- statistics on collections;
- facilities assessment measures;
- collections assessment measures;
- needs and outcomes assessment measures;
- data on staff and work assignments;
- institutional and internal organization charts;
- comprehensive budget(s);
- professional personnel vitae;
- position descriptions for all personnel;
- formal, written agreements;
- library evaluation studies or documents; and
- evidence of involvement in curriculum development and planning.
The Standards Provenance
Today's Standards are the culmination of the expansion and revision of the following series of documents, the first of which originated in processes initiated in 1963: ACRL Guidelines for Library Services to Extension Students, 1967; ACRL Guidelines for Extended Campus Library Services, 1981; ACRL Guidelines for Extended Campus Library Services, 1990; ACRL Guidelines for Distance Learning Library Services, 1998; ACRL Guidelines for Distance Learning Library Services, 2000; Guidelines for Distance Learning Library Services, 2004.
With completion of the 2004 revision, which had included only changes to the Introduction and the Revising the Guidelines section, the need for a new, major revision of what was still essentially the 1998 document had become evident, and members of the Guidelines Committee began the initial work toward making the transition from a guidelines document to a standards document. At that time, Rob Morrison, at Utah State University and later National-Louis University, served as Chair of the Guidelines Committee and set out to lead these efforts. Harvey Gover from Washington State University Tri-Cities continued to contribute to the new revision processes as Consultant to the Guidelines Committee .
Rob Morrison set up and led revision activities for three years. Under Morrison's leadership, three major revision hearings and two revision discussion groups took place. The first hearing was at the 2004 ALA Midwinter conference, in San Diego on January 11, the second at the 2005 ALA Annual conference, in Chicago on June 25, and the third at the 2006 ALA Midwinter conference in San Antonio on January 21. One discussion group took place at the Twelfth Off-Campus Library Services Conference in Savannah in April 2006, and the second was a roundtable discussion at the Thirteenth National Conference of the ACRL in Baltimore, March 31, 2007.
Further opportunity for outside participation in the Guidelines revision has been provided through a wiki, since it was first made available in 2005. The wiki has been used by members of the Guidelines committee to post proposed changes for consideration by other committee members and to request email participation from individuals not on the committee and not eligible to write to the wiki. Michelle (Shelly) Drumm, Emergent Technology Trainer at BCR (Bibliographical Center for Research) and a member of the DLS Web committee, was instrumental in setting up the wiki and has both moved and maintained it since.
Members of the Guidelines Committee, who participated actively with Rob Morrison in the revision activities while he was Chair, were Betty Brice, University of Alabama; Marie Jones, East Tennessee State University; and Melissa Koenig, DePaul University.
Axel Schmetzke of the University of Wisconsin-Stevens Point provided valuable input on Americans with disabilities issues at the Chicago 2005 hearing. The former Guidelines had neither acknowledged nor addressed these issues.
David L. Bickford of the University of Phoenix participated actively in the roundtable discussion at the ACRL Thirteenth conference, making a number of valuable suggestions. Bickford later became a member of the Guidelines Committee.
Rob Morrison left the committee in 2007 and Jessica Catherine McCullough of ARTstor User Services took over as Chair. Harvey Gover continued to work actively on adding new content, rewriting, restructuring, and refining the final document for submission to the ACRL Standards and Accreditation Committee (SAC) and the ACRL Board for approval at the 2008 ALA Annual conference. Gover also served as Acting Chair of the committee in 2008 in McCullough's absence.
New members of the committee, Daniel Gall of the University of Iowa and Jan H. Kemp of the University of Texas at San Antonio, provided valuable assistance to Gover in preparation of the final 2008 draft.
An editorial discussion leading to further revisions took place during the online approval process by the DLS Executive Board in April 2008. Specific editorial suggestions were provided by Ruth Hodges of South Carolina State University, Jessica Catherine McCullough of ARTstor User Services, and Allyson Washburn of Brigham Young University. The draft was approved on April 17, 2008.
When reviewing the publication history of the Guidelines, one readily notices the short span in editions from 1998 to 2000. The 1998 Guidelines were approved with the proviso from SAC that efforts be undertaken immediately upon their final approval to make the Guidelines more outcomes oriented through a minor rhetorical revision that would not require as complete a subsequent approval process as would a more thorough revision. This minor outcomes revision was actually initiated during the 1998 approval process, when the Guidelines Committee members began reviewing the draft document for possible outcomes additions and then Chair, Harvey Gover, prepared an additional precept for the Guidelines Philosophy section acknowledging the importance of instilling lifelong learning skills through information literacy instruction for students in extended academic settings. With the approval of SAC, that precept was incorporated into the final draft of the 1998 Guidelines.
The outcomes revision continued through Annual 2000, when it was approved by SAC and the ACRL Board of Directors. Those Guidelines Committee members who participated actively in the outcomes revision throughout this time included Committee Chair Jean Caspers, Oregon State University; and Geraldine Collins, University of North Florida; Linda Frederiksen, Washington State University Vancouver; Lisa Hinchliffe, Illinois State University; Mae O'Neal, Western Michigan University; Bill Parton, Oklahoma Tech University; and Bernie Sloan, University of Illinois at Urbana/Champaign. Susan Maltese, Oakton Community College, then liaison from SAC to DLS, and Barton Lessin, Wayne State University, Chair of SAC, also contributed suggestions and guidance. Harvey Gover, then DLS Chair and Consultant to the Guidelines Committee, monitored the entire outcomes revision process, and prepared the final revision draft submitted to SAC just prior to Annual 2000. The final revision draft was based upon a draft insert that had been prepared by Jean Caspers and submitted to the Guidelines Committee for review on June 6. Gover's final draft consisted largely of an incorporation of Caspers' insert throughout the entire 1998 Guidelines text and was forwarded to Susan Maltese, SAC liaison to DLS, on June 9 for submission to SAC.
During the approval process for the outcomes revision, it was suggested by members of SAC that the Guidelines Introduction needed strengthening and recommended that an additional minor revision be prepared, rewriting the introduction. During the process of revising the introduction, it became evident that the Revising the Guidelinessection would also require some corresponding strengthening and revision. These efforts, which led to approval of the 2004 edition, were initiated and prepared by Harvey Gover, then Consultant to the Guidelines Committee, with input from members of the Guidelines Committee, Linda Frederiksen, Chair, Washington State University Vancouver; Betty K. Bryce, University of Alabama Libraries; Deborah F. Cardinal, WiLS OCLC; Catharine Cebrowski, ITESM – Tec De Monterrey; Geraldine Collins, University of North Florida; Marie F. Jones, East Tennessee State University; Melissa H. Koenig, DePaul University; Debra Lamb-Deans, Cornell University; and Bernie Sloan, University of Illinois at Urbana/Champaign.
From the beginning, those undertaking preparation or revision of the Standards have sought the widest possible input from everyone involved in all aspects and on all levels of distance teaching and learning in higher education. For example, the decision to revise the 1990 Guidelines was made initially by DLS Guidelines Committee. Then the official mandate came from the DLS Executive Board at its final 1996 Midwinter meeting. The revision of the 1990 ACRL Guidelines for Extended Campus Library Services , which produced the 1998 ACRL Guidelines for Distance Learning Library Services , was prepared by Harvey Gover, then Chair of the DLS Guidelines Committee. The revision was based upon input from members of the Guidelines Committee, members of the DLS Executive Board, the general membership of DLS, and other librarians and administrators involved in post-secondary distance learning programs from across the nation and around the world.
Members of the Guidelines Committee who initiated or contributed to the revision process for the 1990 Guidelines included: Stella Bentley, University of California at Santa Barbara; Jean Caspers, Oregon State University; Jacqueline A. Henning, Embry-Riddle Aeronautical University; Sharon Hybki-Kerr, University of Arkansas, Little Rock; Gordon Lynn Hufford, Indiana University East; Ruth M. Jackson, West Virginia University; Chui-Chun Lee, SUNY--New Paltz; G. Tom Mendina, University of Memphis; Virginia S. O'Herron, Old Dominion University; Mae O'Neal, Western Michigan University; Bill Parton, Arkansas Tech University; Mercedes L. Rowe, Mercy College; Dorothy Tolliver, Maui Community College Library; and Steven D. Zink, University of Nevada, Reno.
Others outside the Committee who contributed significantly to the cycle of revision of the 1990 Guidelines included: Thomas Abbott, University of Maine at Augusta; Janice Bain-Kerr, Troy State University; Nancy Burich, University of Kansas, Regents Center Library; Anne Marie Casey, Central Michigan University; Tony Cavanaugh, Deakin University, Victoria, Australia; Monica Hines Craig, Central Michigan University; Mary Ellen Davis, ACRL; Tom DeLoughry, Chronicle Of Higher Education; Jill Fatzer, University of New Orleans, ACRL Board, Task Force on Outcomes; Jack Fritts, Southeastern Wisconsin Information Technology Exchange Consortium (SWITCH); Barbara Gelman-Danley of SUNY Monroe Community College, Educational Technology, and the Consortium for Educational Technology for University Systems; Kay Harvey, Penn State, McKeesport; Maryhelen Jones, Central Michigan University; Marie Kascus, Central Connecticut State University; Barbara Krauth, Student Services Project Coordinator for the Western Cooperative for Educational Telecommunication of the Western Interstate Commission for Higher Education (WICHE); Eleanor Kulleseid, Mercy College; Rob Morrison, Utah State University; Kathleen O'Connor, Gonzaga University; Alexander (Sandy) Slade, University of Victoria, British Columbia, Canada; Mem Catania Stahley, University of Central Florida, Brevard Campus; Peg Walther, City University, Renton, Washington; Virginia Witucke, Central Michigan University; Jennifer Wu, North Seattle Community College and College Librarians and Media Specialists (CLAMS).


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|Exercise options available to stay fit and healthy throughout the year
|Written by Kyle Arnoldy
|Wednesday, 28 August 2013 10:33
Although it may be hard to imagine now with temperatures eclipsing 90 degrees Fahrenheit on a weekly basis, but cooler temperatures are right around the corner and with beachwear season becoming a thing of the past, there is an ever present temptation to slack on exercise during the colder months.
Putting on extra weight in the winter does not have to be a yearly ritual however, as there are a number of options available to the people of Holyoke to stay fit throughout the year.
CSU Extension will be offering three courses this year including a Zumba class, a strength building course and a course that combines circuit training and weight training with long-distance cardio workouts.
Simply Fit also provides circuit training workout options. Melissa Memorail Hospital opens the doors to their rehab room for public use on a limited basis and SunSet View offers a strength and balance class aimed to help facilitate exercise amongst the elderly. Exercising at the HHS indoor and outdoor tracks is also an option.
For the full article, call us at 970-854-2811 to set up an e-Subscription.
Holyoke Enterprise August 29, 2013

subset: commoncrawl


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Hahn a Candidate for Senior CLASS Award
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On the court, Hahn has been one of the most outstanding players to come through the Iowa State program and has continued Iowa State's tradition of being one of the top defensive teams in the country. The Cedar Rapids native became the first player in Iowa State history to record back-to-back 600 dig seasons last year. She comes into the 2013 season as a unanimous Preseason All-Big 12 selection, and has won the Big 12 Defensive Player of the Week award 12 times in her distinguished career. She has done all of this following in the footsteps of three-time All-American libero Ashley Mass.
Off the court, Hahn has been as outstanding. A kinesiology major, Hahn maintains a 3.42 GPA and has been a two-time Academic All-Big 12 selection and a 2012 CoSIDA/Capital One Academic All-District choice. She has also been very active in the community, taking part in Iowa State Athletics' "Adopt-a-Family" program during the holiday season and Dance Marathon. Along with the rest of the ISU volleyball team, Hahn works at the Iowa Special Olympics each year.
To be eligible for the award, a student-athlete must be classified as an NCAA Division I senior and have notable achievements in four areas of excellence – community, classroom, character and competition. An acronym for Celebrating Loyalty and Achievement for Staying in School ®, the Senior CLASS Award focuses on the total student-athlete and encourages students to use their platform in athletics to make a positive impact as leaders in their communities.
The 30 candidates will be narrowed to 10 finalists midway through the regular season, and those 10 names will be placed on the official ballot. Ballots will be distributed through a nationwide voting system to media, coaches and fans, who will select one candidate who best exemplifies excellence in the four Cs of community, classroom, character and competition.
The Senior CLASS Award winner will be announced during the 2013 NCAA Division I Women's Volleyball Championship in December.


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In Utero Model to Assess the Fate of Transplanted Human Cells for Translational Research and Pediatric Therapies
nfants with inherited blood diseases (such as sickle cell anemia, thalassemia, bleeding disorders) or other inherited metabolic disorders can be identified early in development using sophisticated diagnostic tests. Currently, the treatment for many of these childhood illnesses may include bone marrow transplantation which is complicated by: (1) the toxicity associated with chemotherapy or radiation-based regimens necessary to ensure the transplanted cells persist; (2) serious health complications associated with rejection of the donor cells; (3) the fact that only ~20-25% of children will have a matched donor, which is even less likely for ethnic populations and underrepresented minorities; and (4) the concern that significant damage, particularly to the brain, has occurred by the time the child is being considered for transplantation. Recent studies suggest that very early treatment before damage from the disease has occurred provides the best survival outcomes, and that immature cell sources may be most effective because they have characteristic features that are more compatible with the developmental stage of the patient. Human umbilical cord blood has been demonstrated to be a very effective source of hematopoietic stem cells (HSC) for transplantation, even if the donor cells do not match the recipient; in these cases the incidence and severity of disease post-transplant has been shown to be very low. However, there are significant limitations to more widespread use of umbilical cord blood HSC because of the low number of cells that are available each time cord blood units are collected. Human embryonic stem cells (hESC) provide another potential source of early stage blood cells for clinical transplantation for young patients. However, there remain significant concerns regarding the safety of use of cells obtained from hESC in all age groups. It is also currently unknown if early blood cells obtained from hESC will provide an advantage over other sources such as umbilical cord blood cells. These studies address crucial bottlenecks that prevent the use of therapeutically important cells for treating pediatric diseases, and methods and models to ensure that proposed approaches will be safe and effective for human use. The bottlenecks to be studied include: (1) the need to treat infants very early in their disease with sufficient and compatible cells; (2) the need to explore methods that will expand umbilical cord blood cells useful for transplantation, and to compare these cells to blood cells obtained from hESC; and (3) the need to use models for humans and related tools that can effectively predict outcome once cells are injected into the body, and to monitor where they travel and ultimately reside and function. The approaches proposed in this application will provide substantial advances in assessing the safety, for example, of new cell-based therapies with hESC, and provide new treatment options for many patients in need.
The benefits to the State of California and its citizens are critically needed effective and safe cellular therapies that could provide potential cures for infants and children diagnosed with an inherited blood cell or metabolic disorder. For example, current statistics on sickle cell disease, the most common inherited blood cell disease in the U.S., indicates approximately 20 children each day (about 8,000 each year) are born with this disease. Sickle cell disease and other blood cell disorders are present in all populations but are more prevalent in persons of African, Mediterranean, Asian, Southeast Asian, Caribbean, and South and Central American origins. The California Newborn Screening Program detects approximately 120 new cases of sickle cell disease every year. Thalassemia, another inherited blood disorder, is considered the most common genetic blood disease worldwide, with recent data indicating approximately 400,000 affected babies born annually. It is one of the most frequent disorders detected yearly in the California Newborn Screening Program of over 700,000 births. Millions of children world-wide suffer from the many serious complications associated with sickle cell disease and thalassemia that decrease life expectancy. These are just two of many inherited blood diseases that could substantially benefit from early treatment, and using stem cells from umbilical cord blood or pluripotent cells obtained from human embryonic stem cells. Similarly, more than 800 children and 400 adults in [REDACTED] alone have been diagnosed with inherited bleeding disorders including hemophilia. With current diagnostic capabilities, infants with these inherited blood diseases can be identified before they are born and cell therapies initiated at this time thus avoiding the damaging effects associated with these diseases. This could provide a means to ensure the delivery of healthy term newborns free of the many postnatal complications of these diseases that diminish quality of life and long-term survival.
Currently, the treatment for many childhood illnesses are complicated by the therapies necessary to ensure transplanted cells persist, are effective, and do not result in health complications. These studies focus on ways to provide treatments prenatally before birth safely and efficiently, and to address bottlenecks such as the expansion of cells that would be useful for transplantation. These include umbilical cord blood cells and more primitive precursors obtained from human embryonic stem cells. Our studies have shown effective methods for expanding these cell populations, and assessing their use for transplantation. Studies continue to explore the safety and efficiency of these novel therapies for fetuses diagnosed in utero with an inherited blood cell disorder.
Currently, treatment for many childhood blood-related illnesses is complicated by the therapies necessary to ensure transplanted cells persist, are effective, and do not result in further complications that compromise health. These studies focus on ways to provide treatments before birth in a safe and efficient manner, and to address bottlenecks such as the expansion of cells prior to transplantation that would be needed to be curative, and methods to safely monitor the cells post-transplant in young individuals. Cells of interest include umbilical cord blood cells and more primitive hematopoietic precursors obtained from human embryonic stem cells. Our studies have shown effective methods for expanding these cell populations, collecting them in a clinically acceptable manner, and assessing their use for transplantation. Studies continue to explore the safety and efficiency of these novel therapies for fetuses diagnosed in utero with inherited blood cell disorders, and the use of in vivo imaging to monitor the cells safely post-transplantation.
The current treatment for many childhood blood-related diseases is complicated by toxic regimens that are needed to ensure transplanted cells from donors persist and do not result in complications that can compromise health. These studies focus on new ways to safely transplant the necessary blood stem cells to treat these diseases prior to birth, and new techniques to monitor the fate of the cells post-transplantation. Outcomes of these studies have shown efficient methods to expand umbilical cord blood hematopoietic stem cells needed in the quantity required for efficient transplantation, safe and clinically relevant methods to transplant the cells prenatally, and effective methods to monitor the cells postnatally that confirm persistence and in the anatomical sites where they reside.
These studies have two primary goals, to compare and contrast the fate of transplanted human cells from two immature cell sources (umbilical cord blood and human embryonic stem cell), and to use in vivo imaging to monitor the fate of the transplanted cells. Major findings during the reporting period include that expanded cord blood cells showed high levels of engraftment when monitored by imaging; no adverse events were detected; imaging was a good predictor of transplant tolerance and that the cells were not rejected; and that transplant of undifferentiated or differentiated human embryonic stem cells did not result in teratoma formation or adverse effects. Umbilical cord blood cells were found to be the most efficient using the paradigms tested.


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Na Li had Serena Williams just where the 5-time Miami champ wanted to be - playing from behind on her back foot.
In what's become a trademark display from the top lady baller, ReRe lost the first five games and first set and had multiple break chances against her in the second set but rallied for a 4-6, 7-6 (1), 6-2 win. It was her third consecutive win over a Chinese baller and puts ReRe in the semifinals with a potential blockbuster matchup with big sister Venus waiting in the wings (V plays Iveta Benesova in the ladies evening match.)
Boy that ReRe is GOOD. In fact, she's so good she even had time to "tweet" mid-match pimping out some of her own body care:
If only we could all be as multi-talented as ReRe...or have a PR firm to do it for us.
(image via getty)
Wednesday, April 1, 2009
PHOTO OP: Serena can grit teeth + tweet simultaneously - can she BE any more talented?
Labels: Miami, photo op, Serena Williams, tennis, Twitter
6 comments:
- AnonymousApril 1, 2009 at 2:12 PM
Happy for ReRe's win but come on! You got your PR writing lines on twitter? Purleaze!ReplyDelete
- AnonymousApril 1, 2009 at 2:25 PM
LOL Rich about the tweet. So you know, I can twit, facebook and myspace silmutaneously. That's how cool I am.ReplyDelete
Anyhoo, I had the chance to catch her match. I bet Na Li is kicking herself right now. How many chances does one get to beat ReRe? In Miami?
I just love the way she fights, man. That's exactly what the WTA tour needs right now. That grittiness. The ATP guys die fighting. Last night Rafa had to roar and growl his way to a win. That's exactly what ReRe did. Like you noted yesterday, once again ReRe scratched and clawed her way to a win. Congrats to her for that effort.
Note to the rest of the WTA top tenners: Learn to fight your way to a win!!!
- AnonymousApril 1, 2009 at 2:46 PM
Okay, to somewhat defend ReRe for a bit, there have been PLENTY of times where I've texted a tweet and it didn't show up until a few hours later. Sometimes the Twitter servers get overrun and the tweets just don't go out when you write them.ReplyDelete
However, I'm sure she has someone else doing them for her. Just saying that it's possible for her to have tweeted that and it just came up on her page during her match.
I believe Azarenka can take out Williams.ReplyDelete
I thought that's what most of the celebrities did, at least that's what I read last week. Sure, they do it themselves from time to time - but for the marketing stuff, they have "staff" that takes care of the non personal stuff like tour dates etc.ReplyDelete
Serena can certainly grind out a win, but good grief, can she have a simple straight set match for once?
LAME! That has to be the most obvious "buy this" tweet in the short history of tennis tweets. She should at least wait a few weeks before she starts pitching her lameo home shopping products. And the timing and tone of the message is all wrong. . .sigh. . .ReplyDelete
Still glad she won, though!


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Love this jacketby Connie - verified purchaser
I'm really impressed with this jacket. It is well designed and comfortable. Sizes run true as well. I like the cut of this jacket better than the Intake series as this is a 3/4 length jacket and does not ride up to my waist, it stays down over my hips. Plenty of conveniently located pockets. Plenty warm enough with both liners for 40 degree weather. No drafts. I highly recommend this jacket. The only drawback is that it weighs quite a bit.


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Extra lanes speed up San Ysidro crossing
SAN YSIDRO Crossing what's often considered the world's busiest land port of entry can be a nightmare. But for many drivers on Saturday, it seemed more like a dream come true: a chance to cross from Tijuana to San Diego without waiting for hours in line.
As the San Ysidro border crossing undergoes a massive reconstruction and expansion, a brief construction pause this weekend has offered tens of thousands of border residents a glimpse of what could one day be.
"I wish it were always like this," said Alejandra Palma, a 35-year-old Tijuana engineer, as she and her husband prepared to cross to shop for clothes in San Diego early Saturday afternoon after waiting in line at San Ysidro for less than a half-hour.
The weekend building hiatus means U.S. Customs and Border Protection can temporarily increase the number of car inspection lanes from 17 to 23.
The shorter lines and brisker pace are a far cry from what many drivers have grown accustomed to in recent years.
Customs and Border Protection officials say they have increased efficiency through measures such as improved technology, and the creation of segmented lanes that speed up crossings for those crossers who are pre-cleared or have documents such as U.S. passport cards or laser visas. But crossers, especially those in the general vehicle lanes, often complain of waiting in long lines while inspection booths go unmanned, or wonder why a lane can mysteriously grow maddeningly slow.
U.S. government security measures on the heels of the Sept. 11, 2001, terrorist attacks imposed a new lifestyle on crossers — both pedestrians and drivers — who use the westernmost port on the U.S.-Mexico border. For those without the benefit of the Sentri program for pre-cleared travelers, or the Ready Lane for those with approved U.S. documents, daily activities such as work, shopping, family visits and doctor's appointments can entail hours of waiting in line — or rising hours before dawn to avoid the lengthy lines.
Construction at the port has also entailed longer waits, as the number of crossing lanes have been reduced during the project's first phase. But for a 68-hour period that began at noon Friday and ends Monday at 8 a.m., authorities have the option of keeping open all 23 available lanes, most of them with double inspection booths for a total of 43.
The measures offered crossers hope for the future — assuming Congress appropriates funds to complete the project, and enough inspectors can be hired to work at the expanded facility.
"I'll be watching all weekend, definitely," said Pete Flores, director of the San Diego field office of U.S. Customs and Border Protection. "This is going to be a very good test," he added, saying the purpose is to "get a good glimpse of what additional lanes does for us," in terms of processing vehicles.
Flores said that the pedestrian crossing, with 15 available lanes, was not part of the weekend test. But many midday users Saturday said they found the lines far shorter than normal.
The weekend will allow the agency to estimate how many inspectors will be needed to keep wait times down once the port is expanded, said Rudy Camacho, a former U.S. Customs chief in San Diego who is now a private consultant.
"Shame on us if they're not ready to utilize the investment that's been made," said Camacho. "We have to have sufficient personnel and overtime funding. These land border crossings are the economic lifeblood of this region."
Any figures for what it would cost to pay for additional customs inspectors were not available. The Customs and Border Protection office in San Diego deferred any funding questions to the agency's headquarters in Washington D.C., where a spokeswoman, Stephanie Malin, said the agency is "unable to comment on staffing or budgets at this time."


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Lying about 45 minutes or so equidistant from Tampa and Orlando airports, not far from well-known, man-made attractions such as Disney World, is the "other" Central Florida of Polk County–a place of pretty little towns, rolling hills, myriad lakes, orange groves, astonishing public gardens and mysterious natural habitats that are little known to the casual visitor. And that's where we're going on the next few posts of this blog.
Our comfortable hotel, the Holiday Inn Winter Haven, is the jumping-off point for our adventures. Although I'd be a liar if I didn't tell you there's the usual share of what our "Gardens and Groves" tour leader Georgia Turner dubbed "Generica" here–that endless permutation of suburban strip mall/big box store/motel-and-fast-food-joint that seems to be found most anywhere you land–it's well worth looking beyond that to discover what's special, such as the Circle B Bar Reserve located between Bartow, Lakeland and Winter Haven.
A long allee of live oaks, beautifully festooned with Spanish moss, line the road to the newly opened Polk's Nature Discovery centre at the edge of the reserve, where we learn more about the area and pick up our two volunteer tour guides, Ray and Herman. Then off we go into the wild.
It's hard to believe that prior to 2000, the Circle B Bar's 1267 acres of marsh, cypress swamp and oak hammock were mostly a working cattle ranch. Since that time, wildlife and nature have been allowed to take over and it's now a haven for some 172 species of birds and numerous plants, many of them unique to this part of the state. Neither the lake nor the land have been stocked in any way, and Herman and Ray explained that wildlife and plants came back on their own after just five years.
A breeze ruffles my hair and the spring sun feels warm on my back. I am in heaven. The silence is broken only by the cries of birds and the rush of their wings. Wild turkeys, bald eagles, palm warblers, moor hens, pie-billed grebes, coots and especially the famous rare white pelicans (seen at the top of the page) are just some of the species to be found around Hancock Lake.
A big green water snake and a couple of alligators glide by. (The big old fella seen here smiled obligingly for my camera–or maybe he was just sizing me up for a snack.)
Next: Hollis Garden


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Which Actress Should Play the Last Princess of Alderran?
Now that Disney has expanded its library of fairy tale princesses to include its first space princess, the question is: How does the "House of Mouse" plan to utilize Leia Organa, last princess of the doomed planet Alderran, twin brother to Luke Skywalker, and daughter of evil Sith warlord Darth Vader. Concurrent with the announcement of the purchase of Lucasfilm Ltd., Disney revealed that Star Wars: Episode VII would be blasting into theaters in 2015, which we later learned would be written by Michael Arndt (Little Miss Sunshine); however, nothing about the plot has been revealed.
All three of the principal actors who starred in the original trilogy — Mark Hamill, Harrison Ford and Carrie Fisher — have expressed interest in returning in the new movie and it's likely that Disney will want to capitalize on the popularity of Luke Skywalker, Han Solo and Leia Organa, but whether Disney brings back the original cast members as a way of bridging the original trilogy with the new trilogy or reboots the characters with younger actors is anyone's guess. Considering how well Paramount's Star Trek reboot was received by the general audience and even die-hard Trekkers and Trekkies, coupled with the fact that Disney skews young, we're thinking Star Wars will get the reboot.
We already asked you to vote for the best actors to play Luke Skywalker and Han Solo. Now, we want to know who you think has what it takes to wag her finger in the face of evil as the feisty princess with a preference for scoundrels?
Rate the Top 10 Actors Who Could Play Princess Leia >>


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Everyone wants to win, but for some teams it doesn't come easy.
Just ask Mark Cisar and the Union Local Jets.
But after 22 straight losses, Union Local finally got a taste of victory by beating Edison last week in Morristown.
Defenders Colton McKivitz and Tater Blake led the way.
McKivitz had 11 tackles, five for loss, a sack, three forced fumbles and a recovery. Blake totaled 11 tackles, one for a loss, with a sack and an interception.
''The monkey's off our back,'' Cisar said after the victory. ''Now the kids can concentrate on winning football games and not worry about ending that streak.''
With the Buckeye 8 schedule looking stronger than it ever has with undefeateds St. Clairsville, Harrison Central, and Bellaire, as well as strong teams in Martins Ferry and Indian Creek, many thought the Jets could be headed for a second consecutive 0-10 season.
Cisar and his staff deserve a lot of credit for helping keep these kids' minds focused when they easily could have hung their heads and said ''here we go again.''
Kuddos to the kids for fighting to the very end and never giving up. Maybe this will be the thing that changes things around but if the Jets want to have their first two-game winning streak since 2009, they will have to be ready for a big challenge coming Friday.
Union Local heads to Martins Ferry, a team coming off its first loss of the season and likely to not be in a very good mood.
Four days ago, this game looked like a snoozer. But with just one victory, intrigue has been added.
Ground Gainers
Aerial Attack
Good-Hands Team
Mr. Everything
Wrecking Crew
(Weekend wrap only includes teams that called or emailed their stats on Sunday).


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The Buzz
Need-to-know news
"The Buzz" Continued...
Pope says nope
Two months after an open letter from 60 Catholic groups called the Church's stance on contraception "catastrophic" for the world's poor, Pope Benedict XVI has reaffirmed the Church's 40-year-old injunction against members using artificial birth control. He said the position is meant to protect "the beauty of conjugal love" but allowed that Catholic couples in "dire circumstances" could still employ the natural rhythm method to prevent pregnancy.
The Church first issued its encyclical against contraception in 1968 when widespread use of birth-control pills helped ignite the sexual revolution. Millions of Catholics, including many committed married couples, have ignored the ban ever since. More recently, human-rights groups have argued that the Church's stance contributes to the spread of AIDS in undeveloped countries. The Vatican dismisses such charges as propagandistic and has never wavered in its position.
Good works, bad motives
A recent article published in the journal Science contends that religious people dedicated to belief in an all-knowing moral God tend to be more helpful to others and generous than the irreligious. But there's a catch, according to University of British Columbia psychologist Ara Norenzayan, whose study relies on data collected over the past three decades. Norenzayan says improved behavior among the religious depends on two conditions: first, that the situation presents a chance to enhance the subject's reputation, and second, that the subject has received a recent subconscious reminder of God's ever-watchful eye.
Defenders of religion have long cited such concerns for reputation and divine judgment as agents for social restraint and cooperation. Some atheists argue that a working criminal justice system and widespread acceptance of a do-no-harm social contract are equally effective means of promoting good behavior. Norenzayan concedes that non-supernatural entities like police, courts, and surveillance cameras can help prevent criminal acts, but he points out that they do little to curb selfishness.
Of course, the motivations of the religious cited in the study are ultimately selfish also, focusing on reputation and eternal happiness. Only the behavior modifier of biblical grace, one left unconsidered in Norenzayan's research, can substitute God-centeredness for selfishness.
Cell phones blocked
The federal Railroad Administration on Oct. 2 banned the use of cell phones and other electronic devices by rail workers. The emergency ruling came a day after investigators said Robert Sanchez, a Metrolink commuter-train engineer, sent a text message seconds before running a red light and slamming head-on into a freight train on Sept. 12, killing 25 people.
In investigating the Chatsworth, Calif., accident, the National Transportation Safety Board found no evidence of mechanical malfunctions, or problems with the rail signal or track. Instead, preliminary evidence showed that Sanchez, who was killed, was distracted at the time of the crash. Sanchez's cell phone records showed he sent and received 57 text messages while he was on duty on Sept. 12, including one sent 22 seconds before the collision. The Railroad Administration said rail workers are increasingly using cell phones and other potentially distracting devices. Six train accidents between 2000 and 2006-four of them deadly-involved the use of cell phones.
Unfiltered air
American Airlines came under fire recently after it downplayed concerns about its new in-flight and unfiltered internet service, Gogo, which critics warn will open the door for passengers to troll for pornography while air bound. In response to complaints from passengers and flight attendants, the Association of Professional Flight Attendants called on the airline to install filtering software to block inappropriate sites. The airline has acknowledged the potential for abuse but is leaving it up to flight attendants to monitor internet usage for inappropriate material. While JetBlue Airways already filters internet content in its terminals and Continental plans to do so as well, Alaska, Delta, Northwest, and Virgin are following American's lead and will soon offer unrestricted services, too.
Finally found
Search teams finally located Oct. 1 the plane wreckage of missing adventurer Steve Fossett in the Sierra Nevada Mountains, just days after a hiker stumbled upon Fossett's pilot's license, FAA cards, and other personal effects. The 63-year-old thrill seeker, who was the first person to circle the world solo in a balloon, vanished in the single-engine plane last September while scouting a site for his next record-breaking feat. Although remains uncovered at the crash site had yet to be identified, Fossett's widow, Peggy, issued a statement saying she hopes "to be able to bring to closure a very painful chapter in my life. I prefer to think about Steve's life rather than his death and celebrate his many extraordinary accomplishments."
Mixed nuts
On Oct. 6, the Association of Community Organizations for Reform Now (ACORN) announced the conclusion of its "most successful voter registration drive in history with more than 1.3 million new voters registered in 21 states." The following day, Nevada state officials raided the group's Las Vegas office as part of an investigation into allegations of voter fraud. ACORN is accused of filing voter registration forms with false or duplicate names.
Such allegations are nothing new for the massive organization, which works to encourage and enable voting in low-income communities, often among predominately minority populations. Several former ACORN workers have faced indictments for fraud in past voter registration drives. A 2004 investigation into irregularities at an Ohio-based ACORN affiliate revealed fraudulent registrations of underage voters, dead voters, and even fictional voters with names like Mary Poppins, Dick Tracy, and Jive Turkey.
In the current election cycle, the Republican National Committee and the campaign of GOP presidential nominee John McCain have accused ACORN of flooding election officials with sloppy, last-minute registrations in an effort to push unqualified voters onto the rolls. The McCain camp has pointed to past ties between ACORN and Democratic presidential nominee Barack Obama as evidence that the organization's questionable practices are politically motivated. ACORN officials deny any partisan agenda.
Gore's army
Former Vice President Al Gore is behaving like a cornered cat. At the Clinton Global Initiative Annual Meeting in New York last month, the global-warming crusader admitted that his vision for dramatic cuts in greenhouse-gas emissions is failing. "This is a rout," he said. "We are losing badly." Gore's solution: Lash out. "If you're a young person looking at the future of this planet and looking at what is being done right now, and not done, I believe we have reached the stage where it is time for civil disobedience to prevent the construction of new coal plants that do not have carbon capture and sequestration."
That call for law-breaking encourages an extreme sentiment already at work in some quarters of the environmental movement. Just two weeks prior to Gore's statement, a British jury acquitted six Greenpeace activists charged with vandalizing a coal plant. NASA scientist James Hansen, a prominent voice in the anti-global-warming movement, testified on behalf of the defense that such property damage had a "lawful excuse" due to the impending dangers of a planetary climate crisis.
Hansen and Gore view coal energy as villainous, even though it provides an affordable source for 40 percent of the world's electricity needs. Gore mocks the notion of new "clean coal" technology, calling it a misnomer on par with "healthy smoking." He opposes the construction of any new coal plants that lack expensive carbon sequestration systems, even plants that would replace older, less efficient ones. That opposition has helped shut down 60 new coal plant projects in the last year. Meanwhile, plans to construct hundreds of new coal plants in China have moved ahead unimpeded.
Off the hook
Since July, former White House counsel Harriet Miers has been on the hook to testify before the House Judiciary Committee in an investigation of the firings of nine federal prosecutors in 2006. But a federal appeals court on Oct. 6 blocked that lower-court order and also exempted current Bush chief of staff Josh Bolten from having to turn over documents to Congress. Democrats claim the prosecutor firings were politically motivated, while the Bush administration has said the terminations were in the normal scope of presidential prerogative. In reversing the lower court, a three-judge panel of the U.S. Court of Appeals said the case will likely become moot before it can be resolved. The 110th Congress will in January "cease to exist as a legal entity, and the subpoenas it has issued will expire. . . . If the case becomes moot, we would be wasting the time of the court and the parties."
Name game
"Brides" and "grooms" are returning to California. State health officials announced they have revised marriage license applications, reinstating the time-honored terms due to popular demand. The terms disappeared from the applications after the California Supreme Court legalized gay marriage in June, replaced by the gender-neutral language "Party A" and "Party B." The new paperwork will feature blank spaces for applicants' names and personal information, with boxes for checking "bride" or "groom." Since the boxes appear next to both names, the form will work for all comers-including two brides or two grooms. City clerks will begin using the new forms in November.
Clean break
The theologically conservative Pittsburgh diocese voted overwhelmingly on Oct. 4 to split from the American Episcopal Church. The 210 clergy and 70 parishes of the Pittsburgh diocese make up by far the largest single group so far to break away from the liberal Episcopal Church.
The Rev. Peter Frank, a spokesman for the diocese, said a "small number" of parishes will likely stay in the Episcopal Church, and that the national Episcopal Church will likely claim that they are the true diocese. The point is more than academic since in the Episcopal Church it is generally the diocese, not local congregations, that owns real estate. According to Frank, "They will attempt to undo this decision. But we think our legal position is strong. Besides, we didn't make this decision based on legal risks. This was a decision of conscience."
The Pittsburgh diocese will temporarily be under the authority of the Province of the Southern Cone of Africa, and all clergy and church members will thereby remain members in good standing of the worldwide Anglican Communion.


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The recently concluded Indiapack 2013 and concurrently conducted International Summit for Packaging Industry drew deeper insights on Indian packaging industry.
The $24.6bn worth Indian packaging industry has 22,000 firms comprising of raw material manufacturers, machinery suppliers, ancillary material etc of which 85% units are MSMEs. Prof N C Saha feels that India is at the threshold of explosive growth.
10 May 2016, Vol IX Issue 1
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To create a RAID 0 set, open the Disk Utility program. This application is located on your hard drive under Applications/Utilities/Disk Utility.
1. The Disk Utility window will appear. Your G-DOCK will be displayed in the left-hand column. Information about the drive displays at the bottom of the window.
2. Select G-DRIVE ev by clicking its icon in the left-side column. You want to choose the volume icon, not the disk icon. The volume is a partition that the Mac OS recognizes.
3. Select the RAID tab to view the RAID options.
4. In the RAID Set Name field, name the drive. Make that name relevant to the content that it's holding. For instance, you could name it by the project and add a date.
5. From the RAID Type menu, choose Striped Raid Set.
6. To create the RAID set, from the left-side column, drag the two volume icons into the empty list area. You will now see "disk1" and "disk2" in that list.
7. Note that the estimated size goes from 1 TB to 2 TB of capacity. The storage is doubled under RAID 0 because you're using the total capacity of the two drives.
8. Click the Create button in the lower right corner of the window. A dialog box will appear asking if you want to erase the G-DOCK partition.
9. Click the Create button to continue. A progress bar in the lower right corner of the window will show the progress of the disk's reformatting.
10. On your computer desktop, you will now see one drive icon. This represents the RAID 0 volume, and indicates the paired mode of your two G-DOCK ev cartridges.
11. The Disk Utility window will show the results. There are two 1 TB drives that are paired as "RAID slices." Their total capacity is listed as 2 TB.
12. Quit the Disk Utility program.


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Morena Baccarin
Birth Name: Morena Baccarin
Born: 06/02/1979
Birth Place: Rio de Janeiro, BR
Born: 06/02/1979
Birth Place: Rio de Janeiro, BR
Born June 2, 1979 in Rio de Janeiro, Brazil, Morena Baccarin was the daughter of Italian journalist Fernando Baccarin and Brazilian actress Vera Setta. At the age of seven, she moved with her family to New York City after her father had been transferred to the Brazilian TV network Globo's headquarters located there. Baccarin attended the New York City Lab School for Collaborative Studies, where one of her classmates was future "Homeland" co-star Claire Danes. From there, she joined the Fiorello H. LaGuardia High School of Music & Art & Performing Arts before entering Julliard. While studying theater at the latter, she was among the subjects profiled for a 2003 episode about the school on "Am... Continue Bio >>
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key x_item TA8416
Fickle - Chris Webb
Item Number: TA8416
A spectator freely chooses any card from the pack and signs their name across its face. The card is lost in the deck. The magician attempts to find the spectators signed card. He brings out a card that is the wrong card. In the blink of an eye, right in front of the spectator, the wrong card instantly changes into the spectator's signed card. The signed card can be given to the spectator to keep.
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Writers Profile
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Bill Cosby Explains That Fat Albert is Actually a Separate, Evil Personality"So the person you want for all these accusations is really Evil Fat Albert," explained Cosby.
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Real Housewives of Atlanta
Cynthia Bailey Fires Porsha Stewart: Recap of The Real Housewives of Atlanta Season 5, Episode 14
It's time for our weekly dose of insanity — here's what went down with Cynthia Bailey and Porsha Stewart on Season 5, Episode 14 The Real Housewives of Atlanta. Let's do this!
Thanks... But No Thanks
Meanwhile at the Bailey Agency, Cynthia is moving forward with her pageant project. Wearing a tiara to get in the mood — really? — she lets her team know that Porsha will be joining them shortly. Then, to make everyone nice and uncomfortable, she informs everyone that they were originally going to meet at Porsha's home, but she didn't want any strangers over at her pad. And then when Porsha arrives, Cynthia puts her on the spot by asking why they aren't at her house. Well, making things as awkward as possible is one way to start off a working relationship...
Porsha gets some advice from her hubby, Kordell, about the situation, and when she meets Cynthia at a bar a few days later, girlfriend is ready to confront Cynthia over the weirdness, but before she gets a chance to, Cyn tells her she doesn't want her involved at all anymore. Say what?!
In the end, Porsha takes the high road and wishes Cynthia well, though. Drama averted! But sadly, it looks like we won't get to hear Porsha sing after all.
Are you on Team Porsha or Team Cynthia? Sound off below!


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(Sioux Falls, SD) – Four research projects have been selected to receive funding from the Sanford Seed Grant Research Fund, established in 2011 to grow and evolve unfunded research ideas of Sanford clinicians.
The proposals were selected based on the criteria of purpose and priority, scientific integrity, potential for future funding and feasibility.
"The Sanford Seed Grant Research Fund creates innovations in patient care at Sanford by resourcing the exploration of new ideas," said David Pearce, PhD, chief operating officer and vice president of Sanford Research. "These grants fuel our physician-scientist culture by providing Sanford clinicians with the start-up resources required for bringing their research to the forefront."
The recipients include the following:
- Dubert Guerrero, MD, & Paul Carson, MD, Sanford Clinic (Fargo), "Evaluation of patients with persistent Methicillin-Resistant Staphylococcus aureus colonization." This study is a quality improvement initiative with the main goal of establishing a practical yet safe algorithm to reduce patients requiring contact precautions for Methicillin-resistant Staphylococcus aureus (MRSA).
- Lindsay Hines, PhD, & Thomas Haldis, DO, Sanford Neuroscience Clinic and Sanford Heart (Fargo), "Cognitive functioning improves following TAVI: Cerebral perfusion trumps embolic injury." The aim of this study is to determine if cognitive functioning, mood and ability to manage activities of daily living improves following transcatheter aortic valve implantation (TAVI). The study will also compare post-TAVI changes in cognitive functioning with subclinical embolic brain injury as determined by magnetic resonance imaging (MRI).
- Angela Myers, MD, Michael Kruer, MD, & Patricia Crotwell, PhD, Sanford Children's Specialty Clinic/Cytogenetics Lab (Sioux Falls), "Mapping novel genes for undiagnosed pediatric neurological diseases." Using the resources and expertise within the Sanford Genetics Laboratory, this study will map currently undiscovered gene mutations that lead to inherited neurological diseases of childhood in highly genetically informative families.
- Kirstin Williams, NP, & Keith Miskimins, PhD, Sanford/USD Medical Center/Sanford Research (Sioux Falls), "Pilot study using metformin to reduce cardiac toxicity in breast cancer patients." The objective of this study is to determine if co-administration of the medications metformin and doxorubicin in breast cancer patients receiving adjuvant therapy will reduce the number of patients who develop a significant change in left ventricular ejection fraction (LVEF).
About Sanford Research/USD
Sanford Research/USD is a non-profit research organization formed between Sanford Health and the University of South Dakota. Sanford Health is an integrated health system headquartered in Fargo, ND and Sioux Falls, SD and represents the largest, rural, not-for-profit healthcare system in the nation with a presence in 111 communities, eight states and three countries. In 2007, a transformational gift of $400 million by Denny Sanford provided for an expansion of children's and research initiatives, specifically finding a cure for type 1 diabetes, and has given Sanford Research significant momentum in its goal of becoming one of the premiere research institutions in the United States and the world. Most recently, a subsequent gift of $100 million by Mr. Sanford has paved the way to establish Edith Sanford Breast Cancer Research.
With a team of more than 200 researchers, Sanford Research comprises several research centers, including Children's Health Research, Edith Sanford Breast Cancer, Cancer Biology, Cardiovascular Health, Center for Health Outcomes and Prevention, and the National Institute for Athletic Health and Performance (NIAHP).
Tim Gerszewski
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WASHINGTON (WUSA9) -- A boy from Virginia who was diagnosed with neuroblastoma and started a non-profit called Trevor's Treasures has died, according to a journal entry from the Trevor's Treasures Twitter account.
We told you about Trevor Blake of Woodbridge, Va. in March 2012 (http://www.wusa9.com/news/local/story.aspx?storyid=196746). Blake was diagnosed with the rare and incurable cancer at age five, and at the time of our report in 2012, he was age 10. Only 10% of children diagnosed with this form of cancer survive for five years or more.
Trevor Blake got the idea for Trevor's Treasures because his dad would bring a bin of toys and let Trevor pick out a couple of his favorites when he visited Trevor in the hospital. Trevor's Treasures delivers toys to other child cancer patients and also teamed up with the annual Hoops Fest fundraiser.
On Sunday, @TrevorsTreasure tweeted a screencap of a journal entry. In the entry titled "Trevor my Angel," his mother wrote:
"My strong brave boy has received his wings. With dad, Mom, dad #2, and Grandma Blake by his side he has moved on to fulfill his mission of watching over all of us and all the other children faced with battling this awful disease. He has won. He has inspired so many and will carry that inspiration on for eternity. So here we all are, its time to pull a Trevor. As upset as we are, it is time to move forward and carry on with the lessons he has taught us. Selflessness. I love you Trevor. With all my heart. You are and will always be my strong brave boy."


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Seems like only yesterday we got Jobbed and robbed, but let's move on and get this tough win on the road. Go Cyclones!
29 minutes late? is this a sign Iowa State will show up late for the game? hmmm...stay tuned to see if we all blame Psyclone Brian
I'm drinking already...
Would be a huge road win. This win probably would do more for us than a win over KU would have.
"Winning isn't everything, it's the only thing."
business as usual.
i would absolutely hate to ref this game btw.
Go Cyclones! !!
Originally Posted by cyrocksmypants
CG. No one knows what you're talking about.
Originally Posted by cowgirl836
****! 12:29 thread start. I hope that doesn't end up ******* us. I will take the blame for not staying up late enough to start the thread on time. My bad.
I want this one for the guys. They deserve to put the KU debacle to rest and get a chance to celebrate.
I've already written half of the first sentence of my article covering the game.
"Fresh off of The Big Monday Screw Job, Iowa State today found themselves.........................."
It's going to be a 20 point win for someone, just hope it's the clones. After the 2 loses these teams experienced one of them is going to come out flat and deflated.
Go Cyclones!!!
Let's do this!
Win #20 comes today, sooner than OU thought it could.
Kansas Must Be Destroyed
Sic Semper Jayhawks
Originally Posted by Clones21
Would be a huge road win. This win probably would do more for us than a win over KU would have.
For the first time I'm not even sure I will be able to watch this. Ok maybe all of it but the last 12 seconds.
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CEA released the 2013 Sustainability Report, highlighting industry progress and leadership on green initiatives
Read More
Custom Integrators Transform Homes into TechHomes During Home Improvement Month
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Gary Shapiro Delivers Keynote at The Next Web Conference Europe
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Tablet Ownership Rates Continue to Increase, According to CEA's Quarterly Tablet Report
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A new study by the Consumer Electronics Association (CEA)®, Consumer Perceptions and Expectations of CE Accessories, shows more than half of consumers prefer to have important accessories bundled "in the box" with their CE devices, and 53 percent are willing to pay more for that convenience. Full Release
The Consumer Electronics Association (CEA)®, owner and producer of the International CES, today donated $75,000 to Green Chips, a non-profit organization promoting carbon neutrality, to support sustainable energy in southern Nevada. Full Release
The Consumer Electronics Association (CEA)® today released the CEA 2010 Sustainability Report to highlight the tremendous progress the industry has made in its green initiatives, from designing more energy efficient products to cutting greenhouse gas emissions (GHG) at facilities, to developing a national electronics recycling infrastructure. Full Release
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There is very little more appealing to partake in, very little more sumptuous a thing to put on the tongue, than a delectable morsel that is only eaten on a special occasion—at least in my mind. Somehow, that morsel just seems to hold within it the wonderful flavor of desire, that fragrant essence of anticipation, because it's been very consciously and specifically chosen and prepared for an occasion meant to hold some gravity, and meant to be memorable and unique. See, that's the marvelous thing about ... {more please!}
Food for LOVE's sake.