text:
Rev. Stuart I. Troutman, 68, a resident of Michaux Manor, South Mountain, Pa., died Thursday morning, Oct. 4, 2012, in the Chambersburg Hospital. He had been in failing health for the past year.
Born Feb. 9, 1944, in Mt. Zion, Pa., he was the son of the late Clarence A. and Elsie (Mountz) Troutman.
Rev. Troutman graduated from Northern Lebanon High School with the class of 1962. He later received a bachelor of science degree in electrical engineering from Penn State University in 1966 and a master of divinity from Lancaster Seminary in 1970.
He worked as a minister at the Church of the Apostles, Waynesboro, for five years. He later was the minister at the South Mountain Restoration Center from 1983 until his retirement in 2012.
Rev. Troutman was a member of Trinity United Church of Christ, Waynesboro, and he was a member of the Waynesboro Lions Club for over 20 years.
He enjoyed gardening.
He is survived by one brother, Bryan C. Troutman and his wife Margaret of Vienna, Va., and a number of nieces and nephews.
In addition to his parents, he was preceded in death by two brothers, Byrd Troutman and Glenn Troutman.
A memorial service will be held at 2 p.m. Monday, Oct. 8, 2012, in Trinity United Church of Christ, 30 W. North St., Waynesboro, with Pastor Sue D'heedene and Pastor Alan R. Wilson officiating.
The family will receive friends one hour prior to the services, Monday afternoon, in the church.
In lieu of flowers, memorial contributions may be made to, Trinity United Church of Christ, 30 W. North St., Waynesboro, Pa. 17268.
Grove-Bowersox Funeral Home, Waynesboro, is handling the arrangements.
Online condolences may be expressed at:
Location, ST | website.com


text:
The following students from Missouri Baptist University have been inducted into Alpha Chi, a national coeducational honor society. Members are students from all academic disciplines who comprise the top 10 percent of the junior and the senior classes.
The students are: Katherine Foster, senior, Troy, majoring in behavioral science; Heather LeBaube, senior, Troy, majoring in elementary education; Suzette Morris, senior, Elsberry, majoring in business administration; Melanie Perkins, senior, Bowling Green, majoring in early childhood education; and Daniel Poor, senior, Troy, majoring in social sciences.
Location, ST | website.com

subset: commoncrawl


text:
DeadAwake wrote: A casino plays into what i say. It is owned by an individual or a select few. The people that work there "leech" currency off the owners. On top, it collects wealth from the community and funnels it into a few hands (More "customers" than staff). Whether the proprietors put this into the community or not isnt guaranteed. The majority, probably, goes toward the expansion of the establishment. It is a monetary black hole, moreso sucking the community dry rather than watering it.
Makoons wrote: I would say the majority have some form of traditional belief but like any spirituality it varies from person to person. We try to integrate it into our social work if it is what appeals to the family...we've used traditional healers to work with those struggling with substance abuse, to heal victims of sexual and physical abuse, and to mediate family arguments. I think most government facilities here try to use spirituality. They do a weekly prayer and drum circle at the tribal school, they open each official government meeting with sage and a prayer...we integrate it as much as possible.


text:
Terms and Conditions
All information on this website is distributed with the understanding that the authors, publishers and distributors are not rendering legal, accounting or other professional advice or opinions on specific facts or matters and accordingly assume no liability whatsoever in connection with its use.
In no event shall Gidleigh Park be liable for any direct, indirect, special, incidental or consequential damages arising out of the use of the information herein.
Unless otherwise noted, text and images in this website are the exclusive property of Gidleigh Park and may not be copied or distributed, in whole or in part, without our express written consent.
Permission is granted to print copies of pages of this website, and to link to this website from other websites.
We are not responsible for the content of any other websites linked to from this website. A link on this website does not imply any kind of endorsement or recommendation from Gidleigh Park.
By using this website, you are consenting to accept these terms and conditions.
Amendments to these terms
These terms of use were last updated on Monday 2nd August, 2010. We may, from time to time, amend them. In this case, we will post the new terms here.
Gift Vouchers
Terms and Conditions
These are the terms and conditions which govern your use of the web site which you will require to access to purchase a Gidleigh Park online gift voucher. By purchasing vouchers on this website, you agree to be bound by the terms and conditions highlighted under this document and also the terms and conditions associated with the individual voucher purchased.
We reserve the right to alter our terms and conditions without any notice, and advise that it is your responsibility to regularly review these terms and conditions before each purchase to ensure that you are kept up-to-date with any changes to them.
1. Purchase
1.1 A valid debit or credit card is required to complete an online voucher purchase. Payment is taken by the company and will appear on your bank statement as either 'The Bath Priory Limited t/a Gidleigh Park' or 'Gidleigh Park'.
1.2 Credit Card details are entered over a secure webpage, using a 256-bit SSL certificate (Secured Sockets Layer) from Trustwave.
1.3 Payment is made using 3D Secure protocol which is designed as an additional security layer for online credit and debit card payments.
1.4 A contract of sale does not exist between you and the Company, until such time as the payment has cleared and a confirmation of purchase has been issued, irrespective of whether or not this was received.
1.5 Details entered on the voucher, including but not limited to email addresses, postal addresses or contact details are the sole responsibility of the purchaser. The Company cannot be held responsible for any errors relating to the incorrect input of data. Confirmation should be checked as soon as it is received to ensure that the details are correct.
1.6 You verify that the credit or debit card you are using is your own and that there are sufficient funds to cover the cost of the Gift Voucher ordered.
1.7 To purchase any vouchers or experiences that include alcoholic beverages, you must be 18 years in age or older.
1.8 A minimum age of redemption might apply for some vouchers or experiences.
1.9 All vouchers are valid for 6 months from purchase date.
2. Issuing & Delivery of Vouchers
2.1 Vouchers can be delivered via Royal Mail postal service or electronically.
2.2 Electronic Vouchers are delivered immediately as a PDF attachment, to the email address selected.
2.3 Postal vouchers are issued by the Company, within 3 days of purchase, and are sent out via first class mail. The company cannot be held responsible for any delays in receiving the voucher. Should you require the voucher to be sent out via any other means (Special Delivery), please contact the Company directly to discuss. Additional charges may apply.
2.4 Vouchers can also be collected in person, by prior arrangement.
3. Returns & Refunds
3.1 All vouchers are non-refundable and non-transferable, unless otherwise agreed by us.
3.2 Lost or stolen vouchers will not be refunded nor be replaced.
3.3 We reserve the right not to accept vouchers which may be damaged or defaced.
3.4 Our terms and conditions, or the terms and conditions of the specific vouchers do not affect your statutory rights.
3.4 Vouchers are valid for 6 months from the purchase date. Expired vouchers are non-refundable and non-extendable.
Restaurant cancellation policy
Cancellation of the entire reservation can be made without charge if we are informed with no less than 48 hours notice.
Cancellation or a reduction in the number of people on any reservation, with less than 48 hours notice, will result in a £45 cancellation charge for each person cancelled. This charge will also be levied for No Shows.
We reserve the right to cancel any booking if:
- Any part of the hotel is closed or otherwise unavailable because of events outside our control.
- You or we become insolvent or in the case of an individual, become subject to a bankruptcy petition.
- The booking might damage the reputation of the hotel.
Christmas Retreat 2016
A non-refundable deposit of £500.00 is required to secure the reservation with full pre-payment by 1st November for this package. In the unfortunate event you have to cancel your confirmed booking after 1st November, the full package rate will be charged. With this in mind, we do strongly suggest that you take out holiday insurance.
New Year's Eve Celebration 2016
A non-refundable deposit of £500.00 is required to secure the reservation with full pre-payment by 1st November for this package. In the unfortunate event you have to cancel your confirmed booking after 1st November, the full package rate will be charged. With this in mind, we do strongly suggest that you take out holiday insurance.


text:
Long Island University
News about Long Island University, including commentary and archival articles published in The New York Times.
After 50 Years, Reviving the Opulence of a Faded Brooklyn Beauty
The Paramount, which opened in 1928 and was used most recently by Long Island University as a gymnasium, will be renovated to host concerts, plays and sporting events.
April 16, 2015, Thursday
MORE ON LONG ISLAND UNIVERSITY AND: Brooklyn Paramount Theater , Historic Buildings and Sites , Architecture , Long Island University , Forest City Ratner Companies , Brooklyn (NYC)
Polk Awards in Journalism Are Announced, Including Three for The Times
Three Polk Awards, announced by Long Island University, went to The New York Times for international, health and justice reporting.
February 16, 2015, Monday
MORE ON LONG ISLAND UNIVERSITY AND: News and News Media , Polk, George, Awards , Awards, Decorations and Honors , New York Times , Long Island University
Six Players, Six Countries, One Team
Long Island University Brooklyn women's golf team, which will compete at the N.C.A.A. regional tournament this week, has a roster of players from New Zealand, Spain, Italy, England, Mexico and the United States (Connecticut).
May 8, 2014, Thursday
MORE ON LONG ISLAND UNIVERSITY AND: Desjardins, Natalie , Golf , Long Island University , Draft and Recruitment (Sports) , Colleges and Universities
Collegiate Women's Bowling Gains in Popularity
In her eighth year as coach of St. Francis College's bowling team, Dawn Gugliaro leads one of a growing number of N.C.A.A. women's bowling programs.
February 4, 2014, Tuesday
MORE ON LONG ISLAND UNIVERSITY AND: Monmouth University , Gugliaro, Dawn , Bowling , St Francis College , Caldwell College , Colleges and Universities , College Athletics , Long Island University
Delivering Passes, if Not Wins, at L.I.U. Brooklyn
Jason Brickman, who at 5-foot-11 may not be too small for the N.B.A., leads Division I in assists with 9.7 a game.
January 26, 2014, Sunday
MORE ON LONG ISLAND UNIVERSITY AND: Basketball (College) , Long Island University , Brickman, Jason , Mount St Mary's University (Emmitsburg, Md)
Soccer Plan Upsets a Brooklyn Campus's Neighbors
Town-gown relations between Long Island University in Brooklyn and neighboring residents have worsened with a university proposal to expand its soccer field.
October 23, 2013, Wednesday
MORE ON LONG ISLAND UNIVERSITY AND: Soccer , Colleges and Universities , Fort Greene (Brooklyn, NY) , College Athletics , Long Island University , National Collegiate Athletic Assn
A Lifer Stung by 47 Losses
Known for failure as an N.B.A. coach, Roy Rubin meant far more to the players he mentored at Long Island University, whose program he revived.
August 18, 2013, Sunday
MORE ON LONG ISLAND UNIVERSITY AND: Brooklyn (NYC) , Philadelphia 76ers , Basketball , Rubin, Roy (1925-2013) , Long Island University
You Won't Win, but the Heat Probably Will
Underdogs will, as usual, wreck a lot of N.C.A.A. tournament brackets. But no one, not even a fan on the court, seems able to stop the Miami Heat.
March 22, 2013, Friday
MORE ON LONG ISLAND UNIVERSITY AND: Cleveland Cavaliers , Football , NCAA Basketball Championships (Men) , Basketball , College Athletics , Concussions , National Collegiate Athletic Assn , Long Island University , Baltimore Ravens , Houston Texans , National Football League , Miami Heat , James, LeBron , Reed, Ed , Urlacher, Brian
Men's Roundup
JAMES MADISON 68, L.I.U. 55 A. J. Davis, who stepped in as a starter because James Madison's leading scorer was suspended for a half, led the way with 20 points as the Dukes beat L.I.U. Brooklyn in the opening round of the N.C.A.A. tournament...
March 21, 2013, Thursday
A Low Seed, but L.I.U. Will Take It
The Long Island University Blackbirds have made the N.C.A.A. tournament for the third consecutive year, and will face James Madison in a play-in game on Wednesday.
March 18, 2013, Monday
MORE ON LONG ISLAND UNIVERSITY AND: New York City , Long Island University , NCAA Basketball Championships (Men)
Rss Feeds On Long Island University
Subscribe to an RSS feed on this topic. What is RSS?
Get Alerts On Long Island University
Receive My Alerts e-mails on topics covered on this page.More Alerts >>


text:
My Account
Sign in or Sign up
0 Items
adidas Apparel Sizing Charts
*To determine your precise cup size, determine your Band Size by measuring around your ribs, directly underneath your bust. Then subtract your Band Size from your Bust Size and refer to the chart below.
Save 10% Sign Up to be the first to save!
Need Help Online?
Need Help In Store?
Get to Know Us
Quick Links
In the Spotlight
Our Stores
Help Center
© 2015 Sports Authority.
© 2016 Sports Authority. All Rights Reserved.


text:
There are many options when it comes to the ingredients in shaving cream. The most popular shaving creams tend to be less expensive and filled with ingredients you probably can't pronounce. In anumber of cases, higher quality shaving soaps and creams and lotions tend to contain more pure ingredients that are better for you and your skin. Are these unpronounceable ingredients harmful chemicals? It's worth a look — after all, what you put on your body is just as important as what you put into it. There are several ingredients that can be found and avoided.
The most common chemicals to look for in aftershave / shaving creams are:
- Benzyl acetate: linked to pancreatic cancer
- Ethyle Acetate: May cause damage to the liver and kidneys, headaches and dehydration of the skin.
- Terpineol: Linked to pneumonitis, central nervous system and respiratory damage, and headaches.
- Propolene glycol is a humectant like glycerin, frequently found in antifreeze and brake fluid.
- Triethanolamine (TEA) is anemulsifying agent, meaning it helps keep the oil and water from separating. Many formulas containing TEA are found to be contaminated with nitrosamines, which are linked to cancer.
- Sodium lauryl sulphate (SLS) and sodium laureth sulphate (SLES): Lauryl mimics estrogen, which is especially problematic for women, and laureth often hosts a known carcinogen called dioxane.
- Mineral Oil: Mineral oil is a byproduct of petroleum.


text:
FREE SHIPPING for all online orders. U.S. Orders Only
FREE SHIPPING for all online orders. U.S. Orders Only
Carry this color and show your support for breast cancer research. Learn more about the Vera Bradley Foundation for Breast Cancer.
This style can be Personalized!
Learn more about Personalization
An exterior compartment (complete with a turn lock closure) keeps your necessities close at hand but still secure. The roomy central compartment has enough pockets to keep you organized.
13" W x 10 ¾" H x 5" D with 9" strap drop
Spot clean with a damp cloth.


text:
Which sex is the worst about washing up? Why is it so important? We've got the dirty truth on how and when to wash your hands.
Health Care a Victim of Sick Economy
April 29, 2008 -- Economic woes and rising health care costs are leading many Americans into financial disaster, prompting more and more people to forgo necessary medical treatments -- and even marry to get health insurance.
A Kaiser Family Foundation telephone poll of 2,003 adults shows that Americans rank health care as one of their top personal economic concerns. Nearly three out of 10 of those surveyed said they have had considerable trouble trying to pay for medical care or health insurance, and they blame the problem on the struggling economy.
The April poll was conducted to learn how Americans are dealing with the increasing costs of health care. Among the findings:
- 17% said they used all of most of their savings to foot the bill for medical costs.
- One in five reported being contacted by a collections agency because of medical bills over the last 5 years.
- Medical bills forced 3% of those polled to declare bankruptcy.
Health care costs appeared to greatly influence family budgets, with some families having to choose between paying medical bills and buying items such as food. Twelve percent of those polled said that they were unable to pay for basic necessities such as food, heat, or housing as a result of medical bills.
"Many people view health and the economy as separate issues, but the cost of health care is a significant pocketbook issue for many families and paying for health care has become a key dimension of the public's economic concerns," Kaiser President and CEO Drew E. Altman says in a news release.
Pricey health care also resulted in a significant number of Americans forgoing or delaying medical treatments. For example:
- 29% said someone in their household put off or postponed getting needed care.
- 24% skipped a recommended medical test or treatment -- up from 17% in 2005.
- 23% did not fill a prescription.
- 19% cut pills in half or skipped doses of medicine to save money.
The poll also showed that people tend to stay with -- or join -- employers who offered health benefits. Nearly a quarter (23%) of those surveyed said that within the past year they or someone in their household took a new job or remained in their current position because the health benefits were better.
Some people even said "I do" to get better health insurance. Seven percent of those polled said they or someone in their household took a walk down the aisle so they could have access to their spouse's health care plan.
The poll's margin of error is plus or minus 3%.


text:
Police sgt. recovering at home after stabbing
Published: Friday, July 18, 2014 at 4:30 a.m.
Last Modified: Thursday, July 17, 2014 at 11:46 p.m.
Hendersonville Police Sgt. Kenny Hipps is at home "resting comfortably and recovering" after being stabbed with a knife under his ballistic vest while responding to an assault call.
Police Chief Herbert Blake released a statement Thursday that says Hipps and his partner, officer Jennifer Drake, "extend their sincere appreciation in regards to the outpouring and support from our community."
Hipps and Drake have not yet returned to normal duties, but Blake said the department is "looking forward to their return."
Hipps was stabbed by Adrian King, 46, who was then shot by Drake. King died at the scene. The SBI is investigating the incident because it is an officer-involved shooting.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


text:
301 West DeKalb Pike
King of Prussia, Pennsylvania, 19406
Twenty-First Annual Conference on Civil War Medicine
Philadelphia, PA
Double Tree by Hilton, Philadelphia- Valley Forge
301 West DeKalb Pike, King of Prussia, Pennsylvania, 19406, USA TEL: 1-610-337-1200
The National Museum of Civil War Medicine has assembled an impressive panel of prominent historians, authors and medical professionals to speak on a wide variety of topics at this year's Conference. Philadelphia has long been considered the Birthplace of American Medicine and is the forever linked to some of Civil War medicine's luminaries; both Union and Confederate. It is the perfect location to look at medical history in this, the mid-point in our commemoration of the Civil War's
If you wish to register for conference events separately please call 301-695-1864, Ext. 11 or e-mail firstname.lastname@example.com, availability is limited. All conference fees and lectures-only fees include a $50 non-refundable booking fee. We are unable to offer refunds for cancellations made after September 1, 2013. Please note registration closes Friday, September 27, 2013 at 5:00pm
Registration Fees*
All- Inclusive
NMCWM Members$295
General Adult $350
À la carte (Limited Availability)
Friday, Saturday & Sunday Lectures $235
Friday Happy Hour at the Mütter Museum $ 50
Philadelphia Bus Tour $ 50
Saturday Dinner Guest $ 60
*Registration Fees increase September 15, 2013
Conference Itinerary
Pre- Conference Event: October 3, 2013 8:00 pm – 9:00 pm
The Critical Importance of Volunteerism in Service to our Combat Wounded from the American Civil War to Present Day Conflicts presented by Gordon Donald
Day I
Conference Registration, Double Tree Ballroom: 9:00 am to 10:00 am
A Day at the Mütter Museum
Lecture Presentations:
The Confederate Artificial Limbs Program presented by Guy Hasegawa, Pharm. D
Cold Blooded Envenomations of 1864-65 presented by Mark Laubacher
S. Weir Mitchell: Chance Favors the Prepared Mind (and what a mind!) presented by Michael Cohen, M.D.
Turner's Lane presented by Robert Hicks, Ph.D.
Happy Hour at the Mütter Museum
Day II
Breakfast in the Ballroom
Lecture Presentations:
Horror, Killing, Thrill and Adrenaline Rush: The Psychological Kaleidoscope of Combat presented by Stephen Goldman, M.D., FAPM, DFAPA
Lincoln's First Responder, Dr. Charles Leale presented by Jon Willen, M.D.
The Life and Times of Civil War Hospitals presented by Ira Spar, M.D.
80 Acres for 121 Days presented by Phil Lechak
Bus Tour of Philadelphia
Dinner in the Ballroom
Day III
Church Service
Breakfast in the Ballroom
Lecture Presentations:
Dr. John Jay Terrell- Doctor to Man and Horse presented by Charles Driscoll, M.D.
Let Us Turn Our Faces to the Past- Christopher Hamilton Tebault and Confederate Medicine presented by Alan West
A Close Up Look at the Philadelphia Army Laboratory presented by Patrick Vance
Closing Remarks


text:
It's safe to say Piers Morgan and Chelsea Handler won't be vacationing together anytime soon.
The pair got into a serious confrontation Monday on "Piers Morgan Live." According to BusinessInsider.com, Morgan apparently spent a commercial break tweeting from his phone, which prompted irritated guest Handler to rip Morgan as "a terrible interviewer" and to say "maybe that's why your job is coming to an end," referring to the recently canceled show.
The website chronicled the exchange:
Morgan: "How do you spend your life when you're not working?"
Handler: "Well I have to come here and tolerate this nonsense."
PM: "You tweet very amusingly."
CH: "I wish you did. I want your viewers to know that in the middle of the commercial break -- I mean, you can't even pay attention for 60 seconds. You're a terrible interviewer."
PM: "Well, you just weren't keeping my attention."
CH: "That's not my problem, this is your show and you have to pay attention to the guests that you invited on your show."
PM: "If they're interesting enough."
CH: "Listen, it doesn't matter how interesting I am, you signed up for this job."
PM: "Of course it does!"
CH: "Well maybe that's why your job is coming to an end."
Yikes. I'm guessing she won't be replacing him.
Contact Tony Hicks at Facebook.com/BayAreaNewsGroup.TonyHicks or Twitter.com/insertfoot.


text:
Men's Nike LeBron Elite Crew Basketball Socks
Buy Online & Pick Up In-Store
These are the ever so popular Nike Elite Socks with a twist. They are the Lebron version. They have Dri-FIT fabric that wicks away moisture to keep feet cool and dry, rib cuffs, and an anatomical-fit specific to left and right feet.
- FABRIC: Dri-FIT 63% polyester/18% nylon/16% cotton/3% spandex
- QUANTITY: 1 pair
- CARE: Machine wash
- SMALL: Equal to a Youth 3-5 shoe size
- MEDIUM: Equal to a Men's 6-8 shoe size
- LARGE: Equal to a Men's 8-12 shoe size


text:
Legend has it that Agatha, like Agnes, was arrested as a Christian, tortured and sent to a house of prostitution to be mistreated. She was preserved from being violated, and was later put to death.
She is claimed as the patroness of both Palermo and Catania. The year after her death, the stilling of an eruption of Mt. Etna was attributed to her intercession. As a result, apparently, people continued to ask her prayers for protection against fire.


text:
NHBR: NH foreclosure rate shows slow improvement
There were slightly more foreclosures in New Hampshire in January 2013 than there were in the same month last year, but fewer than there were in December 2012 -- an indicator that the state's foreclosure market is improving as slowly as its housing market.
To improve the chance of seeing your comment posted here or published in the New Hampshire Union Leader:
- Identify yourself. Accounts using fake or incomplete names are suspended regardless of the quality of posts.
- Say something new, stay on topic, keep it short.
- Links to outside URLs are discouraged, if used they should be on topic.
- Avoid comments in bad taste, write well, avoid using all capital letters
- Don't cite facts about individuals or businesses without providing a means to verify the claim
- If you see an objectionable comment please click the "Report Abuse" button and be sure to tell us why.
Note: Comments are the opinion of the respective poster and not of the publisher.Be the first to comment.
Post a comment
You must sign in before you can post comments. If you are experiencing issues with your account please e-mail email@example.com.


text:
Warrior stats
Posted 12 April 2013 - 12:11 AM
Was wondering how good haste is for warriors in pvp atm? Because, saw few times on AJ some ppl talking about haste being ok for warriors. Asking mostly because I got Tyrannical boots from Nalak with crit/haste and I got s12 boots 2/2 upgraded with crit/mastery, and besides crit, I reforged my gear to mastery as secondary reforge stat. Difference isn't that big in str/pvp power/resi between those two boots, but not sure if it's better to just reforge haste to mastery from Tyrannical boots, or to keep s12 upgraded boots with crit/mastery and just buy Tyrannical boots with crit/mastery later on.
Posted 12 April 2013 - 12:26 AM
justchecking, on 10 November 2014 - 11:58 PM, said:
Renaissance_Man, on 31 July 2013 - 04:31 AM, said:
simonfra1234, on 25 August 2011 - 08:46 PM, said:
Posted 12 April 2013 - 10:12 AM
Posted 12 April 2013 - 10:20 AM
Posted 12 April 2013 - 11:04 AM
Braindance, on 12 April 2013 - 12:26 AM, said:
how does it work for you ? are you rage starved if you're not going for haste ? if i am in b-stance i've got alot of rage even without haste gear.
Posted 12 April 2013 - 12:12 PM
Posted 13 April 2013 - 06:04 AM
I like to focus on crit, and then mastery/haste/expertise are all about the same
Posted 13 April 2013 - 06:26 AM
paiku, on 12 April 2013 - 11:04 AM, said:
justchecking, on 10 November 2014 - 11:58 PM, said:
Renaissance_Man, on 31 July 2013 - 04:31 AM, said:
simonfra1234, on 25 August 2011 - 08:46 PM, said:
Posted 14 April 2013 - 02:18 AM
Around 17.66% crit and near 30% mastery. I still think both crit and mastery offer much more dmg in burst windows then haste does. + cs now proccing from mastery will enhance those windows even more.
Haste is more of a pressure stat. But i think the haste lvls you can get in pvp gear offer so little difference that it doesn't do any significant.
Secondly deep wounds which is a big part of our dmg + aoe pressure can crit. And isn't effected by haste at all. Where mastery adds up a lot when spamming that 1 sec global overpowers + it procs of hamstring. Which is unfortunately a part of our rotation. And again in def stance getting rage from haste doesn't work.
Edited by Pinka, 14 April 2013 - 02:21 AM.
Posted 14 April 2013 - 04:47 AM
Posted 15 April 2013 - 08:16 AM
Posted 17 April 2013 - 01:41 AM
ardnut, on 15 April 2013 - 08:16 AM, said:
t6 comp instantly
Posted 17 April 2013 - 02:02 AM
crit > mastery > haste
haste is gay as helllllll
Edited by djp771133, 17 April 2013 - 02:41 AM.
Posted 17 April 2013 - 11:21 AM
Posted 17 April 2013 - 12:16 PM
Posted 17 April 2013 - 12:34 PM
ardnut, on 15 April 2013 - 08:16 AM, said:
When I go fury, I play SMF. TG does have slightly better burst, but SMF has a bit more consistent damage. And the rage feels better. Another thing about SMF is that execute hits harder(actually feels like an execute again). And dragon roar becomes a viable option against some teams. Fury also has it a bit better in Dstance when compared to arms(you can use your procs while building rage for burst).
The main thing about fury is that it's not like arms in the way it deals damage. When you play arms, it's more of a smash buttons as they light up kind of spec. Basically it's more consistent in the way it deals damage and puts out pressure when compared to fury. And while you can play fury like that as well, you will most likely end up being disappointed in the results. As your overall damage will probably be lower than arms(depends on rng really).
Rather, fury is played as a build up then burst type spec. You have decent consistent damage when compared to most specs, but your main focus is building up procs/rage then going after a burst window during a CS.
So usually a burst window will look like this:
2RBs saved(can just be one)+ at least 80rage>BT(chance to proc enrage)>CS>RB+HS>BT+HS>RB+HS>RB+HS
Basically you want to get off as many attacks as you possibly can during a CS window. The main difference here though, when compared to arms, is that RB is only 10 rage. And Wild Strike is free with a blood surge proc. So it allows you to spam HS during the burst window. With full CDs popped, this is probably the most dangerous "swifty" a warrior has. But can also be frustrating if you get CCed during procs or a CS misses/gets parried/dodged
Few things about it:
1) The MS from fury is a bit more difficult to keep up. As you have to mange it. It comes from wild strikes.. which costs 30rage w/o a bloodsurge proc.
2) Dragon Roar/Execute hits harder as SMF. SMF gains a 35% damage bonus to everything(which means abilities that scale with AP mainly will do a lot more damage). As a human with full procs/self buffed(enrage, enchants, physical vul buff ect) I can easily hit Dragon Roars for around ~160-190K+ on a target that doesn't have any passive DRs. And "mini" ones will usually hit for 100k++(no avatar+banner).
3) Fury has the best cleave a warrior can offer. With meat clever and RBs, you can cleave a full set of swify RBs into another target..which usually results in a potential ~200-300k on an off target(with dragon roar...you can drop a few targets quite fast). Though, build up to this takes a bit of time/lots of rage. RB glyph can actually get some potential use.
4) You can use glyph of hindering quite easily as fury. Especially with any up time while in battle. It's ideal to use WS as a rage dump over HS(out side of CS), due to the slightly more damage and the MS debuff, but you can easily find yourself with enough rage here and there for it.
5) Fury is weaker against plate targets when compared to arms. This is obvious. Due to weaker bleeds and no sudden death for CS procs...but wanted to make it clear.,
6) You can go after crit or mastery. Mastery gives more burst potential...but crit helps with the RNG of procs. In any case, it's crit or mastery>haste. Personally, I prefer crit>mastery>haste.
7) If you have been playing arms forever...it may take you some to get use to with how fury deals damage. With decent up time, you usually won't have much of an issue getting procs and bursting every 20sec when CS is off CD. As well, using CS with a bloodsurge proc isn't bad(so spamming WS with HS instead of RBs. obv RBs>WS though).
8) Due to the nature of fury you will find yourself with a lot more free GCDs when compared to arms. Makes keeping up hamstring easier.
Fury is not bad. Arms does more consistent pressure, but fury has good burst. Main issue with fury is lack of crits/procs, though. You can be insanely lucky with procs and have good pressure building up to a CS burst moment... but you can also be unlucky and find yourself delaying CS or having to use zerker rage for damage.
Overall though, fury feels a lot more "smoother" than arms. While Dstance does hurt your damage a fair bit, you can at least use things as they come up. And with juggernaut+bull rush fury is insanely smooth while in Dstance. I feel fury is less frustrating to play atm if you know how to play it.
This post should have been put into it's own thread.....
Edited by Deonto, 17 April 2013 - 12:48 PM.
Posted 17 April 2013 - 03:01 PM
Thanks for the advice +rep
Edit: Some questions
1) Are the comps the same or do you need to run different comps as fury?
2) Is the survivability the same?
3) how high have u gone with fury compared to your arms?
4) what are the counters to the spec?
Edited by ardnut, 17 April 2013 - 03:04 PM.
Posted 17 April 2013 - 10:30 PM
ardnut, on 17 April 2013 - 03:01 PM, said:
Thanks for the advice +rep
Edit: Some questions
1) Are the comps the same or do you need to run different comps as fury?
2) Is the survivability the same?
3) how high have u gone with fury compared to your arms?
4) what are the counters to the spec?
1) Comps are pretty much the same. KFC with Dragon Roar can be really stupid at times. It's also dumb when paired with a rogue.
2) Arms has the luxury of using the MS glyph(10% healing). Out side of that, it's completely the same(small heal from BT.. but it isn't that useful).
3)2.2-2.3k MMR this season.. but haven't taken this season too seriously so far(so my experience is a little limited). Arms is pretty much the same this season.
4)Nothing really comes to mind. Fighting a triple plate cleave (tsg) can be annoying for the spec, though. Other than that, it's pretty much the same as arms in this regard.
Posted 18 April 2013 - 12:20 PM
Posted 17 May 2013 - 10:02 PM
Enyalius, on 17 April 2013 - 12:16 PM, said:
Not sure if this guy even did his own testing before posting. To all fellow warriors that are still confused about this, best stat for warrior is still crit > mastery > haste. Tried haste and tested it myself. Simple math.
Even if you go full haste setting @ 20%+ haste compare to our good old (crit > mastery > haste) setting, you only get one more white swing every 20 seconds for mere 12 extra rage. This is also assuming you had a full uptime on your target during that 20 seconds and you have to be in battle stance while you are getting that one extra white swing which is really unlikely in our current arena situation.
Another common misunderstanding about haste is its effect on deep wounds. No, haste does not effect deep wound ticks at all.
Crit actually does! Just to give you a slight idea, I lost around 170K damage from just the deep wounds ticks in 100 second duration because of the less crit chance I have with full haste setting.
So if there are still some of you warriors out there thinking haste is the way to go, think again and reforge back to crit and mastery.
0 user(s) are reading this topic
0 members, 0 guests, 0 anonymous users


text:
Girls' Grade School Sperry Angelfish Boat Shoes
Product not available for In-Store Pick Up
The Sperry Angelfish Kids' Slip-on Boat Shoes are anything but ordinary and boring. The laid back shoes have a touch of glam with flirty patterns and a trendy casual look. The versatile Angelfish shoes feature stain and water resistant leather so you're sure to get a lot of wear out of them. A non-marking outsole makes them boat-friendly and provides great wet and dry traction.


text:
Spring Fling organizers move First Baptist Stage
Published: Saturday, May 4, 2013 at 9:19 a.m.
Last Modified: Saturday, May 4, 2013 at 9:19 a.m.
Wind is preventing Spring Fling orgainzers from being able to get the stage set up for all of the contemporary Christian acts (The MPact stage for First Baptist). Instead, they are being moved inside First Baptist.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


text:
Remember that Walden's Title IV Code is 025042.
Call us now toll-free on1-866-492-5336 or
Do you live outside the US?
Call us now using these toll-free numbers or visit our International Students area.
Dr. Molly Lauck: My name is Dr. Molly Lauck; I'm the director of the Office of Research and Sponsored Programs in the Center for Research Support. In my role, I have the honor of chairing the committee that's charged with reviewing all of the wonderfully thought-provoking doctoral studies that are nominated by the faculty for the Frank Dilley Award for Outstanding Doctoral Study. This award is bestowed upon a graduate whose doctoral study is judged as meeting the highest academic standards of excellence and as having extraordinary potential for impact on a field, discipline, or industry.
Dr. Valerie Lyle received her doctorate in education from Walden and is the recipient of the 2011 Frank Dilley Award for Outstanding Doctoral Study. Her doctor study, Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping uses original case study research to identify specific leadership factors that impede implementation of curricular and instructional practices. Dr. Lyle's findings have significant implications for school administrators and teachers who need to be proactive in creating an environment conducive to positive social change. Dr. Lyle's doctoral study committee chair is Dr. Deanna Boddie, a faculty member in The Richard W. Riley College of Education and Leadership. A stellar mentor, Dr. Boddie has conducted research related to curriculum, instruction, and assessment for instructional programs in public and private schools. No stranger to student accolades, her advice to doctoral candidates is to take the doctoral study one chapter at a time. An inspiration to her mentees, she has worked closely with instructional programs in English language arts, social studies, science, math, and the fine arts and gifted education.
The intellectual and practical importance of Dr. Lyle's research reminds us all of what's possible here at Walden. We have asked Dr. Steve Wells, interim associate dean of Walden's Ed.D. program to lead the discussion with Dr. Lyle and Dr. Boddie. Dr. Wells is a skilled researcher and presenter. He has presented internationally on educational leaderships, fine arts advocacy, and international education. His careful consideration of teaching methodology gives him a valuable perspective on the importance of interactive learning. Dr. Wells' questions today will guide this presentation as Dr. Lyle recounts her experiences—everything from the sleepless nights she experienced to the satisfaction of research's discoveries that brought her to where she is today. And of course, we invite you to take part in this conversation, as well with your own questions at the end of the panel presentation. And now it's my pleasure to welcome Dr. Valerie Lyle, Dr. Boddie, and Dr. Steve Wells.
Dr. Steve Wells: We're getting plugged in. Good morning. Am I plugged in properly? Good. Hey, I think I'm getting the ball game on this. I am just delighted to be here with all of you this morning and delighted to be here with my colleagues. Dr. Boddie and Dr. Lyle, we're so proud of you. So proud of the award you've won.
Dr. Valerie Lyle: Thank you.
Dr. Wells: And I do have a script of questions, but just between you and me, I'm going to try, knowing all of you and the live audiences as I do, to give Dr. Lyle some of the same questions as you've been asking us at the residency this week as well, and try to give a little bit of perspective there. I think it will be very valuable time. And when we're finished, you'll have an opportunity to ask your questions, so when that time comes, please be prepared and don't be shy. So I was just reading your abstract a few minutes ago, and I don't want you to quote your abstract, but can you give us a brief overview of your research?
Dr. Lyle: My overview, to kind of give you an idea of what it was I was trying to do; I had two main purposes for my research and both of them dealt with leadership for implementing the Jacobs model. I wanted to examine and describe from the perspective of the teachers and the administrators what they felt that the roles and responsibilities should be during that implementation process and then to examine and describe the impact of leadership on the perceptions of the teachers as to the sustainability of the initiative within the district.
Dr. Wells: Explain to us what the Jacobs Model of Curriculum Mapping is— just real briefly—so we kind of know what you're talking about.
Dr. Lyle: The Jacobs model is a complex systemic change model and it works as a framework for positive social change in that it builds leadership capacity and engages administrators and teachers in collaborative efforts to kind of identify and address curricular issues from not only the perspective of what's happening in the classroom or the building, but the interconnectiveness of districtwide, so you get that macro and micro vision of what's going on.
Dr. Wells: So this is a process for preK through 12 public school curriculum mapping, but it's systemic.
Dr. Lyle: It is.
Dr. Wells: Were you involved in that before you began your study?
Dr. Lyle: Yes, actually one of the reasons why I became interested in the mapping process was because I was going to be handed some teacher leadership responsibilities. I was going to be asked by the administrators to help coordinate this K–12 initiative. So I had a reason to start my degree.
Dr. Wells: Great, so what you ended up turning into a doctor's degree was really something that happened on your job and then you just kind of leveraged it into a doctor's degree. And it became very relevant to your life.
Dr. Lyle: Yes, it did.
Dr. Wells: Notice that little kind of a kind of hint there. You might have noticed. I didn't mean to be so subtle on that. But it's a very practical degree. Tell us more about that.
Dr. Lyle: What was really important, I felt so passionately in the potential of the model for resulting in positive social change, but I also felt just as passionately that it was going to pose a lot of leadership challenges for my very traditional school district, and I knew from my review of literature on my own before I started my degree, if I was going to have a positive impact I needed to understand more about leadership strategies as a change agent. So I started my degree with that intent and the beauty of the Walden, I'm going to make a plug for Walden ...
Dr. Wells: Oh, please do!
Dr. Lyle: <Laughs> Impromptu here.
Dr. Wells: I won't stop, I won't interfere.
Dr. Lyle: The beauty of the Walden program was that I had started with a specific purpose in mind, and I was allowed to kind of frame every class assignment around that purpose. So that as I went through, it helped me to refine my thought processes and to refine my research design and my questions, so that by the time I was ready to actually start, you know, I had practice piloting through the qualitative. I had done all these things one step at a time, all the way through. So that was the beauty of the Walden …
Dr. Wells: Great. So you were already very familiar with your topic.
Dr. Valerie Lyle: Oh yes. I lived four years of it, so yes.
Dr. Wells: And your research was actually done in the school district where you were employed.
Dr. Lyle: Yes.
Dr. Wells: And I noticed on the screen that you have theoretical proposition, not all students have a theoretical proposition as such. Tell us what that is and how you decided on that.
Dr. Lyle: Well, that's one of the things that Yin really requires, well suggests, that you do to help focus your data collection and your data analysis and it was one thing that Dr. Boddie really kind of wanted me to hone in on.
Dr. Deanna Boddie: It's what guides the data collection and data analysis. It's not a theory in the grand design of theory, but it is a proposition that comes out of your study that you use to help you with data collection and data analysis. And I find it helps students a great deal to have that established, that proposition established in chapter three so that when your proposal is approved then your data collection and analysis can come together through that proposition and you can see whether or not you've actually approved that proposition or not, or did you come up with some other rival explanations. So it's very helpful for organization.
Dr. Lyle: And it helps you to identify if you have a discrepant case, which is not a bad thing, that's a good thing.
Dr. Boddie: No, that's right, not a bad thing, right. <Laughs>
Dr. Wells: Excellent. So was that a difficult thing to narrow that into a single composition.
Dr. Boddie: Oh yeah, we had a number of discussions on the phone. It's not the kind of thing. It's difficult to email that sometimes, so we talked on the phone about that and I think you have to be kind of loose with that at first; what is it that you're really trying to frame here and so, yeah, we talked a lot about that.
Dr. Wells: And this is while she was beginning to frame out her research methodology chapter?
Dr. Boddie: Well, we actually, we worked a little backwards because we had some changes in the committee structure. The person who originally was the chair became ill and then retired from the university. The methodologist, how I entered the committee, was the methodologist also had a serious health problem, and so I became the methodologist at first, and then when the methodologist left and the chair, then I became the chairperson.
Dr. Lyle: And she actually joined after I already had IRB approval, already had collected data and was ready for that chapter four so she had a huge job.
Dr. Boddie: Yeah, so we went back then and it was my goal then to make that a really unified study. The thing that was so neat about what Valerie had done is that she was already using a lot of the resources that I like for—case study is kind of my thing—and so she was using Robert K. Yin's resource and Stake, and Merriam, some of you know those resources I'm sure. And that was extremely helpful for the methodology piece. So we went back and we tightened that up and I think the thing that was so impressive to me about Valerie, was that she was willing to do that. You know she technically, she'd probably didn't have to do that. She had URR approval already. But she went back and we both said, you know, I said to her early on, I think this is a study that could be nominated, let's tighten that up as much as we can; let's really make that methodology work for us, and that was what she did. She spent some time doing that and it helped, I think, with the overall design for unity.
Dr. Wells: And the thing that really strikes me about this, and I'm not sure where a lot of you come from, but it is rather common, we are in adult education and things do happen in our lives and various things, so it's fairly common that a committee membership will change. In my doctoral program, I changed one of my committees, and here's a person who had a couple of changes in her committee and she won this big-time award. So these things do happen and what was your attitude when all of a sudden you had a new committee member? Did you just kind of say, well, I'm going to…what did you do?
Dr. Lyle: I, well actually, my typical way of handling things is to go with the flow and look for opportunities to build upon it, to strengthen it, and that's what I found with Dr. Boddie. She had some insights and some experiences aligned with mine, so ...
Dr. Boddie: Well, and I think the part that we really got kind of excited about was when Dr. Chen left the university when he retired, he knew that I had this interest in case study research, but I also had an interest in curriculum mapping. Because I had been in Minnesota for years and years and years working with suburban districts in curriculum and instruction and assessment, and we had done that initiative not successfully. We had a lot of issues with it and so I was real interested in Valerie's study content-wise too. It really was not only the case study design, but curriculum mapping. And I had heard Heidi Hayes Jacobs speak many times; I'd gone to some workshops, and I was very interested in Valerie's study, very.
Dr. Wells: Well, I appreciate…I'm so happy you went with the flow, and it's great that you found someone interested in the content as well as someone who is really into case study, which is what you had begun doing. So that's a good thing. Let me back up just a little bit; here you have this interest, you're on the job, you've got responsibilities on your job, you decide to turn this into a doctoral study. How did you narrow your curiosity down to a manageable size so that you could begin to turn it into a doctoral study?
Dr. Lyle: Well, part of it was as a factor of my job responsibilities. I had responsibilities with K–12 teachers in all of the buildings and with the administrators, so it was kind of limited to the schools and the arrangements within that district, but again, I knew that this would be important to examine from the prospectus. I know I could have focused in on one particular level, but this is a systemic change model, so you really need to examine it from what's happening there, with what's happening at each one of the levels. I was looking at it since it's a systemic change model. I had to look at prospectus of all those levels, so I couldn't narrow it to just one level.
Dr. Wells: Well then, why didn't you just change topics to something that would have been easier?
Dr. Lyle: Because that's not the point.
Dr. Wells: What's the point?
Dr. Lyle: The point is to really add voice to something I believe passionately in the potential. I believe the challenges faced by my district since I had been to the mapping institute several years, I knew were challenges faced by districts across our nation, so I wanted to find out information that would be beneficial not only for my district, but for others in their mapping journey.
Dr. Wells: So if I would have been your chair and I tried to talk you out of this, you keep using this "P word," over and over, this passion word. Would I have been able to talk you out of it?
Dr. Lyle: No.
Dr. Wells: All right, just … OK.
Dr. Lyle: No, you could have tried, but no.
Dr. Wells: I wouldn't have tried. And you know, we're all different. We're all wired differently, some people say, well I could this; this is doable, and they just do it, and then other people have, on a sliding scale, something that they're very passionate about. I do recommend you find something that you just really think about, even if you weren't working on the study, something that you're passionate about, and I appreciate that about you, very much. Well let's go on a little bit further. Tell us a little bit more about the research design of this study, because rather than do just one campus, you did the district, more or less, and then it was a case study. That was more involved than just a single case. Explain that a little bit; tell us about the methodology.
Dr. Lyle: It needed to be a multiple case study to answer my research questions from perspectives of all those instructional levels. I did take a look at it from the instructional level, so I did narrow it that way. So, there was the elementary, the junior high, and the high school and then the administrative case, which had a representative from each one of the instructional levels and the unit office. So that's where the cases originated from and then I had to find participants willing to talk to me in each one of those levels.
Dr. Wells: So, let me clarify this. So did you have a focus group, from elementary, middle school, high school, and administrative or did you just … or were you just certain to interview individuals from each of those groups, or both?
Dr. Lyle: Actually, I did a combination of that.
Dr. Wells: Explain.
Dr. Lyle: I started out with the teachers only, with a focus group. I did not use a focus group with the administrators because one of the limitations of my study was the willingness of people to talk to me, and I had to use a convenience sampling of the administrators because not all of them were willing to talk. This was a sensitive issue; one that was presenting a lot of challenges for the district. So some of them were not willing to talk about the challenges and the obstacles they were facing, but I was fortunate enough to have an administrator at each one of the instructional levels and both of the unit office administrators who were willing to talk to me.
Dr. Wells: Let me interrupt you. When you're doing a case study, or a multiple case study, Dr. Boddie, is that a consideration that not everyone's going to speak with you.
Dr. Boddie: Well sure, especially when you use a sampling that's purposeful, you know you're going after people who will give you the richest source of data. So that's what you want to do, you want to pick those people as opposed to random sampling. You want to pick people who really will give you the data that you need. So if people are reluctant to talk, maybe that's OK because you really want the people who are willing to talk. You have to have those, because case study research is descriptive, you know, it's explaining everything in words. It's very rich, thick description. Yeah, you know, so yeah, you do want those people.
Dr. Wells: There's a point, sorry to step on what you're saying, but that's a point that I think a lot of our students forget that I'm going to go out and do this terrific study; it works great on paper, then lo and behold, oh wow, not that many people returned my survey, you know very low percentages, or not everybody who I thought was going to talk to me, wants to talk to me. Now of course, this has never happened to me personally. But you know, because people—but anyway, I think it's a valid point and you kind of went a, in my view, at least, a real advanced route on this. You had multiple case studies happening.
Dr. Boddie: Yes, and well, I was going to add to that too, that Yin points out that if you want to strengthen your research, multiple cases will give you that replication. First of all, you're looking either at literal or theoretical replication, it depends what you want to go after. But I think in Valerie's case, she was looking for maybe theoretical replication, whether or not she could replicate that theoretical proposition. So I think there's a lot of good reasons for looking at why you're going to do multiple case studies. The thing about case study research if you look at Robert K. Yin—and I like his work a lot—he says try to keep those number of cases between two and six, and Valerie did four, right in the middle, so I thought that was pretty cool.
Dr. Lyle: And back with how I selected my participants, with the teachers I initiated my selection with a criterion base, where I had four points of things that I was looking for and then I also had those participants recommend others so there was that snowball chain and I wanted to talk to people who were pro as well as against, just so they were willing to talk to me, so I had that maximum variation there. And when you were asking me about did I use focus groups and one-on-one. With the teachers, I started with focus groups and again, I knew that this was a very touchy, very sensitive subject, so I used…I built off one of the DVDs through the qualitative, actually, one of the participants in that is sitting right over there and she showed a use of a structured activity. So I began the focus group after the initial chance for people to talk with a structured activity where the question was related to sustainability and I had Post-it notes that said "yes," "not sure," "no," and so they could then select which one went along with their perspective and on separate Post-it notes, jot down reasons, so their names weren't attached to it. We put it all up on the board, we put all the yeses, the no's, the "I'm not sures" and then they actually started to help me to classify, which gave me some of the categories when I started coding. So that was a very helpful and not … after they started seeing some of their same perspectives; they were more willing to talk.
Dr. Wells: We were talking about this earlier, and I thought it was so clever and fascinating that you can protect a person's privacy to that extent and still get terrific data out of a focus group, because I don't know about you, but in a focus group, I just kind of see people sitting around in a circle, and one person is sort of eyeing them and writing down everything they said. You know like some sort of a … you know, well you don't even know what they're writing, but it wasn't like that at all. It was fun, it was participatory, and you protected their privacy, and you got some good clean data from that. Yeah, that's really cool. I really appreciate that. Talk to us a little bit about your archival documents. What was that about?
Dr. Lyle: Yes, I had the initiative.
Dr. Wells: Wait, why do you laugh when I say archival documents?
Dr. Boddie: There was a lot.
Dr. Lyle: There was a lot of that stuff.
Dr. Wells: You walk up to somebody on the street and say archival documents and they won't laugh, you laugh.
Dr. Lyle: I had mountains of it. Some of which I was very aware of because I had part of the process of generating it.
Dr. Wells: So you were there when these data were archived?
Dr. Lyle: Yes, whenever they would talk to me about professional development, I had logs of who had how many days, how many minutes, when they were, how they were spaced, right there at my access. There were survey data. I had two years of survey data which gave me some trend information. I had quarterly reports that I had submitted. I had communiqués, emails; I had agendas; I had artifacts; we had an Internet-based mapping software system, so they had maps that were housed in there and I could see if they really understood when I was talking to them; did they really have a handle on it. That Internet-based system housed things for multiple years, so I could view things from multiple years. I had a lot of data. And then each one of my interviews because of, again, using some strategies I learned from watching Dr. Lynn over there, I had a basic protocol that everybody had some of the same questions for comparability, but then I used responsive and active listening strategies and I would end up with a transcript for each one that was about 25 pages.
Dr. Wells: Each individual you interviewed?
Dr. Wells: How many individuals did you interview?
Dr. Lyle: I had the focus groups and the focus groups I had … I did some strategies to make sure that I was getting the information right, but I had 25 teachers, and the five administrators, so I had transcripts from all of that.
Dr. Wells: Now Deanna, isn't that a lot?
Dr. Boddie: Yes.
Dr. Wells: For most, you know most qualitative studies, you know ... five to 10 maybe, but this was a lot larger.
Dr. Boddie: This was the most I'd ever seen.
Dr. Wells: So that was …
Dr. Boddie: The most I'd ever seen.
Dr. Wells: I saw a few of you running for the door. Come back, sit back down, it's OK. This was a larger study, and I think it has something to do with her passion.
Dr. Lyle: It does, yes.
Dr. Boddie: But, you know, it was manageable. The thing about Valerie, she was so organized and she knew how to manage and organize that data. We had a lot of conversations in chapter four about how, well, you might even want to talk a little bit about that, about how you started to organize your data, but I think all of that data was so helpful to the findings. I mean, this is a complicated study in terms of when you bring an initiative in like that, like curriculum mapping, and you bring that in K–12, that's a big study—or a big initiative to bring in and you are going to have a lot of data, and this had been done over a number of years, so yes it was.
Dr. Wells: So let's kind of move on to the next step. You have your transcripts and you have the archival data. How did you analyze it, and I know that you could talk a long time on that, but just kind of give us the basic how did you do that?
Dr. Lyle: Well again, part of the way that I decided on how I was going to analyze and collect the data, was based on my understanding of my limitations in my study so I built in things within my design of my data collection and my analysis that would help address those. I used protocols in each one of the cases; the single cases that were the same.
Dr. Wells: Tell everybody what you mean by protocols.
Dr. Lyle: How I analyzed the data, for example, was the same procedure. The interview had the same basic questions. And then I would look at each case separately to understand the patterns, the relationships, and the themes, and then the findings within that single case related to my research questions, and then once you had the single case, you do that cross-case analysis.
Dr. Boddie: Across all the data.
Dr. Lyle: Since the main focus was from my interview data and the archival data was used primarily to triangulate information that was provided by the individuals, I really focused on coding the interviews. I didn't code all that other data. I did some content analysis of them, and I had binders of stuff that I put in piles and she gave me approval to … it's OK to put in piles and rearrange those things.
Dr. Wells: This is the archival data in the piles?
Dr. Lyle: Yes, yes, yes. Lots of binders, lots of piles.
Dr. Wells: OK.
Dr. Lyle: But the coding system was a very complex coding system and it was based on three frames of analysis. I used inductive analysis and I used two frames that dealt with the attributes of leadership. One was based on attributes that result in buy-in. One that results in resistance, and threatens sustainability. And then I had them do a cause and effect of other initiatives that they had buy-in so I could look at those factors and find similarities in them and the codes that were basically my categories, my domains, were greatly influenced not only by what the participants had said, for example, what we did in the focus groups, but by the conceptual framework and the theoretical proposition that really guided a lot of that, and then some of my interpretations of what they had said. For example, they might mention as a resource, time. But then there were subdivisions of, time for collaboration, time for this, time for that, so it was a complex system.
Dr. Wells: What I like about what I'm hearing, if I'm understanding at all, is that you didn't just go in and ask a bunch of questions, but you let the data emerge from the questions. You asked open-ended questions and found out: Well, OK, so what do you guys think? What do you really think? But that was planned in advance with your conceptual framework. This thing was framed, and then you had three, right, frameworks, I guess I might say, of analysis.
Dr. Lyle: That's where they all seemed to fit.
Dr. Wells: So the data was able to emerge and you could just watch it but you had these three categories, and you had that based way back early. You said OK let's figure out a framework for this, and a theoretical proposition, getting all the way back to that.
Dr. Lyle: Through constant pattern matching of what was being said, it started off with little notes in the side margins, of these are possibilities. And I had done a pilot of my interview and pilot coding which had given me some frameworks there too, which ended up being modified but constant pattern matching. And what I did in the final analysis for the coding process, I used a different … I used the word processing system to do inserts and color coded by the domain, and what I would do is I would read my codes for a particular domain. I would have read through the interview and these were based after multiple, multiple readings, but then I would code it, the whole interview, for that one domain. And then I would set that domain aside. I would change my coding system; I used combinations of my initials so it would come up different colors. Then I would read the codes for the next domain. Go back through, read and code for that one, until I had each one coded, and then at the end I would pull sample ones, blank sample ones, and recode again, just to see if at this point in time, did … would I code it the same as what I did maybe eight months earlier.
Dr. Wells: Just imagine how easy this would have been if you would have really been organized.
Dr. Lyle: But here, again, that goes to those limitations.
Dr. Wells: I mean, seriously, I really couldn't find my dress shoes before the first session here, and I'm going … it's a different planet. But I really appreciate that. Talk to us about your findings now. What did you find out about the Jacobs Model of Curriculum Mapping?
Dr. Lyle: OK, let's go on. Oh, this is really important.
Dr. Lyle: Your limitations, it really makes a difference in your data collection and your data analysis. Since I knew, as Dr. Boddie had mentioned, that when you're doing a case study, there's a lot of research bias issues.
Dr. Boddie: Yes, right.
Dr. Lyle: So, to improve the quality of my study, the validity and the reliability, I used a multiplicity of strategies. Not only the triangulation of the data, but I did with each one of the interviews, at the end, to make sure I was understanding what they were telling me, I would summarize while they were sitting there, what I thought they were telling me so that they could correct me if I was wrong, and add to it, if necessary. And then I would send verification forms with a copy of the transcripts so they could look it over again and say yep, yep, yep, that's what I meant; you got it right, sign it, send it back. Then I did a member checking, at the very end—which and she helped me understand the difference in that verification and member checking.
Dr. Boddie: IRB helps you, too.
Dr. Lyle: Yeah. Where I sent the summary of the findings to representative members in each case and had them say, "Yep, yep, you got it right." So that helped to address the bias issues. Using those same protocols helped with that, with generalized ability, case study is very focused on the context, and for anybody else to read it and see if it applies, you have to have a rich description of what's going on in that context.
Dr. Boddie: That's right.
Dr. Lyle: And your assumptions and things like that and then the data collection itself, as you can imagine, strategies for analyzing it.
Dr. Boddie: One thing I was going to say, too, as students if you're looking for, if you're interested in qualitative case study research, two resources are particularly helpful in the area of external and internal validity and reliability and then there's construct validity, too. But those areas, if you're looking for specific strategies, I would highly recommend Robert K. Yin's book, 2009, on case study research, and then Merriam, Sharon B. Merriam, M-E-R-R-I-A-M, Merriam's qualitative research has a section in there on just that particular issue, very helpful. Because any qualitative study you're going to have to address those issues of reliability and validity and those authors give you specific strategies. They explain them in great detail and then as you know, you put that into chapter three as to what strategies you're going to use, and then in chapter four you have to be accountable again, for how you actually use those strategies, so those are two really good resources, I think.
Dr. Wells: But do tell us a little bit about your findings and your final conclusions.
Dr. Lyle: OK. Well, I ended up with some common buy-in factors and some resistance factors and some of those resistance factors were not necessarily just the opposite of the buy-in, but really key for buy-in factors was to build that shared vision of what are the potential benefits and the purpose of why are we doing this and you can see there's a lot of those other little things. But the real, real key, the real key was that administrative support. The teachers in my study, there have been lots of studies that, well, several studies, that look at perspectives of teachers of mapping as a curricular alignment tool and the benefits that all my teachers found corresponded with findings from other studies.
Every one of them could give you benefits, but that didn't necessarily mean that it would be sustainable. And the key was that administrative support. If we look at the next slide here, you can see there is a big difference in the perspectives of sustainability which raises questions as: "OK, so what's the leadership doing at those different levels?" And are they building in those buy-in factors. Are they not identifying and addressing the challenges and obstacles. One of the key things was that I've found and this went back to that theoretical proposition, too, was that a misunderstanding of the administrators of the magnitude of change that this initiative represented for the district; they just assumed it was like a first-order change, which plays into the skill sets and the norms, cultural norms. But it's a second-order change, that drastically challenges those skill sets and cultural norms and that means the administrators need to act as a change agent. They can't assume similar roles. And you can see at the elementary level there where …
Dr. Wells: Yeah, I was looking at the elementary.
Dr. Lyle: Oh, yeah, oh. The year before, I had worked so hard with them and I have comments from them, anonymous ones, of all these benefits that they were seeing. They were seeing their responsibilities from the systemic; they were aware of standards in alignment; things that they hadn't really contemplated. But then the next year, I was transferred up to the junior high and nothing, nothing was done with the maps that had been generated. And as they spoke to me in the interviews, they would tell me that their administrators, they didn't think through their words and their actions really supported mapping; that they were doing it just because they were told to do it, and that's basically what the administrators would tell me, too. So they didn't have personal buy-in. And if they didn't have personal buy-in, the teachers weren't going to, because there's a lot of work in it. There's a lot of challenge to your thought processes.
Dr. Wells: Now, obviously this is really important information. You know I used to be a public school administrator, and I would really want to have this information. Tell us a little bit about some of the responses you received from these data and these conclusions, and also broaden it out. How do you feel that this addressed Walden's social change message?
Dr. Lyle: Well, when you take a look at in order, this is a systemic change model that does have tremendous potential for positive social change within a district, of moving it from a traditional district to becoming a professional learning community, and there's a framework for that. There's a framework for all this, if you have awareness of it and implement it. But what resulted was that if you're going to be successful you need to look at your roles, a paradigm shift, from proactive responsibilities, things that need to be done before implementation. Building that leadership capacity, understanding yourself what the purpose is, being able to map yourself which was a "Ah!" For my administrators, the prospects of mapping, but yet at the institutes that I would attend, mapping for the administrators was key. Now they would say, well I don't teach, well map your SIP, your School Improvement Plan. I would map my professional development sessions. I used smart goals and modified it. So you can map and it's important that they do because there are struggles; there are cognitive struggles that go on in that map development and if you don't understand those struggles, then you're going to give maybe 10 minutes here, 15 minutes there to develop it, when it takes so much more time. So limiting those resources causes frustrations. So there are proactive things that you need to do to lay that foundation, and then there are active leadership roles that need to be assumed during that implementation process. And that includes from if you're a teacher/leader, you really need to understand the magnitude of change of whatever your passion is for your district and then understanding what you need to do as a change agent. There are strategies to use. You need to build that vision and the purpose, and an understanding. You can't just go in and say, hey I've got this great idea, let's do it.
Dr. Wells: Right, so it sounds like just in general terms it sounds like you're saying that, you know you need to build a framework which will bear the weight of the actual change and maybe you had a 10 pound framework and a 50 pound change in this district, and the lesson for social change has to do with OK you've got to build a good 100 pound infrastructure if you're going to have a 50 pound change.
Dr. Lyle: You betcha. And understand the change process, too, of what happens in those early phases. It's like with Jos- …
Dr. Wells: Excuse us, we're really going to get into this for a minute here.
Dr. Wells: But that's really terrific. You know, for the sake of time, in like five sentences or less, I'm going to ask each of you to give Walden doctoral students your best advice, like in about five or so sentences or less. Dr. Boddie, I'm going to ask you to go first.
Dr. Boddie: OK, I've got a couple of things. One is I think when you work with your faculty mentor and your chairperson, really seek specific and immediate feedback as often as you can. Try to chunk out your work in smaller pieces. You know, writing the entire proposal on your own and then sending it off to your … that's kind of crazy, no. You really want very specific immediate feedback. Don't be afraid to use the telephone. There are some things you just can't do in email and this gets to be pretty complicated, so I think you have to look at a combination sometimes of phone calls and especially when you get to that prospectus stage and you're trying to develop the design of your study, you may have to have conversations. And one last thing, I think a lot of students think that maybe we don't really need to pay attention to grammar and usage and mechanics, but you know, form and style is waiting for you at the end of all these chapters and I'm a big proponent of clean as you go. I do it in the kitchen, too. Well, otherwise you couldn't cook the next day! It's the same thing here, you know, just look for clarity in your writing. Clarity and conciseness, and do edit your own writing. Read what you write. If you're not reading it, no one else wants to read it, so you need to read your own writing, and that's most important.
Dr. Wells: Good advice. Valerie, what would you say?
Dr. Lyle: For me I would say to understand your limitations and then build into your research design, your data collection, your data analysis, strategies that will address those limitations. Be sure that you have a real strong handle of your conceptual framework and how that fits in with your data analysis. Collect and analyze at that same time. Don't wait to collect all the data and then analyze, don't do that. Analyze as you go and look for patterns.
Dr. Wells: Yeah. That was really one of my big take-aways from the conversation was the importance of that conceptual framework or as you called it, that theoretical proposition.
Dr. Boddie: Right.
Dr. Wells: Outstanding. Well, you know, terrific job. Meritorious research, and we are so proud of you. Could we please have a nice round of applause for our laureate?
Dr. Lauck: Great, thanks so much. I hope that you found this presentation today to be both inspiring and informative. Dr. Lyle's outstanding doctoral study clearly elucidates the intrinsic role that research plays in the scholar-practitioner model and we hope that you'll keep her example in mind as you complete your own doctoral studies. So, thanks so much for joining us today.
© 2016 Walden University


text:
News 12 at 11 o'clock / Thursday, Dec. 27, 2012
AUGUSTA, Ga. -- Christmas morning was quite a surprise for one Augusta teenager.
Taylor Rutledge, 17, woke up to a popular game show right in her living room and walked away with the big prize on her family's version of "Let's Make a Deal."
Her parents, Army Staff Sgt. Jeremiah Rutledge and Tawana Rutledge, played the part of game show hosts for their daughter's favorite TV show.
"You can keep that $100 or you can trade it in for one of these boxes," said her father.
With a moment's hesitation, Taylor made her choice.
"I'm gonna take the box! I'm gonna open the box. I'm taking the box!" she said.
Then the real surprise was the prize Taylor was hoping for: a 2013 Chevy Sonic.
The Rutledge family posted a video of the surprise on YouTube and say family and friends have been commenting. Click here to see the full video.
Her parents say Taylor was expecting a car for graduation -- but not for Christmas. Her mother told News 12 that she makes good grades and they wanted to reward her.
No doubt, Taylor's parents win most creative gift of the year!


text:
MTA Still Assessing Cost of Damage to South Ferry Station
That eye-popping $600 million estimate for rebuilding the South Ferry and Whitehall subway stations in Lower Manhattan could still be a moving target.
The Metropolitan Transportation Authority is still in the earliest phases of assessing the damage to its facilities, including how much it will cost to rebuild South Ferry, which filled with flood water and debris carried in by the tidal surge of superstorm Sandy. (See an itemized list of the MTA's damage assessment so far.)
The station just reopened in 2009, after a largely federally funded expansion totaling $530 million. So the MTA's estimates that repairs to South Ferry and adjoining Whitehall would reach $600 million came as an unwelcome surprise on Monday, when Gov. Andrew Cuomo's administration briefed members of the state Congressional delegation on his request for $42 billion in federal disaster aid.
More detail is expected Wednesday at the first meeting of the MTA's board of directors since Sandy struck. MTA officials said this week that they would likely provide more detail about how more than $9 billion in proposed mitigation for future storms might be used to harden transit infrastructure.
The MTA will seek to repair damage to South Ferry for less than the $600 million asking price, Transit Division President Thomas Prendergast said on Tuesday.
The transportation agency is keeping its damage estimates high enough to account for potentially high costs of reconstruction–especially if the station suffered serious structural damage–or for expensive components like escalators and elevators that could need to be replaced.
"You don't want to pad" damage estimates in seeking federal aid, Prendergast said. "If you destroy your credibility by padding numbers, that's bad too. But you start with a number that you think is going to capture all your costs and you work back from that. And if we find we end up delivering it less, we're not going to bill anybody for more."
There is the possibility — though no guarantee — that some damage estimates will fall as evaluation continues and repair work begins in earnest, Prendergast said.
"When you're dealing with third parties who may reimburse you, you never want to start low and then work high," he said.


text:
- Barca's superstar
- Currently Unavailable
He's the three-time consecutive world player of the year and arguably the greatest player on the pitch today. Show your love for Lionel Messi with this cool poster.
What can we say about Lionel Messi that hasn't already been said. Many consider the Argentine sensation the best player in the world, period. He won the Ballon d'Or for the second time in a row and continues to score at a startlingly consistent rate. Keep your eyes on Leo Messi as he will surely only continue to dazzle the world from the pitch.
Apoya al mejor jugador del mundo durante tres años consecutivos con este póster de Lionel Messi.


text:
It's circle time! Gather 'round this delicious cheese & crackers spread at your next party or surprise your preschooler with a friendly afternoon snack!
Weekdays on NICK
Combine the cream cheese and cheddar cheese in a medium bowl. Beat until smooth. Add the seasoning and food coloring for a more intense orange, if desired.
Spoon the cheese dip onto one side of a serving platter. Place a sheet of plastic wrap on top of the cheese dip. Shape into a 4-by-3 inch mounded oval, using the plastic wrap to make it smooth. Carefully remove the plastic wrap.
Following the picture as your guide, arrange four orange and three white cheese slices, overlapping by 1 inch, extending from the right side of the cheese dip as the fish body. Use a paring knife to taper the cheese slices to create the tail end. Use the scraps and other slices to make the eyebrows, tail, and top fin. Cut the remaining orange cheese slice to make the two front fins.
To make the eyes, cut a 1-inch piece from each wide end of the hard-boiled eggs. Cut the black olive into small ovals for the pupils and place on top of the eggs.
To make the mouth, flatten the slice of pumpernickel bread with a rolling pin. Cut out the mouth shape. Cut a 1/4-inch slice from one of the remaining pieces of hard-boiled egg and remove the yolk. Trim the slice to fit as the teeth for the slice of pumpernickel. Cut a piece of radish for the tongue.
Arrange the face parts on top of the cheese dip. Cover with plastic wrap to prevent the cheese from drying out and refrigerate until ready to serve.
Add round crackers on the platter to look like bubbles. DIVE IN!
Kids will have fun in the kitchen making these bubble bites just right!
A swimsational spread that will keep kids dipping back into the kitchen for more of this fish cracker snack!
Something is fishy about these snacks� but kids won't suspect that a tasty treat could also be healthy!
Fishin' for a quick and easy treat for your Bubble Guppies fan?
Go fishing for fruit--and make a game out of good eating!
What's hiding under that sheet? One fin-tastic treat!
Make them smile with a sweet Guppies treat!
A frozen drink that looks like Gil's tail? COOL!
Little guppies will flip for this funny take on dessert!
These swim-sational cookies will pop right out of your cookie jar!
Make no bones about it, these cookies are delicious & easy to make!
Make a fin-tastic sandwich that looks like your kid's favorite preschool teacher
Bake the cake and top it off with Molly and Gil!
These fetchin' cupcakes will stand out at your little guppy's next party!
Here's a peanut butter and jelly fish-shaped sandwich for your little guppy!
Turn plain pound cake into bite-sized cake pops that look like Little Fish!
Make a splash at snack time with a swimsational veggie treat!
What time is it? It's time for a new twist on classic macaroni and cheese!
Make this tasty treat any day of the week--it's simple!
Kids will want s'more of this chocolate and marshmallow-filled treat!
All aboard! Kids won't even notice the veggies on this healthy pizza
Turn a hot dog into a...hot "DOG!"
Frowns turn friendly fast with this easy 5-step pizza!
Be like a brave bunny & bake this easy recipe with your little rabbit!
Get a taste of the tropics with this healthy, fruity drink!
Thanksgiving guests will want to swipe every last piece
Surprise party guests with this pair of costume-clad bunnies
What's hiding under that sheet? One fin-tastic treat!
Make this a-DORA-ble autumn treat for the apple of your eye!
Make them smile with a sweet Guppies treat!
A frozen drink that looks like Gil's tail? COOL!
Kids will go bananas for Boots' yummy baked treat!
Present your pie with your preschooler's favorite explorer!
A winter treat your kids can FROST and EAT!
Dress up sugar cookies in Dora's festive and fruity attire!
A high-flying Diego dessert in disguise!
Bake up purr-fect cookies for your Halloween fiesta!
Try this tasty Kai-lan Halloween treat--it will never go extinct!
Make some-bunny smile with this cute & healthy lunch
Make this tasty treat any day of the week--it's simple!
Warm their hearts with Dora's favorite drink!
Here's one way to get the kids to eat their veggies: Turn a yellow pepper into Ming-Ming!
Little dragons everywhere will love Rintoo's too cute Halloween cupcake!
Your little star will love exploring this healthy pasta salad!
Take a trip to the tropics with this fruit-filled smoothie!
Make this tasty fall treat with your little chef
A homemade holiday tradition with a delicious Dora twist!
Chocolate milk with a frozen tropical twist
Try a festive party mix that's packed with nutrients
Ring in the new year with these festive drinks
These turkey cookies will be gobble-gobbled in record time!
Get on board and make these shipshape Geo cupcakes for your Halloween party!
Kids will want Bot's cupcake mummy in their tummy!


text: Photos from Our Free Community Concert "An Evening with Friends" Posted on August 31, 2012 by giffordmedicalcenter Enjoy these photos from our last evening's free community concert called "An Evening with Friends". For more photos, go to our Facebook page. The next concert is Sept. 11 from 6:30-8 p.m. featuring The Dave Keller Band. Diamonds in the Rough's Claudette Goad (left), Greg McConnell (center) and Mike Berry (right) Friends having fun Diamonds in the Rough's Claudette Goad Free spirit Diamonds in the Rough plays and sings with Mood Stabilizers Enjoying a quiet summer evening Diamonds in the Rough's Greg McConnell The Mood Stabilizers' Dr. Joe Pelletier The Mood Stabilizers' Sanie Bly Sentimental moment The Mood Stabilizers' Thom Goodwin The Mood Stabilizers' Dr. Joe Pelletier Diamonds in the Rough's Mike Berry The Mood Stabilizers' Thom Goodwin (left), Sanie Bly (center) and Dr. Joe Pelletier (right) Be Sociable, Share! Tweet


text:
News 12 This Morning / Thursday, Nov. 8, 2012
FORT GORDON, Ga. -- It was an emotional morning Thursday at Fort Gordon as every branch of the military came out to run the final lap of the Tribute to the Fallen. It has been going on at Fort Gordon 24 hours a day for the past 10 days.
Service members ran a 3-mile lap on Barton Field for over 200 hours. It was all to remember the 1,485 service members who have lost their lives fighting for our freedom in the Middle East.
"We're showing our tribute to the Marines that have fallen in Iraq and Afghanistan," said Sgt. Joseph Leugers with the United States Marine Corps.
Over 1,400 miles in total around Barton field on Fort Gordon for the eighth annual Tribute to the Fallen.
"We're running one lap for every three Marines or sailors," Leugers said.
Carrying memories in their hearts and rounds of ammunition in their hands.
"At the end of the tribute we're actually going to do a 21-round salute and we're carrying those rounds throughout the entire tribute run," he said.
It's something they say is difficult to put together.
"It's not a fun process to go through and find who's died in Iraq and Afghanistan," Leugers said. "Going through and updating that roster, making sure that everybody is accounted for, getting time slots written down."
It's hard work, but in the end, it's extremely rewarding.
"This is actually the first tribute run that I had the privilege of being a part of and coordinating for that matter, so when I actually sat down and took it all in, it was a little overwhelming at first to see what it was I was supporting, but it's something I have a lot of pride in now," he said.
It's something that hits home for the guys running each lap.
"Having spent time in the sandbox you know what it's like over there and giving the opportunity to actually honor the Marines and sailors that have died over there, it's a big deal," Leugers said.


text:
The nation's first known recreational pot club has already closed its doors.
The Denver Post reports Tuesday that the White Horse Inn in the southern Colorado town of Del Norte closed a day after its opening because of a landlord dispute.
Owner Paul Lovato tells the newspaper that he wanted to be first in the nation to open a marijuana club. He beat a marijuana club in Denver by a few hours.
Lovato says his lease on the building didn't start until Tuesday. Lovato said that when his landlord saw the publicity about the club, he canceled the lease before it took effect.
Colorado voters in November legalized use and limited possession of marijuana. The marijuana measure bans public consumption but doesn't ban members-only group smoke-outs.


text:
The curtain will rise on the second annual Lake Dillon Theatre Company (LDTC) Theatrical Roasts Friday, April 13 in the Finkel Auditorium, on the CMC Breckenridge Campus. Doors open at 7 p.m. for a 7:30 performance featuring friendly roasts of three of Summit County's favorite people and regional heroes. Three plays last approximately 15 minutes each. This year's roastees are: former Frisco Mayor Bill Pelham, Breckenridge fireworks guru and historic renovator Robin Theobald, and Keystone philanthropists Bob and Nancy Follet.The roasts are a way to celebrate the community and to raise funds to support the performing arts through the efforts of the Lake Dillon Foundation for the Performing Arts. "My aim is really to have fun with the roastees in a respectable manner, so it's not like we're trying to embarrass people," said script author and roast actor Alex Miller. Miller is the author of two of the three works, and LDTC producing artistic director Christopher Alleman wrote the third, and is also the director of the production. Alleman's skit will examine the life of Bill Pelham. At press time the piece was being called "Bill Pelham: American Man," with 9News mountain newsroom reporter Matt Renoux portraying a younger Pelham. Renoux is a fifth-generation Colorado native, as is roastee Robin Theobald. Renoux's wife, Kelly, will play the wife of young Bill Pelham. October marks Alleman's 10th year with the LDTC, and the roast is part of an ongoing effort to help support the theater and its mission. "We started this event last year as a new, interesting way to both celebrate the wonderful people in our community and create an interesting fundraiser," he said, adding that last year's roasts raised more than $15,000."These pieces are a lot of fun to write," said Miller. "Mostly it's about finding hooks to riff off in comedic fashion, so the Folletts' long association with book publishing and philanthropy was one obvious hook, while Robin's experience with explosives and fireworks was another."First I interview the people as if I'm doing a profile story, and I have absolutely no idea what if anything I'll use from it. In the case of the Folletts, it's not so much a biographical piece, whereas with Robin Theobald, there was a lot of material from his actual life I could use," Miller said. "Also, I had no idea while writing it that I was going to be cast as Robin."The title of this roast is "Robin Theobald Out-Locals 'Em All," with Miller playing Theobald and Patty Theobald being played by Barbara Leffler. Additional cast members include Gary Drescher, Alastiar Stonee, Susan Harrison, Bob Campbell, Judy Campbell and Andy Miller as young Robin.Miller's second piece is titled "The Agony and Ecstasy of Bob & Nancy Follett," a not-so-subtle play on the controversial one-man show about Steve Jobs. This gentle roast of Keystone's philanthropic and publishing legends includes cast members Michael Martorano playing Bob Follett and Claudia Stein playing Nancy Follett. Benjamin Whitmore plays the role of Steve Jobs, and the young Andy Miller plays a street urchin."The other fun thing about this year is that my 10-year-old son Andy is a pretty darn good actor, so I wrote a part in there for him," said Miller. "It adds dimension to the pieces and also serves to remind that the LDTC is committed to children's theater and that a lot of the funds raised go toward local scholarships for the arts."Tickets to Friday's one-night performance are $50 and include champagne and dessert. If these acts of theatrical comedy, now in their second year, serve both purposes of celebrating the community and raising much needed funds to support the performing arts, then they will certainly be considered a success.
WHAT: Lake Dillon Theatre Company Theatrical RoastsWHEN: April 13, 7 p.m.WHERE: Finkel Auditorium, CMC Breckenridge Campus, 107 Denison Placer Rd. INFO: $50; (970) 513-1151, www.lakedillontheatre.org


text:
A memorial service will be held on Friday, November 30, 2012, at 11 a.m., at the Gridley Christian Church, 580 Washington Street, for Kris Heidman, 64, of Gridley. Kris passed away on Saturday, November 17, 2012, with his family by his side following a valiant and courageous battle with pancreatic cancer. A Celebration of Life reception will follow the memorial service at the Gridley Moose Lodge, 1533 Highway 99, at noon.
Kris was born on May 26, 1948 and was a lifelong resident of Gridley. He attended Manzanita Elementary, Gridley High School and graduated from Butte College. Kris served his country in the U.S. Air Force and was stationed in New Jersey.
After the Air Force, Kris returned to his farming roots in Gridley growing kiwifruit, peaches, prunes, walnuts and almonds. He was among the pioneering members of the kiwifruit industry growing and managing vineyards and nursery stock and served on the California Kiwifruit Commission. He also worked as a Crop Adjuster for the USDA Farm Service Agency.
Throughout his life he was well respected in his community. He was an avid sportsman and enjoyed the outdoors, hunting and fishing with his family and friends. He especially enjoyed spending time during his younger years at Lake Almanor and later on at the family cabin at Bucks Lake fishing for trophy Mackinaw. His latest passion was his Jeep and tackling the Rubicon Trail and the slick rock of Moab, Utah.
Kris was preceded in death by his parents Hans and Lorraine Heidman.
He is survived by his loving wife of 43 years Patricia, of Gridley, and three sons: Eric and his wife, Lisa, of Turlock, Brian, of Gridley, and Jeff and his wife, Jessica, of San Jose. He is also survived by his three loving granddaughters: Madeline, Jillian and Riley of Turlock.
The family suggests donations be made in memory of Kris Heidman to the Enloe Foundation, Infusion Center, 249 W. 6th Avenue, Chico, California 95926.
Arrangements are entrusted to Ullrey Memorial Chapel of Yuba City.
Location, ST | website.com