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Standing Together Against Suspension and Expulsion in Early Childhood EducationFri, 04/22/2016 - 16:42 — NAEYC Guest Blogger
- Standing Together Against Suspension and Expulsion in Early Childhood: A Joint Statement
Standing Together Against Suspension and Expulsion in Early Childhood: Resources
Lauren Hogan is Senior Director of Public Policy and Advocacy at NAEYC.
Understanding the Power of Parent InvolvementMon, 04/11/2016 - 13:53 — NAEYC Guest Blogger
By: Donna Kirkwood, Ph.D
As their children's first teachers, parents have an amazing opportunity to nurture their children's growth and development and to advocate for their education. And many parents want to be involved in their children's education. I realized early in my teaching career, however, that families often face obstacles to engaging in the school experience.
During my first year working in a preschool setting, I was dismayed to see how many parents left their parent-teacher conferences upset or even crying. In my own conference with parents, one mother of a delightful, very verbal child was understandably disappointed when I explained that her daughter's academic and social-emotional skills were not as far along as her verbal skills. She had assumed that because of her daughter's verbal abilities, she was on track or ahead in other prekindergarten skills. The mother was unsure of what was expected at this age and had missed some opportunities at home to help her daughter develop academically. And I had missed opportunities to help her acquire the tools to do so.
As I moved through my career, I found that many parents were perplexed as they navigated the educational system with their young children. Many had little understanding of child development or developmentally appropriate practices. They wanted to help their child, but they didn't know how. They often arrived at their first parent-teacher conference to find themselves bombarded with unfamiliar educational concepts and terms like phonological awareness and numeracy.
Families with limited resources may experience even greater isolation from their children's educational community. Many have had negative school experiences themselves, which may make them apprehensive about coming to the school or interacting with teachers. Some may hesitate to speak to educators because of a lack of confidence, out of respect for the teacher's authority, or because they have been discouraged in such interactions in the past. When meeting with their child's teacher, they may not know what to expect and may have little prior information about their child's progress. It can be intimidating for parents, even when teachers have the best of intentions. This may push parents further away from their child's educational setting and discourage their participation in her academic growth and development.
When parents do not feel comfortable in the school setting, they are less likely to support and participate in school events or speak to their child's teacher or principal about their concerns or goals for their child. Everyone misses out on valuable opportunities to strengthen the home-school connection and support children.
During my career as a preschool teacher and director, I was fully aware of the importance of engaging parents in the program. But for a long time I avoided addressing it, because I hadn't figured out how to do it. I realized that inviting parents into the classroom more was key to meaningfully involving them in their child's education, but that seemed like a difficult process. Working closely with parents was an integral part of teaching preschoolers, but it required a different skill set along with a significant commitment of time.
Twenty years into my career in early childhood education, and still struggling to understand how best to help parents advocate for and support their children's learning, I encountered HIPPY USA. I fell in love with its approach and joined the staff. HIPPY, or Home Instruction for Parents of Preschool Youngsters, empowers parents as their child's first and most important teacher. Home visitors provide support, education, and mentoring to parents who may lack resources and education or experience isolation.
Through their experiences in our programs, parents gain skills in supporting their child's learning, learn what to expect from their child's school, and become comfortable working with teachers.
Twenty years of research have shown that the this model helps to increase parent involvement and improve children's readiness for school, classroom behavior and attendance, test scores, and academic performance.
In addition, parents who have participated report spending more time with their children and in their children's school. They provide an environment for literacy in their homes and cut back on their children's screen time. Parents also report being motivated to help with their children's homework thanks to their participation in the program. Teachers report better participation from parents who have been in HIPPY than those from who have not.
I've learned that many parents want to be involved in their child's education but may lack the confidence and knowledge to do so effectively. To help them become meaningfully engaged in their child's education and school experience, we have to help them develop the tools to do so. Programs like HIPPY help parents learn what to expect and how they can contribute to their child's learning. With guidance and support, parents can confidently take on their role as their child's first teacher and biggest advocate and become partners with teachers. It's a powerful connection that can make all the difference for children, parents, and educators.
Cuenca, K. (June, 2003). Findings from the Florida HIPPY Parent Survey. University of South Florida. Department of Child and Family Studies.
Black, M.M. (2010). HIPPY Americorps Evaluation: Parental involvement in literacy activities and volunteer activities in the community in California, Florida and Hawaii. University of South Florida, Department of Child and Family Studies.
Donna Kirkwood has been a nanny, a teacher's aide, a teacher, a program coordinator, a director of an NAEYC accredited program, a college professor and a NCATE and ECADA program reviewer. She is currently the National Program Director for HIPPY USA.
Chopsticks or Forks: Contextualizing Developmentally Appropriate Practice in a Global AgeMon, 03/28/2016 - 11:40 — NAEYC Guest Blogger
During a recent trip to spend time with early childhood professionals in China, I worked to master the skill of eating with chopsticks, and I was amazed by how much I had to learn. While I was no stranger to chopsticks—in fact I'm quite proud of my ability to use them when eating sweet and sour chicken in DC—it struck me how, in China, my use of chopsticks took place in an environment in which I worked to finesse this skill at an entirely new level. I learned to grasp the food more precisely as it circled by on the customary rotating round table that supports communal sharing of a meal. This was not just about my practicing the skill, but also about the influence of the place and the culture in which I was immersed—an illustration of the importance of context in learning. Joining my hosts in traditional Chinese meals and enveloped by the sounds of Mandarin, I became assimilated to my environment and worked to meet the expectations of the group. A process not so different from that of young children's development.
High-quality early learning experiences provide children with opportunities to develop both physically and socially through authentic learning situations, including play. The settings in which children practice new skills work best when the environment reflects the individual child, family, and community. These core considerations, combined with what we know to be true about human development, are what we call developmentally appropriate practice.1 The myriad examples of how these considerations are implemented in early childhood classrooms demonstrate their power to joyfully engage young children in mastering new skills. Whether it be pairs of children engrossed in a game of Shagai (a traditional game using ankle bones) in Central Asia or a group of girls and boys role-playing the process of cooking and serving Arabic coffee in Saudi Arabia, context provides a vital foundation.
During my career, I have had the privilege to observe early childhood professionals in action in more than 30 countries, due most recently to my role directing global initiatives for NAEYC. Grounded in Vygotsky's theory of social-cultural development—which posits that social interaction and community create meaning in the acquisition of knowledge—I understand the deep effect culture has on learning, and I value individual approaches to learning.2 However, individualized learning requires variances that at first glance might seem contradictory to Western expectations for children's learning and development. The tension between my culturally based knowledge and expectations about child development and the realities of child rearing and teaching in other cultures are at the crux of what I love about learning. For me, a great example of this is what I learned in Central Asia about the ability of toddlers to successfully use the toilet. Coming from a culture where "potty training" is a significant topic of conversation and much time is devoted to this learning process, I could not fathom the ease with which young children monitor their body's cues themselves, without a big production being made. And yet, born out of the necessities of a low-resource context, children's mastery of this skill took place in a developmentally appropriate manner. Such examples remind us of how careful we must be to not create absolutes in judgement.
Sometimes the congruent differences—those things that are different but also the same—between cultures are simple to identify. For example, daily processes such as eating with chopsticks or forks are remarkably alike yet different. The tools vary yet the results are the same. Often, however, these kinds of differences are more subtle. For example, cultures vary in their expectation that preschoolers play outside regardless of weather. In the Baltic States young children joyfully engage in outdoor learning in twilight and freezing temperatures, surrounded by snow—something many in the US might find extreme. While there is a desire for an early learning blueprint that will guarantee certain outcomes across cultures, we can only provide a framework for quality and guidance to support practical application. True high-quality and engaged learning happens when developmentally appropriate learning activities aimed at teaching core skills—fine motor skills, for instance—are implemented through activities (eating with forks or with chopsticks) that make sense within each unique cultural context.
To recognize and value the unique experiences each child brings to the learning community and identify how each experience represents developmental achievement is an art. An art that demands deeply knowledgeable professionals to facilitate the continuing acquisition of higher-order skills while maintaining the nuances of each child's individual reality. NAEYC's own definition of developmentally appropriate practice has evolved since first published in 1986. As the world increasingly becomes smaller and opportunities for shared learning grow, I look forward to observing the impact of citizenship in a global community on practice as we adopt new ways to support optimal development for young children.
1Copple, Carol, and Sue Bredekamp. Developmentally appropriate practice in Early Childhood Programs Serving Children From Birth Through Age 8. Washington, DC: National Association for the Education of Young Children (2009).
2Berk, Laura E., and Adam Winsler.1995. Scaffolding Children's Learning: Vygotsky and Early Childhood Education. NAEYC Research Into Practice series, vol. 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog #146).
Stephanie Olmore is Senior Director, Global Engagement at NAEYC.
Breakfast With Thelma HarmsMon, 03/14/2016 - 11:58 — NAEYC Guest Blogger
From left, Dr. Cindy Ryan, Dr. Thelma Harms, Linda Craven, at the 2015 National Institute for Early Childhood Professional Development.
By: Cindy Ryan, PhD and Linda Craven, MEd
You've heard that breakfast is the most important meal of the day. That meal became especially significant when we had the opportunity to share it with someone we had admired for many years. While attending the 2015 National Institute for Early Childhood Professional Development, the legendary Thelma Harms quietly asked if she could join us for breakfast.
We were eating breakfast at a small table overlooking the Mississippi River at the New Orleans Hilton when Ms. Harms approached looking for a place to sit. We had an opportunity to introduce ourselves to her the day before in the hotel lobby, taking just a few minutes to thank her for all her work in the early childhood profession. So, when Thelma Harms walked towards our breakfast table, we happily made space for her to join us.
As teacher educators, we are aware of the disconnect that often occurs between our students (preservice teachers) and our mentors. The students are, understandably, wrapped up with coursework, standards, and assessments; they focus less on the history of early education. If we didn't remind our students of the pioneers who came before us, and their early struggles and works, the field might falsely appear as if it didn't have roots. Thelma Harms is one of the leaders who gave the early childhood field its roots.
By sharing amusing anecdotes at that impromptu meeting , Thelma took us on a journey from UC Berkeley to UNC Chapel Hill. We traveled through her early days of advocacy for children and families, quality environments, and equal opportunities, to the breakfast table in New Orleans where she shared her wisdom and expertise with us. Her stories spoke to a time when women needed to prove themselves in higher education; when a woman with wild California hair moved across the country to North Carolina, where she was greeted by helpful southern ladies who immediately recommended a hair stylist to help her craft a more appropriate look. Thankfully for the field, instead of focusing on her hairstyle Thelma focused on her work in early childhood as she coauthored the Early Childhood Environment Rating Scales (ECERS) (Harms, Clifford, & Cryer 2005) and numerous other publications. She humbly explained that though her name may be listed as first author on the ECERS, she really just had an idea and wrote "this little article." The rest is history.
As we sat captivated by Thelma, we were reminded that those of us in the early childhood field stand on the shoulders of giants, and we must not forget those who came before us. From her recollections of being at Berkeley during the protests in the early 1970s to her move to UNC, Thelma took us through the history of early childhood education, the struggles for equity and inclusion, and the continued need to push the field forward.
Thelma graciously shared her time and spirit with us that early morning. As she prepared for her 90th birthday in July, her excitement for the new ECERS-3 showed how this profession continues to be very important to her. She was delighted to hear the positive feedback we shared about the ECERS-3 and how it would continue to improve quality in the ECE profession.
On the plane ride home we recommitted ourselves to making sure that not only the names, but the ideals and philosophies of these early pioneers in the field are embedded throughout our coursework. As we cultivate early childhood preservice teachers, we now make sure to honor the roots of those who came before us by intentionally creating assignments where students critically engage and reflect upon our history, its impact on our profession, and define themselves as future leaders.
We sat in awe that morning in New Orleans, and we still continue to say to each other and to anyone else who will listen, "We had breakfast with Thelma Harms, and we have the pictures to prove it."
Spontaneous networking opportunities like these happen all the time at NAEYC's Institute.
Join us this year, June 5-8 in Baltimore, MD for your chance to connect with early childhood thought leaders and hundreds of your peers--maybe even over breakfast!
Harms, T., R.M. Clifford, & D. Cryer. (2005). Early Childhood Environmental Rating Scale: Revised Edition. New York, NY: Teachers College Press.
Cindy Ryan, PhD, is early childhood program coordinator and an assistant professor at Western Oregon University in Monmouth, Oregon. She has over 20 years of experience as an early childhood and early childhood special educator in inclusive settings and has taught at the university level for the past five years.
Linda Craven, MEd, is an early childhood instructor at Western Oregon University. Linda has been involved in the early childhood field for over 35 years, teaching at both the community college and university levels.
Scribbling MachinesMon, 02/29/2016 - 17:21 — NAEYC Guest Blogger
By: Cate Heroman and Paige Zittrauer
Paige Zittrauer challenged her kindergarten students and their high school art student project partners: Make a contraption that moves on its own across a piece of paper and leaves a mark in its path.
Intrigued by the challenge, the kindergartners looked at a few examples of how "scribbling machines" move and then watched several other videos. The high school students were given an excerpt from an online project guide about scribbling machines.
The kindergarten children and their high school project partners followed an engineering design process to create their scribbling machines: plan; build/create; try it out; improve; and then share.
The kindergarten-high school partners imagined what their scribbling machine might look like. They made a plan and sketched their ideas. Paige invited them to bring something from home or use materials from the classroom as a base.
Teams were given a 1.5 volt hobby motor, a glue stick, and a AA battery. Together, they selected art materials and loose parts. With plans in hand, they created their scribbling machines. Most placed a piece of a glue stick on the tip of the motor like they had seen in the videos. Others tried something different, such as a small section of Mardi Gras beads attached to the motor's tip.
Would it it work? The kindergartners and high school students were not given step-by-step directions. They were given enough information to get started and were encouraged to tinker. They connected the battery to the motor and watched what happened. Most of the scribbling machines turned on, but they did not move across the paper. What was wrong?
The kindergartners and their high school student partners speculated about why the machines didn't move:
- My battery was dead.
- Our scribbling machine was too heavy.
- Our motor didn't work.
The next time the groups met, they compared the machines that moved across the paper with ones that didn't. A battery tester was available for those who believed the battery was the problem. Teams noticed that the machines which moved had glue sticks in different positions from those which didn't move. The teams soon realized was that the motor needed to be off-balance for the machine to move across the paper. They adjusted the glue sticks on the ends of the motors so they weren't centered. Success! The teams were delighted and many tried to improve or make their machines better. Some added two motors and extra batteries to find out if they could make their machine move faster. A few children made adjustments and tried to race their scribbling machines against other machines.
All of the scribbling machines were on display at the Baton Rouge Mini Maker Faire at a public library. Over 2,000 people--children and families--participated.Children could select one of the scribbling machines and test it out on a large piece of paper on the floor. Children of all ages squealed with delight as they worked with the machines.
Some teachers might think they don't have time for STEAM experiences like this one given the strong emphasis on literacy in kindergarten. Not only did children learn science, technology, engineering and math concepts, and vocabulary (e.g., rotate, off-balance, circuit), but Paige integrated literacy throughout the project. The children participated in shared writing during planning, and functional writing as they made lists of materials and wrote directions. After the activity, they wrote thank-you notes to their high school buddies and responded to writing prompts such as:
- Tell one thing new that you learned from building your scribbling machine.
- Tell how you can build your scribbling machine better the next time you build one.
This activity is a wonderful example of how children construct their own understanding of ideas and phenomena as they tinker and build things with their hands. It also demonstrates how teachers can create engaging, developmentally appropriate activities while meeting rigorous learning standards.
Interested in doing this in your classroom? The scribbling machines activity was inspired by this resource from the Exploratorium, an online science and art lab.
What Children Learned
The following is a comprehensive list of the different areas of learning this activity touched on:
Social/Emotional Development
- Works cooperatively with others
- Takes turns
- Follows limits and expectations
- Solves social problems
Physical Development
Develops fine motor skills
- hand–eye coordination
- dexterity
Cognitive Development
- Solves problems
- Thinks logically and reasons
- Plans
Develops positive approaches to learning
- attention and engagement
- persistence
- flexible thinking
- creativity
- curiosity and motivation
Language Development
- Listens and follows directions
- Expresses self
- Asks questions
- Engages in conversations
- Uses and expands content-based vocabulary
- Interacts during integrated, content-focused read-alouds
- Participates in shared writing experiences
- Uses functional writing
- Writes to convey meaning and communicate
- Explores geometric shapes and ideas
- Measures
- Explores spatial relationships
Science, Engineering, and Technology
- Observes, asks questions, and investigates
- Follows engineering design process
Engages in physical science discoveries
- how things move
- forces
- beginning circuitry (batteries, motors)
- Uses tools and technology to perform tasks
The Arts
- Expresses self creatively
- Creates 3-D structures
- Uses a variety of art tools and materials
Interested in how this activity integrates with standards for NAEYC Accreditation of Programs for Young Children? Learn more in this short essay on connecting authentic learning to standards.
Cate Heroman is an author, early childhood consultant, and volunteer education chair at Knock Knock Children's Museum, a museum designed for children birth to age 8.
Paige Zittrauer teaches kindergarten at the University Laboratory School on Louisiana State University's campus in Baton Rouge. She also volunteers for Knock Knock Children's Museum.
Using Technology to Make Reading an Enjoyable Experience for All ChildrenTue, 02/16/2016 - 13:26 — NAEYC Guest Blogger
By: Alberto Barrantes
I learned the importance of doing more than just watching and describing realities while reporting on early childhood education in my home country for La Nación. In Costa Rica, 60 percent of infants through 6-year-olds live in poor or vulnerable households (Ross, 2013). In 2014, we at La Nación found that at least 22,500 children between 5 and 6 years old were out of school, accounting for 16 percent of all children who miss preschool (Barrantes, 2015). The latest report from the State of the Nation Program (2005) notes that most of the children who do not attend preschool live in rural areas and in the slums of the metropolitan areas. The report also notes that fewer than 40 percent of children from the nation's poorest families attend preschool. For me, reporting about early childhood education in Costa Rica became about generating progressive strategies between public and private institutions to expand access to high-quality education for all children.
Research shows that children from low-income homes can have better outcomes in life if they receive high-quality preschool experiences. Early learning is critical for developing cognitive language skills and for interpersonal and socio-emotional development. That knowledge and our country's need led me to start LUDO project, a multimedia project that publishes children's stories through tablets and cellphones to motivate reading skills during early childhood. If children love using technology to watch videos and play games, I don't believe we should fight it; instead, we must offer them high-quality technological materials that make learning enjoyable. Realizing that Costa Rica was unable to produce such materials for all children, we saw the opportunity to create these tools and expand their access to our most vulnerable populations.
Technology, when used well, can motivate children's curiosity, sense of exploration, and interest in solving problems. In addition—as affirmed in the NAEYC position statement "Technology and Interactive Media as Tools in Early Childhood Programs Serving Children From Birth Through Age 8" (2012)—technology can empower children by enabling them to design and manage dynamic concepts that in the past were out of reach, promote changes in their learning strategies, and allow for new ways of social interaction. And while we should discourage passive and non-interactive uses, we should also maximize this opportunity to develop new teaching strategies. Reading, for example, can be taught through games, rhymes, and songs—through fun—and digital storytelling is just another avenue of delivery.
Our purpose with LUDO is to expand and support the use of technological materials in schools, especially where children have fewer opportunities at home. Once children have their first contact with books, the transition to school will be less difficult. But the worst mistake is when the child is bored in the classroom; books and stories must be funny. Games and songs—with letters, syllables, and the building blocks of literacy—can facilitate the development of strong communication and literacy skills.
This kind of technology must go to the homes and schools of the poorest families, and it is necessary to involve parents. If we want to get successful outcomes from early childhood education, we must help parents to become active agents in their children's development. Responsive interactions between adults and children are essential to early brain development and to cognitive, social, emotional, physical, and linguistic development, and technology can be included those interactions. The great challenge we have is to involve children, teachers, parents, the media, universities, and investigators. We must clearly communicate our goals and involve parents and government authorities in a process that's main purpose is to create better opportunities for all.
As Benjamin Franklin said, "Tell me and I forget, teach me and I may remember, involve me and I learn." As global perspectives tell us, the field of early childhood education has seen tremendous changes in recent years, but we have to keep going to make our goals possible. Reality can be changed only when we move from paper to actions, and focus on developing better strategies for expanding access to high-quality early learning. It is only through this development that we will be able to reduce poverty and increase opportunities for all children, resulting in a more developed country and a more developed world.
Barrantes, Alberto C. "22.500 Niños Llegan Con Rezago a La Escuela Por Falta De Preescolar." La Nación, January 19, 2015.
National Association for the Education of Young Children, The Fred Rogers Center for Early Learning, and Children's Media at Saint Vincent College. 2012. "Technology and Interactive Media as Tools in Early Childhood Programs Serving Children From Birth Through Age 8." Position statement. Washington, DC: NAEYC.
Programa Estado de la Nación. 2005. "Panorama General De La Infancia En Costa Rica: Segregación Residencial Socioeconómica En La Gran Área Metropolitana. San José, Costa Rica: Programa Estado De La Nación." Serie Aportes al Análisis Del Desarrollo Humano Sostenible, Vol. 10.
Ross, Amy A. "60% De Niños Menores De 6 Años Viven En Hogares Pobres O Vulnerables." La Nación,September 20, 2013.
[UPDATE: Since submission of this blog post, the Ministry of Culture of Costa Rica has approved funding for LUDO to develop the project and conduct field research with 32 rural and urban schools.]
Alberto Barrantes is the project manager and editor of Ludolibros, a new Costa Rican publishing organization focused on the design and development of digital content to promote reading skills in early childhood, using apps and technology. He worked as journalist for La Nación newspaper during the past four years, reporting on issues related to education, citizen complaints, urban development, minorities, community organizations, and local governments.
30 years of Quality in TexasFri, 01/29/2016 - 16:57 — NAEYC Guest Blogger
This past December I, along with another Texas AEYC board member, joined the Dallas AEYC co-presidents and the senior director of NAEYC Accreditation of Programs for Young Children to honor a program receiving its accreditation notification.
- A program that has been accredited for 30 years but never assumed re-accreditation was automatic. Northaven Co-op Director Trish Carlton after recovering from the shock of all of us trooping into the program, said that they had been a little hesitant about saying yes to our visit as they weren't expecting to hear about accreditation for a few more weeks.
- Children who were deeply engaged in self-directed activity in every room we visited. Teachers observed and interacted responsively, whether that was preparing food for baking, or making a flower catcher in the Creation Station—a center fully stocked with reusable materials.
- A large motor room with materials primarily made and repurposed by parents. The space included mattress staircases and a clawfoot bathtub that was perfect for a game of pop-up peek-a-boo.
- Program staff who are so committed to children and families that Kathy Delsanter, the original director for the first 30 years of the program, has returned to the classroom as the lead preschool teacher.
- Local and state board members who used volunteer time to recognize quality in action in their community.
- NAEYC staff members were so excited about program quality that the accreditation certificate—as big as a Publishers Clearing House check—was delivered in person.
It was difficult to tell who was more excited, the AEYC volunteers and staff, or the Northaven teachers and director. It was a privilege to be a part of NAEYC's Strategic Direction in action, supporting high-quality early learning and the profession, and engaging in meaningful member support. It made me proud to be an AEYC volunteer then, and an NAEYC staff member now.
Mary Jamsek is the Director of Quality Assurance and Assessment for the Academy for Early Childhood Program Accreditation at NAEYC. She was a master teacher and lecturer at the University of Texas and a 25-year NAEYC volunteer.
Beyond the Pages: Intentional Conversations Through an Online Book StudyWed, 01/13/2016 - 11:47 — NAEYC Guest Blogger
By: Dawn Braa
During a preconference session at NAEYC's 2014 National Institute for Early Childhood Professional Development, Stacie Goffin challenged the attendees to reflect on ideas for moving the profession forward as a field of practice. Goffin charged those in early childhood education to engage in conversations with intent. She believes that collectively we can make a difference. We can step forward as change agents to develop leadership, organize as a profession, and determine the outcomes for our field. As I listened to her speak, I was thinking, "What can I do to move the profession forward? I'm only one person."
After the session, I approached Stacie about interviewing her for my early childhood blog. She agreed and encouraged me to consider other ways to continue the conversation about promoting our profession as a field of practice. This led me to think about hosting a book study through the blog.
A book study provides an opportunity for professionals to come together and create a community of learners, engage in reflective dialogue, and collaborate. When we take that conversation online, all of those things can happen regardless of time or location. I wasn't quite sure how to pull it off, but I wanted to encourage conversation about the selected book and foster colleagues' reflection. I had never facilitated a book study before, much less one online!
The idea of the blog book study filled my thoughts as I sat on the airplane to Louisiana for NAEYC's 2015 Institute. I thought about ways to structure an online book study. Would people want to hear my reflections? Then it hit me—I would ask experts in the field to share their reflections about the book's chapters. My colleague and airplane seatmate, Sharon Bergen, and I brainstormed whom I might ask to participate in what she suggested I call "Beyond the Pages."
First, I needed to choose a book for the premier online book study. I had just finished reading What If Everybody Understood Child Development: Straight Talk About Bettering Education and Children's Lives, and was meeting author Rae Pica in New Orleans that afternoon for beignets. (They were delicious!) I inquired with Rae about using her book for the inaugural study. She approved and encouraged me to continue. Throughout the conference, I pitched my idea to my colleagues. Although many were supportive and intrigued by the idea of having an online book study, no one knew what the framework would look like—including me. Connecting with everyone at the conference definitely inspired me. I was filled with energy and excitement. Never underestimate the power of inspiration! I developed a model for my vision and began working on the project. I spent numerous hours connecting with people, developing a marketing strategy, and organizing details of the project.
The first blog-based book study was launched through Dakota County Technical College's Early Childhood and Youth Development blog on August 31, 2015, with 16 guest content experts. I was so honored (and humbled) to have an all-star list of commentators! Angèle Sancho Passe, Gwen Simmons, Mike Huber, Diane Levin, Walter F. Drew, Teacher Tom, Richard Rairigh, Lorie Barnes, Deborah Stewart, Michael Gramling, Scott Wiley, Kelly Pfeiffer, Tamara Kaldor, Blakely Bundy, Laurie Greeninger, Deborah Hirschland, and Stacie Goffin all graciously agreed to write guest commentaries to inspire participating readers. Participants voiced their opinions and reflective thoughts online through intentional dialogue. I marketed the study through social media (Facebook, Twitter, LinkedIn, and my blog) and through local networks. The study lasted 15 weeks.
During week 4 one participant said, "This group has been so valuable for me! It really feels like an early childhood support group. I can log on and get the encouragement I need to keep sharing my ideas and advocating for families. The book's succinct writing style and conciseness is perfect. Then, when I go online I find resources and even more food for thought."
My original intention in creating a blog was to provide a 24/7 learning environment accessible to anyone with an Internet connection. I wanted to offer a convenient source for early childhood education resources and relevant information that would benefit my students and the community (e.g.,providers, educators, nannies, specialists, and parents). I thought about those in the field who didn't have direct access to experts, and those who couldn't take time off from work or afford to attend conferences. What if offering a book study on a blog could become a platform to unite early care providers and educators across the country or even the world?
I'm excited to announce that the next online book study will center on Stacie Goffin's book Professionalizing Early Childhood Education as a Field of Practice: A Guide to the Next Era. Current comprehensive members of NAEYC received a copy of the book in fall 2015. This FREE book study will again have guest experts to lead the dialogue and guide our reflective thinking. It will be hosted at http://enhancingyoungminds.com. And you can find all the details and FAQs here. Please consider this your invitation to participate! United together, we can move the profession forward. Why you? Why not you?
Dawn Braa, MAEd, teaches early childhood and youth development at Dakota County Technical College, in Rosemount, Minnesota.
Blog: www.enhancingyoungminds.com
Facebook Book Study Event Page: www.facebook.com/events/1078301142189381
10 Ideas for Professional Renewal in the New YearThu, 12/24/2015 - 12:34 — firstname.lastname@example.com
By: Michael Coventry
NAEYC is committed to a future in which the early childhood profession exemplifies excellence and is recognized as vital and performing a critical role in society. Here are 10 ideas and inspirations from our blog, journals, and website to foster your professional renewal in the new year:
1. Your work is powerful! Listen as NAEYC members speak from the heart about the power of the profession in children's lives in this video recorded at NAEYC's most recent Annual Conference.
2. Research confirms the value of playful learning. Read about guided play and its role in children's learning in the introduction to Spotlight on Young Children: Exploring Play.
3. See playful learning in action in this video and blog post. Learn how teachers in Louisiana created rich experiences about food by visiting a local food truck in celebration of Taco Tuesday during last year's Week of the Young Child™.
4. Reveal your inner leader! Read this blog post and learn 10 ways you can lead, every day.
5. Laugh out loud! Here are eight ways to revitalize your classroom with laughter from Teaching Young Children, and don't miss the more in-depth teacher research article on laughter.
6. Be an advocate. Champion developmentally appropriate practice's academic rigor with principals and primary school colleagues with the ideas in this article from Young Children.
7. American voters strongly support higher wages for early childhood educators. Read and share this new research from NAEYC highlighting widespread support for making investment in the early childhood education profession a national priority.
8. Engage families! The NAEYC For Families website offers tons of ideas to share with families.
9. Renew your commitment to anti-bias education. Consider how one reader used anti-bias ideas as she thought about what it means when we say "Dolls are for girls," and reflect on these great ideas for honoring Martin Luther King Jr. Day with young children.
10. Flex your political muscles! Join the Early Ed for President campaign in support of the profession ahead of the 2016 presidential election.
Michael Coventry is director of digital content strategy at NAEYC.
Global Lessons for Early Childhood Teacher EducationMon, 12/14/2015 - 14:08 — NAEYC Guest Blogger
By: Heather Logan
I have been fortunate to work as a curriculum coach and teacher at an early childhood education center in Roatan, Honduras, for the past six months. As NAEYC is "Going Global," many of the lessons I have learned in Roatan align with the global initiatives. For example, with the help of NAEYC resources I am providing professional development and I conduct observations of children and teachers. I have worked with the owner, teachers, and families in the areas of guidance, physical environment, appropriate materials, play, and curriculum. I believe my most significant accomplishment is building reciprocal relationships with the owner and teachers.
Child care outside the home is a novel idea in Honduras; working parents are beginning to see the value of a childcare center for the children and for their family. There are no regulations covering early care and education on Roatan, which has about 90,000 residents, and only two early childhood education centers on the island. I have learned a lot about Roatan's culture, and much of what I've learned can be transferred to working with staff and children of early childhood education settings in other countries using the following behaviors:
- Communicate—I don't speak Spanish, so communicating with the teachers is a challenge because they don't speak English. Affirming all the teachers and children by using rituals, eye contact, and positive body language is essential. We also communicate in a practical way with photographs.
- Observe—Teacher educators can learn from observing teachers and children in their environment. A big life lesson I learned long ago is to never make assumptions; this is certainly true when in a new culture. It's important not to make assumptions about what children know how to do, about the children's expectations, or about the teachers' and families' philosophies.
- Ask questions—If there is something I don't understand, I ask questions. There may or may not be a good answer; either way, I have learned from asking the question. It is also important to think about the tone one uses when asking questions, especially if there is a language barrier. Teacher educators cannot allow themselves to sound as if they have all the answers.
- Model—I believe we all learn by seeing and doing, rather than by merely hearing. I cannot expect someone to follow a lesson plan when they have no knowledge of developmentally appropriate activities. Many of the activities we use with the children come from something I make at home. I show the teachers ways to use the materials and explain how the children benefit from the activities. Modeling interactions and guidance techniques is also essential.
If I had not been intentional about following these four behaviors, I'm convinced we would not be making the progress we are at the center. Being intentional about using these behaviors has helped me build strong relationships with the teachers, owner, and families. Each time I share information with these individual, I get a positive reception because we are making connections with one another and building trust.
In addition to progressing in relationships, we are improving in other areas well. We have attained many new toys recently and are making headway in teaching children how to use and respect materials. Because we are now observing children using a developmental checklist, improvements are being made to lesson planning and curriculum implementation. However, focusing on relationships again, the most exciting growth is in the area of teacher education. Each day presents opportunities for teacher education.
Heather Logan is currently living in Roatan, Honduras with her husband. She is serving as a Curriculum Coach and Teacher at Paradise Babies Day Care Center on the island. She has earned a B.S. in Child and Family Studies and a M.A. in Early Childhood Education. Prior to moving to Roatan, she was a 4-H Extension Agent in Cabarrus County, NC and taught Early Childhood Education at Central Piedmont Community College in Charlotte, NC.


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Torrance, CA 90503
We put our patients' goals first. Whether your goal is to participate in a favorite...Read more
For the best healthcare for your needs, choose a doctor who specializes in your medical condition.
Board certification indicates that a doctor is highly qualified in the medical field in which they practice.
Check to see that this provider treats your medical condition.
Check to see that this provider performs the procedure that you need.
Check to see if your provider has any malpractices, board actions, or sanctions.
Learn more about where this provider went to medical school, residency, and more.
View information about special awards and recognition for this provider.
Check to see what languages this provider and/or staff speak.
View memberships and affiliations associated with this provider.
Likelihood of recommending Dr. Buchsbaum to family and friends is 3.7 out of 5
Check out the quality of care at the 2 hospitals where Dr. Buchsbaum has admitting privileges.
More Allergy & Immunology Specialists like Dr. Buchsbaum at South Bay Allergy and Asthma Associates

subset: commoncrawl


text:
- Report: #254970
Report - Rebuttal - Arbitrate
Complaint Review: First American Home Buyers Protection Corp. Van Nuys
First American Home Buyers Protection Corp. Van NuysPO BOX 10180, Van Nuys, Ca.91410-0180 Van Nuys, California U.S.A.
First American Home Buyers Protection Corp. Van Nuys Sending a serviceman without a confirmed request and billing for this Ripoff Van Nuys California
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I made no further follow up phone call as I was already told it does not appear to be a covered service.I never received any work order # to follow-up the request, which I normally get from them if I put in a request for service.
Now, I have been receiving statements to pay service fee of $55 because they sent a serviceman to my door without my approval!I feel very harassed by this action, and $55 is not an amt that is an issue, but the fact they are ripping me off for a service I did not confirmed with them.How many other homeowners have they done this to?
Granada Hills, California
This report was posted on Ripoff Report on 06/16/2007 06:48 PM and is a permanent record located here: http://www.ripoffreport.com/r/First-American-Home-Buyers-Protection-Corp-Van-Nuys/Van-Nuys-California-91410/First-American-Home-Buyers-Protection-Corp-Van-Nuys-Sending-a-serviceman-without-a-confir-254970. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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I updated from 1.7.3 to 2.0.0, which was a mistake. There is no formatting applied to the widget when used in wordpress 3.1.4.
I went to look for the old version of the plugin, but they were no longer available. This is the first time I've seen a developer actually take down older versions of their plugin.
Is there a download available of 1.7.3 until the issues in 2.x.x are addressed?


text:
Download our free Treatwell app.
We expect Treatwell citizens to be polite and well mannered so if anything you see on this site causes you offence (profanities, unauthorised advertising, slanderous comments), please let us know and we'll look into right away.
Before you submit your report, have a read of our Community Guidelines to make sure the content of this review breaches them in any way.
If this is your business, see also our tips on dealing with negative feedback.
Had teeth whitening, stuff was nice, pleased with the result, my teeth is 4 shades whiter, overall good, will recommend to friends
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Call Henry Daniels@ 662-891-1426, for details.
Pure Tupelo Honey has to be certified by the State in which it is produced for it to be qualified as "Pure Tupelo Honey"
Margaretes Fine Chocolates Inc.
1626 N Veterans Blvd. Suite C,
Tupelo MS 38802
Phone 662-891-1426, Toll Free 888-443-8745
Email: firstname.lastname@example.com
tupelohoneybymargaretes.com is owned by Margaretes Fine Chocolates Inc. Corporation, since 1996


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Yokohama (ēĪĢl) is Japan's second largest city with a population of over three million. Yokohama is located less than half an hour south of Tokyo by train, and is the capital of Kanagawa Prefecture.
Towards the end of the Edo Period (1603-1867), during which Japan maintained a policy of self-isolation, Yokohama's port was one of the first to be opened to foreign trade in 1859. Consequently, Yokohama quickly grew from a small fishing village into one of Japan's major cities.
Until today, Yokohama remains popular among expats, has one of the world's largest chinatowns and preserves some former Western residences in the Yamate district.
What To See
Minato Mirai
Yokohama's new city center.
- 83
- 898
- Visited by
1839 users
The largest of Japan's three chinatowns.
- 79
- 1268
- Visited by
2601 users
Ramen Museum
Osanbashi Pier
Spectacularly designed passenger ship terminal.
- 79
- 347
- Visited by
710 users
Yamashita Park
Popular park along Yokohama's waterfront.
- 79
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- Visited by
1439 users
Yamate and Motomachi
Cup Noodles Museum
Kirin Beer Village
City of Yokohama
Official English website.
City of Yokohama
Official website.
Hotels around Yokohama
Find a hotel:
Japan Guide Recommends:
Pan Pacific Yokohama Bay
Attractively located in the heart of Minato Mirai.Japanican


text:
How to Fuel During a Run
Fueling during a run can be a challenge. Where do you store the food? How often should you eat? What should you eat? Active expert Matt Fitzgerald breaks it down for you.
Matt Fitzgerald
Active.com Running, Nutrition and Triathlon Expert
Matt Fitzgerald is an acclaimed endurance sports writer whose work appears regularly in Men's Journal, Outside and other publications. His many books include the bestselling Racing Weight and Iron War, which was nominated for the William Hill Sports Book of the Year award.
Matt got his start as an editor for Multisport magazine and also worked for Triathlete, active.com and Competitor Group before striking out on his own. He currently serves as a Training Intelligence Specialist for PEAR Sports and as a brand ambassador for Mizuno. Much in demand as a public speaker, he travels across the U.S. and internationally to lead clinics and seminars for athletes and coaches.
An All-State runner in high school, Matt took up triathlon in his 20s, and has coached runners and triathletes since 2001. He holds a certification in sports nutrition, has consulted for numerous sports nutrition companies, and provides peer reviews for sports nutrition journals. Matt lives with his wife in northern California. For more information visit mattfitzgerald.org.
Your ideal racing weight is as individual as the type of shoes that fit your feet best. Get the skinny on racing weight FAQs and tasty recipes from the new Racing Weight Cookbook.Read More
Fueling during a run can be a challenge. Where do you store the food? How often should you eat? What should you eat? Active expert Matt Fitzgerald breaks it down for you.
Often, triathletes will use long workouts to build up to race distance. But what if you trained well beyond what you will need at your sprint or Olympic-distance triathlon? Here's why stretching out your workouts could pay off come race day.
To get faster, intervals are a necessary evil. But how often is enough? Active Expert Matt Fitzgerald discusses why doing less will improve the quality of your workouts, and make you faster too. Here's how.
© 2016 Active Network, LLC and/or its affiliates and licensors. All rights reserved.
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"Whenever I'm shopping for something, I check Active.com Advantage first. Great merchants! Great products! Great value!"
— Ashley, Garden City, GA
ACTIVE Advantage is the premium membership program of ACTIVE, designed to support and encourage your active lifestyle by providing exclusive discounts on thousands of activities on ACTIVE. No matter what your passions are, it is our mission to make it cheaper and easier for you to pursue the activities you love.
Members save on activities, gear, travel and more:
Premium members get premium savings!
The 30-day trial of the ACTIVE Advantage membership allows you to check out the program for yourself before starting a full annual membership. During this trial period you have full access to member benefits, including all ACTIVE registration discounts, access to free event entries, gear discounts and more. If you decide during the trial period that you don't want to continue the membership, just let us know. Otherwise, at the end of your 30 day trial we will extend your member benefits for a full year at the current annual membership fee.
If you sign up for the 30-day ACTIVE Advantage trial membership you'll receive full access to all member benefits during your trial period. When the 30 days of the trial are up, your benefits will automatically upgrade to the annual membership which currently costs $69.95 per year. That's less than $6 per month to enjoy the program all year round.
If you wish to cancel your ACTIVE Advantage membership, you can do so in one of 3 ways:
Members can receive discounts when registering for events on ACTIVE.com.
Simply follow the steps below to redeem your discount
Step 1: Find an event on ACTIVE and login. Use the ACTIVE directory to find an event. Click the login button in the upper right corner of the event details page. You will be re-directed to a login screen. After logging in, you will be sent back to the event details page.
Step 2: Click the "Register Now" button to sign up for the event. Complete all required registration fields and proceed to payment screen. When logged in as an Advantage member, your discount will automatically apply at the end of registration.
Step 3: Submit registration and receive discount. The discount amount will display in your shopping cart and will be deducted from your registration fees. The registration discount will vary and is excluded from some events. If the discount does not appear in your shopping cart, the event is not eligible.
866-561-0647 firstname.lastname@example.com
"I took a look at Active.com Advantage and simple math won me over. I've already made back the cost of the membership in savings."
— LeeAnn, Scottsdale, AZ


text:
|more useful options
Answer: How do I invoke a procedure on a server remotely?
|( #429359=categorized answer: print w/ replies, xml )
|Need Help??
Q&A > network programming > How do I invoke a procedure on a server remotely? - Answer contributed by penguinfuz
Another option, assuming you've got a working SSH connection between the machines is to use Net::SSH::Perl.
Note: Cpan search seems to be having issues at the moment so here's an alternative location - Net::SSH::Perl.


text:
- Report: #953687
Report - Rebuttal - Arbitrate
Complaint Review: Budget Truck Rental
Budget Truck Rental4029 E. Golden Acres Drive Sierra Vista, Arizona United States of America
Budget Truck Rental They used a roll of duct tape to hold a faulty ground wire in place in a truck we had to drive across country! Sierra Vista, Arizona
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We have been having electrical difficulties and have had to buy way more gas for this truck than should be normal. Now we realize why. Because of the faulty wiring. They gave us this truck knowing there was this shoddy quick fix done one it, also knowing it would have to get us across the county.
This report was posted on Ripoff Report on 10/10/2012 07:50 PM and is a permanent record located here: http://www.ripoffreport.com/r/Budget-Truck-Rental/Sierra-Vista-Arizona-85635/Budget-Truck-Rental-They-used-a-roll-of-duct-tape-to-hold-a-faulty-ground-wire-in-place-i-953687. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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text:
The FDA has approved the first and only product indicated and specifically formulated to treat severe diaper rash.
Vusion is a topical ointment manufactured by barrier therapeutics.
Its unique ingredients treats the infection and provides a barrier to protect an infant's skin from further damage and to promote healing.
Vusion is a steroid-free formulation and can be used in infants as young as 4 weeks.
Severe diaper rash is one of the most common dermatological disorders of infants and doctors treat approximately one million pediatric patients each year.


text:
- Report: #30928
Report - Rebuttal - Arbitrate
Complaint Review: MCI WORLDCOM WIRELESS
MCI WORLDCOM WIRELESShttp://www.wireless.wcom.com/ Nationwide U.S.A.
MCI WORLDCOM WIRELESS I HATE MCI totally ripped me off customer service is horrendous & they completely defrauded me of my money New York New York
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Every time I tried to get through to them, I sat on hold for hours before someone would talk to me. Sometimes when I finally got someone on the phone they would just hang up on me.
I finally got rid of them and kept receiving back billing in the mail. I paid all my bills and then two months later I received a letter from a collection agency saying I owed $175 for unpaid bills. I ALWAYS paid my bills. I got angry and called them but I wasn't allowed to speak with MCI because they had sent it to a collection agency. I couldn't get any information out of the agency so I just paid the bill to get them out of my life once and for all. That was December 2001.
I just now received another letter from a collection agency dated September 2002 (almost one year later). I had not heard from them in the past nine months. This one said I owed $250 and could not give me the reasons for this money. If I didn't pay it, I would receive an adverse rating on my credit report.
I was completely mistreated and abused by this company. It is unbelievable that a company like this exists. They couldn't even bill me or any of my friends right. I may have to pay this new charge because the only other option I have is to get a lawyer which would cost much more than the amount I supposedly owe.
This is the WORST company I have ever worked with in my entire life. I work in finance and I am studying to be a financial planner. I pay my bills and have always had good credit. This is the only company I have ever had problems with. If there is any organization that can help me file a complaint or suit against them, I would GLADLY help. They are AWFUL, HIDEOUS and UNINTELLIGENT people.
Hoboken, New Jersey
This report was posted on Ripoff Report on 09/24/2002 08:45 AM and is a permanent record located here: http://www.ripoffreport.com/r/MCI-WORLDCOM-WIRELESS/nationwide/MCI-WORLDCOM-WIRELESS-I-HATE-MCI-totally-ripped-me-off-customer-service-is-horrendous-th-30928. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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text:
Adam Matthew Publications
VIAF ID: 156381325 (Corporate)
Permalink: http://viaf.org/viaf/156381325
Preferred Forms
|African missions papers of the Mission of the United Presbyterian Church from the National Library of Scotland.
|Africans in the New World, 1493-1834 from the John Carter Brown Library at Brown University.
|Black death.
|The Books and manuscripts of John Dee, 1527-1608, 1991-:
|Cabinet papers, Series three, CAB 128 & CAB 129
|Church Missionary Society archive
|Civil war and Reconstruction, the making of modern America.
|Correspondence and papers of Dr. Whitney, Professor Hunsberger, General O'Ryan and other members of the economic trade mission
|Embassy and consular archives--Japan (Public Record Office class FO262)
|Foreign Office files for Japan and the Far East.
|Foreign Office files--United States of America. (Public Record Office class FO 371, American Department, United States and FCO files from 1967 onwards).
|India during the Raj eyewitness accounts : diaries and related records held in the British Library, London.
|Industrial revolution, a documentary history : a listing and guide to the microform collection.
|Japan and America, c1930-1955 the Pacific war and the occupation of Japan.
|Jewish studies (Marlborough, England).
|Operations in the Balkans
|O'Ryan mission to Japan and occupied China, 1940
|The papers of Edmund Burke, 1729-1797 : from Sheffield Archives, Sheffield Libraries and Information Services and Northamptonshire Record Office : a listing and guide to the microfilm collection.
|Papers of General Robert L. Eichelberger (1886-1961) from the William R. Perkins Library, Duke University
|Papers of Jay Cooke
|Photography as art and social history : guide to parts 1 & 2.
|Poetic commonplace books and manuscripts of Thomas Gray, 1716-1771, from Pembroke College, Cambridge : a listing and guide to the microfilm collection.
|Special Operations Executive, 1940-1946 subversion and sabotage during World War II.
|USA, politics and diplomacy, 1960-1974
|Whitney diary
|Women of worth : a book for girls
|Women, suffrage, and politics the papers of Sylvia Pankhurst, 1882-1960 : from the Internationaal Instituut voor Sociale Geschiedenis, Amsterdam.
|Women's missionary archives from the Centre for the Study of Christianity in the Non-Western World


text:
From the Publisher
About the Author
Cricket Liu graduated from the University of California, Berkeley, that great bastion of free speech, unencumbered Unix, and cheap pizza. He joined Hewlett-Packard after graduation and worked for HP for nine years.Cricket began managing the hp.com zone after the Loma Prieta earthquake forcibly transferred the zone's management from HP Labs to HP's Corporate Offices (by cracking a sprinkler main and flooding a Labs computer room). Cricket was firstname.lastname@example.com for over three years, and then joined HP's Professional Services Organization to co-found HP's Internet Consulting Program.Cricket left HP in 1997 to form Acme Byte & Wire, a DNS consulting and training company, with his friend Matt Larson. Network Solutions acquired Acme in June 2000, and later the same day merged with VeriSign. Cricket worked for a year as Director of DNS Product Management for VeriSign Global Registry Services.Cricket joined Infoblox, a company that develops DNS and DHCP appliances, in March, 2003. He is currently their Vice President of Architecture.Cricket, his wife, Paige, their son, Walt, and daughter, Greta, live in California with their two Siberian Huskies, Annie and Dakota.
Paul Albitz is a software engineer at Hewlett-Packard. Paul earned a Bachelor of Science degree from the University of Wisconsin, LaCrosse, and a Master of Science degree from Purdue University.Paul worked on BIND for the HP-UX 7.0 and 8.0 releases. During this time he developed the tools used to run the hp.com domain. Since then Paul has worked on various HP products during his 19 year career: HP JetDirect software, HP OfficeJet fax firmware, HPPhoto web site, and HP Photosmart Premier software.Paul and his wife Katherine live in San Diego California with their two cats, Gracie and Tiffany.


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Date: 8/12/2010
Georgia rapper CyHi Da Prynce signed with G.O.O.D. in August of 2010, adding yet another talented lyricist to Kanye's hand-picked crew. The talent-rich roster started to flesh out when CyHi began showing up on tracks dropping crazy metaphors.
The Complete History of G.O.O.D. Music
CyHi Da Prynce Signs To G.O.O.D. Music
Date: 8/12/2010
Watch Now


text:
The former Falkirk player missed last week's defeat 2-0 to Aberdeen with what the Gorgie boss described as an "ongoing" problem.
And with a free weekend following the visit of the Staggies - when the William Hill Scottish Cup semi-finals take place - Locke is of a mind to allow Barr more time to shake off the injury.
"The squad is pretty much the same as last week," he said. "All our injuries are long-term so it's not as if we've got the satisfaction of getting one or two back.
"All the boys are out until the end of the season and it looks like Darren Barr will be struggling with an ongoing ankle problem.
"Looking at it sensibly, we've got no game next weekend so if he misses this match then he's given himself three weeks to get it right and that's the right thing to do with five important games after the split."
- Sports & Recreation
- Darren Barr


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Big Bear, Ca, December 30, 2011, 8:00am - Team Jordan has arrived back in Chile after a 5 hour flight from Antarctica yesterday. The local family of adventurers will be returning home to Big Bear after summiting Mount Vinson Massif in Antarctica, and by doing so completing the seven summits, the seven highest peaks on each of the seven … [Read more...]
Team Jordan Summits Vinson Massif! Team Now Has Completed the 7 Summits!
Big Bear, Ca, December 26, 2011, 9:00am - 15 Year old Jordan Romero made the record books again, along with his father Paul Romero and stepmother, Karen Lundgren. Team Jordan successfully summited Mount Vinson Massif in Antarctica on Christmas Eve at 9:00am our time. Upon summiting Vinson Massif, the team became the first family to complete the … [Read more...]
Team Jordan Set To Summit Christmas Eve!
Big Bear, Ca, December 23, 2011, 4:00pm - Team Jordan called the studios of KBHR and reported that they are safe and sound at High Camp, which is the last camp before the summit of Mount Vinson Massif in Antarctica. Team Jordan consists of Big Bear Locals Paul Romero, Karen Lundgren and 15 year old Jordan Romero, and they are currently in … [Read more...]
Team Jordan Waits For Good Weather To Take Off
Big Bear, Ca, December 16, 2011, 12:30pm - Team Jordan touched down in Chile after an anticipated 20 hour travel period from California turned into 50 hours of travel after delayed flights caused other flights to be missed. Luckily the team arrived at the southern most part of Chile with all of their gear in tact. The team met with Antarctica … [Read more...]
Warren Miller Screening / Team Jordan Operation Antarctica Send Off – Thursday, December 8th!
Big Bear, Ca, November 6, 2011, 8:00am- Team Jordan is one week closer to their departure for Antarctica. The team will be heading to climb Mount Vincent Massif in Antarctica, and once the summit is reached, they will have completed the seven summits, the seven highest peaks on each of the seven continents. The team, comprised of Jordan and Paul … [Read more...]


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The stadium ended in marble cladding of the back wall of the theatre.
The theatre stage was richly decorated with marble. The remains are still in place (and in a jumble because of the many earthquakes that hit it).
Turkey Pictures: Copyright Dick Osseman. For any use: see my Profile.


text:
- {{matchup.date.fullday}}{{matchup.date.month + ' ' + matchup.date.day}}
Charlotte vs Cleveland Wrap - Cleveland Wins 103-90
Lester Hudson scored 25 points for Cleveland on Tuesday, leading the Cavaliers to a 103-90 victory over Charlotte at Quicken Loans Arena.
Cleveland was a favorite by 6.5 points and came through with an ATS victory for bettors. The game went UNDER the consensus closing total of 194.5.
Cleveland got 19 points from Anthony Parker and another 17 points from Antawn Jamison. Lester Hudson contributed 6 assists, while Lester Hudson cleaned the glass with 8 rebounds.
The Bobcats got a 21-point performance from Gerald Henderson, who was supported by 20 points from Kemba Walker. D.J. Augustin had 11 assists in a losing cause for Charlotte, while Bismack Biyombo grabbed 8 rebounds.
First-half bettors who backed Cleveland were victorious, as the score was 49-45 at the break.
Cleveland won the battle of the boards, outrebounding their counterparts 45-32.
Next game, Cleveland takes its act home to face Indiana looking for another win. For Charlotte, they head home to face Detroit.


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Take advantage of the great fares on offer with Lufthansa for your Brussels Vancouver flights (BRU - YVR). Take a trip to this beautiful Canadian coastal city and experience all that Vancouver has to offer. There are plenty of green spaces in the city, like the beautiful Queen Elizabeth Park, plus sandy shores and the best places to dine. Or else why not head up to the slopes nearby and try your hand at some thrilling winter sports. You're guaranteed spectacular views of Vancouver beneath you. Book your Brussels Vancouver flights (BRU - YVR) today and begin your holiday of a lifetime.
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For 80 years we've provided the highest quality care to adults, children and adolescents; we conduct pioneering research; we educate professionals in the field; and we serve our community.
The story of the Massachusetts General Hospital Department of Psychiatry is the story of the best of modern psychiatry.
The department includes more than 60 specialty clinical and research programs that address virtually every aspect of psychiatric disorders - the brain diseases also known as mental illness - including depression, schizophrenia, and a host of other disorders such as anxiety, panic, attention deficit, bipolar, obsessive compulsive, and post-traumatic stress. All are complex, painful, often debilitating conditions that alter the perceptions, feelings and behaviors of those who suffer from them.
"Psychiatry is a field of brain study and repair," notes Jerrold F. Rosenbaum, MD, the department's seventh and current chief of Psychiatry. "In decades past, the mind and body, or should I say mind and brain, were seen as different and distinct. Modern psychiatry sees them as one. Our organ of interest in psychiatry is the brain, and what a marvelously and infinitely complex one it is."
The Department of Psychiatry serves patients, families and the community by vigorously pursuing a four-part mission:
MGH Psychiatry's 80th Anniversary
Jerrold F. Rosenbaum, M.D.
Maurizio Fava, M.D.
John B. Herman, M.D.
Jonathan E. Alpert, M.D., Ph.D.
Gregory L. Fricchione, M.D.
Timothy E. Wilens, M.D.
Sabine Wilhelm, Ph.D
Joan Sapir
Joy B. Rosen
Laurie Ansorge Ball
The Department of Psychiatry offers an exceptional depth and breadth of patient services including: emergency and urgent care, general and specialty outpatient care for adults, children and adolescents, a 24-bed inpatient unit, psychological and educational assessment services, dedicated psychiatry services for both medical and surgical inpatients and outpatients, an addictions program, a neurotherapeutics service, and forensic psychiatry services.
The department's more than 600 affiliated psychiatrists and psychologists are uniquely trained as clinicians, researchers and teachers, and include some of the field's most accomplished and recognized specialists, particularly in psychopharmacology, cognitive-behavioral therapy and behavioral medicine. They are able to achieve extraordinary treatment results because of the research that underlies their expert care, and the patient concerns that drive the research questions they study. Due to its exceptional results in patient care, the Mass General Department of Psychiatry has consistently earned top rankings in psychiatry in the annual "America's Best Hospitals" survey by U.S. News & World Report every year since 1996, and the most recent 2016-2017 rankings named Mass General the top hospital for psychiatry in the nation.
The integration of patient care and clinical research has been a hallmark of the Department of Psychiatry for more than 30 years. The department's clinical research programs began with small scale studies by psychiatrists and psychologists seeking to provide new treatment options for their patients.
Today, the department has the largest clinical research program in the hospital, with studies at the forefront of neuroscience, molecular biology, and genetics. Thanks to tools such as neuroimaging, genetics and genomics, Department of Psychiatry researchers are beginning to map the pathways through which brain biology interacts with life circumstances and events to produce psychiatric illnesses. This research is making it possible to pinpoint affected areas of the brain, understand inherited risk factors and the role of environmental stress, develop more effective psychotherapies, medications, and neurotherapeutic treatments, and ultimately to prevent these illnesses from occurring by intervening early.
To address the serious shortage and availability of expert psychiatric care, each year the Department of Psychiatry trains 100 adult and child psychiatry residents, psychology interns, and clinical fellows to become leaders in their areas of specialty. Another 40,000 psychiatrists, non-psychiatric physicians and other health professionals are reached through the Mass General Psychiatry Academy, a comprehensive program of web-based seminars, satellite symposia, teleconferences and live symposia. In addition, the department educates professionals in education, law, the military and the clergy who carry their enhanced understanding of the discipline of psychiatry out into their work with affected individuals and their families.
To address the mental health needs of people in Mass General's neighborhoods who suffer from severe and persistent mental illness, substance use disorders, poverty, immigration challenges, homelessness and multiple traumas, the Department of Psychiatry partners with local organizations through its Division of Public and Community Psychiatry. The department also offers free patient and family education programs in Boston through its Psychiatry Academy. To serve the hospital's global neighbors, the department was the first hospital department in the United States to establish a division of global psychiatry. The Chester M. Pierce Global Psychiatry Division addresses the acute shortage of mental health professionals in developing countries through training and service opportunities.
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An analysis of medical records data from three Massachusetts health care systems finds no evidence that prenatal exposure to antidepressants increases the risk for autism and related disorders or for attention-deficit hyperactivity disorder.
A clinical trial of an experimental drug for treatment-resistant major depression finds that modulation of the endogenous opioid system may improve the effectiveness of drugs that target the action of serotonin and related neurotransmitters.
The weight gain that can result from quitting smoking does not eliminate the reduction in cardiovascular risks associated with smoking cessation among patients with serious mental illness, at least not during the first year.
A study from Massachusetts General Hospital researchers finds that the brains of young adult marijuana users react differently to social exclusion than do those of non-users.
Repeat intravenous treatment with low doses of the anesthetic drug ketamine quickly reduced suicidal thoughts in a small group of patients with treatment-resistant depression.
A team of surgeons at Massachusetts General Hospital announced today that they have performed the nation's first genitourinary reconstructive (penile) transplant.
Investigators at Massachusetts General Hospital have found that dopamine signaling within the cerebral cortex can predict changes in the extent of communication between key brain networks during working memory.
A genomic study using a novel method of enrolling participants - using data gathered by a consumer genomics company - has identified for the first time 15 regions of the genome that appear to be associated with depression in individuals of European ancestry.
A new study by Massachusetts General Hospital investigators finds that college students who misuse stimulant drugs are more likely to have attention-deficit hyperactivity disorder, conduct disorder or substance-use disorder than are students not misusing stimulants.
A new study of Tourette syndrome (TS) led by researchers from the University of California at San Francisco and MGH has found that nearly 86 percent of patients who seek treatment for TS will be diagnosed with a second psychiatric disorder during their lifetimes, and that nearly 58 percent will receive two or more such diagnoses.
Amid reports that rank today's teens as the most stressed generation in the country, a study from the Benson-Henry Institute at Massachusetts General Hospital offers hope for helping high school students effectively manage stress and build long-term resiliency.
A national school-based mental health program that is now reaching almost one quarter of all elementary school students in Chile appears to have produced significant improvements in both behavioral and academic outcomes, such as attention problems and school attendance, among participating students.
A study co-led by an MGH investigator finds that opinions about facial attractiveness are shaped more by personal experience than by genetics.
A small clinical trial of a novel antidepressant that stimulates neurogenesis—the production of new brain cells—shows that the compound appears to be safe and may be effective against depression
Extended treatment with the smoking cessation drug varenicline significantly improved the ability of individuals with serious mental illness to maintain abstinence from tobacco after a standard 12-week course of treatment.
A year-long study has found that pregabalin – FDA-approved to treat nerve pain and seizures – was effective in reducing symptoms of restless leg syndrome and, with long-term treatment, was less likely than pramipexole – which activates the dopamine neurotransmission system and is FDA approved for RLS treatment – to cause worsening of symptoms.
A program of cognitive behavioral therapy that addresses both mood and diabetes self-care led to improved blood sugar control and produced faster relief of depression in patients with poorly-controlled type 2 diabetes.
A meta-analysis of studies that investigated measures designed to improve health professionals' interactions with patients confirms that such efforts can produce health effects just as beneficial as taking a daily aspirin to prevent heart attack.
Even casual use of marijuana appears to cause significant structural changes in key brain structures of young adults, a new study finds. Researchers from MGH and Northwestern University have found differences between casual users of marijuana and non-users in the size, shape, and structure of brain regions involved with motivation, emotion and reward.
Previous studies that have suggested an increased risk of autism among children of women who took antidepressants during pregnancy may actually reflect the known increased risk associated with severe maternal depression.
Although cannabis – commonly known as marijuana – is broadly believed to be nonaddictive, a study by MGH investigators found that 40 percent of cannabis-using adolescents receiving outpatient treatment for substance use disorder experienced symptoms of withdrawal, which are considered a hallmark of drug dependence.
The One Fund Boston, Massachusetts General Hospital and Massachusetts Eye and Ear Infirmary today announced the creation of the One Fund Center, a collaboration that will offer ongoing care to those affected by the often invisible, yet persistent, injuries sustained in the Boston Marathon bombings.
MGH investigators have identified changes in the metabolic activity of a key brain region in patients successfully treated for depression with psychodynamic psychotherapy and found evidence that metabolism in a different structure might predict which patients are likely to respond to that form of therapy.
An MGH study has found that a month-long, 12-step-based residential program linked to community-based follow-up care, enabled almost 30 percent of opioid-dependent participants to remain abstinent a year later. Previous research revealed that 83 percent of those who entered an office-based opioid treatment program had dropped out a year later.
Investigators working to unravel the impact of genetics versus environment on traits such as obesity may need to consider a new factor: when individuals were born. A multi-institutional research team has found that a previously reported correlation between a specific gene variant and the risk of obesity primarily affects those born after 1942.
In a novel investigation in which physicians underwent brain scans while they believed they were actually treating patients, researchers have provided the first scientific evidence indicating that doctors truly can feel their patients' pain – and can also experience their relief following treatment.
An analysis of the medical records of more than 38,000 patients by MGH investigators clarifies the contribution of citalopram and other antidepressants to lengthening of the QT interval, an aspect of the heart's electrical activity that – when prolonged – may increase the risk of dangerous arrhythmias.
Adding the dietary supplements folate and vitamin B12 to treatment with antipsychotic medication improved a core symptom component of schizophrenia in a study of more than 100 patients.
A new study published in the May issue of the American Journal of Preventive Medicine finds that Google searches for information across all major mental illnesses and problems followed seasonal patterns, suggesting mental illness may be more strongly linked with seasonal patterns than previously thought.
An international research consortium led by investigators at MGH and the University of Chicago has answered several questions about the genetic background of obsessive-compulsive disorder and Tourette syndrome, providing the first direct confirmation that both are highly heritable and also revealing major differences between the underlying genetic makeup of the disorders.
The initial assessment of a blood test to help diagnose major depressive disorder indicates it may become a useful clinical tool. A team including MGH researchers reports that analyzing levels of nine biomarkers accurately distinguished patients diagnosed with depression from control participants without significant false-positive results.
Resident physicians' participation in a brief training program designed to increase empathy with their patients produced significant improvement in how patients perceived their interactions with the residents.
Massachusetts General Hospital has moved into the number one spot on the 2012-13 U.S. News & World Report's "America's Best Hospitals" list.
Specially designed comprehensive behavioral therapy is more effective than sessions offering patient support and education in helping adults with Tourette syndrome manage their tics – sudden, repetitive motions or vocalizations – according to a new study.
Two papers that will appear in the journal Molecular Psychiatry, both receiving advance online release, may help identify gene variants that contribute to the risks of developing obsessive-compulsive disorder or Tourette syndrome.
With the discovery that the unconscious mind plays a key role in the placebo effect, researchers have identified a novel mechanism that helps explain the power of placebos and nocebos.
Researchers using a new approach to identifying genes associated with depression have found that variants in a group of genes involved in transmission of signals by the neurotransmitter glutamate appear to increase the risk of depression.
A new study finds differences in how participation in Alcoholics Anonymous helps men and women maintain sobriety. For men, avoiding companions and situations that encourage drinking had more powerful effects, while increased confidence in the ability to avoid drinking in response to feelings of sadness or depression was more important for women.
Participating in an 8-week mindfulness meditation program appears to make measurable changes in brain regions associated with memory, sense of self, empathy and stress.
An MGHfC study published in the March 2011 Archives of Pediatrics and Adolescent Medicine shows that Massachusetts' new court-ordered mental health screening and intervention program led to more children being identified as behaviorally and emotionally at risk.
The positive effects of mindfulness meditation on pain and working memory may result from an improved ability to regulate a crucial brain wave called the alpha rhythm, which is thought to "turn down the volume" on distracting information.
A subgroup of adults with attention-deficit hyperactivity disorder (ADHD) also exhibit excessive emotional reactions to everyday occurrences, and this combination of ADHD and emotional reactivity appears to run in families, an MGH study finds.
An analysis of more than 10 years of data confirms that ADHD alone significantly increases the risk of future cigarette smoking and substance abuse in both boys and girls.
Many of the nation's top experts in mental health care for veterans gather in Boston to assist community-based healthcare professionals to effectively identify and treat returning veterans who suffer from psychological and physical wounds of deployment.
Clergy members and spiritual leaders of all denominations are invited to attend an innovative symposium that focuses on understanding and guiding the recovery of veterans returning from Afghanistan and Iraq, as well as their families.
New tool is designed to help pediatricians and other clinicians identify and address the signs of deployment-related stress among children and families.
Among the many ways that participation in Alcoholics Anonymous helps its members stay sober, two appear to be most important – spending more time with individuals who support efforts towards sobriety and increased confidence in the ability to maintain abstinence in social situations.
Changing the words used to describe someone struggling with alcoholism or drug addiction may significantly alter the attitudes of health care professionals, even those who specialize in addiction treatment.
One of many reasons that attendance at Alcoholics Anonymous (AA) meetings helps people with alcohol use disorders stay sober appears to be alleviation of depression. A team of researchers has found that study participants who attended AA meetings more frequently had fewer symptoms of depression – along with less drinking – than did those with less AA participation.
This May, some 3,500 Red Sox fans will be able to know the thrill of running across home plate at America's Most Beloved Ballpark, while at the same time raising funds to support services for local veterans with deployment-related stress disorders and traumatic brain injuries.
Local company teams up with Mass General and Red Sox Foundation to support veterans.
In a study appearing in the journal PLoS ONE, MGH scientists describe finding mathematical patterns underlying the way individuals unconsciously distribute their preferences regarding approaching or avoiding objects in their environment.
Adding cognitive behavioral therapy – an approach that teaches skills for handling life challenges and revising negative thought patterns – to pharmaceutical treatment for attention-deficit hyperactivity disorder significantly improved symptom control in adult patients.
The Massachusetts General Hospital School Psychiatry Program announces the creation of an educational curriculum to help teachers train their students' brains. Doctors say such efforts could curb bullying by helping students develop core social and emotional skills.
A treatment model designed to accommodate the beliefs and concerns of Chinese immigrants increased the percentage of depressed patients entering treatment nearly sevenfold.
A new study will measure the ability of probiotic bacteria GanedenBC30 (Bacillus coagulans GB1-30, 6086) to help people diagnosed with irritable bowel syndrome (IBS) and major depressive disorder (MDD).
Among patients with depression, the presence of symptoms associated with bipolar disorder does not appear to be associated with treatment resistance, according to a study from MGH investigators. However, many patients with depression also report psychotic-like symptoms, such as hearing voices or believing they are being spied on or plotted against, and those patients are less likely to respond to treatment.
A new study shows that, as attendance at AA meetings increases, so do the participants' spiritual beliefs, especially in those individuals who had low spirituality at the beginning of the study.
Although many people affected by the economic downturn could benefit from mental health treatment and services, two factors typically discourage them from seeking help: the stigma often associated with mental health conditions, and the feeling of not knowing how to find the right mental health care providers, information, and services. A web site (www.moodandanxiety.org) recently re-launched by Massachusetts General Hospital's Department of Psychiatry addresses both of these issues.
Improving the environment in which rats are reared can significantly strengthen the physiological process of wound healing, according to a report in the open-access journal PLoS ONE. MGH researchers found that giving rats living in isolation the opportunity to build nests led to faster and more complete healing of burn injuries.
An international research consortium has discovered that many common genetic variants contribute to a person's risk of schizophrenia and are also involved in bipolar disorder.
The Red Sox Foundation and Massachusetts General Hospital today will announce a multifaceted initiative aimed at helping veterans of the wars in Afghanistan and Iraq who are affected by post-traumatic stress disorder and traumatic brain injury.
More than half the internists responding to a survey indicated they rarely or never discussed sexual problems with their patients who had survived cancer.
Women participating in the Women's Health Initiative study who reported taking an antidepressant drug had a small but statistically significant increase in the risk of stroke and of death compared with participants not taking antidepressants.
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