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LC-MS Gains Favor Due To the...
Wall Street Decline Takes Its Toll...
Quadruple Helices Appear To Have Role...
As Immunotherapy Revolutionizes the Cancer Treatment...
Today, fewer than 40% of patients treated for major depressive disorder achieve remission with initial treatment, largely because depression remains somewhat of a medical mystery.
Using positron emission tomography (PET) to map the minds of depressed patients, researchers at Emory University have learned more about how certain treatments affect brain activity.
Writing in JAMA Psychiatry this week, Emory's Helen Mayberg, M.D., and her colleagues describe their imaging work and propose a biomarker that could help physicians choose the right treatment for patients with depression right off the bat, improving the odds that initial interventions might work.
In a study on men and women between 18 and 60 who were untreated for major depressive disorder at the time, Dr. Mayberg's team found that relative to whole-brain mean, insula hypometabolism as measured by PET was associated with remission to cognitive behavior therapy (CBT) and poor response to escitalopram oxalate (Lexapro), while insula hypermetabolism was associated with remission to escitalopram and poor CBT response.
"If verified with prospective testing, the insula metabolism-based treatment-specific biomarker defined in this study provides the first objective marker, to our knowledge, to guide initial treatment selection for depression," Dr. Mayberg et al., write.
In a statement, the lead author adds that brain scan patterns prior to treatment could provide important clues as to treatment choice. "These data suggest that if you treat based on a patient's brain type, you increase the chance of getting them into remission," Dr. Mayberg says.
She adds that her team's work is an important first step toward "the development of brain-based treatment algorithms that match a patient to the treatment with the highest likelihood of success, while also avoiding those treatments that will be ineffective," though the results must first be validated through further study.
"Toward a neuroimaging treatment selection biomarker for major depressive disorder" appeared online in JAMA Psychiatry June 12.
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|Electric Field Control of Local Ferromagnetism with a Magnetoelectric Multiferroic
Magnetoelectric multiferroics—materials that simultaneously show some form of magnetic and ferroelectric order—have excited condensed-matter researchers worldwide with the promise of coupling between magnetic and electric order parameters. A Berkeley–Stanford–Swiss group has now used the multiferroic bismuth–iron–oxygen compound BiFeO3 (BFO) to explore electrical control of magnetism through exchange coupling with a ferromagnet. Their experiments reveal the possibility of controlling ferromagnetism with an electric field at room temperature, a capability that could result in new and novel devices for magnetic data storage, spintronics, and high-frequency magnetic devices.
BFO is an antiferromagnetic, ferroelectric multiferroic with a Néel temperature of about 370ºC and a Curie temperature near 820ºC, respectively. Like a ferromagnet, which has a spontaneous magnetic dipole moment, a ferroelectric has a spontaneous electric dipole moment or electric polarization. The researchers developed a simple heterostructure device on a strontium titanate substrate to achieve deterministic control of ferromagnetism in a film of the cobalt–iron compound Co0.9Fe0.1 with an in-plane electric field applied to an underlying BFO layer. Growth of the Co0.9Fe0.1 film in a magnetic field aligned the initial ferromagnetic domains with the field, establishing a reference orientation (uniaxial anisotropy). Then, field pulses applied via in-plane strontium ruthenate electrodes reoriented (switched) the ferroelectric domains in the BFO.
The experiment made use of two types of electromagnetic coupling phenomena that are manifested in this type of heterostructure. The first is an internal, magnetoelectric coupling between antiferromagnetism and ferroelectricity in the BFO film that couples the film's ferroelectric to its antiferromagnetic order. The second is based on exchange interactions at the interface between the two materials that couples the antiferromagnetic order of the BFO to the ferromagnetic order of the Co0.9Fe0.1. The researchers probed the inter-dependent coupling between these orders with piezo-response force microscopy (PFM) and photoemission electron microscopy (PEEM) at ALS Beamline 7.3.1.
In-plane PFM images of the BFO layer for this device structure in the as-grown state and after the application of electrical field pulses revealed the presence of a set of two stripe-like ferroelectric domains running at 45° to the in-plane contacts that switch by 90° back-and-forth in a repeatable fashion. Analysis of the intensity distribution in the PEEM images of the Co0.9Fe0.1—based on x-ray circular dichroism contrast at the cobalt L-edge—in the same sequence enabled the group to determine the direction of its local magnetization. The observations strongly indicated that the average magnetization direction in the ferromagnet rotated by 90° upon the application of the electric field to the BFO. Upon switching the BFO once again, the average magnetization direction changed back to the original state.
Comparing the two techniques revealed strong correlation between the ferroelectric domains in the BFO and ferromagnetic domains in the Co0.9Fe0.1, mediated by the collinear coupling between the magnetization in the ferromagnet and the projection of the antiferromagnetic order in the multiferroic. In short, the matching of the domains suggests the ability to control ferromagnetism with an applied electric field. This represents a significant advance in the field of multiferroics, as it marks the first demonstration of a possible room-temperature application to utilize multiferroic materials in a novel new device.
The authors caution that these promising results notwithstanding, the observations are still early in our understanding of the details of the coupling in such heterostructures. Furthermore, the exact details of factors such as the BFO surface roughness, shape and thickness of the Co0.9Fe0.1 layer, the magnitude of the applied magnetic field during the growth process, and most important, the magnitude of the antiferromatic-ferromagnetic coupling energy relative to other energy scales in this coupled system (magnetostatic energy and magnetocrystalline anisotropy energy) need to be carefully examined in future experimental and theoretical studies.
Research conducted by Y.-H. Chu, L.W. Martin , M.B. Holcomb, M. Gajek, Q. He, N. Balke, C.-H. Yang, Qian Zhan, P.-L. Yang, and R. Ramesh (Berkeley Lab and University of California, Berkeley); S.-J. Han, D. Lee, W. Hu, and S.X. Wang (Stanford University); A. Fraile-Rodríguez (Swiss Light Source); and A. Scholl (ALS).
Research funding: U.S. Department of Energy, Office of Basic Energy Sciences; the Western Institute of Nanoelectronics; and National Center for Electron Microscopy, Berkeley Lab.
Publication about this research: Y.-H. Chu, L.W. Martin, M.B. Holcomb, M. Gajek, S.-J. Han, Q. He, N. Balke, C.-H. Yang, D. Lee, W. Hu, Q. Zhan, P.-L. Yang, A. Fraile-Rodríguez, A. Scholl, S.X. Wang, and R. Ramesh, "Electric-field control of local ferromagnetism using a magnetoelectric multiferroic," Nature Mater. 7, 478 (2008).


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To Tit fart. Much like a Queef or a Deef, but with your Boobies.
Man, that Teef was NASTY. She needs to wash her Tits, for real.
av PoopOnAStoop 8 januari 2011
Sounds similar to teeth, however teef are of a much more mangled apearance.
"Oh my god, did you see that girl? She had f*****g teef!"
av Cowfresh 23 mars 2007


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text: Anybody who wandered through the Soulce Valley in days gone by would have seen a thin plume of smoke rising from many a small building and heard a uniform knocking on an anvil. That would have been a nail maker. After the Second World War, this craft came to a sudden end when the demand for shoe nails for army boots suddenly stopped. The old nail smithy in Soulce is open to visitors by arrangement.


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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.
Oxytocin More Than Mere 'Love Hormone'
Nov. 15, 2010 (San Diego) -- The love hormone oxytocin, known to be plentiful in lactating women and released by men and women during orgasm, appears to do much more, according to new research presented here at the annual meeting of the Society for Neuroscience.
It's also associated with boosting trust and empathy -- to the point of increasing the wish to donate to charitable causes -- and reducing anxiety and stress. It may also improve social functioning in people with autism, although research is scant on that.
One thing's clear: It's no longer just the ''cuddle hormone," says Margaret McCarthy, PhD, a researcher at the University of Maryland School of Medicine who moderated a news conference Sunday that summarized the latest research.
Oxytocin Boosts Happiness
The higher your oxytocin, the higher your happiness and well-being, at least for women, says Paul Zak, PhD, a researcher at Claremont Graduate University in Claremont, Calif.
To test the link, he recruited 60 female college students and drew blood samples before and after they each received a $24 gift from a stranger. The women could return a portion of the money to the stranger or not.
Before the experiment, the women also finished a survey about their general disposition and satisfaction with life.
The women who showed a higher increase in oxytocin after receiving the money were the ones likely to say they were satisfied with their lives and shared the most money with the strangers. They also tended to be more trusting.
Oxytocin is known to be important in trust, Zak says.
"Those with higher oxytocin had more sex with fewer partners," he says, reflecting more long-lasting relationships. They were likely to be liked by other people.
But it's yet to be determined whether the oxytocin makes people happy, he says, or that happier people just have more oxytocin.
And what about men? "We don't think [these findings] will generalize to men," he says.
Oxytocin May Make you a Do-Gooder
If you're unable to resist a public service announcement for a worthy cause and find yourself dashing for your wallet, perhaps you should credit -- or blame -- oxytocin.


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The Accession Insight and Patent Infringement Remedies
Peter Lee
University of California, Davis - School of Law
February 25, 2011
Michigan Law Review, Vol. 110, p. 175, 2011
UC Davis Legal Studies Research Paper No. 246
How should property rights be allocated when one party, without authorization, substantially improves the property of another? According to the doctrine of accession, a good-faith improver may take title to such improved property, subject to compensating the original owner for the value of the source materials. While shifting title to a converter seems like a remarkable remedy, this merely highlights the equitable nature of accession, which aims for fair allocation of property rights and compensation between two parties who both have plausible claims to an improved asset.
This Article draws on accession – a physical property doctrine with roots in Roman civil law – to enhance patent law's treatment of technological improvement. While patents and property exhibit significant differences, this Article argues that accession can provide helpful guidance for allocating rights and obligations when an infringer substantially improves upon another party's patented technology. Drawing on the Supreme Court's decision in eBay v. MercExchange, it proposes that courts apply accession in equitable determinations to deny injunctive relief and compel "substantially improving" infringers to compensate patentees through reasonable royalties. Accession would thus shift meaningful ownership of enhanced technologies to improvers based in part on their substantial contributions to them. Such liability rule protection would ameliorate holdup in "blocking patents" scenarios, provide a viable alternative to the rarely-used reverse doctrine of equivalents, and encourage the dissemination of improved technologies. While this proposal seems radical, this Article shows that elements of the "accession insight" already appear in eBay and its progeny. The Article concludes by exploring the theoretical implications of accession for the intersection of patents and property.
Number of Pages in PDF File: 69
Keywords: patents, property, accession, technological improvement, blocking patents, reverse doctrine of equivalents, property rules, liability rules, remedies, infringement, eBay, injunctions, damages, ongoing royalties
Date posted: February 27, 2011 ; Last revised: January 3, 2015
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Serves 2 |
Prep Time 5 minutes |
Cook Time 10 minutes
2 pieces any Eden Mochi
1/4 cup Eden Tamari Roasted Almondsor Eden Pistachios, or Eden Pumpkin Seeds
1/4 cup organic maple syrupor organic brown rice syrup
Cut the mochi in half and place on a baking sheet in a 400° oven or toaster oven. Bake about 7 to 10 minutes or until the mochi puffs.
While the mochi is cooking, heat the syrup in a small saucepan until boiling. Reduce the heat, simmer 5 to 7 minutes on low. Remove and place in a small bowl.
Place the almonds in a food processor or blender and grind until slightly coarse, but not flour. Place in a small bowl.
Remove the mochi, dip each piece in the hot syrup and then roll in ground almonds. Serve immediately.
Yield: 4 pieces; 2 per person
Variation: Substitute Eden Pistachios or Eden Pumpkin Seeds for almonds and grind per directions
American, Appetizer, Dessert & Pastry, Eastern, Gluten-Free, Good/High Protein, Japanese Food, Low Sodium, Macrobiotic, Snacks, Vegan, Wheat-Free, Whole Grain, Whole Grain


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The starting theme of Gits Stand alone complexLinkin Park.. all of their songs can't get enough of them The opening and closing themes of Rurouni Kenshin they are also greati've got a great list but these are the top of my head But the question i have is that there is a song in a foreign language which i can't seem to make out that is used in the trailer for Berserk and throughout various parts of the show (obviously) does anyone out there know the name of this song and what langauge its in.... its the only song i like from the show and its kinda stuck in my head.... aaahhhh i'm hearing singing in my head... its a great song so i would like to have it. "The path to destruction leaves nothing else to be desired as i beckon thee from the depths of my madness I call upon thee to seek answers from the great beyond.... "
It looks like either no one knows it or they blatantly refuse my summoning......The path to conquest leaves nothing else to be desired!!!!
I don't know the name of the title of the song from berserk, but I can tell you that's the language is Japanese. ^__^ I hope this will answer your question.
Thanks for the info well then it has to be the melody confusing me.... or the subtitles are going mad for i swore i read it as playing Holi en voces or something like that...The path to conquest leaves nothing else to be desired!!!!
i like the ruroken songs to. the opening is freckles and the ending is heart of the sword by t.m. revolution. i like the english dubb of freckles because then i can understand it.
favorite linkin park song is either in the end or cure for the itch


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Celebrity bad hair days
POSTED: 12:56 PM PDT Jun 06, 2011 UPDATED: 11:00 PM PDT Sep 06, 2016
Think you're the only one having a bad hair day? You're not alone. There are plenty of celebrities that have had them, too.
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on November 4, 2012 - 1:13 AM
1. Make some plays in the return game. Buffalo's biggest advantage against the Texans is found on special teams. The Bills rank first in kick return average and punt return average, while Houston is last in the NFL on both kickoff returns and kickoff coverage (based on average drive start after kickoffs). Bills returner Leodis McKelvin is a threat to take the ball deep at any point. His average punt return of 24.0 yards is almost 10 yards better than anyone else in the NFL. McKelvin just needs some help from his defense in making third down stops to force the Texans to punt. The Bills are allowing opponents to convert 47.3 percent of their third downs. That's the worst number in the league.
2. Will the real Super Mario please stand up? Mario Williams is 12 days removed from surgery on his left wrist. He's optimistic that the procedure will transform his season. His first chance to prove that comes today. Williams says he doesn't have any extra motivation from playing against his former team. Does anyone believe that? He'll mostly line up across second-year right tackle Derek Newton, who's in his first season as a starter. Williams' best two games this season, against Cleveland and Arizona, came against young right tackles. He needs to not just win, but dominate the matchup with Newton today.
3. Tighten up the red zone. The Bills rank dead last in the NFL in percentage of touchdowns allowed to their opponents inside the red zone. Buffalo's opponents have reached the red zone 25 times and crossed the goal line 19 times, 76 percent. The Bills have allowed five field goals, meaning opponents have scored 24 out of 25 times. If they can turn more of those red zone trips from six into three, they'll hang in the game longer.
4. Give Chris Hairston some help. It's not a great week for changes to the offensive line, with a matchup against the NFL's leader in sacks looming. But with Erik Pears doubtful because of a hip injury, the likelihood is second-year man Chris Hairston will have the herculean task of blocking Houston's J.J. Watt, who has 9.5 sacks. The Bills can help Hairston by keeping tight end Lee Smith on the right side of the line. Smith is a tremendous blocker. Buffalo will also have to rely on running back Fred Jackson to "chip" block Watt. Jackson is one of the best in the league at that.
5. Control the clock. This will be a tall order against a Texans team that leads the NFL in time of possession, holding the ball more than 35 minutes (35:23) a game. The Bills are in the bottom half of the league in time of possession at 29:23. The obvious improvement the Bills must make is in their run defense, which is giving up 6.0 yards per carry and 176.9 yards per game. Getting off the field on third down starts with being better on first down. The Bills are giving up an AFC-worst 6.62 yards on first down plays.
Outlook: The Bills sense their backs are against the wall. The bye week afforded them the opportunity to get healthier and make the tweaks coach Chan Gailey found necessary. Unfortunately, the Texans had that same chance. The Bills should put in a game effort, but it won't be enough to hang with the AFC's top team.
Prediction: Texans 30, Bills 20


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Doctorate in Educational Leadership
You are here
This program is designed for the development and certification of educational leaders who can lead and manage private and public K-12 systems, higher education programs, and state, national and international educational organizations. The program emphasizes the mastery of skills and processes for adapting to social, political and economic influences when faced with human, financial and structural demands. The program requires the completion and defense of a dissertation research project.
- The cohort program is scheduled around an accelerated weekend format to accommodate the schedules of working adults.
- The weekend scheduling provides opportunities for concentrated, in-depth study of course topics.
- Courses integrate "real-world" field experiences.
- Cohort members complete a six credit, full semester internship on a project with a mentor in the area they wish to pursue after course completion.
- The dissertation process is treated as an integral part of the program, enabling students to complete the program, including defense of the dissertation, within the designed three years program.
- NCATE accreditation along with the ELCC Standards provide the base model for the program.
- The program is designed to meet the State of Delaware certification requirements for School Leader II (Superintendent/Assistant Superintendent).*
NOTE: Students without an earned master's degree in Educational Leadership may have course requirements in addition to those for the Ed.D. to meet the State of Delaware's academic requirements for School Leader II certification.
For more information contact:
Dr. N. K. Rathee, Acting Director
Graduate Programs in Education
The Doctor of Education in Educational Leadership (Ed.D.) is a 51 credit hour, three year program, including a 6 credit hour Applied Educational Internship.
Courses are conducted in an accelerated weekend format. Courses span six weeks. Class sections are normally held the first, third and sixth weekends of a six week session. Normally a two week break is provided between courses, so that students can prepare for the next course. Sessions are held Friday nights from 5:00-9:00pm; Saturdays from 9:00 a.m. to 4:00 p.m. and Sundays from 9:00 a.m. to 2:00 p.m.
Philosophy, Goals and Objectives
In collaboration with the State of Delaware, the purpose of Delaware State University Graduate Education Leadership program is to prepare Educational leaders for prominent leadership and service positions in School Districts, Higher Educational Institutions, and society. Through a rigorous educational formation and directed field experience, students emerge as viable candidates for leadership position throughout the country. Since (2002) the Doctorate and the Masters programs have consistently adjusted to meet the current needs of our public and higher education societies in dramatic changes. At Delaware State University, you will find a unique balance between rigorous research, serious academic studies, partnership, collegiality, and personal development. You will be prepared to make data driven decisions to serve authentically, and lead with integrity.
Educational Philosophy
Delaware State University fulfills its mission with an emphasis on education that prepares Educational leaders for leadership and service in the public school system, higher education and other related educational institutions. Such an emphasis mandates a well rounded curriculum which prepares individuals who are thoughtful, compassionate, culturally sensitive, and capable of integrating personal integrity and scholarly appreciation in all avenues of society.
Educational Goal
The primary goal of the Delaware State University Educational Leadership Programs is to prepare leaders who are equipped with a repertoire of knowledge, skills, and dispositions to meet the challenges of school leadership. It is also to prepare leaders who demonstrate instructional leadership by understanding and applying the curriculum standards of the State of Delaware and being able to evaluate and mentor teachers using non-coercive methods to assist them with planning, presentation, and continuous refinement of instructional and leadership skills. Additional goals prepare leaders who can:
- Articulate a vision for public schools on the district and building levels as well as other educational institutions and involve all the stakeholders in strategic planning, implementing, and evaluating processes which benefit the academic growth and development of all students.
- Demonstrate a deep commitment to diversity issues and are role models for the community.
- Demonstrate technological awareness and competence.
- Demonstrate substantive knowledge of school finance, law, contract
- Create a positive school culture that promotes student learning and development.
- Understand schools as political systems and develop relationships with constituent groups which effectively connect the community with the school.
- To enhance knowledge and understanding of Institutional Research and the relevant issues of current practice.
- To promote the use of Institutional Research in policy development and administrative processes at educational institutions.
- To stimulate interest in using national databases to address educational issues.
- To promote professional collaboration and the advancement of Institutional Research in the US and other countries
Educational Objectives
The integration of rigorous academic training and field experience in learning is facilitated by a curriculum and learning environment which:
- Offers an appropriate balance between courses in educational theories, research methodologies, leadership courses, school law, finance, general education, and an internship that erase any artificial barriers between these areas of study;
- Encourages a flexible schedule and promote individual research aspirations;
- Personalizes the educational process by emphasizing the priority of relationship-building throughout the University experience.
Student Learning Outcomes
Delaware State University commits itself to producing students who will exemplify ethnical and authentic leadership qualities in public schools, higher educational and other related educational institutions. Through the integration of educational philosophies, theories, leadership constructs, and critical thought in the arenas of educational literacy, field experience formation, communication, systematic and empirical research inquiries, socio-cultural perspective, professional development, and transformational leadership.
DSU Graduates will:
- Exemplify Educational literacy through applied leadership knowledge, a research foundation, and an Educational leader worldview.
- Describe the nature and mission of the educational leadership process revealed in the literatures.
- Apply a dialectic approach in the examination of educational issues that impact the school community, reflecting the conditions and dynamics of the diverse school community, enabling ongoing dialogue with representatives of diverse community groups, taking into account community resources, and recognizing the role of public education in developing and renewing a democratic society and the role of equity in a democratic society.
- Develop a framework for use in examining matters of significance in education in order to clarify personal viewpoints and develop a successful model of a school, family, business, community, government and higher education partnership that works within the greater framework of policies, laws, and regulations enacted by local, state, and federal authorities.
- Ensure that the environment in which schools operate is influenced on behalf of students and their families as well as recognize that the social, political and economic settings of schools have a great impact on their orientation, organization, and operation.
- Examine the contextual variables, value orientations, and philosophical and political assumptions that shape both the status quo and reform efforts.
- Relate educational issues to focus on the success of all students by advocating that education is the key to opportunity and social mobility and recognizing and respecting a variety of ideas, values, and cultures.
- Participate actively in the political and policy-making contest in the service of education.
- Demonstrate ethical and professional competence in their chosen disciplines.
- Integrate content knowledge and experience.
- Demonstrate discernment of the ethical consequences of decisions and actions.
- Demonstrate understanding of the importance of lifelong learning and personal flexibility to sustain personal and professional development
- Knowledge and application of human resource management and personnel administration and development, ensuring the maintenance of confidentiality and privacy of school records.
- Ability to communicate and work effectively with diverse populations in the school community in a human resource office.
- Knowledge and application of information sources, data collection and data analysis strategies, and related technologies.
- Ability to facilitate processes to ensure that the human resources functions support the attainment of school goals.
- Ability to engage in activities ensuring that financial, human, and material resources are aligned to the goals of schools.
- Demonstrate their working knowledge of the values and skills that are needed by successful practicing CEOs and/or administrators by being able to design interview questions, successfully conduct interviews with practicing CEOs and/or administrators, and deliver a presentation of the results of their findings.
- Demonstrate their ability to construct a vision of learning that will enhance the success of all students by conducting a visioning workshop.
- Be able to examine their current dispositions to assist in their prediction for success as an administrator by completing a reflective paper describing their predispositions toward being able to become a successful, effective, efficient and caring administrator.
- Be able to craft their individual professional development plan.
Doctoral candidates must complete Capstone Projects:
1. Leading School Change Project
This assessment provides an opportunity for candidates to demonstrate an understanding of key principles of the change process. The assignments and activities require the candidate to develop a plan for an Organizational Change. The Candidate selects their school district or select one of their choices with approval from the course professor. The candidates develops appropriate change strategies and a plan to resolve a problem facing the system at this time and discuss the impact of the strategies on the systems productivity, human dynamics, and short/long term impact.
2. Strategic School Planning Project
This assessment provides an opportunity for the educational leadership/candidate to review their own and another district's strategic plan. In this assignment candidate are asked to pay particular attention to goals and processes used to attain the vision. The professor assigned to this course will be primary assessor that will apply this assessment. Candidates should make all effort to involve major internal and external stakeholder in all segments of this review. This project enables the candidate to demonstrate the acquired knowledge and understanding of the school's organizational management, operations and community relations. Strategic planning is a developmental process utilizing many resources and stakeholders in a sequential process and should result in professional growth of the candidate and organization.
3. School Improvement Plan
This assessment provides activities that require the candidate to address a selected school-related problem within the school district and develop a comprehensive school improvement plan that supports the school's and district's vision. The candidate engages in data-driven decision making and formulate strategic actions to support the process of continuous improvement. In this four-part assignment, the candidate will; (a) identify the problem needing improvement utilizing a need analysis survey, (b), collect and analyze the survey data, (c) conduct and analyze additional data and summary from the state, district office and best practices, and (d) develop an action plan for the school's improvement project with plans for implementation.
4. Action Research Project
This assessment assists advanced students on the district level to become more effective leaders through acquiring a thorough knowledge of action research that will empower them with the capacity to lead school change at a time of increasing demands, pressures and societal change. Candidates demonstrates the ability to identify an educational challenge and to determine the most advantageous structure for analysis. The candidate ability to understand the importance of implementing, synthesizing, evaluating and summarizing data is crucial for administrators, leaders and supervisors in educational organizations.
5. Internship
This assessment provides an opportunity for the candidate to gain an understanding of the overall picture or the human, fiscal, and material resources that are manageable in a school district for the purposes of teaching, learning, assessment, communications, and safety. Intern will gain a deeper understanding by identifying and evaluating the available resources in a district managed on a daily basis by district leaders for the purpose of instructions throughout the district and learning of students while maintaining the school district's vision.
6. Portfolio Project
This assessment and assignment provide an opportunity for the candidate to compile a professional portfolio containing exemplars/products generated throughout their course experience. The following are project specific items that must be included as part of the Portfolio: (a) Action Research Project, (b) Leading School Change Project, (c) School Improvement Project, (d) Strategic Plan, and Internship Project and (e) Research Papers . The candidate may elect to include other items of interest, but the listed items are mandatory. The candidate makes all effort to retain and collect important documents over the course of their graduate program of studies. The Portfolio provides reflections on the candidate's personal growth and development in relation to ELCC standards.
7. Dissertation
The doctoral dissertation in the Educational Leadership Program is a self-directed, analytical, and comprehensive product of scholarly inquiry within the field of education professional literature. This project demonstrating excellence will be the center piece of the three (3) year academic experience that will add to the body of knowledge relative to educational leadership in specific settings and contribute to educating others. The dissertation is conducted in accordance with the policies and procedures of the Delaware State University Graduate School. Included in the Dissertation will be the five chapters (Chapter 1, Introduction, Chapter 2, Literature Review, Chapter 3, Methodology, Chapter 4, Results/Findings & Chapter 5 Discussion, Recommendation, & Conclusion).
Additionally, doctoral candidates must complete and orally present and defend a doctoral research dissertation. Candidates are also responsible for presenting a professional portfolio reflecting their experiences and skills. All projects are related to the ELCC Standards.
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
Course descriptions:
EDUC-800. The Superintendent as CEO- Effective Management and Executive Skills
This course gives an overview and provides the foundation for developing and cultivating the leadership skills and values that superintendents will find helpful to move from a theoretical base to becoming an effective practicing CEO. This course addresses district vision, school culture, politics and governance, internal and external communication, organizing for high performance, curriculum design and delivery, and human resource management for student learning. NCATE (ELCC Standards) and AASA professional standards for the superintendency are used to define the role of a superintendent as CEO. 3 credits.
EDUC-801. Contemporary Issues in American Education
This course assists advanced students to further analyze current trends, problems and theories based upon an examination of recently surfacing educational events and/or topics from a historical perspective. Discussions focus on a critical exploration of topics related, but not limited to, the formation of curriculum, instructional policy and methodology, and assessment of student success in education. Additionally, current issues that involve students with challenges, No Child Left Behind, state standards and teacher certification, state testing, the state student testing program (DSTP), full inclusion, school choice, charter schools, and accreditation are typical topics of discussion. Components that relate to administrative handling of current issues and challenges in the educational system, found in the ELCC Standards, are addressed. 3 credits.
EDUC-888. Action Research in Education
This course addresses the role of action research in studying the underlying problems that occur in educational organizations. The types of action research, their advantages and disadvantages, the action research process, and the similarities and differences between action research and formal quantitative and qualitative research are examined in detail. 3 credits.
EDUC-803. Human Resources Management/Personnel Administration
This course addresses the role and functions, strategic planning, information technology, recruitment, selection, and induction of employees, staff development, performance appraisal, compensations, employment continuity, and unionism from the human resource administrator's standpoint. Additionally, this course addresses the human relations aspects intrinsically involved in and through the human resource parameters. The relationship of the human resources office to the effective, safe, and efficient operation of an educational organization's vision for the promotion of student success are further examined. 3 credits.
EDUC-804. Effective Administration, Staff Development, School Plant and Facilities
This course explores the major issues that impact administrative policies, decisions, and one's effectiveness as a school leader. The following topics are examined: district vision and school culture: developing a staff development/in-service program that addresses the improvement of the educational program and assesses its effectiveness; strategic planning for future plant and facility needs; politics and school governance; internal and external communication; organizational processes for effective and efficient performance; curriculum design and delivery; human resource management for student learning; and leadership values and skills. 3 credits.
EDUC-805. Quantitative and Qualitative Research Methods
This course is designed to prepare doctoral students to understand, interpret, evaluate and design qualitative and quantitative research and to develop the ability to select and use appropriate research methods. This course integrates the major concepts and practices of qualitative and quantitative research methodology and introduces descriptive and inferential statistics. This course focuses on the development and application of research for the purpose of writing the doctoral capstone. Topics addressed in this course include choice of research methods, developing a problem statement and proposal, preparing questionnaires, conducting research, tabulating data, and reaching conclusions from qualitative and quantitative data. Additionally, this course includes readings on methodology, lectures, discussions, presentations, and in-class exercises that are designed to highlight various issues. 3credits.
EDUC-806. Educational Policy: Political, Social, Economic, Legal, and Cultural Issues
This course provides the framework and content by which the doctoral student as an aspiring administrator can affect school governance and policy. Major issues influencing administrative practices are addressed, including, but not limited to, school autonomy versus government control, state legislated learning effects on the teaching profession, democratic versus professional authority in the teaching profession, lack of minorities in administration, the effects of economics on the educational system, society's cultural views, desires, and ramifications, and comprehending the diverse theories of school change. In this course, doctoral students have opportunities to develop their skill sets that will enable them, as aspiring administrators, to build the requisite interlocking and collaborative relationships among school personnel, the community, and state and federal agencies for the purpose of creating better schools. Advanced students will focus upon current issues and challenges that impact the formation of educational policy in today's ever changing society. 3 credits.
EDUC-807. Leading School Change at a Time of Increasing Demands, Pressures, and Societal Change
This course focuses on a review and discussion of current methods used to change school cultures, curriculums, and parent/community involvement. The course is used to enhance collegiality, professionalism, instructional strategies, classroom management techniques, effective classroom designs, student motivational techniques, and to create a safe and orderly environment. Additionally, the course focuses on making staff development a worthwhile endeavor and using systems thinking as the key to continuous improvement. It focuses on envisioning desired results, defining reality through data, developing action plans while welcoming accountability. 3 credits.
EDUC-808. Strategic Planning and Program Analysis
This course explores the steps of the strategic planning process in educational organizations. The benefits of involving a broad range of personnel in the process are discussed. The doctoral student will examine the following strategic planning steps: the development of a mission statement; completion of an environmental scan; development of key objectives and initiatives; design of programs and activities to accomplish the key objectives; and determination of performance measures to monitor and evaluate the organization's progress toward accomplishing its key objectives. 3 credits.
EDUC-809. Technology Applications
The course addresses the latest technologies from a practitioner's point of view. The Internet and World Wide Web are used with the intent to make informed decisions. Fifty percent of the semester is assigned to an on-site field experience, in which the student demonstrates the ability to report research, security, data collection, etc. Doctoral candidates complete a project focusing on the applications of technology to the unique area of their administrative interest within educational administration, leadership or supervision and teaching fields. Doctoral candidates will have the opportunity to focus on emerging technologies and their applications from the viewpoint of planning, enhancing communications, managing information and the latest technologies used by professionals in their respective fields. 3 credits.
EDUC-812 and EDUC-813. Internship: Applied Educational Administration
The internship experience is a supervised field experience that enables the doctoral candidate to practice knowledge and skills acquired in coursework and professional experiences in an authentic setting. The doctoral candidate experiences the everyday life of an administrator and how everyday challenges are solved, such as time management strategies, organizational techniques, successful secretarial relationships, appropriate interpersonal skills and human relations, communication vehicles, problem solving, negotiation, instructional leadership, management, professional dispositions, and leadership. In conjunction with the field-based administrator, doctoral candidates will identify an educational problem in the organization and design an action-based research project to examine possible solutions. 6 credits.
EDUC-817. Dissertation Seminar I
EDUC-818. Dissertation Seminar II
EDUC-819. Dissertation Seminar III
Three one-hour Dissertation Seminars are required. The dissertation seminar is designed to address doctoral candidates' progress in the choice of topic, determination of their research format, and dissertation chapter requirements. Assistance is given to clarify the candidate's research question(s), determine the appropriate research design, methodologies and analysis of data. Doctoral candidates meet with the course professor as a cohort group and/or on an individual basis with their respective dissertation committee chair. Discussion of policies and procedures of the dissertation process is addressed in this course. One credit each.
This course provides candidates in the doctoral program of Educational Leadership with advisement and support while carrying out their dissertation study. Doctoral candidates are required to address one or more ISLLC standards through their choice of dissertation research. Each course is three credits hours. A minimum of 12 credit hours of Dissertation Research are required.
EDUC- 899. Sustaining dissertation research
Students must be continuously enrolled until their dissertation research and oral defense requirements have been completed. This course provides the vehicle for completion of those requirements.
Dr. N. K. Rathee, Acting Director, Graduate Program
Ext. 7170, Room 112
Dr. Prince Attoh, Associate Professor
Program Coordinator
Ext. 6718, Room 267


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45th World Ag Expo Readies for Opening Day
45th World Ag Expo Readies for Opening Day
Sunny skies and sunny moods are anticipated for the opening of the 45th anniversary of World Ag Expo tomorrow.
World Ag Expo runs Tuesday through Thursday at the International Agri-Center in Tulare, with 1,471 exhibitors and 1,988 sold exhibit spaces. World Ag Expo sold out earlier this year than in recent years - a testament to an improved agricultural economy, says World Ag Expo chairman Patty Colson.
"The ag economy is improved and we're confident that our exhibitors will find buyers and our attendees will find the equipment and technology they need to be more profitable and productive," Colson added.
The E.M. Tharp "We Believe in Growing" scholarships were awarded today during Media Day. Recipients are Miranda Medrano, a senior from Wasco, who plans to attend Cornell University in the fall, and Jace Tarbell, a senior at Golden West High School, who has applied to California Polytechnic State University, San Luis Obispo, and Kansas State University.
Opening day will feature seminars on hay and forage, international trade, beef and livestock, dairy, and energy management. World Ag Women offers programs throughout the day featuring celebrity chefs and entertainment.
Tuesday's lineup for World Ag Women has been changed. The 2 p.m. event will feature World Ag Expo chairman Patty Colson with chef Nick Serafin of Serafine's Catering, Tulare.
The general ag seminar schedule for Wednesday has also changed. New topics and times are as follows:
- California Water Challenge - A Local Perspective, 9:30 a.m.
- Looking for Terrorists - Pest Threats to the Citrus Industry, 11:15 a.m.
- More Green Energy Bio-Fuels, 1 p.m.
- M2M: Future of Ag Communications? 2:25 p.m.
All seminars are held in the Seminar Center located south of the Farm Credit Dairy Center, near R Street and South Street.
Tickets are available for Concerts for a Cause on Tuesday, featuring country music artist Trace Adkins. Joining Trace is Brett Eldredge and local country group, Chaparral. Proceeds from the concert will benefit agricultural education on a local, state and national level.
The Ag Warriors Gala on Wednesday will feature President George W. Bush and Daniel Rodriguez, New York City's "singing policeman." The Gala will kick off the Ag Warriors program, designed to help returning veterans secure training and careers in the agriculture industry.
Attendees can get the latest news, information and updates about World Ag Expo by downloading the new for 2012 mobile app for iPhone and Android platforms. The free app provides mobile access to the schedule of events, an exhibitor directory, map of the show grounds and other visitor resources. The app is available for download by visiting the iTunes store or Android Marketplace, search for "World Ag Expo."
For a full schedule of events and admission information, visit worldagexpo.com.


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The Scorpion is one of the oldest arthropods, and is easily recognized by the large, frightening pinchers at the end of their long whip like tail. Divided into two groups, scorpions that burrow and the ones that rest under rocks and bark. The Scorpion that hides under structures will hold its tail off to the side while the burrow scorpion will carry the tail/ stinger above their heads.
The Scorpions will grasp their prey with the pedipalps and sting them to immobilize it. During the day Scorpions will be under cover, and come out at night to search for prey. Cracks and Crevices, weep holes, cracks in doorframes, under doors or inside vents are all easy entry points for the Scorpion. They can easily even climb up brick veneer to enter in through an attic. Once inside they will seek dark protective shelter such as shoes, sheets, closets. They will sting as defense when trapped and the sting pain is usually immediate but not fatal, unless a person has an allergic reaction.
Steps to avoiding a scorpion sting can be as simple as inspecting objects when they are picked up. If you live in a heavy infested area you should shake the shoes and clothing before you put it on. Move beds away from the walls and you can place the legs of beds in glass jars to prevent the Scorpion from climbing up. The best time to inspect would be at night, check the outside area with a black light, they will glow in the fluorescent light a green color making it easier to identify the population. At night you will expect to find them on the tops of rocks, your patio or landscape timbers.
Control methods include sanitation, mechanical techniques of removal and insecticide treatments. Remove the debris that is creating a harborage area, this applies to most insects that you do not want invading your home. This will also reduce the buffet line of insects to feed the scorpions. Keep your plantings clipped and managed, remove leaf litter, mulch and organic debris away from structures. Seal up all the entry points, using weather stripping when necessary. Make it as difficult as possible for scorpions to enter.
A Dust insecticide treatment can be applied to the entry points, cracks and crevices and weep holes. Also spraying a good residual insecticide as a perimeter treatment, making sure to apply enough to cover all the areas around the structure, will keep your scorpion population down.
Shop scorpion pest control products or visit Ask the Expert Bug Lady for more scorpion advice!


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MORGANTOWN -The West Virginia University men's basketball team let one slip away in Sunday's 73-70 upset loss to Purdue at the Coliseum.
It certainly was a game the Mountaineers (7-5) could have won against the Boilermakers (10-3). In fact, WVU reportedly was a 6-point favorite on its home court.
But Coach Bob Huggins' hard-working young team fell just short in the winnable contest.
So this heartbreaking defeat had to be not only difficult for the coaches and players, but also for those fans in the "Family Day" crowd of 10,019 on a rainy, warm afternoon.
This very young WVU squad still lacks continuity and consistency as the newcomers continue to adjust with the few, more experienced veterans.
There isn't a single senior on this year's roster, which includes only eight scholarship players and a handful of walk-ons.
Two juniors, two sophomores, and one freshman formed the starting lineup. Three freshmen and two juniors came off the bench and saw limited action in reserve roles Sunday.
Huggins said one problem has been that certain individuals perform well during one half but not in the other. Obviously, this can hurt the team, if it's late in the second half when a game is on the line.
However, you may recall the situation was just the reverse in the Capital Classic against Marshall in Charleston on Dec. 14.
The Mountaineers, behind nearly all but the final four minutes, suddenly caught fire and wound up winning that contest 74-64.
WVU couldn't quite come up with a similar late rally against Purdue, though the Boilermakers now lead the series by 7-1.
Rebounding, or a shortage there of, continues to plague the Mountaineers. They gave up 14 offensive boards to Purdue, and were outrebounded by 45-38 overall.
Earlier this season WVU was also outrebounded by Mount St. Mary's, Duquesne, Old Dominion, Wisconsin, Missouri and Gonzaga.
Huggins is hopeful that Jonathan Holton and Elijah Macon become eligible soon to play. "That would help (rebounding) a bunch," he stressed.
Holton still has not graduated from Palm Beach Junior College (Fla.) and was formerly a player at the University of Rhode Island. Macon is a 6-foot-9, 240-pound freshman forward.
Both have been practicing with WVU but neither has been cleared by the NCAA.
Poor goaling was even more of a problem for West Virginia on Sunday. The team, which shot 50 percent or more in five earlier games, made only 24 of 65 shots from the field on Sunday, a setback for a pitiful 36.9 percent.
Purdue wasn't much sharper at 25 of 60 for 41.7 percent.
The Mountaineers also probably hit a season's low from 3-point range (3 of 18 for 16.7 percent). Could this be an all-time school record?
Keep the faith, though. Coach Huggins vows that "We'll get better. We'll be good."
The Mountaineers do not play again until 3 p.m. Sunday when they meet William & Mary in Charleston.


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Marjorie R. Wertz, 94, formerly of Tiffin, who resided at Autumnwood Care Center, passed away Friday afternoon, July 5, 2013, at Volunteers of America Autumnwood Care Center.
She was born Dec. 3, 1918, in Bloomville, to Arthur L. and Zelfna (Cooley) Saul. On Oct. 20, 1940, in Newport, Ky., she married Harold V. Wertz and he preceded her in death Aug. 25, 1990.
Survivors include her daughter, Shirley (Charlie) Marx of Tiffin; son, Tim (Bonnie) Wertz of Tiffin; four grandchildren, Ryan (Jessica) Wertz of Rossford, Amanda Wertz of Maumee, Natalie (Tony Consolo) Wertz of Tiffin and Eric (Tammy) Marx of Chandler, Ariz.; stepgranddaughter, Sue (Todd) Walters of Tiffin; stepgrandson, Rick McCarthy of New York, N.Y.; and six great-grandchildren, Christopher, Serenidy, Sienna and Kaveya Wertz and Brianna and Sean McCarthy; and many nieces and nephews.
Article Photos
Mrs. Wertz
Preceding her in death were her parents; husband; brother, Kenneth Saul; and sister-in-law, Marge Saul.
Marjorie was a lifelong member of Honey Creek Primitive Baptist Church. She graduated in 1938 from Bloomville High School and from the Warner Beauty College of Toledo in 1940. After graduation, she worked at the former Margraf Beauty Shop and the Ritz dress and beauty bar, later starting her own shop, Margie's Beauty Shop on Miami Street. She was a member of the Women's Study Club, Allen Eiry Senior Center as a "Crafty Lady," Kiwanis Senior Group, golfed in a league at Seneca Hills and enjoyed bowling.
Her service will be 11 a.m. Thursday, July 11, 2013, at Pleasant View Cemetery, Bloomville, with Pastor Mark Pitney officiating.
Friends may visit and share stories with the family from 4:30-7:30 p.m. Wednesday, July 10, 2013, at Hoffmann-Gottfried-Mack Funeral Home & Crematory, 236 S. Washington St., Tiffin, OH 44883, (419) 447-2424.
Memorial contributions may be made to Community Hospice Care and Ritz Theatre.
Condolences may be sent and the guest book signed at www.hgmackfuneralhome.com.


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HILO (AP) - Lava is flowing from the Kilauea Volcano on the Big Island and reaching the ocean for the first time in nearly a year, according to the Hawaiian Volcano Observatory.
Lava flows on the coastal plain were seen entering the ocean Saturday afternoon. The eruption continued at two locations - Puu Oo vent in the volcano's East rift zone, and a lava lake in Halemaumau crater at the summit, West Hawaii Today reported Monday.
News of the lava reaching the ocean is creating a buzz among those guiding lava viewing tours.
Independent tour guide Bo Lozoff predicted that excitement around the lava flow will create "kind of a zoo for the next couple of weeks" as locals and tourists both try to get an up-close and personal view of the molten rock streaming into the water.
"It's beautiful," Lozoff said. "For those of us who have seen a lot of ocean entries, it's not the most dynamic or spectacular one, but for the four people I took out this (Sunday) morning, it's the most unbelievable experience of their lives."
Ikaika Marzo, a guide for Kalapana Cultural Tours, said the lava is the pahoehoe variety, which usually moves quickly. He said this flow "is pretty much trickling into the ocean."
Lozoff said it could pick up.
"There are really nice flows on top feeding it. I would hope that it would become a little more robust," he said.


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MACON, Ga. – The efforts of Stetson sophomore Caili Guilday have not gone unnoticed this season. The Hatters' goalkeeper was named Atlantic Sun Conference Defensive Player of the Week for her performance against Wagner and Marist, as announced by the league on Monday.
This marks the first weekly honor from the conference for Stetson, but it is the third such accolades for Guilday in her short career. The sophomore was named Defensive Player of the Week in the A-Sun twice last season as a freshman.
Guilday started the week with an 11 save performance as Stetson narrowly lost to visiting Wagner 11-10 on Monday. The sophomore then made 14 stops on the road at Marist, missing her season high by two (16 vs. Oregon). Guilday also totaled a team best 15 ground balls during the two games to help that Stetson defense.
For the season she has accumulated 119 saves, while allowing 155 goals for a goals-against average of 15.93 and a save percentage of .434. Guilday and the Hatters continue their non-conference slate on Wednesday, hosting no. 4 Florida at 7 p.m.


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The coolest stuffed chicken in the fucking universe!!! If he could find a baseball bat, then he would beat the living crap out of Andy Cantu. YAY HAUSHNIKHA!!!!!!! ANDY YOU SUCK BALLS!!!
Brittany you bettter watch Haushnikha so he does'nt castrate Andy!! Oh Well, Let him go!!!!
додав Mandi_and_Brittany_are_HOTTER_than_you!!! 15 Березня 2005
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A blood set from Oregon. That originated on the Siletz reservation later spreading to Springfield, Oregon. They are Known to affiliate with The Northern Structure, Piru and other Blood gangs. Also known as N!P!B!
Suwoop! Native Pride Bloods in the mutha fucken house! AND DAT'S WAT'S UP!
από Danny12345678901 20 Νοέμβριος 2007
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on February 18, 2013 - 4:51 PM
NEWFANE – The doors and windows of the First Baptist Church on East Avenue were damaged over the weekend in an apparent break-in attempt, but the only thing missing appeared to be a can of fruit.
The church manager told Niagara County deputies Sunday morning that a food pantry, located in the basement of the church at 6047 East Ave., had damage to the door and door knob. Patrol checking the perimeter found a screen was ripped off and a basement window was tampered with to gain entry.
A church helper told deputies that she had stopped in at 8:45 a.m. on Saturday to drop off some bread and found the doors open, but thought the last person there was responsible.
The manager told deputies that nothing appeared to be missing from the church or pantry, except for a can of fruit that appeared to have been consumed in the building, with a suspect leaving behind an empty can.
Damage was listed at $125.


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Lifestyle Calendar, March 21 - 27, 2012
admin | 3/22/2012, 5:30 a.m.
Join the Wholeness Movement at the C.L. Gaskin Center to take healthy cooking classes, personal trainer consultations and BMI Testings, Monday - Saturday, 7 a.m. - 2 p.m. 305-607-4153. The Beautiful Gate is hosting free cancer educational workshops at the Austin Hepburn Community Center, 750 NW 8th Avenue in Hallandale. Each session will be dedicated to a different form of cancer. A breast cancer workshop will be held on May 19th; cervical cancer workshop on July 21st; and a lung cancer workshop on Sept. 15th. For more information, please call 305-758-3412 or e-mail email@example.com. Booker T. Washington Class of 1960 meets the 3rd Saturday of each month at the African Heritage Cultural Arts Center at 4 p.m. For more information contact Cornelia Sands at 305-308-0176. Booker T. Washington 1962 Alumni Class is planning their 50th Class Reunion on June 24 July 1 and invites allmembers to upcoming meetings, held the first Saturday of every month, at 4 p.m. at the African Heritage Cultural Center, 6161 NW 22nd Avenue. For additional information, contact Helen Tharpes Boneparte 305-691-1333 or Lonzie Nichols 305-835-6588.Miami Jackson and Miami Northwestern Alumni Associations are asking all former basketball players that played during Jackson Coach Jake Caldwells tenure (1970-1988) and Northwestern coach, Fred Joness tenure (1982-1996) and would like to participate in a special tribute on March 2nd to call 305-655-1435 (Generals) or 305-218-6171 (Bulls). Booker T. Washington Class of 1965, Inc. will meet on Saturday, March 24 at the African Heritage Cultural Arts center at 4:30 p.m. For more information contact Lebbie Lee at 305-213-0188. Xcel Family Enrichment Center, Inc. a not-for-profit community-based charitable organization will be celebrating its 2nd Annual Black Marriage Day Walk on March 24 at Miami Carol City Park 3201NW 185th St. Registration/walk begins and ends 8-9:30 a.m. Entertainment, speeches and testimonials 10 a.m.- 2p.m. For information contact Ms. Gilbert at 786-267-4544. Washingtonians Class of 6T5 will worship together on Sunday, March 25 at 11a.m. at Mt. Sinai Baptist Church. For more information contact Barbara Graham at 305-634-3887.The Miami Northwestern Class of 1967 meets on the 2nd Wednesday of the month at7 p.m. at the home of Queen Hall, 870 NW 168th Drive. We are in the process of planning our 45th Reunion.Formore information contact Elaine at 786 227-7397 or www.northwesternclassof67.com. Northwestern Class of 1962 meets on the 2nd Saturday of each month at 4 p.m. at the African Heritage Cultural Arts Center. We are beginning to make plans for our 50th Reunion. For information contact Evelyn at 305-621-8431.Booker T. Washington Class of 1967 meets the 3rd Saturday of each month at the African Heritage Cultural Arts Center. For information contact Lucius King at 305-333-7128. The National Coalition of 100 Black Women Greater Miami Chapter is accepting applications for girls ages 12-18 to participate in Just Us Girls Mentoring Program. Monthly sessions will be held every 3rdSaturday10 a.m.-12 p.m. thru June at the Carrie Meek Center at Hadley Park, 1350 NW 50th Street.Call 1-800-658-1292 for information. Liberty City Farmers Market will be open each Thursday, 12-5 p.m. and Saturday, 11 a.m.- 4 p.m. at TACOLCY Park until May 2012. For information call 954-235-2601 or 305-751-1295 ext. 107. New Beginning Baptist Church of Deliverance of All Nations invites you to weight loss classes the 1st and 3rd Saturday of every month. Lose sins while you lose weight. Contact Sister McDonald at 786-499-2896. Range Park is offering free self-defense/karate classes for children and adults each Monday and Wednesday from 6 - 8 p.m. The location is 525 NW 62nd Street. For more information call 305-757-7961 or contact Clayton Powell at 786-306-6442. Chai Community Services food program is taking applications from grandparents raising their grandchildren. All services are free. For applications call 786-273-0294. Dads for Justice, a program under Chai Community Services, assists non-custodial parents through Miami-Dade State Attorney's Office with child support modifications and visitation rights. For information or to schedule an appointment call 786-273-0294. Jewels Baton Twirling Academy is now accepting registration for the 2012 season. Open to those who attend any elementary schools within the 33147, 33142 or 33150 zip codes and actively attend church. Contact Elder Tanya Jackson at 786-357-4939 to sign up. Resources for Veterans Sacred Trust offers affordable and supporting housing assistance, family resiliency training and other resources for low-income veteran families facing homelessness or challenges maintaining housing stability in Broward and Dade counties. Call 855-778-3411 or visit www.411Veterans.com for more information. Solid Rock Enterprise, Inc. Restorative Justice Academy offers free consultation if your child is experiencing problems with bullies, fighting, disruptive school behaviors sibling conflicts and/or poor academic performance. For information call 786-488-4792 or visit www.solidrockent.org. Miami-Dade County Community Action & Human Services Head Start/Early Head Start Open Enrollment Campaign for free comprehensive child care is underway for pregnant women and children ages 2 months to 5 years of age residing in Miami-Dade County. Applications and a list of Head Start Centers are available at www.miamidade.gov/cahs or call 786 469-4622 for additional information. Looking for all Evans County High School Alumni to create a South Florida Alumni Contact Roster. If you attended or graduated from Evans County High School in Claxton, Georgia, contact 305-829-1345 or 786-514-4912. S.A.V. (Survivors Against Violence) is a Bible-based program for young people and meets at Betty T. Ferguson Center in Miami Gardens each week. For information contact Minister Eric Robinson at 954-548-4323 or www.savingfamilies.webs.com. Empowerment Tutoring in Miami Gardens offers free tutoring with trained teachers. For information call 305-654-7251.Merry Poppins Daycare/Kindergarten in Miami has free open enrollment for VPK, all-day program. For information contact Lakeysha Anderson at 305-693-1008. This is it! A local softball team for healthy ladies who are 50+ years old is ready to start and only needs 15 more players! Many different experience levels are welcome! So come on and join to have fun, get a good workout and fellowship with other women in the community.For information, call Coach Rozier at 305-389-0288 or Gloria at 305-688-3322. Looking for all former Montanari employees to get reacquainted. Meetings are held on the last Saturday of each month at 9 a.m. For information contact Loletta Forbes at 786-593-9687 or Elijah Lewis at 305-469-7735. Miami Jackson and Miami Northwestern Alumni Associations are calling all former basketball players and cheerleaders for the upcoming2012 Alumni Charity Basketball game.Generals call 786-419-5805, Bulls call 786-873-5992, for information. Miami Jackson Senior Highclass of 92 is currently planning a 20th year reunion. If you are a 92 graduate, please contact the committee president Herbert Roach at firstname.lastname@example.com. Great Crowd Ministries presents South Florida Gospel Festival at Amelia Earhart Park on Saturday, June 30th from 11 a.m.- 6 p.m. For information contact Constance Koon-Johnson at 786-290-3258. Chai Community Services will host a job fair on April 21st from 10 a.m. to 2 p.m. for administrative, professional medical, educational, social service, culinary and housekeeping positions. For more information, please call 786-657-2072 or visit www.chaicommunityservices.org. Urban Partnership Drug-Free Community Coalition will hold their monthly meeting on Thursday, April 26th at the City of Miami North District Police Sub-Station, 1000 NW 62nd Street. The Coalition is dedicated to the reduction/prevention of youth substance abuse and underage drinking in the greater Liberty City and Little Haiti communities of Miami-Dade County. Contact Vivilora D. Perkins Smith, 305-218-0783 or email@example.com. The Miami Northwestern class of 1959 is sponsoring a six day-five night trip to the Biltmore Estate, Asheville, N.C., May 27 June 1st. For information call Barbara, 305-688-209; Joyce, 305-836-0057 or Pat, 305-758-7968.


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Really happy for Amodio. That was a decent program, most of the jumps were really beautiful, he didn't seem overly nervous à la Fernandez & Co. He does have a nice quality over the ice during the lyrical parts.
Really happy for Amodio. That was a decent program, most of the jumps were really beautiful, he didn't seem overly nervous à la Fernandez & Co. He does have a nice quality over the ice during the lyrical parts.
Ugh, I just can't get into Amodio. Oh Javi!
so happy Amodio won the bronze over the 2 Czech haedcases!
ps: Europeans is the oldest & most prestigious competition out there, having began in 1891.
Amodio got Bronze :sheesh:
didnt see that coming at all, Javier was pressured maybe next time
Zhenya has matured well over the years. I remember the meltown that happened in Nice, years ago; he learned from that, and it never happened again. Now he is like steel. It has taught me how much a skater can grow in response to pressure, how much a man can mature into a total champion, fighting against all odds time and time again. I am very glad to have learned this, and it gives me hope for various rising male skaters who are struggling with the pressure of international competition; I earnestly hope that it gives hope to them, too.
I've just seen Plushenko's performance (thank you Nikaquest whoever you are) and all I can say is that it brought tears to my eyes. I'm so proud of him.
ps: now just waiting for the awards ceremony, lol.
I am very sad about Javi. He seems to have gotten a triple jump trauma. Or just the nerves. That Pluschenko won so clearly without doing a quad is embarassing for all other skaters. So many mistakes again they did. I find it strange that Gachinski with 2 quads is so far behind Pluschenko I must say. And Amodio ahead of Brezina? I don't get that either.
Florian - watch again. Plushy landed a beautiful quad for his opening jump.
It's interesting to see the front and backloading strategies of the different coaches. The Mishin skaters, Plush and Gachinski, for instance, frontloaded their jumps. With Plushy putting 5 of his jumping passes before the second half, and only 3 in the back. Artur splits it 4 and 4. Meanwhile, Morozov protege Florent way backloads his jump layout, doing 6 jumps in the second half instead of the usual 5 that most men at this level go for. If you recall, Morozov used the same strategy for Miki Ando, backloading 5 of her jumps.
There were the 2 Russians and then the rest ..
Plushenko, OMG, lucky, lucky people in the audience. He says he skated like ten years ago . skated for himself and the audience. Gachinski beginning to develop his own style. I'm a fan! Team Mishin
Well done Amodio! A bonus to see him and Morozov so overjoyed