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Happy Second Birthday Sunday Supper!I cannot believe that its two years since Sunday Supper began and since we've been sharing our recipes with different themes and getting together on Twitter every Sunday.I'm so inspired by all our talented chefs,cooks,writers,moms who've been a part of our Sunday Supper and learn from them all the time.Our group is growing each day and its just great fun to get together and cook something special for our family table.Thanks to Isabel for creating this diverse group and carrying this movement forward.Major brands are also now noticing our power and willing to work with us.Isn't that great!
I joined Sunday Supper in May 2012 with this recipe and it has been an amazing journey.There have been many memorable moments but one stands out for me clearly and that was during Hurricane Sandy when we all got together and dedicated our posts for the people affected by it.Our neighborhood was also affected although not as badly as the coastal areas of New Jersey, but in our own way our Sunday Supper group came together to raise awareness by asking people to donate to the organizations that were helping in the rescue efforts.This shows the other side of our group where we don't just talk about food but also help,support and care for things and events that affect out lives.
For this celebration I'm sharing with you all a childhood favorite made by my Dad.I'm extremely lucky to have grown in a family where special delicacies like these were a regular feature.Thanks to my Dad, I ate home cooked Biryani almost every other Sunday and Kebabs like these were served when my parents entertained (which again was pretty often).
Shami Kebab is a traditional Kebab from Awadhi Cuisine hailing from the state of Uttar Pradesh in India and was introduced by the Moghuls.Its traditionally made using Ground Goat Meat, but I've used Ground Chicken over here.Its differs from other kebabs in that, the meat is boiled with Split Pea Lentils (Chana Dal) along with some spices and then ground to make a paste.The paste is then mixed with egg, mint and cilantro and shaped into round patties to be fried until golden.Its definitely a dish for a special occasion and I thought it would be perfect for this celebration!
The subtle flavors from the spices,the sweetness of the mint and the smooth texture is what makes this extra special.Its succulent,its moist and its absolutely delicious.Its unlike any other Kebab that you've ever had and you've got to try it to believe.Serve it hot with my Mint Chutney!Truly a royal dish.
- Ground Chicken Thighs-2 lbs
- Onion-1 medium chopped
- Garlic Cloves-8-10
- 2 inch Ginger-chopped
- Split pea Lentils (soaked overnight)-1/2 cup
- Coriander Seeds-2 tsp
- Cumin Seeds-2 tsp
- Black Peppercorns-1 tsp
- Whole Cloves-1 tsp
- Green Cardamom-5
- Cinnamon-2 sticks broken in half
- Salt-to taste
- Water-1 cup
- Eggs-2
- Chopped Mint- 1/2 Cup
- Chopped Cilantro-1/2 Cup
- Oil for frying
- In a large pan heat about 2 tbsp of oil and add the onions and the next 10 ingredients.Bring to a boil.
- Reduce the heat, cover and cook until the chicken is cooked and the water has evaporated completely.
- Once ready discard the green cardamom and cinnamon stick.
- Transfer the mixture into a food processor and blend to make a paste.
- Empty into a deep mixing bowl and add the additional ingredients.
- Using your hands make small round patties.
- Deer fry or shallow fry in batches until golden on both sides.
- Serve hot with your favorite chutney.
- Enjoy!
This event is hosted by the lovely Liz from That Skinny Chick can Bake and we've got some amazing stories and recipes shared by our group!
Brilliant Breads and Breakfast Fare:
- Brioche aux Pépites de Chocolat from Food Lust People Love
- Broccoli, Potato & Cheese Egg Cups from Cupcakes & Kale Chips
- Celebration Strawberry Crepes from The Not So Cheesy Kitchen
- Homemade Brioche from Masala Herb
- Onion Cheddar Cheese Focaccia from Flour On My Face
- Poached Pear Bread from Hip Foodie Mom
Amazing Appetizers and Cocktails:
- Blood Orange Gin Fizz from The Girl In The Little Red Kitchen
- Chicken Shami Kebab from Soni's Food
- Blue Cheese Walnut Tarts from Magnolia Days
- Caramelized Onion and Mushroom Stuffed Butternut Squash from Small Wallet, Big Appetite
- Cheesy Twists from What Smells So Good?
- Key Lime Pie Martini from girlichef
- Pizza Dip from The Food Army Wife
- Slow Cooker Party Mix from Hot Momma's Kitchen Chaos
Spectacular Soups and Salads:
- Creamy, Tangy Bacon Salad Dressing from Daily Dish Recipes
- Day at the Beach Healthy Tuna Salad from Shockingly Delicious
- Low Carb Spicy Chunky Vegetable Beef Chili from Yours and Mine Are Ours
- Luscious Fruit Salad from Pescetarian Journal
- Quinoa and Buffalo Chicken Salad from In the Kitchen with KP
Enticing Entrees:
- Carne de Porco Alentejana | Portuguese Pork and Clams from Family Foodie
- Chicken and Rice Dinner in the Crock from Momma's Meals
- Curried Chicken from The Foodie Patootie
- Healthy Chicken Tetrazzini from Citronlimette
- Imagination Stew from Cindy's Recipes and Writings
- Orecchiette with Chicken, Brocccoli, Mushrooms and Onions from Kudos Kitchen by Renee
- Runny Egg Risotto from Jane's Adventures in Dinner
- Sautéed Chicken with Tarragon Cream Sauce plus Arugula, Radicchio and Escarole Salad from Crazy Foodie Stunts
- Seafood Stew from Healthy. Delicious.
- Spice-Crusted Fish Tacos with Confetti Salsa from The Weekend Gourmet
- Spicy Roasted Squash and Wild Rice Bake from Curious Cuisiniere
- Spicy Shrimp Tempura Rolls from kimchi MOM
- Spinach Proscuitto Macaroni and Cheese with Walnut Topping from Noshing with the Nolands
- Tuscan Chicken Spinach Soup with Roasted Red Pepper from Sue's Nutrition Buzz
Decadent Desserts:
- Azuki Red Bean Ice Cream from The Ninja Baker
- Banana Pudding Parfaits from Hezzi-D's Books and Cooks
- Birthday Cake Macaron from A Kitchen Hoor's Adventures
- Caramel Peanut Butter and Jelly Bars from Pies and Pots
- Chocolate Mousse Torte from That Skinny Chick Can Bake
- Cinnamon Sugar Churros and Chocolate Sauce from Neighborfood
- Crumb Cake Brownies from Table for Seven
- Frozen Chocolate Covered Banana Pops from Ruffles & Truffles
- Gluten-Free Epiphany Cake from Happy Baking Days
- Gluten-Free Vegan Coconut Cookies by Killer Bunnies, Inc
- Happy Birthday Cake Batter Truffles from Take A Bite Out of Boca
- Kahlua Toffee Ice Cream Cake from Webicurean
- Mini Chocolate Bundt Cake with Raspberry Sauce from Peanut Butter and Peppers
- Pineapple Coconut Cupcakes from Basic N Delicious
- S'mores Snack Cake from Alida's Kitchen
Join the #SundaySupper conversation on twitter on Sunday! We tweet throughout the day and share recipes from all over the world. Our weekly chat starts at 7:00 pm ET. Follow the #SundaySupper hashtag and remember to include it in your tweets to join in the chat. Check out our #SundaySupper Pinterest board for more fabulous recipes and food photos.
Would you like to join the Sunday Supper Movement? It's easy! You can sign up by clicking here: Sunday Supper Movement.


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Christine Caine: Trust God to Open Doors for Women
Christine Caine—an evangelist out of Hillsong Church and international activist against trafficking—talks with resolute conviction, humor, and an Australian accent.
She's become one of the best-known Christian women speakers around the globe. Caine has preached at megachurches in the U.S. (including Rick Warren's Saddleback Church and Steve Furtick's Elevation Church). She's spoken at the major conferences: Catalyst, Women of Faith, Passion, and yes, The Nines.
One of three women on a lineup of over 100 speakers this year, Caine focused her message on Isaiah 43:19, "Behold I do a new thing … ." She reminded Christian leaders to not let today's trends distract from God's new works in their lives.
Following the event, Her.meneutics editor Kate Shellnutt asked Caine by email about women's representation in Christian leadership, and she again pointed to God's work among us, encouraging women to trust that God will make a way for them.
On your podcast earlier this year, you talked about how your gender felt like a non-issue for much of your ministry, especially at Hillsong. What's your reaction to the discussion over women's representation at conferences like The Nines?
I always welcome lively discussion amongst leaders as long as it is directed towards advancing the kingdom and done with a spirit of love, humility and hope.
I am grateful for the opportunity to serve leaders at conferences like The Nines, and I think the very fact that some one like me is included as a speaker in leadership conferences all over the world suggests that the church is very willing to hear from women as well as men … .
The discussion over women's representation over conferences like The Nines is a valid one, and I think as more women step out and accomplish things empowered by the Holy Spirit then they will have something to contribute to helping leaders grow.
I think you actually have to build something that is producing fruit whatever gender you are if you want to help others do the same. Your gender should not be what determines whether you speak at a conference, your gifts and fruit should be. I truly believe that if God has called you to do something, then God makes a way for you to do it.
How much do you pay attention to diversity and representation when you speak at these large conferences and churches in the U.S.?
I am very mindful of diversity and representation anywhere I speak. I come from such an inclusive leadership environment (race, gender, ethnicity, age, tradition, denomination) that at times I am a little stunned that it does not always appear to be that way everywhere else.
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NEW YORK - As the economy slumps, a company's brand becomes its most solid asset, according to an industry report listing Google Inc., Apple Inc., Amazon.com Inc., Zara International Inc. and Nintendo Co. as having the fastest-rising global brands.
Interbrand rankings
The top 10 brands according to financial strength, consumers' product choice, and role in ongoing demand:
1. Coca-Cola
3. Microsoft
4. General Electric
5. Nokia
6. Toyota
7. Intel
8. McDonald's
9. Disney
10. Google
In the report, released Thursday evening by brand consultancy Interbrand, Coca-Cola Co.'s image was most valuable overall for the eighth year in a row. Interbrand ranked brands according to the amount of a company's revenue that was attributable to them.
Google, whose brand's value rose the most, released new features such as Google Mobile, Google Docs & Spreadsheets and Google Book Search that Interbrand said extended reach and increased the brand's worth by $25.59 billion.
In April, branding and research company Millward Brown Optimor chose Google for the second year in a row as its top brand, while ranking Coca-Cola fourth.
Ford Motor Co.'s, Citigroup Inc.'s, Morgan Stanley's, Gap Inc.'s and Merrill Lynch's brands' values fell the most in Interbrand's ratings.
Amid economic weakness, a valued brand needs to discount less if its customers are willing to spend more based on their belief the value it offers for their dollar, Harvard Business School professor Nancy Koehn wrote in the report.
Many chief executives overlook the importance of brands during uncertain economic times, often slashing investments in brands in an effort to cut costs, but that is shortsighted, she said.
More than half the marketers in a July survey by the American Marketing Association agreed that investing in a brand can cushion a company against a downturn.
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Salmon is my all-time favorite seafood. Growing up in Skagit Valley, an hour north
of Seattle, we had access to some of the world's best salmon. Summer months were
spent enjoying barbequed salmon a few times each week.
This sweet and savory Teriyaki Salmon recipe takes fresh, wild-caught salmon to a very delicious place. Serve it with Roasted Veggies and this Balsamic Spinach Salad for one seriously satisfying Paleo meal.
Here's what you need…
For the Teriyaki Salmon:
- 4 cloves garlic, crushed
- 1 1/2 Tablespoons fresh ginger, crushed
- 1 cup coconut aminos
- 2 Tablespoons pure maple syrup, grade b
- 4 fillets, wild caught salmon
- Combine all the marinade ingredients in a large ziplock bag. Add the salmon fillets and evenly cover with marinade. Place in fridge for 40-60 minutes.
- To Bake: Preheat oven to 350 degrees F. Remove salmon fillet from marinade and place in a large glass pan. Strain the minced garlic and ginger pieces from marinade and arrange on the fillet. Bake for 20 minutes. Turn on broiler for additional 5 minutes.
- To Grill: Preheat grill to medium. Lightly oil the grate. Remove salmon from marinade and place on the grill. Grill each side for 6-8 minutes or until the fish flakes easily.
Salmon Nutritional Analysis: 289 calories, 12g fat, 405mg sodium, 11g carbohydrate, 1g fiber, and 31g protein
For the Roasted Veggies:
- 1 cup Brussels sprouts, halved
- 1 cup carrots, chopped
- 1 cup sweet potato, chopped
- 1/2 cup red onion, chopped
- 2 Tablespoons olive oil
- dash of salt and pepper
- 3 cloves garlic, minced
- 1 Tablespoon fresh rosemary, minced
- Preheat oven to 400 degrees F. Lightly grease a roasting pan with olive oil.
- In a large bowl combine all of the ingredients. Spread onto prepared pan.
- Roast for 25-35 minutes until golden and tender, stirring every 10 minutes.
Roasted Veggie Nutritional Analysis: 130 calories, 6g fat, 30mg sodium, 15g carbohydrate, 6g fiber, and 3g protein
For the Balsamic Spinach Salad:
- 1/8 cup balsamic vinegar glaze
- 1/4 cup olive oil
- 1 packet Stevia
- 4 cups baby spinach
- 8 strawberries, sliced
- 4 hard boiled eggs, sliced
- 1/4 cup sliced almonds, toasted
- Combine the balsamic glaze, oil and stevia in a small bowl.
- Divide the spinach between 4 salad bowls. Top each bowl with strawberries, eggs and almonds.
- Drizzle with prepared dressing.
Balsamic Spinach Salad Nutritional Analysis: 267 calories, 22g fat, 88mg sodium, 9g carbohydrate, 2g fiber, and 9g protein


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Published by the Research and Training Center on Community Living, Institute on Community Integration (UCEDD) College of Education and Human Development, University of Minnesota
Volume 14 Number 1 January 2003
Recent data collected from a national survey estimates that about 12% of all students in alternative schools are students with disabilities. Yet we know very little about the nature of the instructional programs offered, special education processes and procedures in place, accountability practices, and outcomes for these students. In addition, we do not have complete descriptive information on the kinds of alternative schools and programs currently in operation. This Policy Research Brief reports findings from interviews conducted with 49 state directors of special education (or their designees). It describes their perceptions of (a) basic characteristics of alternative schools, (b) major issues for alternative schools, (c) major issues for state education agencies, (d) major issues for students with disabilities, and (e) educational reforms impacting alternative schools. The brief concludes with a discussion of trends that require further study.
This issue was co-authored by Camilla A. Lehr, Ph.D., and Cheryl M. Lange, Ph.D., Alternative Schools Research Project, Institute on Community Integration (UCEDD), University of Minnesota. Eric Lanners, Project Assistant, assisted with development of the brief. For further information, contact Dr. Lehr at (612)624-0722 or firstname.lastname@example.com, or visit the project Web site at http://ici.umn.edu/alternativeschools. The research is funded by the U.S. Department of Education, Office of Special Education Programs (H324D010034-01). Opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement should be inferred.
Interest in alternative schools and the students they serve has increased dramatically during recent years. New legislation focused on alternative schools has been enacted in many states, numbers of alternative schools and programs are on the rise, and grants supporting research related to alternative schools have been made. Findings from a recent national survey estimate that there were 10,900 public alternative schools and programs for at-risk students in the United States in 2000-2001 (Kleiner, Porch, & Farris, 2002). Results from this survey also indicate that about 12% of all students in alternative schools and programs for at-risk students were special education students with Individual Education Programs (IEP). Although this percentage is not significantly different from the overall percentage of special education students with IEPs enrolled in all public schools during the 2000-2001 school year, the percentage of special education students varied widely between districts, ranging from 3% to 20%. State-level research conducted in Minnesota found that students with emotional/behavioral disabilities were attending alternative programs in much higher proportions than traditional public schools (Gorney & Ysseldyke, 1993). It is clear that students with disabilities are attending alternative schools, yet questions remain about the extent to which and how students with disabilities are being served in these settings across our nation.
The growth of alternative schools in many states raises questions about their characteristics and use. A commonly accepted definition of alternative schools is not currently available and our review of state-level legislation/policy suggests that considerable variation exists in definitions across states. The Common Core of Data, the U.S. Department of Educations primary database on public elementary and secondary education, defines an alternative education school as a public elementary/secondary school that addresses needs of students that typically cannot be met in a regular school, provides nontraditional education, serves as an adjunct to a regular school, or falls outside the categories of regular, special education or vocational education (U.S. Department of Education, 2002, p.55). In their review of the literature, Lange & Sletten (2002) found that alternative schools are generally characterized as having small enrollment, one-on-one interaction between teachers and students, supportive environments, opportunities and curriculum relevant to student interests, flexibility in structure, and an emphasis on student decision-making (Barr, 1981; Gold & Mann, 1984; Morley, 1991; Natriello, McDill, & Pallas, 1990; Young, 1990). Most educators, researchers, and policymakers do seem to agree that alternative schools are designed for students at risk of school failure (Raywid, 1994). As alternative schools continue to evolve and play a more prominent role in response to educational political, economic, and social forces of today, the need for current information about these settings and the students they serve grows.
Although the amount of literature on students with disabilities and alternative schools is limited, some state-level data have been collected in Minnesota as part of federally-funded research conducted by the Enrollment Options Project at the University of Minnesota (1990-1998). In Minnesota, students can choose to attend an alternative program if they meet one or more criteria for at-risk status described in the High School Graduation Incentive Law established in 1987 (e.g., pregnant or parent, chemically dependent, behind in credits, or suspended or expelled). One study of Minnesota alternative programs found that 19% of enrolled students were identified as having a disability and over 50% of those students were identified as having an emotional/behavioral disorder (Gorney & Ysseldyke, 1993). These findings raised many questions related to enrollment, service delivery, implementation of the IEP, exit procedures, student satisfaction, and outcomes.
On average, when differences in high risk indicators such ethnicity and socioeconomic status are statistically controlled, students with disabilities are among those at greatest risk of not completing school. Statistics show that the rate of dropout for students with disabilities is nearly twice that of general education students (Blackorby & Wagner, 1996). Of those students with disabilities who do not complete high school, about 36% are students with learning disabilities and 59% are students with emotional/behavioral disorders (Blackorby & Wagner, 1996). The numbers of students with disabilities attending alternative schools by choice in Minnesota suggests that these settings may offer a desirable option for many who are trying to successfully complete school. The characteristics of some alternative schools that facilitate successful school completion for those at risk of dropout such as extra support/counseling for students, smaller and more personal settings, positive relationships with adults, meaningful educational and transition goals, and emphasis on living and vocational skills (Dynarski & Gleason, 2002; Fuller & Sabatino, 1996; Lange, 1998; Marder, 1992) may also be the elements necessary to keep students with disabilities in school. However, because data may not be routinely collected and/or because some students shed their label upon entrance into the alternative school, the number of students with disabilities attending as well as the number of students who graduate or obtain a General Education Development (GED) certificate through these programs is uncertain.
The enrollment of students with disabilities in alternative schools may also be affected as a result of protections offered through amendments to the Individuals with Disabilities Education Act (IDEA) that were put into place in 1997 (Bear, Quinn & Burkholder, 2001). Students with disabilities who are expelled or suspended for more than 10 days must continue to receive services in an Interim Alternative Education Setting (IAES). These settings must allow students to continue to progress in the general curriculum, receive service and modifications as described in the IEP, and address the behavior that led to the IAES placement in order to prevent the behavior from recurring (IDEA, 1997; 34 CFR 300.522). Students with disabilities may be placed in an IAES for up to 45 days as a disciplinary measure. Subsequently, alternative schools and programs that serve these students are required to work with the originating school to provide special education services in accordance with the students IEPs. The extent to which alternative schools are being used as IAES across the nation is largely unknown.
While there are some state-specific studies (Lange & Lehr, 1999) examining alternative schools in elation to students with disabilities, there is very little national research documenting the extent to which and how students with disabilities are being served in these settings. The lack of information makes it difficult to draw any conclusions about the specific challenges that the presence of students with disabilities may present to the programs, impact on services provided, or the significance of this educational option for students with disabilities. The small amount of existing research on students with disabilities in alternative settings combined with recent educational reforms (e.g., IDEA 1997) necessitates data collection on a national scale.
In October 2001, the University of Minnesota received a grant from the U.S. Department of Educations Office of Special Education Programs to conduct research on alternative schools across the country and the students they serve. Special emphasis is given to studying the extent to which and how students with disabilities are being served within alternative schools. The three-year project consists of four studies:
The purpose of this brief is to share the results from an activity carried out as part of Study I. Telephone interviews were conducted with state directors of special education nationwide to obtain their perceptions of alternative schools in their state and issues for students with disabilities. We began with officials at the state department of education who could provide insight based on expertise and experience with state policy, responsibility for oversight, and knowledge of broader issues for students with disabilities in their state. The combined results of these interviews provide a general indication of what is occurring on a national level and help to identify issues and shape questions that should be addressed.
State directors of special education from each of the 50 states and the District of Columbia received a letter inviting them to participate in a 30- to 45-minute telephone interview asking about alternative schools in their state. A list of the interview questions was also provided. Ten days after the letter was mailed, they were contacted via e-mail or telephone to deter- mine whether they had received the letter, had any questions, and would be willing to participate in an interview. Efforts to contact individuals and set appointments for the telephone interviews occurred over a period of several weeks and often took more than one attempt. Several directors identified designees to participate in the interviews on their behalf.
Interviews occurred during the spring of 2002 and averaged about 30 minutes each. In total, interviews were conducted with individuals from 48 states and the District of Columbia, yielding a 96% response rate. Respondents included 31 directors or assistant directors of special education, 13 designees within state departments of special education, and 5 consultants in departments of education with knowledge of alternative education.
The interview was designed to gather information about how alternative schools operate across the nation. We were particularly interested in (a) the characteristics of the states alternative schools and programs as perceived by state directors of special education, (b) students with special needs (e.g., those who receive special education) in relation to alternative schools/programs, and (c) the state education agencys role and involvement in alternative schools/programs. Questions were generated and refined by identifying gaps in the literature on alternative schools, by gathering input about key special education issues and alternative schools from an advisory group (primarily researchers and policymakers), and using issues specified in the grant proposal. The interview consisted of five general questions with corresponding probes:
Detailed notes were taken as the interviews were being conducted. Immediately after an interview concluded, notes were reviewed and typed. Interviews were coded by question using QSR NUD-IST (Qualitative Solutions and Research Pty Ltd., 1996), a computer program designed to assist with qualitative data analysis. The process of coding included (1) data reduction, which is the process of simplifying or coding data, (2) data display, which includes organizing information into an accessible compact form to facilitate analysis, and (3) conclusion drawing and verification (Miles & Huberman, 1994). For each question, responses were reviewed and coded by category, and similar responses were grouped into emergent themes. The unit of analysis was most often a sentence or multi-sentence chunk of data. A respondent could contribute to more than one theme within a category, but could have no more than one response for each theme. Comments within categories and themes were reviewed for continuity. For each question, the frequency and percentage of states that provided information for each theme was determined.
An inter-rater reliability check was conducted to determine consistency of coding. Two independent raters coded 31 different themes within categories such as kinds of students served, program orientation, enrollment, and student disability area. Inter-rater reliability reached 92% agreement across all variables. Although the rate of agreement was high, suggesting good reliability, discrepancies were discussed and resolved through consensus.
Findings from the interviews are organized and presented according to each interview question. For each question, themes that emerged through data analysis are reported and summarized in a corresponding table. Most of the themes that are reported within various categories were mentioned by more than 20% of the respondents. When themes mentioned by more than 50% of respondents or less than 20% are reported, they are noted.
Although this research offers some insight about the status of alternative schools across the nation and the students they serve, it is important to remember that these are perceptions of state directors of special education and their designees. The majority of the data gathered in these interviews relied on self-report. The drawbacks of self-report data are well documented; responses may be influenced by social desirability, degree of familiarity with what is being asked, and level of understanding (Thorndike & Hagen, 1977). The extent to which state directors of special education were knowledgeable about alternative schools varied and in some cases was very limited. Although the use of open-ended questions during the interview could be viewed as a strength of the study, it also limited the consistency of responses between participants. Probes were used to guide the respondents and a protocol was used to standardize the interview process.
Respondents were first asked to describe alternative schools in their state. Rather than defining a priori what was meant by alternative schools, descriptions of alternative schools were gathered from each respondent so as not to preclude or restrict the range of responses. After initial responses were obtained, follow-up probes were conducted. Overall, respondents identified five basic characteristics described below and in Table 1.
Enrollment by choice or placement. The majority of respondents indicated that students enrolled in alternative schools both as a result of choice and as a result of placement. Placement suggests that the alternative school is viewed as a last resort, and enrollment is usually not voluntary. Enrollment by choice implies that the alternative school is a desirable option under the control of the student or parent. Nearly 65% of the respondents indicated that students were placed in alternative schools as a result of a decision made by someone other than the student or parent (usually school staff). Students are often placed in alternative schools as an alternative to or following suspension or expulsion. In other cases, students may be referred to alternative schools after attending juvenile detention centers. Although many states offer alternative schools as an educational option, discussion with respondents suggested that few states enroll students purely on the basis of choice. Most states appear to have various conditions that must be met in order for students to attend alternative schools. For example, although students may initiate interest, enrollment may require a team decision or counselor referral or require that certain criteria be met (e.g., student is pregnant or behind in credits). Some respondents suggested that students might be encouraged (pushed out) to attend alternative schools and enter more as a forced choice.
Setting. About one-third of the respondents indicated that alternative schools are housed in separate buildings off-campus. One-third of the respondents also indicated that alternative schools were housed within traditional public schools-, sometimes in a separate wing of the school or in a designated classroom. In some states, alternative education that is delivered in a classroom or setting within the traditional school is distinguished as an alternative program.
Educational delivery. When asked to describe alternative schools, respondents most frequently emphasized a disciplinary orientation and a focus on improving behavior. Alternative schools were often described as settings for students who were having difficulty adjusting to the regular classroom environment or who experienced disciplinary problems in school. One type of scenario described mandatory attendance and exit contingent upon achieving and exhibiting appropriate behavior and academic progress while assigned to the alternative school. Respondents (< 20%) also indicated that alternative schools could be remedial in nature, transitional, career-oriented, or therapeutically-oriented.
Characteristics commonly associated with alternative schools across at least one-third of the states included small size (e.g., class size, overall enrollment, or student/teacher ratio) and flexibility. Respondents described flexibility in terms of varied schedules, varied hours of operation, and individualized programming.
Respondents described alternative schools as offering a creative curriculum one that was innovative and incorporated hands-on or experiential learning relevant to student interests or needs. One-quarter of the respondents suggested that many alternative schools also used a core curriculum tied to state requirements or graduation standards. Respondents also noted that alternative schools offered a vocational, career planning or service learning component as part of their instructional program. Other types of curriculum mentioned by less than 20% of the respondents included GED programs, tutorial services, counseling, and teen parenting programs.
Governance. Over 60% of respondents indicated that alternative schools are governed at the local level and that specific practices and procedures tend to be developed at the school or district level. Although many states have some legislation on alternative schools, the degree to which comprehensive state policies exist varies. Most state policies leave room for interpretation at the local level, which allows some autonomy to meet local needs. Respondents also indicated regional governance of alternative schools, usually through cooperative agreements between districts or counties. A handful of respondents (< 20%) mentioned the existence of alternative schools run by community-based organizations or private contracts.
Students. The students who attend alternative schools were most often described as students of high-school age. However, about 20% of the respondents perceived that growing numbers of students are being served at the middle-school level and some at the elementary age (these are typically add-on programs or targeted services). Students attending alternative schools were most often described as students at risk of dropout, students with behavior problems (ranging from students in need of social skills training to those with severe conduct disorders), and students exhibiting academic trouble (e.g., failing grades, behind academically). Other circumstances of students attending alternative schools mentioned by less than 20% of the respondents included students who have been retained, students with a history of poor attendance, students who are pregnant or parenting, and students who are chemically dependent. Some respondents noted concern about possible over-representation of various minority groups attending alternative schools.
|Table 1: Description of Alternative Schools
|Enrollment by Choice or Placement
Enrollment occurs on a continuum ranging from choice to placement.
The majority of states indicated that students were placed in alternative schools/programs.*
Few states allow students to enroll based on choice alone usually other criteria must be met in order for enrollment to occur.*
Educational Delivery
|Note: Responses are perceptions of 49 state directors of special education or their designees.
* Themes were mentioned by at least 20% of respondents; those statements with asterisks (*) were mentioned by more than half of the respondents.
Although many state directors of special education may not be directly involved with alternative schools, their position requires a necessary knowledge of education programs and options that are available in their state. For this reason, we asked for their perceptions of major issues for alternative schools in their state, and their responses are summarized below and in Table 2.Funding. When asked to identify and discuss major issues for alternative schools in their state, directors of special education most often cited issues related to funding. Many suggested that the money allotted for alternative schools was not sufficient to provide quality facilities or instructional resources. Some suggested that when budgets were slim and programs needed to be cut, alternative schools would be the first to go.
Staffing. Approximately one-third of the respondents indicated that staffing was a major issue for alternative schools in their state. Because alternative schools tend to be smaller with low student enrollment, relatively few teachers are employed at the sites. Thus, it is preferable and necessary for teachers to have dual certification. There is a need for teachers who are licensed in several subject areas as well as for teachers who are licensed in both regular and special education. In addition, staff need adequate training to work with students who often have significant academic or behavioral needs. Concerns in this area also focused on the general shortage of qualified special and regular education teachers.
Accountability. Another major issue for alternative schools mentioned by respondents was accountability. Although many of the respondents indicated an appreciation of alternative schools and agreed that they served an important function for students who were not successful in traditional schools, many noted the need for clearly documented measures of effectiveness and student success. Although anecdotal reports of alternative schools impact on individual students exist, respondents emphasized the need for alternative schools to be held accountable for student progress and improved outcomes.
Other concerns raised, albeit less frequently (< 20%), included lack of adequate facilities, difficulties providing transportation, transition, and increasing numbers of students attending alternative schools to obtain their GED certificate. Some respondents also expressed concerns about whether the existence of alternative schools enable high schools by allowing them to avoid addressing systemic issues related to serving all students effectively.
|Table 2: Major Issues for Alternative Schools/Programs
Lack of sufficient funds to provide for quality facilities and instructional resources. Alternative schools/programs may be the first to be affected by budget cuts.
|Note: Responses are perceptions of 49 state directors of special education or their designees.
Themes were mentioned by at least 20% of respondents.
Because officials within state education agencies are often given the responsibility of oversight, respondents were asked to provide their perspective on major issues for state education agencies in relation to alternative schools. Their replies are summarized below and in Table 3.Monitoring and compliance. The most frequent theme that emerged was monitoring and compliance. Respondents spoke about the need for increased monitoring to ensure the provision of a quality education in these settings. Areas specifically mentioned included measuring and tracking student enrollment and demographic information and progress and outcomes. In addition, the need to monitor compliance with special education due process requirements was noted. Comments from respondents suggested that monitoring and compliance issues in alternative schools might have been overlooked in the past. However, with increased alternative school enrollments in many states, increased scrutiny may occur.
Legislation and policies. More than 20% of the respondents noted concern about their states limited existing or inconsistent policies regarding alternative schools. In some states, legislation may be minimal and state policy may not include a statewide definition, information on enrollment or exit, disciplinary approaches, or inclusion of students with special needs. This ambiguity makes an understanding of the purpose and operation of alternative schools difficult for those who are not directly involved.
Technical assistance and growth. Respondents indicated that providing technical assistance to staff in alternative schools was very difficult because of growing demand and shrinking resources. In many states, the number of alternative schools is increasing and often alternative schools have lists of students waiting to enroll. Increases in enrollment, along with the changes in IDEA 1997 and Title I, have resulted in a greater need for technical assistance, although the available resources are scarce.
|Table 3: Major Issues for State Education Agencies
|Monitoring and Compliance
Need for increased monitoring to determine quality of instructional program, student enrollment, and demographic information, as well as progress and outcomes. Need for monitoring of special education due process and procedures.
Legislation and Policies
Technical Assistance and Growth
|Note: Responses are perceptions of 49 state directors of special education or their designees.
Themes were mentioned by at least 20% of respondents.
State directors of special education are in a unique position to provide an important state-level perspective on major issues for students with disabilities in relation to alternative schools. A summary of emergent themes is presented below and in Table 4.
Number of students served and disability category. A primary issue that emerged in response to this question was the number of students served and the disability category to which they belonged. Many of the respondents indicated that they had very little or no data on the number of students with disabilities being served in alternative schools. They perceived that the primary disability category for students attending alternative schools was severe emotional disturbance (emotional/behavioral disability). Several (< 20%) respondents also noted anecdotal reports of an increase in the severity and variety of students with disabilities being served within alternative schools. While in the past, most students with disabilities attending alternative schools were identified as having learning disabilities, respondents believed that students with Tourettes syndrome, autism, mental health problems, and conduct disorders were now attending alternative schools.
Enrollment issues. Several topics emerged in relation to enrollment of students with disabilities in alternative schools. One concern focused on the perception that students with disabilities may be pushed out of traditional schools and into alternative schools in either a subtle or an overt manner. One scenario suggested that rather than placing students in a more restrictive setting or a more costly environment, alternative schools are offered as another option. Secondary-level administrators or staff may urge students to try the alternative school first.
According to interview results, once a student with a disability enrolls in an alternative school, several scenarios may occur. In some alternative schools, procedures may be in place ensuring a review of the IEP and implementation of services at a level similar to what the student received in the past. In other schools, the IEP may be rewritten to reflect a lower level of service, oftentimes indirectly. If the IEP is rewritten, it may not be closely followed. In other cases, the student may shed the special education label, either by student or parent choice or through termination of the IEP.
Respondents suggested that many factors influence the degree to which the IEP is implemented. Some indicated that educators felt that student needs could be met through the existing alternative program (rather than through special education) given the smaller student-teacher ratio and more individualized programming. Barriers to appropriate implementation of special education include the availability of certified special education teachers and paraprofessionals and school size (which can limit flexibility and resources). In less than 20% of the cases, respondents mentioned the existence of an adversarial relationship between alternative school educators and special educators. Some alternative educators believe that students who receive special education should not be served in alternative schools because they already have funding and a set of supports in place, whereas students without disabilities who are at risk of school failure depend on the enrollment slots available through the alternative school.
Service delivery. The third major issue that surfaced in relation to students with disabilities and alternative schools focused on the delivery of services. Nearly half of the respondents raised questions and concerns about the provision and quality of service provided within the alternative school for students with disabilities. Concerns were also raised about the qualifications and availability of staff licensed in special education, and about whether students with disabilities had access to the breadth of content curriculum and subject areas available in larger traditional public schools. About one-quarter of the respondents perceived that alternative schools could be good settings for students with disabilities. Many identified characteristics of alternative schools that could facilitate a successful school experience, such as a smaller setting, more individual attention, individualized work pace, focus on career planning or vocational education, provision of work-study experiences, provision of counseling, flexible schedule, etc. However, respondents also voiced concern about whether alternative schools met the requirement to educate students with disabilities in the least restrictive setting, as some alternative schools tend to be somewhat isolated and serve an at-risk population.
|Table 4: Major Issues for Students with Disabilities
|Number of Students Served and Disability Category
Limited or no data available on the number of students with disabilities being served in alternative schools.
Perception that primary handicapping condition of students with disabilities attending alternative schools is emotional/behavioral disability.
Enrollment Issues
Service Delivery
|Note: Responses are perceptions of 49 state directors of special education or their designees.
* Themes were mentioned by at least 20% of respondents; those statements with asterisks (*) were mentioned by more than half of the respondents.
Public education across our country (including alternative schools) is being shaped by a variety of federal, state, and local influences. Respondents were asked to describe the impact of major educational reforms on alternative schools in their state. Their replies are summarized below and in Table 5.
Increase school completion. More than one-third of the respondents indicated that pressure from state and federal authorities to decrease dropout rates raised awareness of the dropout problem. And in many cases, alternative programs are seen as one way of keeping kids in school.
Standards-based reform and accountability. Over a third of the respondents talked about the impact of standards-based reform and increases in statewide accountability measures on alternative programs. Perceived impacts of this educational reform movement included increased numbers of students enrolling in alternative schools and an increase in the number of students choosing to obtain a GED certificate. Perceived challenges as a result of the standards-based reform effort include trying to raise test scores for students who have not done well in traditional schools, measuring the effectiveness of alternative programs in ways other than achievement test scores, and incorporating standards and curriculum linked to standards.
IDEA disciplinary requirements. About one-quarter of the respondents noted that the disciplinary requirements of IDEA 1997 affected alternative schools. Some perceived that IDEA helped to keep students with disabilities from dropping out of school and some believed that these protections should also be available to students without disabilities who are expelled or suspended. Many of the students who are staying in school are attending alternative schools via choice or placement and there is a perceived increased demand on staff to work with students who have challenging behaviors. IDEA has also drawn attention to the use of positive behavioral supports in traditional and alternative schools and promoted staff development related to effective strategies for behavior management. Interestingly, about 20% of the respondents indicated that alternative schools were not widely used as interim alternative education settings, and a similar percentage indicated that they did not have clear data documenting their use in this capacity.
Other reforms identified as impacting alternative schools included increased interest in providing school choice, increased emphasis on early intervention, zero tolerance policies, safe school initiatives, and no social promotion policies.
|Table 5: Reforms Impacting Alternative Schools
|Efforts to Decrease Dropout and Increase School Completion
Pressure to keep kids in school and increase the rate of school completion for all students.
Standards-based Reform and Accountability
IDEA Disciplinary Requirements
|Note: Responses are perceptions of 49 state directors of special education or their designees.
Themes were mentioned by at least 20% of respondents.
The number of alternative schools in many states is growing, yet we know little about these settings and the students they serve. Serving students who are at risk of educational failure appears to be one feature that is relatively consistent across states. Aside from this similarity, alternative schools seem to vary in terms of approach, enrollment procedures, exit criteria, definition, and instructional programs offered (Lange & Sletten, 2002). The variation between and within states adds to the challenges presented when conducting national research on alternative schools. The responses from interviews with state directors of special education help to provide a broad indication of what is occurring across our nation, especially in relation to students with disabilities and alternative schools. Results from these interviews provide some ideas about issues to pursue in the study of these settings. Trends that require further research are briefly discussed below:
These schools can help schools get disruptive students out of regular classrooms and into settings where they can get counseling and extra help. The Alternative Education for Disruptive Youth Program is a key component of the Administration's landmark safe-schools initiative. Schools can use the funds to remove chronically disruptive students from regular school programs and place them in alternative education programs (McCloud, 2002).
If states choose to use alternative schools exclusively for chronically disruptive youth, critical questions must be addressed. What are the implications for students who are placed in these settings? What are the entrance and exit procedures? How will transition into and out of regular schools be handled? Will support services be available in the regular setting to assist with transition? What is the responsibility of traditional schools for serving these students? How will the quality of programming be monitored? What are the implications for students with disabilities? What are the implications for students who choose alternative schools as another educational option?
State directors of education provide a unique perspective on alternative schools and major issues for students with disabilities at a state-wide level. Many of the responses portrayed complex issues and reflected a richness beyond the summary themes (see Table 6). Many themes that emerged are consistent with the literature on alternative schools (e.g., various characteristics). However, many of the themes that emerged point to concerns, issues, and questions that require further study. For students with disabilities who are at increased risk of not completing school, identifying these issues and their impact is critical. State-level officials as well as other educators and policymakers are encouraged to examine alternative school policies and practices in light of the issues identified in this research brief. Issues of concern must be carefully considered and addressed in order to provide the best possible education for students with and without disabilities who are attending these schools and programs.
|Table 6: Interview Results: Select Statements
| I am not sure about the quality of the alternative programs and I really dont know what is out there. We have tremendous growth in alternatives because schools are beginning to rely on these programs for kids who dont fit in the traditional programs. There is a significant increase in the number of kids entering alternative programs.
The host district is quick to send kids to the alternative school and slow to send resources (e.g. staff). It is unfortunate that sometimes when kids in the traditional setting need expensive service, the staff at traditional schools may recommend trying the alternative school first, before the other placement (because it is less expensive). Often the student will try the alternative school, the alternative school will make it work, and the student ends up staying.
One issue is equity and reduced hours of service. The IEP says one thing and the levels of service couldnt be replicated in the alternative school. The main issue is equity in the delivery of services between the two settings.
There is lip service to thinking of individual needs, providing accommodations and adaptations, and recognizing the value of having a continuum of services, but I am skeptical that some alternative schools are dumping grounds.
A major issue is the isolation of these schools. Even in schools within schools, these kids are isolated from others. Ironically, this is similar to special education in the past where kids were segregated from others.
Use of alternative schools avoids addressing the systemic issue. Once we create an alternative school, the high school is off the hook. They dont have to change in order to serve these kids.
One of the messages from some parents and students is that they appreciate having the alternative school option, and that if it wasnt for the option, the student would not have stayed in school. There is a real sense of community in these alternative settings.
Alternative schools have recently had great success in our state in reducing the dropout rate and are playing a key role, especially for older students who want to come back to school and graduate.
|Note: Statements have been paraphrased and are not direct quotes.
Although findings from these interviews provide a broad national picture, we must ask about the extent to which these perceptions are similar to those of others, including state-level alternative school specialists, alternative school educators, general and special education teachers, parents, and students. Based in part on these findings, a survey was developed and sent to individuals at each state department of education with knowledge of alternative schools. The survey asks more in-depth data-based questions about alternative school policies and procedures and the extent to which students with disabilities are being served in these settings (e.g., percent of students enrolled, disability category, use as IAESs, special education services). In addition, field visits to alternative schools and interviews with educators, parents, and students with and without disabilities will occur during the third year of the study. This research will help to provide a much-needed data-based description of alternative schools and the students they serve. Furthermore, understanding the role alternative schools play in the education of students at risk of school failure will enhance services and help to facilitate successful school outcomes for students with disabilities.
This issue was supported, in part, by Grant #H133B980047 from the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education.
Managing Editors are Vicki Gaylord and Mary Hayden. Issue Editor is Christen Opsal. The opinions expressed are those of the authors and do not necessarily reflect the position of the Center or its funding sources.
Print copies of this publication are available for $3.00 per copy. An order form is available online, or contact:
Institute on Community Integration
University of Minnesota
109 Pattee Hall, 150 Pillsbury Drive SE
Minneapolis, MN 55455
612 / 624-4512
Policy Research Brief is available in alternative formats upon request from the above address.
The University of Minnesota is an equal opportunity employer and educator.
Published on the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu)
Citation: Lehr, C.A., and Lange, C.M. (2003) Alternative schools and the students they serve: Perceptions of state directors of special education. Policy Research Brief (University of Minnesota: Minneapolis, Institute on Community Integration), 14(1).


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Free Third Night at the Hotel Majestic in Barcelona
The best part of winter (besides hitting the slopes or lounges in Aspen, Jackson Hole or Zermatt, of course) are the special offers wheeled and dealed by luxury hotels in order to fight the vacancies of their shoulder seasons. Nothing like a free night at one of the best hotels in Europe to entice a winter-weary traveler for a luxurious long weekend. At the Hotel Majestic, guests are pampered in a destination hotel that is smack in the middle of all that's cool in Barcelona: Las Ramblas, the Gothic Quarter, Gaudi's strange and marvelous architecture. The rule may even apply to the most glorious and fashionable penthouse in the city, with its whopping 3,230 sq ft of space. From now until the end of February, take advantage of the 3x2 Offer, where guests are awarded with a free night after paying for two. And the weather map in the International Herald Tribune this morning seems to suggest that guests could even marvel at the panoramic city-view from the rooftop pool and solarium right about now (Spain is blessed with some remarkably mild winter temps.)
Hotel Majestic, Official Site
Hotel Majestic, Five Star Alliance
Radisson Edwardian Leicester Square Hotel
London, United Kingdom
Radisson Blu Edwardian Leicester Square Hotel is a discrete and... more >>
Thornbury Castle
Thornbury, United Kingdom
Kings and queens have stayed here. Courtiers have flirted with... more >>
White Swan
Bondgate Within Alnwick, United Kingdom
Set in the heart of the historic market town of Alnwick and only... more >>
Paris, France
L'hotel has counted quite a few legendary celebrity among its... more >>
Hotel Lungarno
Florence, Italy
At the Hotel Lungarno, the view of the river and over the city... more >>


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Monday, August 5, 2013
The Charleston Center for Photography is privileged to have Post and Courier Visuals Editor Tom Spain speak at the August Second Monday Series Lecture on Aug. 12 at 7 p.m.
His talk will be on "Press Photography, Where Art Thou?: The good, bad, ugly" explained by Tom Spain at CCP 2nd Monday.
Tom Spain is the Visuals Editor for The Post and Courier. He knows his stuff. He knows his job. He will detail changes in press photography at Charleston Center for Photography (CCP) 2nd Monday Lecture Series at the center, 654 King Street, Charleston.
From the major growth of digital photography technology since the late 1990s to the present, it's not the equipment; it's the uncertain climate for the press photographers, today. They are mobile. They are professional. They are few.
Spain is well aware that in May this year the Chicago Sun-Times fired more than 28 photographers, included was Pulitzer Prize winner John H. White. Such a major move by a major newspaper produced major concern among national press photographers and media professionals. A recent article printed by zdnet.com suggested reporters and freelancers with video-capable smartphones would replace the photographers. For Spain and colleagues, the photography climate is in flux, one that affects aspiring amateurs, as well.
The Charleston Post and Courier has seen a number of its well-known photographers go elsewhere – some have pursued careers away from photography.
A native of Charleston, Spain began his career in photojournalism in 1972 as a staff photographer for the Evening Post and News and Courier. He took over management of the Photography Department in 1993 when newspapers were making the transition from film to digital images. The two newspapers became one during his tenure, and the changes kept coming.
All photographers will benefit from Spain's good, bad, and ugly talk. He follows associate Paul Zoeller, who spoke of career downs and ups last month. Zoeller gave good account of his path to success. Spain promises to add to that experience with the viewpoint of a photography professional who has seen it all.
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February 13, 2013
A Very Energy-Rich Speech. Will He Deliver?
Jennifer Dlouhy, Fuel Fix
AP Photo
An emboldened, second-term President Obama on Tuesday made clear that if lawmakers don't tackle climate change, he will do an end run around Congress and use his executive powers to curb greenhouse gas emissions linked to global warming.
The commitment — delivered during Obama's fourth State of the Union address — shed more light on how the president plans to make good on his inaugural vow to combat climate change as he said he is willing to flex his muscle on the issue.
TAGGED: Barack Obama


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SCPrepNation.com spoke briefly with 2013 Gaffney defensive tackle Ty Byars on Friday as he gave us a quick update regarding his recruitment.
"I went to Gardner-Webb's camp but no other yet. South Carolina State wants me to come to a camp and so does Georgia Tech."
Byars says he intends on hitting those schools for camps along with some others in the near future.
"Alabama State, Louisiana Lafayette, and Gardner-Webb are showing me the most interest right now out of everyone."
"Alabama State says they are offering me after the first game of the season and Louisiana Lafayette wants me to call them after the dead period."
Stay tuned to SCPrepNation.com for more updates with Ty Byars and other top prospects here in the Palmetto State so stay tuned.


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This terrifying book is based on the diary of Shin Dong-Hyuk, who was born in a brutal labor camp in North Korea. In Escape from Camp 14 journalist and writer Blaine Harden tells this young man's story--the only person born in a labor camp to ever escape from one.
The writing in this book is mesmerizing, but warning: this is not a book you will want to read while enjoying a cool glass of lemonade or munching an apple. It's horrifying on so many levels. The first being that camps such as these still exist where people are forced to do slave labor even as children, where torture is routine, and where almost everyone including the guards are starving. These camps have existed far longer than Soviet gulags but they are less well-known.


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There are professionals that get together and forecast colors. They will tell you that persimmon is hot, purple is back, black and white are all the rage. Don't forget tan/cream and ice blue/robin's egg blue.
Are you really interested in lime green? That's in as well.
In terms of color forecasting, I don't pay all that much attention. I really don't direct my clients to choose those choices unless that's what their heart desires.
New products, especially ones to do with new technology, plumbing, kitchen items, washer and dryers that are quieter/ smaller / use less water -- those are new things that are important to know about and important for me to tell my clients about. I stay up on new technology and trends, but I don't necessessarily follow them.


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Building: Lares, Room: 108 Lubert Commons
Join us for a Visit Day on your day off from school!
- Registration begins at 10:00 a.m.
- Admissions presentation at 10:30 a.m.
- Campus tour at 11:00 a.m.
*Application fee waived if you visit our campus.
Since classes will be in session and there will be many of you visiting us this day, we cannot offer you parking on campus. We apologize for this inconvenience. Please park in our off campus lot on Route 611 (Old York Road) and London Road in the lower "Target" parking lot facing Abington Pharmacy. There will be a Yellowbird school bus that will transport you to campus and back to the Target parking lot after your tour. You will receive a detailed confirmation email with parking instructions.


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Bone Cancer, and how we can help.
If you've been diagnosed with bone cancer, you're probably facing many decisions — choices that can seem overwhelming and hard. Where should you go for care? What's your first step? At Memorial Sloan Kettering Cancer Center, we too are constantly thinking of those questions — and how we can be the answer to all of them. Each member of your team at MSK is an expert in bone cancer and is dedicated to giving you the best outcome and quality of life possible.


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In " Job Satisfaction ", Stephen P. Robbins writes about five factors which make a person satisfied with his or her job. These factors are mentally challenging work, equitable rewards, supportive working conditions, supportive colleagues, and personality-job fit. From his article I choose two most important factors that work for me. Those are supportive working conditions and supportive colleagues.
In the first factor that I chose, Stephen P. Robbins is talking about conditions that make employees satisfied with their work. He told us about the studies which demonstrate that employees prefer physical surrounding that are not dangerous or uncomfortable. Also they prefer working close to home in clean atmosphere with appropriate equipment. Personally, I totally agree with him because I used to have bad working conditions at my work, and I was completely unsatisfied with my job. I work at Sears and for the first three or four months of my work there the air conditioner was broken, and no one was even trying to fix it. It was very hot inside the store so all employees and customers were complaining about it because it was impossible to either work or shop there. Most of the employees were very angry because the only place where the air conditioner worked was in office, so only managers were enjoying their job. In the department where I work it was so hot that sometimes I was running outside of the store just to take a fresh air. Employees in the store started protesting and not coming to work because it was impossible for them to work standing or walking around in the very hot place for eight hours a day. After protesting we got two fens to our department and our job became much easier and more enjoyable this way, but customers still weren't that happy about it because it was still kind of hot in the store. Now everything is better because the air conditioner finally got fixed after four terrible months.
Continue reading this essay Continue reading
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GIGCA on Facebook
GIG on Facebook
A local branch of Gluten Intolerance Group (GIG) of North America providing support for
people with all types of gluten intolerances, in order to live healthy, productive lives.
Hello everyone!
Every year, we ask our supporters to donate money to help us continue to spread the word about gluten intolerance. As you know, Gluten Intolerance Group of Central Arkansas (GIGCA) is a non-profit organization run by volunteers. Would you consider helping us by making a
tax deductible
gift of $20 or more?
You can bring your donation to the next GIGCA meeting or mail it to our Treasurer:
Beaura Cavalier
Re: GIGCA
4 Willow Oak Cove
Maumelle, AR 72113
(If you mail your donation, please indicate if you would like to be mailed a tax receipt in return, and if we have your permission for your name to appear in the newsletter as a donor, or if you would like to remain anonymous.)
In 2012, thanks to your generous donations, our local GIG group was able to
host Dr. Rodney Ford as well as many other excellent speakers for our monthly meetings.
We also printed over a thousand brochures and put them in places like Drug Emporium, Guillermo's, and Dempsey's.
In 2013, we will continue to educate through monthly meetings, GF 101 classes, and our newsletter. We also have a goal to get GIGCA brochures in doctor's offices so that once a person is diagnosed, the doctor will have some key information to put in his/her hand.
Checks should be made out to GIGCA. Thank you so much!
Gluten Intolerance Group of Central Arkansas (GIGCA)
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The days when the gentleman's sport of boxing was the popular choice among those seeking an opportunity to watch two pugilists pummel each other are long gone. Today, Mixed Martial Arts (MMA) has all but taken over. Big padded gloves and left jabs have been replaced with savage kicks to the head and limb-breaking wrestling moves.
Ultimate Fighting Champion (UFC) is the biggest player in MMA, and they have made the octagon-shaped fighting ring synonymous with this savage competitive sport. In the video game incarnation of UFC you can create your own fighter, even one with your own face, to


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With filming continuing on Mission Impossible: Ghost Protocol in Vancouver, this year's Tom Cruise movie has begun earning more notice from the mainstream press, named one of the most intriguing movies of the year in an article from Wired Magazine on their Underwire blog. The fourth installation of the super spy series starring Tom as the iconic secret agent Ethan Hunt surely brings a ton to the table. Let's examine the facts and get your opinion on the coming action film that should rank among Tom's best.
First, Mission Impossible: Ghost Protocol director Brad Bird makes his live-action debut comes off Oscar wins for animated feature from Ratatouille and The Incredbiles while working at the venerated PIXAR studio. Tom is also joined by current Oscar nominee Jeremy Renner, who is fresh off amazing performances in The Town and The Hurt Locker. If you're looking for amazing new talent on the team, you got it!
That all comes in addition to the return of several of the Mission Impossible team from previous editions of the film series. On the production and writing side, J.J. Abrams leaves the directing chair he occupied for MI:III to co-produce Ghost Protocol with Tom in addition to writing the original story. Comic actor Simon Pegg also return as IMF computer wizard Benji from the third movie in the series, bringing the touch of levity to break up high-flying action.
If you don't believe us about the last part, just take a look at the clip below:
That's why Mission: Impossible movies dominate our list of top 10 Tom Cruise action scenes!
So what do you think of the upcoming Mission Impossible: Ghost Protocol? Does it rank on your list of most intriguing movies for 2011? Does it take the top spot? Let us know in the comments section.
Keep in touch with us on Twitter and Facebook to take the lead on all the Mission Impossible: Ghost Protocol news. Better yet, sign up for the TomCruise.com official newsletter to get let in on the exclusive details before anyone else. It's your all-access pass to the best the team at TomCruise.com has to share!


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Volunteering comes from the heart
01 March 2006
by Catherine Mulroney
Making Ontario's high school students complete 40 hours of community service before graduation is a classic example of an idea that's great in theory but not necessarily so hot in practice.
That may seem odd coming from someone who's a big believer in the benefits of volunteering, but as a mother watching children rack up hours — as well as being a volunteer who's worked alongside dozens of teens gathering hours — I've seen the good, the bad and the downright ugly of community service, and firmly believe the policy is more about public relations than pedagogy.
There have always been socially conscious teens who've found value in helping out, and high schools have long provided opportunities — service clubs, home room food drives, etc. — to help them.
Since the 1999-2000 school year, however, students must document 40 hours of service to get a high school diploma, making formal something many schools were already doing.
(Ironically, Statistics Canada figures released at about the same time indicated the number of Canadians volunteering took a steep plunge.)
When the policy was introduced, there was much fanfare about how community service would help create better, more responsible young adults.
The bottom line, however, is that the state can legislate action, but not emotions. The term mandatory volunteerism explains the inherent problem. In fact, by institutionalizing something that was once voluntary, there is a risk of turning off future volunteers, teaching them only that helping out is a chore to be crossed off a to-do list rather than a valuable experience for both volunteer and recipient.
While I've encountered numerous enthusiastic, dedicated teen volunteers, I've also worked alongside some for whom every step was drudgery, time put in merely to complete the dreaded paperwork. Frankly, they don't perform much of a service, but do get in the way of other volunteers.
The policy issued by the ministry suggested community involvement would "encourage students to develop awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities."
It also generally described where they could volunteer (for example, in businesses and not-for-profit organizations, a somewhat strange combination) as well as where they couldn't (anything involving the handling of securities or the administration of any kind of medical procedure), decisions that leave the rest of us grateful.
Apart from that, each school board was to come up with guidelines and implement and track hours, turning what was once a heart-felt activity into a spreadsheet item hinging on the honour system.
What's resulted is a Wild West situation, with some kids shovelling their elderly neighbour's snow or sorting at the food bank, while others do the filing in an uncle's family business.
Some students become so focused on putting in their time they end up mistakenly seeing social agencies as existing primarily to help them get their hours, instead of seeing volunteer time as a way of learning about life, with the hours racked up an incidental benefit.
Still others are left scrambling in the spring of graduation year, having concentrated on studies, sports and teen life in general.
Some are scrupulously honest about their time; others fudge their statements, because, frankly, many guidance counsellors and staff don't have the time or resources to double-check. Nor should they. Learning about giving back to your community is something that should come from home; if a student offers less than full disclosure on how, what and when, it's a family, not a school, issue, and something for the student's conscience.
Family is another huge factor. The guidelines say any service by students under 18 must be decided on in consultation with a parent.
That doesn't mean, however, that a parent should be making arrangements for a 17-year-old. In my books, community service is about more than showing up; it also includes setting up your schedule.
Any long-term volunteer will tell you the effort comes from the heart. Many of Ontario's teens would always have volunteered, regardless of the rules. With luck, many others will one day grow into volunteering, whether it's coaching a daughter's hockey team or driving for Meals on Wheels. But unless it's a voluntary action, it's hardly worthwhile.


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See what happens when the Globetrotters are released in the streets of the UK. Watch the Globetrotters LIVE on tour: www.harlemglobetrotters.com/tickets.
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Monthly Archives: September 2008
|I can't post! I need help!
|29 Sep 2008
For several days already, there seems to be a problem in my blog. I can't post.
What you see now is a saved draft that I just edited. So it's still a good news that I can post but I can't create a new one.
If there's a wordpress expert there, please email me at firstname.lastname@example.com. I'm not really sure if it is a wordpress problem. I just upgraded to the latest version but still it's not working. :(
|Hail The King (Part 1)
|18 Sep 2008
Photography // Dino Lara, mangoRED, Jason Magbanua
Words // Jason Magbanua
Layout // mangoRED
Shot on Location // Porac Pampanga, Philippines
Something exciting is going to happen…
and a video. :)
Hail The King! from Jason Magbanua on Vimeo.
CATEGORY: // News & Updates
DISCUSSION: 17 Comments
|Jon + Cathryn
|16 Sep 2008
September 13, 2008
CATEGORY: // Weddings, Makati Shangri-La, Santuario de San Antonio
DISCUSSION: 1 Comment
|Ked + Jaraiza
|16 Sep 2008
September 7, 2008
CATEGORY: // Weddings, New World Hotel, Shrine of St. Therese
DISCUSSION: 1 Comment
|Ron + Pam
|16 Sep 2008
September 3, 2008
CATEGORY: // Weddings, Makati Shangri-La, Santuario de San Antonio
DISCUSSION: Leave a comment
|Saturday's wedding
|14 Sep 2008
CATEGORY: // Weddings
DISCUSSION: 1 Comment
|For Florian
|10 Sep 2008
It was her birthday yesterday. What a party we had last night!
Let me share to you a pure collage of ideas, moments, feelings, music and possibly some love on it. Thanks to the whole JASON MAGBANUA team for doing this. Literally, the whole JASON MAGBANUA TEAM! – no exceptions!
The video is ME for FLORIAN. :)
CATEGORY: // Ideas, // Others
DISCUSSION: 4 Comments
|Sunday's Wedding Preview
|09 Sep 2008
CATEGORY: // Weddings
DISCUSSION: 2 Comments
|Jobie + Joanelle
|07 Sep 2008
August 31, 2008
CATEGORY: // Weddings, 1Esplanade, Manila Cathedral
DISCUSSION: Leave a comment
|Larry + Whally
|07 Sep 2008
August 30, 2008
CATEGORY: // Weddings, Fernbrook Gardens, St. James the Great Parish
DISCUSSION: 1 Comment


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On October 24th President Obama announced a new plan to help borrowers refinance their existing mortgages to new loans with lower interest rates and cheaper monthly payments.
The plan is an expansion of the current program called HARP, The Home Affordable Refinance Program initiated in 2009 to let homeowners refinance their mortgages to lower rates. This new expansion is meant to help borrowers who are current on their home mortgage payments, but cannot refinance because they do not have enough equity in their home, or are underwater – which means they owe the bank more than their home is worth. According to CoreLogic, a real estate data firm, approximately 22.5% of U.S. homeowners are underwater representing about 11 million.
When the Obama administration launched HARP in 2009, it was hoped that the program would help 4 to 5 million homeowners. But as of August 31st fewer than 900,000 homeowners had been assisted by the program. The Obama administration hopes that this expansion will help as many as 800,000 additional homeowners. But will it help struggling homeowners and strengthen the housing market – a market that is a corner stone to any sustainable economic recovery.
Many believe that this new opportunity to refinance will be most helpful to those borrowers that owe less than their original mortgage, but not the 20% or more in equity that banks now require. But the program is primarily aimed at borrowers that are current in their mortgage payments, but owe more than their homes are worth – underwater. The problem since 2009 with the "old" HARP is that banks are under no obligation to refinance a mortgage underwater and this does not change with this new plan.
So are you eligible to refinance your mortgage – even if you are underwater? If you have a mortgage loan backed by Fannie Mae or Freddie Mac you may qualify for the refinancing program if your loan was sold to Fannie or Freddie BEFORE June 2009. You can find out if your loan was sold by going online at www.freddiemac.com/mymortgage or www.fanniemae.com/loanlookup. If your mortgage was refinanced over the past 2 ½ years, you will not be eligible for refinancing – you probably already have a good interest rate anyway. Additionally, you MUST be current on your mortgage. One late payment in the past six months or more than one in the past year makes you ineligible.
What are the new program changes? Homeowners may be eligible no matter how far their home value may have fallen. Some fees for closing, title insurance and other processing fees will be eliminated making refinancing less expensive and the number of homeowners that will need appraisals will be reduced. This biggest incentive for banks – they won't have to buy back the mortgages from Fannie or Freddie as they previously had to do, even if the bank considered the loan risky. This change alone may spur banks to work with people sincerely trying to keep their homes. Fannie and Freddie are due to release the full details of the plan on November 15 and the program could be offered as early as December 1, 2011.
If you believe that you may be a candidate for this expanded refinancing program, plan to contact your bank in the coming weeks to determine if they are willing to work with you to lower your monthly payments. This additional help for homeowners is long overdue, but it will take some time to see if this enhanced program will be a success.
Pamela Sandy, CFP®
CONFIANCE, LLC, Financial & Investment Advisors
Cleveland, OH


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|Boxing Champions | Boxing Schedule | Boxing Video | Boxing History | Pound For Pound | Lounge | The Wire | Arcade
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Hopkins attacking McNabb a publicity stunt?
hahahaha I just found out what he said about McNabb. Thats funny as *****. I think it definitely appeals to Eagles fan and now that the whole sports world is talking about it you think he just did it to gain a little bit more exposure and ultimately get more love or hate interest and get more viewers for his upcoming fight?
He definitely knows how to come at a man's neck hahaha. He's the man though, you respect it. He definitely knows how to get into peoples heads haha.
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he just does not like mcnabb and basically call him a moded uncle tom.
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Hopkins along with Cotto is my favorite fighter, but he may be boxing's biggest buffoon. He's still butt hurt that McNabb didn't roll out the red carpet for him when he visited Eagles training camp like 7 years ago.
What's fully shameful that he thinks he's the authority on what makes a black person black. Vick will always be a second rate quarterback in comparison to McNabb, but since he went to jail, he's some how 'blacker' than McNabb. And T.O? That guy is an idiot. If he actually had perhaps 1/100th of McNabb's intelligence and maturity, he would have remained an Eagle and build on that great 2004 season and perhaps brought home a championship or two. Except he decided I guess to be a real ***** and then fade to has-been obscurity out there in Buffalo and Cincinatti.
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Rush Limbaugh now BHop...
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ReFUSE Challenge & The Art of Eating In book giveaway
06/11/2010 Update: The winner of the book The Art of Eating In is SavvyChristine, who left a very cute picture on the ReFUSE web site.
Taina Uitto is a new plastic-free blogger and activist. On her blog Plastic Manners, she is exploring her own experience of going plastic-free and posting her monthly plastic tallies, just like I do. And she's doing ridiculously well at getting her waste down. Taina lives in Vancouver, BC and calls herself a sea-hugger, since her job is in marine conservation with a focus on sustainable seafood.
This week, I encouraged Taina's readers to take the Show Your Plastic Trash Challenge, and today, she's asking you to take her ReFUSE! challenge. To sweeten the pot and encourage you to participate, I am holding a random drawing for one copy of the book, The Art of Eating In,which is actually related to Taina's challenge. I'll tell you more about that down below. Here is what Taina has to say:
While Beth is visiting my blog Plastic Manners, challenging my readers to join the Show Your Plastic Trash Challenge, I thought I would check out the scene here at FPF.
My name is Taina Uitto, and I lag a little behind Beth in terms of life without plastic, given that I am only on month five. However, things over at Plastic Manners are going great. Plastic free life for me is joyful and empowering. Old Recipe for a New World sums this up well by calling it "the unexpected abundance of going without". I love that!
Enter my challenge: I want everyone to feel "it". Now if you have been one of Beth's devoted readers, this won't be hard for you. All I am asking you to do is to refuse one plastic item and send me a picture of the refusal process. A bag, a bottle, wrap, cap… whatever goes, but serious props for the most creative refusals. The picture can either be of you in action or, if you are shy, just place a little plastic refusal note in front of the offending item and snap away. Check out the REFUSE! Challenge page for a link to ready-made refusal cards, as well as pictures. Send your picture to plasticmanners [at] yahoo [dot] ca, and I will post it for the purpose of inspiring others. Because, it is one by one — that is, one person and one item at a time — that together we are going to make this plastic nonsense better.
Oh yeah, and if you felt "it", let me know what it was for you.
The Art of Eating Inis subtitled, How I Learned to Stop Spending and Love the Stove. It's about how author Cathy Erway decided to ReFUSE restaurant food of all kinds and learn to cook at home. In the process, she learns a lot about herself, not least of which is how much waste she was generating each time she ordered in. From Chapter 7:
Every now and then Ben would still order takeout just to satisfy a craving. Once his meal was done, he'd pile the remains in our small garbage bin: carryout containers, aluminum foil, waxed paper, sometimes a cardboard pizza box, plastic cutlery, unwanted sauces, menus, paper bags, and the plastic bags the paper bags often came in. On those occasions when Ben ordered takeout, our garbage bin was overflowing by the end of the night.
"Why don't you just tell them you don't want the duck sauce or the menu?" I asked Ben after he polished off a takeout tray of sesame chicken one night….
Well, you'll have to read the book to find out Ben's reaction to her suggestion to ReFUSE unnecessary takeout packaging. To enter the giveaway, leave a comment here letting me know you want to enter and then head over to Taina's site and take her challenge. If you've got a mobile phone with a camera, it's the easiest thing in the world. I'll be checking in with Taina to see who has followed through.
What have you got to lose? ReFUSE!
Disclosures: A review copy of The Art of Eating In was provided to me by the publisher, but I'm sending it to you on my own dime because I'm nice that way. :0)
If you use the Barnes & Noble link in this post (above) to buy The Art of Eating In, Fake Plastic Fish earns a small commission. But please try to borrow from a friend or the library, find it used, or buy it locally from an independent book seller before going the online route. For an explanation, read my full advertising/review policy here.


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Indian Ambassador Sanjiv Arora opening the camp in Dukhan.
DOHA: About 50 percent of expatriate workers tested at a free medical camp in Dukhan on Friday were found suffering from diabetes or hypertension.
About 650 low-income workers benefited from camp organised by the Indian Community Benevolent Forum (ICBF) at Dukhan Industrial Area.
The event at Galfar Al Misnad site premises was held in collaboration with the Indian Doctors Club, Qatar Chapter and Aster medical group.
This was the 15th free medical camp organised by the ICBF.
The camp provided free medical consultation, investigation and free medicine to workers of different nationalities from labour camps in Dukhan Industrial area.
Besides Indians, workers from Nepal, Sri Lanka, Bangladesh, Philippines, Pakistan, Egypt and Sudan also took part in the camp.
Pre-registration of around 700 workers was done by ICBF, the Indian Society of Dukhan (ISD) and Telugu Kala Samithi (TKS) volunteers by visiting various labour camps in the area. On-the-spot registration was available workers in need.
A team of 13 doctors and eight paramedical staff and pharmacists volunteered for the camp. Dr Surekha Dudni gave a special presentation on general hygiene, safety and environment.
Indian Ambassador Sanjiv Arora inaugurated the camp. Sasikumar (Deputy Chief of the embassy and ICBF Coordinating officer), Kareem Abdulla (President of ICBF). Nilangshu Dey (Chairman, Advisory council, ICBF) were also present, among other dignitaries.
The ambassador enquired the workers about the problems they were facing and asked them to approach the embassy for any assistance and support.
He also spent time with student volunteers, took their suggestions for the medical camp and asked them to communicate with him directly with their suggestions.
The Peninsula


text: Does anybody have experience with blizzard pearl touch up paint? How difficult is it to touch up this color? I was unfortunate to back into somebody's car with my rear bumper today as he was backing out of his parking spot and I was backing up trying to get to another available spot. I hit him at about 3 mph with my rear bumper. To my suprise, all I had was 3 scratches on my rear bumper about 1" long. His rear quarter panel and rear bumper were dented pretty bad. I guess prius has a strong rear bumper. Anyway, I have $500 deduct. on my insurance policy and rather than go through a hassle with a body shop and taking a risk of them not being able to match the paint perfectly, I would rather touch up the scratches myself and move on. What a bummer, my car is only 4 months old! Please advise.


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The Hierarchical Consequences of Reinvention
Andrew B. Whitford
University of Georgia - Department of Public Administration and Policy
Journal of Management History. 16(1):59-74.
Political reorganizations like that of the National Performance Review in the United States fundamentally alter hierarchical relations within public agencies. This study includes a set of formal exercises to examine two logical consequences of reinvention: the increased likelihood of coordination failures, and the reduction in political leaders' hierarchical status in the organization. These effects are discussed in the context of a substantial change in the public organization of health services: the alteration of the U.S. Department of Health and Human Services' structure. This study shows that reinvention fundamentally alters the power and status of political appointees, the standing of top leadership, and the likelihood of conflict resolution within the organization.
Keywords: Hierarchy, Agency, Political Control, Conflict Resolution, Reorganization
JEL Classification: H11, H83
Date posted: March 10, 2006 ; Last revised: January 20, 2015
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