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Opening Daze at Yankee Stadium…
Except for the ending, it was a very majestic day in the Bronx…
Chuck Solomon/SI
The historical first lineup at the new Yankee Stadium was:
1-Derek Jeter, SS
2-Johnny Damon, LF
3-Mark Teixeira, 1B
4-Nick Swisher, RF
5-Jorge Posada, C
6-Robinson Cano, 2B
7-Hideki Matsui, DH
8-Cody Ransom, 3B
9-Brett Gardner, CF
SP: CC Sabathia
Johnny Damon delivered the first hit at the new Stadium, and Jorge Posada hit the first home run.
John Munson/The Star-Ledger
The game was very tight in the early going, as CC Sabathia was locked in a pitcher's duel with his former Indians teammate Cliff Lee. Sabathia departed with two outs in the sixth inning. He gave up five hits, one run, and had four strikeouts. He did allow five walks which had driven his pitch count up to 122, but at the time of his departure, the Yanks were tied with the Indians at 1-1.
Enter the bullpen…
Jose Veras began the seventh inning and walked the first batter he faced. He then proceeded to allow consecutive doubles by Victor Martinez and Jhonny Peralta. Peralta's hit scored two runs.
More gasoline…
Damaso Marte was brought in to replace Veras, but the floodgates had been opened. A walk and an error loaded the bases. A single by Kelly Shoppach scored a run. Trevor Crowe walked with the bases still loaded to bring in another run. Grady Sizemore came to the plate and hit a grand slam to right to clear the bases. Martinez came around in the order again, and homered to cap the inning's scoring at nine runs (3 charged to Veras and 6 to Marte).
In the end, the Indians had emerged with a 10-2 victory in the first game played at the new Stadium.
As the new era begins, we will forever remember the Cathedral…
The Yankees will look to Joba Chamberlain to bring the Yanks' first home victory on Friday.
Getty Images
As expected, the Yankees placed right fielder Xavier Nady on the disabled list. I had expected a corner infielder to come up from Scranton, but the Yankees opted to recall reliever David Robertson. Robertson pitched the final two innings of today's game, giving up two hits, but allowing no runs with three strikeouts.
Alex Rodriguez participated in his first full batting practice session today. He took a total of 49 swings, which included three home runs. Is it May 15th yet?
The Massachusetts state medical examiner's office has ruled former Tigers pitcher Mark Fidrych's death to be accidental. He suffocated when his clothes became entangled in the power takeoff shaft of a truck he was working on. He is survived by his wife and daughter.
John Madden has called it a career. I can't say that I was a big Madden fan in 1977 when the Raiders thrashed my Minnesota Vikings, 32-14, in Super Bowl XI, but I've always enjoyed Madden the broadcaster. When Madden and Pat Summerall were together, I felt they were the top NFL broadcasting team. Madden has meant so much to the NFL, and his voice will be missed but I am glad that he'll be able to spend more time with his family and pursue other interests.
The Texas Rangers' second baseman Ian Kinsler had the game of a lifetime on Wednesday. He went 6-for-6, hitting for the cycle with two singles, two doubles, a triple and a home run. He scored 5 runs, and had 4 RBI. The six at-bats came within the confines of a standard 9-inning game, which is unusual. The Rangers defeated the Baltimore Orioles, 19-6, in Arlington, Texas. Great game, Ian! Get it out of your system before you make the trip to the Bronx! On second thought, maybe that was just some awful O's pitching…
Hopefully, tomorrow's blog will be more uplifting!
12 Comments
It was a tough game today. We really need a guy to pitch the 7th and 8th innings. Joba should be in the pen. Veras and Marte won't get it done with 10.00 plus ERAs. The bullpen needs help.
shortporch http://shortporch.mlblogs.com/
Hmmm…..home field jitters? The new stadium does look good! Is Joba going to stay in the starter role or head to the 'pen? My daughter said that if the Sharks win, it'll make up for the Yankees loss…is that how it works now?😉
SHORTPORCH – I have tried to maintain confidence in Marte but I am losing the fight. That was an ugly inning. I am not ready to support 'Joba to the Pen' but the Yanks need to do something.
CANUCK – Your daughter is so right. A Sharks win over the Ducks tonight would restore a wonderful day!
Scott – I can honestly say I never expected the Yankees to lose today. Did I hear correctly that Jeter was taken out of the game? I'm not sure if I heard it or imagined it. And I'll even root for your Sharks tonight. (My Bruins are up 2-1 with 5 minutes left in the second period.) And I really will miss John Madden. He made the games so enjoyable to watch. I hope that tomorrow is a better day for you!🙂
Tough day, I'm sure… but I loved the pictures. CC did do well, it was just a bullpen massacre. Ian Kinsler is pretty much a beast.
I have just posted my "dedication" blog. Ok, it's sort of a dedication blog…🙂 Enjoy!
How the Sharks/Ducks series is a sweeping good time for the Sharks! The Bruins/Habs game is pretty good so far!
Maybe you guys should move Nick Swisher to the bullpen🙂 Although, my team got thumped by the Blue Jays last night (and is threatening to lose again tonight) so I completely sympathize. And I hope the Sharks beat the Ducks, I hate them almost as much as I hate the Canucks.-Erinhttp://plunking-gomez.mlblogs.com
The Bruins take game 1! And the Big Bad Bruins are back! The "extra action" in the game tonight reminded me so much of the games I watched growing up between the Bruins and the Canadians! The series is going to be fun to watch!
JULIA – Of course, I was hoping to start the new Stadium with a victory. It was a thrill to see all those former Yankees. But it wasn't meant to be…not with our bullpen. Thursday was a double-negative…the Sharks lost too. Ugh! Nevertheless, today is a new day.
ELIZABETH – Kinsler is definitely a good player. That was an impressive day that he had, but I am sure that there will be more. I heard there was good news with Jed Lowrie…I bet you're glad to get him back this season when it looked like he'd be gone until next year.
GINNY – Well, the Sharks were toothless last night. Bummer. But they will be back for Game 2. The Bruins were impressive…but don't tell Julia that! LOL!
ERIN – I checked the Yankee score in the 6th and it was 1-1, and then I checked shortly thereafter, and it was 10-1. That was horrible! Hopefully things will go better today.
Have a great day!
I hadn't heard about the Sharks yet. I'm cheering them on so that my Bruins can have the pleasure of beating them.😉 And I didn't notice you saying anything about how impressive my Bruins look!😉 And should the "unthinkable" happen – you will receive a copy of the photo. Of course I might move before IT arrives…..
Have a great day!
LOL that we both used the flames/fire analogy to describe the bullpen's contribution to yesterday's game. I read one blogger describe Veras and Marte as "arsonists," so I guess it's a running theme. Here's hoping today brings a sparkling performance by Joba and Mo!
Congrats on the win today! Yankees' fans must be breathing a sigh of relief!🙂
Have a great weekend!


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'Rookie Blue' Recap: Can Sam Close A Case From His Past?
After going back into Gail's recent past last week, Rookie Blue gives us an episode full of Sam Swarek's backstory this week. Considering that Ben Bass is the show's strongest player, and one of the underrated actors on television in general, there is absolutely nothing wrong with this idea.
There's an opening shower scene with Chloe, but let's move past that, because look, it's time for another awkward Sam and Andy moment! "If you don't know me, I don't know who does," he tells her, and then she responds with "Maybe your girlfriend." Said girlfriend is having a conversation with her therapist at the same time, and it's not going well. "I'm just remembering what happened the last time you started a relationship," the therapist says, which isn't ominous at all. Cut to Sam and Marlo meeting up outside 15 Division, complete with Andy randomly walking by.
Inside the office, Oliver warns everybody that as it's Friday the 13th, things are going to get weird. It seems like they already are: Gail wants to talk to Nick, but he doesn't want to talk to her, so she makes a snippy comment to Andy instead. Marlo does not care about this relationship drama and wants Gail to get moving already. Dov and Chloe nearly run over a woman who wants to file a robbery report, who also declares that she's a witch named Celery. Yep, things are already weird.
While Nick tells Andy that he and Gail have broken up, Gail and Marlo find a skeleton in the woods. Enter Traci, Sam, and a forensic pathologist Gail decides she doesn't like. The latter identifies the victim as Robbie Robbins, and Sam recognizes the name - he worked the victim's disappearance ten years earlier. He takes Traci with him to visit his former training officer, Charlie (the talented Al Sapienza, House of Cards, Brotherhood), who's still technically the detective of record since the victim died in his division. Unexpected but awesome team-up, go!
Oliver, Chloe and Dov are still dealing with Celery and the disgruntled client who stole her stuff, who in turn accuses the witch of poisoning her just before she passes out. Nick and Andy, meanwhile, investigate a possible intruder call in a building that you don't want to be in after dark, and discuss their various fears while doing so.
Sam and Charlie banter about their past working relationship before Traci digs out some very old interrogation tapes from the investigation into Robbie's disappearance. This gives fans an opportunity to mock Sam's unfortunate haircut and to get an insight into Sam's past. Charlie tells us that he caught a teenage Sam stealing car parts, hauled him in but ultimately cut him loose, and "next thing I hear, he's in the academy."
Sam has come a long way since then, as he goes to the victim's father's house to make the awkward and painful death notification. Robbie's father suggests his son's "friend" (air quotes appropriate) Craig might be responsible, so Sam and Charlie interrogate Craig one more time. Craig, in turn, says that Robbie's dad was abusive. Essentially, the investigation just went in one big circle.
Sam gets further confused when Marlo tells him that forensics discovered codeine at the scene. Could it have been a suicide? Not so fast - Traci finds out just minutes later that as evidenced by the blunt force trauma to one side of his body, the kid was hit by a car. The pathologist goes on to tell Sam that Robbie suffered "a lifetime of broken bones," seemingly corroborating Craig's accusation.

subset: commoncrawl


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The City of Biloxi has produced a DVD and companion photo album to commemorate the devastation of Hurricane Katrina and the community's inspirational recovery efforts.
It's an award-winning documentary that tells the story of Biloxi's encounter with Katrina through 50 minutes of vignettes from Biloxi residents, city leaders and weathercaster Jim Cantore; original scoring and the song "Heavens Cry" by songwriter Brad Jerkins of Dothan, Ala.; and storm footage from Biloxi City Hall, east Biloxi and the Mississippi Coast Coliseum.
The DVD also features bonus aerial photography, pre-Katrina photos, and an interview with Mayor A.J. Holloway filmed on the afternoon of Aug. 29, as storm winds began to subside outside City Hall. (Lean more about the DVD by clicking on links above.)
The 52-page photo album contains dozens of color photographs showing Biloxi points of interest and landmarks immediately before and after the storm, as well as photos into the recovery.
All proceeds from online sales benefit the city's Katrina recovery fund. You can also buy "Katrina & Biloxi" at public libraries throughout Harrison County, where a portion of the proceeds will go to the respective library. (No discounts are offered at local libraries; discounts for two or more purchases are offered online only.)
Own a piece of history, and help in the recovery effort.. Buy "Katrina & Biloxi."
Click on the links below to begin the process..
Order two for $35 (save $5)
Order three for $45 (save $15)
Order four for $60 (save $20)
A $5 shipping and handling fee is added to the total of each order.
Our goal is to send all orders to you within five working days of your order.
The City of Biloxi uses PayPal for secure online purchases.


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Family College
Family College
June 24-27, 2014
Give the children in your life an Albion College experience that will provide lifelong memories: stay in the residence halls, register for age-appropriate classes, eat in the all-new Baldwin cafeteria, socialize with peers, enjoy our pool and the other facilities the College has to offer. You'll even receive a diploma when you graduate!
This summer camp experience is open to all children 8-12 years old, accompanied by an adult. Whether you're an alumna/alumnus, parent, grandparent, family friend—no matter your relationship to Albion College, there's something for everyone.
(This camp is formerly known as 'Grandparents College'.)
View the schedule and classes for 2014 now.
Register for Family College Today!
Enrollment Rates:
Early Bird (on or before May 5): $250/person
Regular Rate (May 3-June 6): $295/person
Enrollment Includes:
- Three nights lodging
- Four classes
- Nine meals
- Special evening activities
- Memories to last a lifetime!
Take advantage of the early bird rate by enrolling on or before May 5, 2014. Enrollments will be accepted on a first-come, first-served basis - so reserve your place in Family College today!


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By Kevin Wilson: CNJ columnist
I may have a new use for duct tape.
That hardly seems like a discovery worthy of mentioning at all, let
alone in a record that will stand forever in print — one also assumes
the standard exists for online records, but I just saw "Terminator:
Rise of the Machines" and am now unsure of all technology.
But I discuss duct tape because it forms bonds, no pun intended.
I've written columns that were (at least I thought) inspiring,
thought-provoking analysis pieces. Around the same time, I mindlessly
wrote about a duct tape prom dress and filled it with duct tape stories
from my childhood, including my friend Adrian's duct tape locker shelf
that was easily twice as expensive as its mass-produced plastic
The former generated nothing — no calls, no e-mails, no angry
letters. The latter produced an e-mail from a former New Mexico
resident who ran a successful business and owned a duct tape wallet, an
office visit from a woman who bought an extra copy to mail to a
relative, and no angry letter. The last part proved relieving, as I
would worry about anybody angered by duct tape.
So really, what I started four paragraphs ago was a cheap way to
pique your interest, and if you're still reading, I've successfully
constructed a column with duct tape.
But that's not my idea. The inspiration started when I did something I (and likely you) do multiple times daily — parked my car.
When I returned minutes later, my car had a another car as a
neighbor. A very, very close neighbor. A neighbor that didn't seem to
bother with the pre-arranged lines for parking.
It wasn't a small miscalculation — the offending car's right side
tires were six inches to the right of the line. And the car's size
wasn't an issue — I walked around, and measured about two feet of open
space to the right of the other yellow line.
As I re-entered my car, I felt like Catherine Zeta-Jones in
"Entrapment," trying to slither through my newly compacted entrance.
Except there were no lasers. And when I finished with my slithering,
she was still Catherine Zeta-Jones and I was a guy in a dirty car with
pants that don't fit.
I didn't want this parking injustice to go unnoticed, but had little
recourse. Should I wait outside for the driver? I had no idea how long
they were shopping in the adjacent store (or if they were an employee
just starting a long shift). Leave a note? My only piece of paper was a
receipt, which had my name on it.
As I drove home frustrated about doing nothing, inspiration struck
me. If people aren't going to notice where the parking line is, why not
give them a visual aid with duct tape? I've seen bright yellow tape
sold, which matches most parking lines, and I assume some ingenious
printer could customize a roll to read, "Since you have proven you
needed additional help, this duct tape illustrates the part of your
vehicle flagrantly in the plane of another motorist's parking spot."
I would want a less sticky version of the tape, because I don't want
to damage cars or create awkward cleaning jobs (though I think peanut
butter might be the most effective treatment).
I've got something to work toward now. But as I drove Tuesday
morning, I was almost struck by a man at an intersection who, while
waiting to turn, pulled out 10 feet in front of the stop sign.
I don't think any amount of duct tape will fix that one.
Kevin Wilson is a columnist for Freedom New Mexico. He can be
contacted at 763-3431, ext. 313, or by e-mail:


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Human Resources Management
Visit the Human Resources Management page for more information.
- Supporting area in Human Resources Management
- Certificate in Human Resources Management (for non-business majors)
Overview: The management programs focus on both the human and organizational aspects of the workplace, including behavioral and technical areas. Today's dynamic business environment demands graduates who can effectively handle decisions, work with, and lead people in global organizations. Emphasis is placed on motivating people with a manager's skill and insight.
Curriculum: The Human Resources concentration includes classes in management, leadership, organizational behavior, conflict management and organizational culture.
Faculty: The faculty is at the center of our efforts to provide a high quality and challenging educational experience, with one of the major strengths being that the faculty members are academically prepared in their special field of management and have professional experience in a variety of work settings. Therefore, many classes include the application of theory to real world situations.
Careers: Two student organizations,the Collegiate Entrepreneurs Organization and the Society for Human Resource Management, provide students networking opportunities with professionals. Possible career paths: business founder, venture capitalist, compensation and benefits manager, human resource manager, strategic consultant, sports manager, business process re-engineering consultant, project engineer.
Internships: Our urban location provides many internship opportunities,which allow students to gain career-related work experience while applying classroom experiences to practice. Most are paid and students may earn academic credit. Supervised by a representative from the organization and a faculty mentor, students have interned with defense contractors, insurance institutions and multinational corporations.


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to Data Breaches
The goal of this blog is to raise awareness about data breaches and data breach resolution considerations, issues and challenges.
Have you had a data breach? Contact us on our Rapid Response Hotline: 1-866-751-1323 or firstname.lastname@example.com
Subscribe to our Data Breach Perspectives Newsletter for in-depth quarterly updates!


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Home List of Titles Ca II and Na I absorption signatures from extraplanar gas in the halo of the Milky Way
Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/43168
|Download PDF (Published version) (Adobe Acrobat PDF, -1 bytes)
- Title
- Ca II and Na I absorption signatures from extraplanar gas in the halo of the Milky Way
- Author(s)
- Ben Bekhti, N.; Richter, P.; Westmeier, T; Murphy, Michael T.
- Abstract
- We analyse absorption characteristics and physical conditions of extraplanar intermediate- and high-velocity gas to study the distribution of the neutral and weakly ionised Milky Way halo gas and its relevance for the evolution of the Milky Way and other spiral galaxies. We combine optical absorption line measurements of Ca II/Na I and 21 cm emission line observations of HI along 103 extragalactic lines of sight towards quasars (QSOs) and active galactic nuclei (AGN). The archival optical spectra were obtained with the Ultraviolet and Visual Echelle Spectrograph (UVES) at the ESO Very Large Telescope, while the 21 cm HI observations were carried out using the 100-m radio telescope at Effelsberg. The analysis of the UVES spectra shows that single and multi-component Ca II/Na I absorbers at intermediate and high velocities are present in about 35 percent of the sight lines, indicating the presence of neutral extraplanar gas structures. In some cases the Ca II/Na I absorption is connected with HI 21 cm intermediate- or high-velocity gas with HI column densities in the range of 10 18 to 10 20 cm-2 (i.e., the classical IVCs and HVCs), while other Ca II/Na I absorbers show no associated HI emission. The observed HI line widths vary from ΔυFWHM=3.2 km s-1 to 32.0 km s-1 indicating a range of upper gas temperature limits of 250 K up to about 22 500 K. Our study suggests that the Milky Way halo is filled with a large number of neutral gaseous structures whose high column density tail represents the population of common HI high-velocity clouds seen in 21 cm surveys. The Ca II column density distribution follows a power-law f(N)=CNβ with a slope of β ≈ -1.6, thus comparable to the distribution found for intervening metal-line systems toward QSOs. Many of the statistical and physical properties of the Ca II absorbers resemble those of strong (W λ2796 > 0.3 Å) Mg II absorbing systems observed in the circumgalactic environment of other galaxies, suggesting that both absorber populations may be closely related.
- Publication type
- Journal article
- Research centre
- Swinburne University of Technology. Faculty of Information and Communication Technologies. Centre for Astrophysics and Supercomputing
- Source
- Astronomy and Astrophysics, Vol. 487, no. 2 (Aug 2008), pp. 583-594
- Publication year
- 2008
- Keyword(s)
- Absorption lines; Galaxies; Haloes; ISM structure; Quasars
- Publisher
- EDP Sciences
- 0004-6361
- Publisher URL
- Copyright
- Copyright © 2008 ESO. Published version of the paper reproduced here in accordance with the copyright policy of the publisher. The original publication is available at http://www.aanda.org/.
- Full text
- Peer reviewed


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Freedom New Mexico
Second Amendment supporters got a couple of pieces of good news last month.
One, perhaps the most important in a while, was that a federal appeals court didn't buy New York City Mayor Michael Bloomberg's argument that firearms manufacturers should be held responsible for firearm violence in his city.
The other bit of good news came when U.S. Secretary of the Interior Dirk Kempthorne proposed new rules regarding carrying loaded, concealed firearms in some national parks and wildlife refuges.
Kempthorne's proposal would allow visitors who have valid concealed carry permits to carry their firearms in parks and refuges in states that allow guns in parks.
Current rules require firearms to be unloaded and stored in areas not readily accessible. Rules such as this aren't much help if a person finds himself in a situation in which he needs a firearm. If one's pistol is locked in a car trunk while the owner is hiking a remote trail in Yellowstone National Park, it might as well be locked in the owner's gun safe back home in Tennessee.
Kempthorne's plan is protested by park rangers, park service retirees and conservation groups. They say the new rules would confuse visitors and rangers. What's so difficult about knowing the law for these folks?
Rangers have a duty to know the laws they're enforcing and visitors who wish to take responsibility for their own safety in the backcountry will take the time to learn about applicable laws where they're vacationing.
As for the conservation groups and other park visitors not likely to be armed, they needn't worry about the law because they won't run afoul of it.
We'll go out on a limb here and speculate the real reason they don't want the rules to change is because they simply don't like the idea of their fellow visitors having ready access to guns.
What they seem to overlook is


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PR/Award #: S330C090015
Amount Year #1: $525,299
Grantee: Merced County Office of Education (CA) Contact: Marjorie McConnell
Phone Number: (916) 323-5830
The Merced County Office of Education (MCOE) and the Stanislaus County Office of Education (SCOE) in the Central Valley of California will work together to increase student participation in advanced coursework at three middle and six high schools. The goals for the project include improving communication and coordinating limited resources across rural schools; increasing professional development activities for teachers and administrators; increasing the academic rigor of English, mathematics, and science courses; providing academic support for students; and providing online access to Advanced Placement (AP) courses. Each county office of education will work with a variety of regional service providers in order to achieve the goals of the project. Among the identified providers is California State University's Early Assessment Program, which provides information to students on their college readiness in English and mathematics. Other providers include the College Board, which will provide vertical team training to each district. MCOE's program will serve 3,814 students and 163 teachers, while SCOE's program will serve 10,925 students and 596 teachers.
PR Award #: S330C090145
Amount Year #1: $188,176
Grantee: St. Vrain Valley School District (CO)
Contact: Heidi Ringer
Phone Number: (720) 494-3741
The St. Vrain Valley School District will implement a science, technology, engineering, and math (STEM) program to encourage the participation of under-represented populations of minorities and economically disadvantaged students in Advanced Placement (AP) courses at one high school and two feeder middle schools. The STEM/AP program will add two new courses—AP Chemistry and AP Computer Science—to the high school's current offerings of 16 AP courses. Additional courses that support the expansion of the STEM/AP program will be added and include IMPRESS (Integrating MESA Physics and Robotics to Engage Skyline Students). In this hands-on, project-based, and yearlong inquiry, students will build robots to investigate physics concepts including motion, forces, and energy. The project will offer additional academic support for students through free tutoring before and after school, and on Saturdays. Teachers will continue to use professional learning communities to discuss issues relevant to implementing the STEM/AP program, and training will be provided in vertical curriculum alignment and pre-AP and AP strategies.
PR/Award #: S330C090089
Amount Year #1: $904,102
Grantee: Duval County Public Schools (FL)
Contact: Carolyn Girardeau Phone Number: (904) 390-2000
Duval County Public Schools will support a comprehensive initiative to increase Advanced Placement (AP) course enrollment, test participation and test scores of three or higher in 26 high-poverty schools in the Jacksonville area, including 12 high schools and 14 middle schools. AP courses will be delivered through traditional, face-to-face instruction, online through the Florida Virtual School, or through a combination of these approaches. Increasing the participation in AP courses, particularly in mathematics, science and English, are among the project's priorities. To improve student preparation for advanced coursework, Advancement Via Individual Determination (AVID), a college preparatory program, and the College Board's SpringBoard mathematics and English curriculum will be offered in all of the middle schools included in the project. A summer program also will be established for incoming ninth grade students that will give them the opportunity to take math or science courses to earn high school academic credits. To support students enrolled in online AP science, mathematics, and English language courses, an after-school research, discussion, and problem-solving class will be offered to provide peer support, collaborative learning, and interaction with teachers. Professional development activities for teachers, counselors, and school leaders will be provided during the summer and school year in areas such as AVID, SpringBoard, and vertical teaming. AP teachers and their middle school peers will participate in quarterly professional learning community seminars. Additionally, teachers at each school will have bi-weekly early release time and two hours every other week to work in subject-area teams, grade-level teams, and cross-curricular teams.
PR/Award #: S330C090128
Amount Year #1: $887,269
Grantee: School Board of Polk County (FL)
Contact: Rebecca Braaten
Phone Number: (863) 534-0632
The School Board of Polk County (SBPC) will support a comprehensive initiative to improve student access to and success in Advanced Placement (AP) courses at 15 high-poverty schools, including six high schools, eight middle schools, and one school that includes both the middle and high school grades. AP courses will be delivered through traditional, face-to-face, instruction and the Polk Virtual School, which is part of the Florida Virtual School. The project also will expand student access to an AP Chinese Language and Culture course. Student support activities include a summer robotics program, career academies that include AP courses, assistance in preparing for the PSAT, an Integrated STEM (Science-Math-Engineering-Technology) Lab, and pre-AP and AP parent nights. The project will recognize the high school with the highest AP course-passing rate each year. Pre-AP and AP teachers, as well as administrators and counselors, will receive intensive professional development through the College Board's SpringBoard program. Staff also will participate in professional learning community meetings throughout the school year and in district-wide AP Summits during the summer. By the end of the project period, SBPC hopes to increase student enrollment in AP mathematics and science courses by 15 percent and enrollment in AP English language arts courses by 20 percent.
PR/Award #: S330C090017
Amount Year #1: $648,988
Grantee: School District of Collier County (FL)
Contact: Irene Benfatti
Phone Number: (239) 377-0008
The School District of Collier County will implement a comprehensive initiative to increase student access to and success in pre-Advanced Placement (AP) and AP courses at four high schools and three alternative education schools. The project will implement SpringBoard and Advancement Via Individual Determination (AVID) strategies and activities to help students transition to rigorous and challenging courses, improve their study skills, and prepare for college entrance and success. All English language arts and mathematics teachers will complete SpringBoard training, and all AP teachers will attend AP summer institutes. AVID training will include all core academic teachers in the project schools. The project also will expand support services for students, including tutoring that will be offered before and after school, and during lunchtime.
PR/Award #: S330C090005
Amount Year #1: $890,224
Grantee: Gwinnett County Public Schools (GA)
Contact: Paula Rufus
Phone Number: (678) 301-7025
Gwinnett County Public Schools will seek to increase significantly student enrollment, completion, and success in Advanced Placement (AP) English language arts, mathematics, and science courses at five high schools and seven middle schools. Georgia Gwinnett College (GGC) will actively participate in an AP awareness campaign by hosting student and parent/guardian School to College Pipeline activities at the middle and high schools. Principals will lead their schools in building a pro-active, comprehensive, inclusive, and successful AP program. AP teachers will provide tutoring and mentoring sessions for low-income students before and after school, and on Saturdays prior to AP exams, in order to increase the number of students who score a three or higher. All AP teachers will participate in professional development, and all new AP teachers will be provided experienced mentors. AP teachers will attend College Board AP Summer Institutes and mid-year workshops and participate in quarterly content networking meetings to share syllabi, lesson plans, effective strategies for instruction, and assessment and recruitment methods. AP teachers will receive monetary incentives of $500 for increasing the enrollment and retention of low-income students by 10 percent or more in their AP classes. Within cluster AP articulation teams, teachers will meet quarterly to ensure alignment between grade levels by content area in grades 6-12. Through these and other activities, the project hopes to increase the enrollment of low-income students in AP courses by seven percent each year, and to increase the number of students scoring three or higher by five percent in each year of the grant.
PR/Award #: S330C090185
Amount Year #1: $950,739
Grantee: Chicago Public Schools (IL)
Contact: Mark Klimesh
Phone Number: (773) 553-5153
Chicago Public Schools (CPS) will implement the Chicago Advanced Placement Enhancement (CAPE) initiative as a key strategy in its efforts to provide all students with equitable access to challenging coursework. CAPE's purpose is to increase the number of low-income students who enroll in Advanced Placement (AP) courses and achieve college credit on AP exams. In conjunction with university and business partners, CAPE will expand and enhance AP courses in biology, calculus, chemistry, Chinese, and English in 17 high-poverty schools. To ensure that students receive the necessary instructional supports to succeed on AP exams, AP teachers will receive in-depth professional development, the curricula will be vertically aligned, and school year and summer enrichment programs will be provided to students. University partners, including Loyola University, DePaul University and the University of Chicago, will lead the development and implementation of the summer enrichment opportunities. These and other partners also will be instrumental in providing pre-AP and AP teachers ongoing professional development in English, mathematics, science, and Chinese. They also will provide support in developing an enhanced curriculum that is vertically aligned, and professional development sessions on vertical teaming practices. Once the strategies are implemented and support systems are in place, CPS anticipates that, starting in the second year of the grant, 952 students across the 17 schools will be enrolled in the 27 new and 7 enhanced AP courses.
PR/Award #: S330C090109
Amount Year #1: $819,845
Grantee: Boston Public Schools (MA)
Contact: Dena Soled
Phone Number: (617) 635-8079
Boston Public Schools (BPS) will support the expansion of a district-wide Advanced Placement (AP) program to 31 non-selective high schools and 15 middle schools that will seek to improve the preparation of students for AP courses, increase student enrollment and retention in AP courses, and improve student performance on AP examinations. All of the high schools included in the project will develop and offer at least three AP courses in English, mathematics, and science by the end of the project period. AP Chinese and AP Japanese programs also will be developed and offered by two high schools. BPS will align its curriculum with College Readiness standards developed by the College Board, improve the early identification of students who have the potential to succeed in AP courses by counselors, and provide in-school student supports and summer bridge programs. Through a partnership with the Private Industry Council in Boston, low-income students will be given financial incentives to participate in the summer bridge program. In partnership with the Mass Math and Science Initiative, BPS AP and pre-AP teachers will receive intensive training in vertical teaming and in the content areas of English, mathematics, and science.
PR/Award #: S330C090008
Amount Year #1: $375,138
Grantee: Worcester Public Schools (MA)
Contact: Gregory Bares
Phone Number: (508) 799-3108
Worcester Public Schools (WPS) will develop, enhance, and expand Advanced Placement (AP) programs in English, mathematics, science, and Chinese at nine high-poverty schools, including seven high schools and two middle schools. The project will expand existing AP courses by offering by 14 new sections and adding 12 new courses, including two in statistics, four in physics, two in computer science, and four in Chinese. Some of the courses will be provided through a partnership with Virtual High School, an online provider of AP courses. The two primary strategies for ensuring that the goals of the project will be met include professional development and curriculum alignment. The Colleges of Worcester Consortium (CWC) will coordinate professional development. CWC will implement AP teacher focus groups to provide peer support for strengthening teaching practices and developing creative ways to support student learning. Curriculum committees will be charged with identifying courses of study that need to be followed in order for students to be successful in taking AP courses in English, mathematics, and science. By the end of the project period, WPS hopes to increase the number of students receiving a three or higher on an AP exam by 20 percent.
PR/Award #: S330C090032
Amount Year #1: $985,369
Grantee: Minnesota Department of Education (MN)
Contact: Sally Wherry
Phone Number: (651) 582-8768
The Minnesota Department of Education will support a comprehensive initiative to increase Advanced Placement (AP) readiness, enrollment, test-taking and test-passing in 28 high-poverty schools in the Minneapolis and Saint Paul School Districts, including 13 high schools and 15 middle schools. New AP and International Baccalaureate courses will be delivered through traditional, face-to-face instruction, a comprehensive online AP Access Central system, or combinations of these approaches. Building a critical language program in Arabic and Russian, and expanding access to AP Chinese Language and Culture and AP Japanese Language and Culture courses are among the project's priorities. To improve student preparation for advanced course work, vertical teams will be established that include AP and middle school teachers. These teams will develop vertically aligned AP and pre-AP course sequences. Comprehensive student services will be provided through tutoring programs, the AP Access Central online resource center, school counselors, career centers, and a 4-week intensive summer AP prep program taught by AP teachers. Advancement Via Individual Determination (AVID), a college preparatory program, will be used to increase participation and college acceptance among non-traditional students. The project will also implement a teacher incentive program that will award $1,000 dollars to any teacher at a targeted school who attains AP Access Master Teacher status by the third project year. This teacher incentive program is based on achieving extensive professional development requirements.
PR/Award #: S330C090090
Amount Year #1: $794,365
Grantee: Columbus Municipal School District (MS)
Contact: Craig Shannon
Phone Number: (662) 241-7400
The Columbus Municipal School District will support a comprehensive initiative to improve Advanced Placement (AP) course enrollment and performance, provide sustained professional development, and build a college-attainment culture in eight high-poverty schools within the Columbus Municipal and Lowndes County School Districts, including four high schools and four middle schools. AP courses will be delivered through traditional, face-to-face instruction, online through the Mississippi Virtual Public School, or through combinations of these approaches. The project's priorities include expanding the number of AP English, mathematics, and science courses and building a critical language program in Chinese. To improve student preparation for advanced coursework, the project will implement Advancement Via Individual Determination (AVID), provide after-school tutoring and mentoring activities, offer an AP Summer Prep Camp and expanding pre-AP courses to include accelerated courses in U.S. History, biology, chemistry, calculus, and English. Professional learning communities (PLCs) will be created at each targeted middle and high school. These PLCs will consist of pre-AP and AP teachers who will meet weekly to discuss topics such as course rigor, lesson planning, interdisciplinary teaming, and diverse learners' needs. Professional development activities for teachers and school leaders will be provided during the summer and school year in areas such as AVID, alternative scheduling, differentiating instruction, technology integration, and vertical and horizontal teaming. To create a college-attainment culture, the project will include parent advisory councils, college tours, AP open houses, student internships, career planning, and a student ambassador program. The project also will provide teachers with a $1,000 incentive for completing pre-AP or AP certification.
PR/Award #: S330C090143
Amount Year #1: $643,854
Grantee: Bladen County Schools (NC)
Contact: Danny Price
Phone Number: (910) 862-2181
Bladen County Schools (BCS) will implement a comprehensive Advanced Placement (AP) Incentive program aimed at increasing student achievement in English, mathematics, and science. The project will serve 3 middle schools and 2 high schools. Over the three years of the grant, 10 new AP courses will be added, including AP Chinese Language and Culture and AP Japanese Language and Culture. These new AP courses will be delivered through regular classroom instruction and in online formats. To increase the participation of low-income students in pre-AP and AP courses, a number of strategies will be implemented, including after-school and Saturday tutorials and enrichment sessions. The middle schools will implement the College Board's CollegeED program, which helps students plan and prepare for college through a series of interactive lessons. The grant also will support extensive professional development activities, including vertical team training conducted by both the College Board and district personnel.
PR/Award #: S330C0900011
Amount Year #1: $250,630
Grantee: Carthage Central School District (NY)
Contact: Marilyn Bish
Phone Number: (315) 493-5175
Carthage Central School District will implement the Higher Education Access Program to support student access to, and success in, Advanced Placement (AP) and higher-level coursework. The project will serve one high school and one middle school in rural Jefferson County. The district will increase, by at least two annually, the number of teachers prepared to teach AP courses. Existing AP Biology, Calculus, U.S. History, and English Literature courses will be expanded and two new AP courses will be added in each year of the project. The project will allow students to take AP coursework in a traditional classroom setting as well as to access AP courses online. The curriculum will be vertically aligned and include AP-preparatory coursework at the middle school to ensure that students are prepared for rigorous coursework. Teachers interested in teaching pre-AP and AP courses will have access to a variety of ongoing professional development in the areas of vertical teaming practices, curriculum alignment strategies, and core content areas. As an incentive, teachers who provide instruction either in a pre-AP or AP course will receive an annual stipend.
PR/Award #: S330C090167
Amount Year #1: $989,839
Grantee: Independent School District No. 1 of Tulsa County (OK)
Contact: Earlene Gathright
Phone Number: (918) 746-6538
The Independent School District No. 1 of Tulsa County will support a comprehensive initiative to increase Advanced Placement (AP) program participation in 23 high-poverty schools, including eight high schools and 15 feeder middle schools. The goals established for the program include increasing student readiness for AP coursework in English, mathematics, and science, increasing enrollment in AP coursework, and improving performance on AP exams. The high schools will offer new AP courses via Virtual High School (VHS) in Biology, Calculus AB and BC, Computer Science A, English Language and Composition, English Literature and Composition, Environmental Science, Physics B & C, and Statistics. The project also will expand its AP Chinese Language and Culture course offerings in two of the participating high schools. The project will improve the quality of its Russian and Chinese programs by providing students with on-site instructional technologies and access to the language labs of Tulsa Community College. Tulsa will use Advancement Via Individual Determination (AVID), Laying the Foundation, and AP Summer Institutes as its three-pronged strategy for implementing this initiative. AP teachers will receive professional development offered by Laying the Foundation in pre-AP strategies and vertical articulation in English, mathematics, and science. Additional professional development will be offered by AVID and the College Board. The cumulative duration of the training sessions is 24 days for years one and three, and 31 days for year two. The project will seek to increase enrollment in AP English, mathematics, and sciences courses by 10 percent annually.
PR/Award #: S330C090137
Amount Year #1: $637,926
Grantee: School District of Greenville County (SC)
Contact: Deborah Carrero
Phone Number: (864) 355-9264
The School District of Greenville County (GCSD) will implement a comprehensive Advanced Placement (AP) Incentive program in seven of its highest poverty schools, including four middle schools and three high schools. The project will seek to increase the number and variety of AP course offerings in English, mathematics, and science. New AP courses will be offered in a traditional classroom setting and through the development of a district-based Virtual High School. In addition, there will be a strong focus on developing and implementing pre-AP courses to increase student enrollment and success at the AP level. The district plans to utilize community partners to provide mentoring and tutoring support to minority and high-poverty students. Teachers, administrators, and guidance counselors will benefit from a variety of professional development activities. The College Board's SpringBoard curriculum will be implemented in both English language arts and mathematics in grades 6-12. Teachers also will take part in the College Board's vertical teaming workshops and receive ongoing professional development in this area. GCSD will expand on the AP summer institutes offered throughout the state by developing additional summer institutes and providing one-day refresher workshops.
PR/Award#: S330C090053
Amount Year #1: $994,103
Grantee: Fort Worth Independent School District (TX)
Contact: Tracy Marshall
Phone Number: (817) 871-2452
The Fort Worth Independent School District (FWISD) will implement the Advanced College Coursework Encouraging Scholarship and Success (ACCESS) program to expand high-quality instruction, improve student access to and success in Advanced Placement (AP) and pre-AP courses in 27 high-poverty schools, including 10 high schools, 14 middle schools, and three feeder sixth-grade centers. New AP courses will be delivered through traditional face-to-face instruction, distance learning, and on-line instruction. By the year 2012, ACCESS high schools will offer AP Physics, AP Biology, AP Statistics, AP Environmental Science, AP English Language and Literature, AP Calculus, and AP Chemistry. FWISD will introduce two Chinese and two Japanese language courses through distance-learning centers and direct classroom instruction. Strategies to improve pre-AP programs include assistance in preparing for the PSAT, creating a four-week Junior Scholars Summer Academy, and establishing an advanced academics coordinator at each middle school. Strategies to improve AP programs include partnering with local businesses and universities to provide students with lecturers, mentors and tutors; hosting joint middle school and high school AP information nights; and supporting teacher participation in classroom observations. Pre-AP and AP teachers will receive $1,500 in incentive pay for participating in rigorous training programs, as well as for ensuring student success on AP exams. Pre-AP and AP teachers will receive intensive professional development in program-specific implementation strategies and the core content areas by such organizations as the College Board, Laying the Foundation, and Advancement Via Individual Determination.
PR/Award #: S330C090035
Amount Year #1: $595,497
Grantee: Galena Park Independent School District (TX)
Contact: Elizabeth Lalor
Phone Number: (832) 386-1044
The Galena Park Independent School District (GPISD) will increase the number of economically disadvantaged students who succeed in earning college credit through their performance on Advanced Placement (AP) exams at two high schools. A critical foreign language strand will be implemented by GPISD that offers Chinese to students at the high school level. In order to increase participation in AP mathematics and science courses, online learning opportunities will be provided to students through APEX, an online provider of AP courses. Vertical Teams will be utilized in each subject area, headed by a team leader, to redesign the curriculum to the standards embedded in the AP exams. The project will provide after-school and weekend tutorial sessions. AP and pre-AP teachers will have access to annual College Board professional development sessions and workshops, improving their understanding of the relationship between content-knowledge and examination requirements. The project will provide both teachers and students with monetary rewards. Each student securing a score of three or higher will earn a $100 stipend. Each teacher with a 50 percent or higher class passing rate will earn a $500 stipend.
PR/Award#: S330C090092
Amount Year #1: $783,690
Grantee: Galveston Independent School District (TX)
Contact: Annette Scott
Phone Number: (409) 766-5123
Galveston Independent School District will support a comprehensive initiative to improve student access to and success in Advanced Placement (AP) courses in English, mathematics, science, and Chinese at four high-poverty schools, including one high school and three middle schools. The project will add 14 new AP courses that will be delivered through classroom instruction, online, and through video-conferencing formats. Students will be provided with academic support through the Galveston Cares volunteer mentoring program, tutoring sessions that will be offered during and after school, and AP test prep sessions that will be available on Saturdays. The project will provide additional incentives of $300 to teachers for low-income, minority, or English Language Learners in their classes who score three or higher on AP exams. Incentives of $300 also will be provided to students who earn college credit by scoring three or higher. Teachers will receive subject matter coaching from institutions of higher education, and teachers, counselors and administrators will receive Advancement Via Individual Determination, pre-AP, and AP training.
PR/Award #: S330C090189
Amount Year #1: $205,478
Grantee: Uplift Education (TX)
Contact: Heather Pereira
Phone Number: (972) 501-0645
Uplift Education (UE) will support a comprehensive initiative to improve student access to and success in Advanced Placement (AP) courses at four of its urban charter high schools.
The project will seek to add an average of two new AP courses per school per year and increase enrollment in AP courses by 80 percent per school per year. The project will offer new AP courses in English language arts, Spanish, mathematics, science, and social studies. Laying the Foundation and the College Board will offer professional development on pre-AP strategies and to deepen teachers' content knowledge.
PR/Award #: S330C090049
Amount Year #1: $627,562
Grantee: Educational Service District 101 (WA)
Contact: Christine Tuckerman
Phone Number: (509) 789-3800
Educational Service District 101(ESD 101) will seek to increase the successful participation in Advanced Placement (AP) courses and tests by low-income students who attend 23 high-poverty, rural schools. New AP courses will be delivered using classroom-based and online instruction. Online Chinese and Japanese language programs will be developed for students in grades 9 through 12. Teachers of students in grades 6 to 10 will complete a comprehensive professional development program designed to strengthen their instructional practice and the delivery of a pre-AP curriculum. Teachers also will attend a series of one-day, AP vertical-team concept workshops and a five-day Advancement Via Individual Determination (AVID) Summer Institute. The project also will support each high school in establishing mentoring and tutoring programs (both direct and online) for its AP students and, in particular, its low-income AP students. Through these and other activities, ESD 101 hopes to increase enrollment in AP English, mathematics, and science courses by 40 percent, AP test taking by low-income students by 40 percent, and the number of AP tests taken by low-income students with a score of three or higher by 15 percent.
PR/Award #: S330C090065
Amount Year #1: $697,117
Grantee: Seattle Public Schools (WA)
Contact: Robert Vaughan
Phone Number: (206) 252-0134
Seattle Public Schools (SPS) will increase student enrollment and success in Advanced Placement (AP) and International Baccalaureate (IB) courses in four high schools and three middle schools. Two of the high schools will focus primarily on the expansion of AP courses, while the remaining two high schools will focus on enhancing their implementation of the IB Diploma Program. All seven schools will work to implement foreign language programs in Chinese and Japanese. The project will align instruction and curricula from middle to high school to create articulated course pathways, provide academic coaches to enhance teachers' content knowledge, and provide academic and social supports to low-income students with the potential to succeed in advanced academic coursework. SPS will provide teachers at the high schools with four types of sustained professional development, including instructional coaching in English, math, and science; dedicated time for collaborative planning, peer observations of instruction; and attendance at AP or IB workshops.


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Those at the Vineyard are continuously dealing with people leaving broken televisions and old mattresses overnight and on the weekends in the rain, dew and dust.
Virginia Cherry, with the local charity, said they have tried everything to get people to stop leaving stuff in the parking lot at night and over the weekend.
First they pleaded. Then they put up cameras and threatened citations. Now, they are having to install a six-foot security fence.
"If they bring large items like that and leave it out, the animals and weather are going to destroy it," she said.
She added that, while they are grateful for the many donations they do receive, they no longer take mattresses.
"We cannot ensure they are clean," she said.
Cherry isn't trying to discourage people from donating.
"We are here to help the needy," she said. "Please just don't leave large items that are going to get ruined. We appreciate the contributions, but it needs to be done during work hours."
Those hours are Monday through Thursday from 9 a.m. to noon and from 1-3 p.m.
Since Alfred Kopplin and his crew began putting up the six-foot chain-link fence, the Vineyard has had one plasma television, a smaller television and a mattress and box spring left outside the building.
"Now we have to haul it off," Cherry said.
What is most irritating, she said, is that the Vineyard is only four blocks from the city dump where these items could have been taken.
Signs will be placed on the fence asking people not to leave things along the curb or leaning against the fence or building.
Hopefully, this will curtail the dumping.
Of course, that was the same hope they had two years ago when they installed security cameras facing the parking lot. They have caught a few people unloading broken and worn-out coaches and loveseats.
So, just what does the Vineyard need?
Well, recent cold snaps have prompted the need for heaters, although this is likely going to be short-lived. Clothing, shoes, baby clothing, furniture, strollers and cribs, along with books, toys and household items, are always welcome.
Cherry did ask that all items be clean and in good shape.
"Our staff is made up of mostly volunteers; we do not have time or the staff to sort through and dispose of items that are of no use or are unusable; your trash is not necessarily anyone else's treasure," Cherry wrote in a letter detailing just what the charity needs.


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In celebration of Canada Day, you can search some of Ancestry.ca's most popular collections for FREE between now and July 2nd.
Start searching to uncover an ancestor's Immigration Record, a great-grandfather's birthdate in Vital Records, a tale of bravery in Military Records or the household income of a family member in Canadian Census Records.
Discover the pieces of your ancestors' story and how they helped build Canada into the great nation it is today.
*Access to a selection of our Census, Immigration, Military and Vital records is free until July 2, 2013, 11:59 p.m. (ET). To view these records you will need to register for free with Ancestry.ca with your name and email address. Once you have registered, we will then send you a user name and password to access the records. If you haven't already, you will be prompted to register once you start trying to search and view the records. After July 2, 2013, you will only be able to view these records using an Ancestry.ca paid membership.


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ok so for the last month my son who is now almost 17m old has been biting me, and everything else including grandma, the dog and tables etc, and i don't want to quit nursing cold turkey he is having a hard time from me just putting him off a bit because i don't want to be bitten the last week has been the worst.:
we had a rough start to nursing so after it clicked i set my goal at 6m then it went to 9m,12, now we are almost to 18m and i had wanted to go for 2y but i am not sure what to do! i love providing this to him but we have to figure this out when we nurse he usually bites at the end and i gently press his head into me until he lets go, and i have said ouch no biting, don't bite mommy that hurts, and i have even yelled a once because well it hurt he made me bleed.
i am so concerned i don't believe in spanking and i just got the book 123 magic for managing difficult behavior 2-12, as far as i know it has to do with time out's but i haven't read it yet i am only on chap5 !
but can i really put a 17m old in time out???
he has also been screaming a lot too @ home, store,restaurant, family homes
very loudly.
and just completely not listening to me at all like: please leave the blinds alone : he just gets more happy and exited and then seems to think its a game .
the newest thing is getting car sick on trips from 5-20miles is the most we have gone,it has been 3 x in the last week and now i am afraid of going anywhere. i could go on and on lol i love my son more than anything and i just want to raise him with respect, love and kindness.
i thank you for any advice and please let me know if you have any questions .