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I'd hate to see him go..NEW YORK -- So I ran into Reggie Miller twice Thursday night at Madison Square Garden: once pregame, when I explained to him the merits of including Landry Fields in a trade for Carmelo Anthony; and again afterward, when he had something to say, too.
"You still want to trade Landry Fields, Chris?"
As Miller, myself and everyone else knows, it doesn't matter whether I think Fields should be traded or whether Miller thinks Fields should be kept. It's a matter of whether Fields will be in the mix when the Knicks and Nuggets arrive at whenever their 11th hour is and decide whether they are going to make a trade sending Anthony to the Knicks.
Photos: Knicks All-Stars
We have 'em all, from the Ewing era
to today -- with a special appearance by Clyde Frazier: Knicks All-Stars
And if Stan and Josh Kroenke and Denver general manager Masai Ujiri were watching this particular game, which was televised nationally on TNT, they had to be asking themselves whether this Fields kid is someone they can rebuild around if they decide to set off the dynamite.
Fields, the 39th overall pick of this past June's draft, is looking very much like a lottery pick this season -- perhaps never more so than he did on this night. He had a line of 19 points and 13 rebounds to go along with a continual infusion of energy that led the Knicks to one of their better victories of the season, 93-88 over the Miami Heat.
"I just came into this game wanting to be a little more aggressive -- not worrying if shots were going to fall. That's pretty much it," Fields said. "Our last two losses to the Heat, I didn't do so well, and I said, 'I'm kind of tired of this and I'm going to do something different.'"
That difference in attitude and energy was most evident on a missed free throw by Amare Stoudemire in the second quarter when Fields came flying in from the 3-point line to grab an offensive rebound and went right back up with the ball to draw a foul. The crowd went nuts over the hustle play, and Fields knocked down both foul shots.
But Fields' biggest play of the game came as the clock ticked inside the final minute and the Knicks were holding an 86-84 lead. James Jones had just missed a 3-point attempt for Miami (which seemed to be playing this game at half-speed -- especially LeBron James). The Knicks fed the ball to Stoudemire on the low block and watched the Heat's defense do what everyone else's defense does at times like this -- collapse on Stoudemire.
But this time, rather than put the ball on the floor and put himself at risk of having it swiped away, Stoudemire rifled a pass to Fields at the 3-point line for a long-distance jumper that put the Knicks ahead 89-84 and sent the building into a frenzy.
[+] Enlarge
Nathaniel S. Butler/NBAE/Getty Images
Knicks rookie Landry Fields finished with 19 points and 13 rebounds against the Heat on Thursday.
That shot pretty much wrapped up the Knicks' first victory in three tries against the Heat this season, providing a midseason boost of energy and confidence for a Knicks team that had been showing itself to be interesting and exciting to watch but that wasn't fooling anybody into believing it could be championship-worthy.
The Knicks still can't hope to rise into that echelon unless and until they put a second superstar alongside Stoudemire, which is why they are proceeding diligently with Denver in their pursuit of Anthony.
And as I told Miller before the game when he was arguing against giving up too much in an Anthony trade, it comes down to this: The Knicks will not have enough salary cap space to sign Anthony as an unrestricted free agent this coming summer unless they either renounce their rights to Wilson Chandler or trade enough players to free up enough cap space to sign both Anthony and Chandler.
So either way, Chandler is likely a goner.
That goner label applies, too, to Eddy Curry, who would be a key component of any Anthony trade because the Knicks need his $11.3 million salary to make the money match.
So assuming Chandler and Curry would be part of any Anthony trade if one is made by the Feb. 24 deadline, you then have to look at what else it would take for the Knicks to get Anthony.
And that list begins with Fields (who can be sold to the Denver fan base as a lottery-worthy talent), and likely would also include Anthony Randolph (or a No. 1 pick acquired in exchange for Randolph) and possibly a fifth player (Bill Walker fits the bill of a young player with considerable upside and a low salary).
Those five still might not comprise as enticing a package as the one the New Jersey Nets were prepared to give to the Nuggets. (When exactly was the last time a lottery-bound team was willing to give up its upcoming lottery pick along with the lottery pick -- Derrick Favors -- it just acquired?)
But those five -- or whatever package of players and picks Knicks president Donnie Walsh is trying to woo the Nuggets with -- probably would end up being more valuable than any package another team would be willing to relinquish, especially if that team had no guarantee from Anthony that he'd be willing to sign an extension with it.
Knicks Blog
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As James said in the infamous toast he gave at Anthony's wedding: If the Knicks ever want to have any hope of competing with the Heat between now and 2015, they had better find a way to put Anthony and Stoudemire alongside each other.
"You blame me?" James asked when reminded of the toast. "That particular day was all about Carmelo and his wife. Let's not take away from the fact that was an unbelievable day for two parties coming together in matrimony. That was more important than anything. We said what we said, but we were excited to be there for the wedding."
That was about as colorful as James was on this particular Thursday, and he nonchalanted his way through this game to such a degree that it took 13 consecutive made field goals by Dwyane Wade (before be went 0-for-6 in the fourth) to enable to Heat to play from ahead for much of the game.
But in the end, Fields was the guy making the biggest plays and the biggest shot (for those wondering why Spike Lee has taken to wearing a Fields jersey to all Knicks games, here was your reason). And it should not go unmentioned that Fields had a similar prolific night (21 points, 17 rebounds) back in November when the Knicks made their one and only visit to Denver.
So if there is an Anthony trade, logic dictates that Fields could be one of the key pieces leaving town.
"I'm not a speculation guy. I want to see what happens," James said. "When it happens, then I can make a comment about it. The No. 1 thing is Carmelo being happy. It doesn't matter where that's at."
Keep Fields!!!!!!
Damn.. Sounds like either way this is Chandler's last season with us if we wait it out and sign Melo in the offseason or trade for him.. Unless he takes alot less..
(it wouldn't be Gallo, but Chandler dealt, per the article, this scenario, etc)
Plus, the Melo lineup is easier to refine into a higher seeded team; mine for role players and basic complimentary pieces. Vs the latter and still needing superstar/star talent to explode.
I agree, tho; don't do that deal where Fields is included. And if it is We Get Melo Now, but give that all up. Or be patient and keep Fields and AR/1st, you be patient and sacrifice maybe-making some more noise this season.
But it's not **** Melo, regardless, man. Idk why you have this general disdain for him, a la LeBron's courtship and his playing us. All Melo's done is work on our behalf and keep things going in a favorable direction for us to get him on our terms. Short of publicly saying he is a Knick and acting like he works for us. Lebron had pure choice, the easiest route to navigate, no risks, really. And he acted w extraordinary ego, selfishness, and doucheness. Melo ain't, even tho his position is signriicentky more arduous and dripping with potential risks than LeBron or most athletes when they get in spots about FA.
If it turns our we DO panic, and "gut the team", and it was facilitated by Melo being legit wishy washy at the last hour...Then i'd harbor some ill will. But that hasn't happened, and I don't think it will.
I'll be extra hard on Melo if it does.
'Melo sees Landry Fields in NY and wants to play with him, odds are.
If we sign him during the off-season we'd lose Wilson Chandler but I've got no problem with that. Would you trade Chandler for Carmelo straight up? The answer is undoubtedly yes. If we can keep Gallo and Fields whilst holding onto Melo, we're a Samuel Dalembert-type player away from winning a championship title.
Got an off-topic question here. I have been watching lately, and noticed that Spike Lee has been wearing that orange Nike Marbury jersey on the sidelines. Except, the stitching is 3rd party and has Fields on it with his number. Does anyone think he actually de-stitched it from Marbury to Fields just to wear that ugly jersey? Nike stopped making jerseys for the NBA a couple of years ago, so there's no way that jersey is real, stitching at least.
You gotta give up something to get something.
In the end, I believe our original package of Chandler, Fields and a first will be the base of any deal. As much as Fields has contributed, Melo wants to play with STAT. And quite honestly, Gallo still has the biggest ceiling of the trio. If we keep him, we have come out peachy. Look at how well he plays in big games. And he is still learning. U keep 6'10 guys with his skill. U can find a Chandler/Fields type more readily.
If we had Melo yesterday, we're up 15 by the time the third ends. They gave will many post up plays he could not finish, that are layups to Melo. Melo is more suited to play the 4 in this system than Chandler. And while he will be outmanned at times vs the KG's, Gasol's, Bosh's, he definately will not disappear in those Games like Will does. He scores 30 easy last night. Imagine the pressure it takes off Stat n Ray? Imagine Gallo being the 3rd option behind those guys? That gives us a better nucleus than Mia that day. Mia is better than us now because we have no go back at Bosh. Melo gives us the edge there, cuz frankly, he is better by miles, and D'antoni will certainly dictate matchup favorably.
Bye bye Fields and Chandler, and Walker and Curry. Hello Real contender! And that's what this is abt. Not our sentimental feelings for homegrown talent with upside.
I feel you. Only thing I can think of is Spike has the money to make something like this happen.
Nike probally has the license to this alternate and can make a change when they see fit or if there is a market for the product to be sold in. I have two of those jeseys as well but they are Houston and Spreewell!!!
n1gga fucc dat bro i want fields there but if we lose him then: Felton, douglas, gallo, melo, stat would be satisfiable in all levels with the exception of douglas but we could work dat out.


text:
The region's thriving oyster hatcheries have had to scramble to adapt to these increases in acidity.they need to live — was supposed to be a problem of the future. But because of patterns of ocean circulation, Pacific Northwest shellfish are already on the front lines of these potentially devastating changes in ocean chemistry. Colder, more acidic waters are welling up from the depths of the Pacific Ocean and streaming ashore in the fjords, bays, and estuaries of Oregon, Washington, and British Columbia, exacting an environmental and economic toll on the region's famed oysters.
'If too much energy is used at one stage, larvae may not be able to survive to a subsequent stage,' says an expert.to be a strong correlation between aragonite saturation and survival of larvae at a later stage."
MORE FROM YALE e360
An Ominous Warning on the
Effects of Ocean Acidification

subset: commoncrawl


text:
Wordsmith Talk
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#189672 - 03/01/10 04:19 PM Re: Funny hats and slippers [Re: zmjezhd]
Carpal Tunnel
Registered: 06/23/06
Posts: 5295
Loc: Netherlands, the Hague
Ah, that! Gee, we have such a low-key word for diacriticals:
'reading signs'. Can't compete with diacriticals ever!
#189673 - 03/01/10 05:42 PM Re: Funny hats and slippers [Re: BranShea]
Registered: 02/22/10
Posts: 655
Loc: Florida, USA
@ BranShea: Thanks for the link. Now, if I could only work up the energy to use it.
Meanwhile, it looks as though "atherosclerosis" is a subset of "arteriosclerosis," the latter of which (apparently) may have more than its most famous and cholesterolic cause._________________________
"I don't know which is worse: ignorance or apathy. And, frankly, I don't care." - Anonymous
#189674 - 03/01/10 09:49 PM Re: Funny hats and slippers [Re: beck123]
Carpal Tunnel
Registered: 06/23/08
Posts: 8541
Loc: Land of the Flat Water
Is there anyone (including the President, obviously) who does
not have the cholesterolic problem in one form or another??_________________________
----please, draw me a sheep----
#189684 - 03/02/10 02:52 PM Re: Funny hats and slippers [Re: LukeJavan8]
old hand
Registered: 12/18/06
Posts: 956
Loc: Auckland, New Zealand
including the President, obviously
What president would that be?
#189698 - 03/03/10 06:23 AM Re: Funny hats and slippers [Re: olly]
Carpal Tunnel
Registered: 12/01/00
Posts: 13803
Originally Posted By: ollyincluding the President, obviously
What president would that be?
That would be the president that just had a medical check that showed a slightly elevated cholesterol reading.
#189708 - 03/03/10 11:55 AM Re: Funny hats and slippers [Re: Faldage]
Carpal Tunnel
Registered: 06/23/08
Posts: 8541
Loc: Land of the Flat Water
Truly. And yesterday at lunch had fried chicken and mac & cheese,
and told reporters: "don't tell my wife"._________________________
----please, draw me a sheep----
#190283 - 04/04/10 09:26 PM it's all in your genes [Re: LukeJavan8]
Carpal Tunnel
Registered: 08/06/01
Posts: 6944
Loc: Worcester, MA
An important factor in whether you pay the price for your dietary indiscretions sooner, rather than later, is how carefully you chose your parents.
But seriously, folks.
Atherosclerosis emphasizes the material that clogs the vessels, a whitish, cheesy stuff officially called "atheroma."
Arteriosclerosis emphasizes the place where the clog is, namely the arteries.
As commonly used, there's a huge overlap between the two conditions.
#202136 - 08/26/11 11:34 PM Re: Wasted and dry [Re: Rainmaker]
Carpal Tunnel
Registered: 06/24/02
Posts: 7210
Loc: Vermont
formerly known as etaoin...
#202143 - 08/27/11 11:49 AM Re: Wasted and dry [Re: Buffalo Shrdlu]
Carpal Tunnel
Registered: 06/23/08
Posts: 8541
Loc: Land of the Flat Water
Been keeping you busy too. Using less used threads._________________________
----please, draw me a sheep----
#202149 - 08/27/11 09:50 PM Re: Wasted and dry [Re: Rainmaker]
Registered: 09/21/10
Posts: 1706
Loc: down under
but its good for catching up on some conversation I've missed in the past but.
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C - Control
Episode 7 | TV-14
A look into Mikuni's past reveals his introduction to the cold world of business, money and power. Later, the ever-curious Mashu analyzes her Entrepreneur's behavior, calculating what makes him different from everyone else in the Financial District.
Dub Expires: 11-22-2013
Official Site: www.funimation.com/shows/c-controlHide Details


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By Pure Matters
Remember that song about how the foot bone is connected to the leg bone and on and on, all the way up to the head bone? Kids have fun singing about these obvious anatomical relationships, but sometimes the connections between body parts are more surprising. Here's how to use your mouth to keep your heart healthy.
Make your dessert dark chocolate. Yes, we're giving you permission to eat candy. Dark chocolate is packed with heart-friendly antioxidants. It may also lower levels of bad LDL cholesterol and help raise levels of good HDL cholesterol. One more thing: Chemicals in dark chocolate help reduce blood clotting and increase blood-vessel flexibility, decreasing the chance of a heart attack. But don't go crazy -- all you need to get the benefits without too much fat is one half ounce daily. Make sure it contains at least 70 percent cocoa (it'll say on the label).
Take care of your teeth. Columbia University doctors have found that people whose mouths contain a high number of the bacteria that cause gum disease are more likely to have plaque-clogged arteries. To protect your teeth (and heart), brush twice a day, floss once a day, and swish your mouth out with an antimicrobial rinse. Don't forget to see your dentist for a checkup and cleaning twice a year.
Go fishing. Loaded with omega-3s that help prevent cardiovascular disease, fish oil lowers triglycerides, wards off artery-clogging plaque, and keeps blood pressure low. If you eat one or two servings of fatty fish (such as salmon, herring, or mackerel) each week, you're getting enough fish oil to benefit your heart. If not, you'll benefit from a supplement.
Engage in healthy venting. In a National Institutes of Health study, men who internalized their anger were more likely to suffer hardened arteries and high blood pressure than those who vented. It's a fatal chain reaction: Being perpetually angry increases stress hormones, which boosts blood pressure and damages arterial walls.
Butt out. Putting a cigarette to your lips can do more than just make your breath smelly. Compared with nonsmokers, smokers suffer heart attacks twice as much.
Limit the drinks. Men who have more than two drinks a day have an increased risk of heart disease. For women, the risk escalates by consuming more than one a day. Those who binge drink are in an even higher risk group.
Pass on the salt. There's a simple equation: The more salt you eat, the shorter your life, according to researchers at the University of Helsinki. They reviewed more than a dozen studies and found that people who reduced their sodium intake by 30 percent lived an average of seven years longer than those whose sodium intake remained high. Salt increases blood pressure and causes your body to retain water, which makes your heart work lots harder than it should. Still need that salty flavor? Create a mixture that's 65 percent table salt, 25 percent Morton Salt Substitute (potassium chloride), and 10 percent Epsom. You won't taste the difference, but your heart will thank you.
Source: http://resources.purematters.com/prevention/heart-disease/the-connection-between-your-heart-and-mouth


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Music Legends Nat Reese and Lady D to Perform during BSC's Celebration of African American Heritage Month, February 23 (w/photos)
CreatedFriday, February 04 2011
Created byJim Nelson/Media Relations - (304) 327-4103 email@example.com
|Nat Reese
|Lady D
(Bluefield)—Nationally recognized musicians Nat Reese and Lady D will be featured artists during Bluefield State College's African American Heritage program, February 23, on the college campus. The program begins at noon in the Hebert Gallery, Harris-Jefferson Student Center, and is sponsored by the BSC Office of Multicultural Affairs with support from a WV Higher Education Policy Commission Social Justice grant.
Reese was recently inducted into the West Virginia Music Hall of Fame. "They call me a blues man and I sing the blues, but I like country music, gospel music, blues, and swing," the Princeton, WV resident noted.
Lady D has presented numerous programs, portraying blues legend Bessie Smith, an immensely popular blues singer in the 1920s and '30s. Her presentation covers Smith's most popular songs as well as a theatrical performance of what life was like in the early Twentieth Century.
"This will be an outstanding program," commented Dr. Sapphire Cureg, BSC's Director of Multicultural Affairs. "In addition to the musical talents of Nat Reese and Lady D, there will be storytelling, ethnic foods, and a celebration of the African American Heritage."


text:
Zouk 'Live' with Chromatics & Glass Candy (US)
Glass Candy – Feeling Without Touching (2010, Italians Do It Better) Chromatics and Glass Candy both hail from Portland, with a certain Johnny Jewel featuring in both bands. To understand these two acts, one must understand Jewel himself. Having played and produced noise records for a huge part of his life, it became too one-dimensional for his vision... Read More


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Kate Smith '05 Pereda loves to teach science to her fifth-grade pupils in Addison, IL. During the one semester each year that she can even fit the topic into the schedule, she's armed and ready to engage her students—several of whom want to pursue science in their futures—with valuable lessons and methods learned at North Central College.
"Teachers are a huge influence in whether their students enjoy science," Pereda says. "And quite often the quiet kids in the classroom just light up during those lessons."
In the education world, there's a shortage of teachers like Pereda who embrace the principles of scientific inquiry. As a Boston Globe editorial explained, "A 2007 report of the National Academies described the scientific knowledge of K-8 teachers as 'limited' and 'often quite thin.' Since teacher knowledge significantly affects student learning, this should give us pause. The nation is not producing enough well-qualified teachers of math and science."
The Handbook of Research on Science Education, a compilation of research in the field, details the issues and possible solutions. "Student science learning is a major concern ... and is influenced by science curriculum, instruction and evaluation," writes Chorng-Jee Guo, a professor and president of National Taitung University in Taiwan, and an expert from an international perspective.
"Elementary and middle school teachers can be very apprehensive about teaching science," says John Zenchak, North Central College professor of biology and Ruge Fellow. "They simply don't know enough about it."
North Central College's commitment to science education is rooted in a long tradition of grooming educators to nurture inquisitive minds at elementary, secondary and post-secondary schools. Zenchak and Mary Jean Lynch, professor of psychology, co-teach a unique Science Inquiry course—offered through the science division—to prepare teachers to transform their science knowledge into engaging activities for young learners. Teachers conduct demonstrations using simple materials that require learners to determine what caused the observed outcome. Pupils design and perform their own experiments and explain their results.
"We get kids interested in science without explosions," says Zenchak, adding that simplified lessons are especially welcome at the high-needs schools with which they work. "Yet there's still a 'wow' component that grabs their minds."
During a recent demonstration in Pereda's classroom, the students learned a simple lesson about the molecular structure of sodium polyacrylate, the substance in disposable diapers that soaks up liquids.
These North Central professors are widely sought after as presenters at conferences and are currently writing a book together. They've researched the effectiveness of their methodology and the benefits of offering Saturday science clubs for girls in grades four through six (when interest in science falls dramatically) and conducted summer teacher workshops on science.
They also proposed and received approval for the addition of a new K-5 science concentration for North Central elementary education majors. And they are following state legislation that would require middle school teachers in Illinois to obtain an endorsement to teach science. Many middle school educators who teach science have minimal preparation to do so.
Maggie Parent '93 Detwiler majored in math and minored in biology, a combination that is serving her well as a middle school science teacher at St. Irene's Catholic School in Warrenville, IL. She's also a big fan of the science inquiry curriculum and sees long-term benefits for her pupils. "The goal is to make them into lifelong thinkers and learners," she says. "Giving them the tools to figure things out for themselves is huge for the world they're coming into."
Providing students with opportunities for collaboration while they identify and solve real-world problems engages them in the scientific process, says Eric McLaren '86, principal of the Illinois Math and Science Academy (IMSA) in Aurora, IL, a college preparatory program funded by the State of Illinois for talented math and science students and recognized by Intel in 2009 as its top "School of Distinction" in the nation. "For example, students can learn an awful lot by studying how to mediate local retention ponds."
Science literacy is crucial because "we face so many public policy issues that are rooted in understanding the basics of science," McLaren adds. "And our national competitiveness is dependent on our ability to educate students in science, technology, engineering and mathematics."
Yet a lack of consistency in science education in Illinois is apparent, when talented students arrive at IMSA with a passion for learning science but with varying degrees of science education opportunities, says Barbara Miller '80, director of enrollment and academic services at IMSA. "There are many schools without the resources to provide extensive science instruction, purchase state-of-the-art lab equipment or to offer lab science classes."
Teacher Sheri Starks '07 has been fortunate to find a source of resources for her chemistry and physics classes at Richards High School in Oak Lawn, IL. Starks has enriched her classroom thanks to a highly competitive program for which she was selected in 2009 at Argonne National Laboratory. "The program includes three summers of research with scientists and a grant for classroom equipment," Starks explains. "I've already been able to share my experiences from last summer and my students really enjoy hearing about how science is used in the real world." Her students this year will build nanocrystalline solar cells and work with ferrofluids (iron particles that react to magnetism) thanks to her Argonne research.
Starks is acutely aware of the need to keep her students engaged. Her own career goals were shaped by a high school chemistry teacher and Starks tries to make the science profession sound appealing to young minds, especially her female students. "I try to explain that science actually can be very social," says Starks, who majored in chemistry at North Central. "They think it's just old men isolated in a laboratory. I'll show them pictures of me and my friends in a lab or attending the [National Conferences on Undergraduate Research] in California."
Starks gained her initial classroom preparation from working with science faculty, like Paul Brandt, associate professor of chemistry. In addition to mentoring future teachers, Brandt devotes his energies to capturing the interest of budding young scientists. He enlists his students to perform science demonstrations at schools in Naperville, Batavia and Aurora and at the DuPage Children's Museum. The chemistry faculty has also conducted Boy Scout science merit badge clinics.
Every winter North Central hosts about 100 teachers for the "Big Meeting" of ChemWest, an organization of high school chemistry teachers in the Chicago area. "Our goal is to both prepare and support teachers. If we can give them some simple models to work with, they won't be afraid of the content," Brandt says.
At East Aurora High School in Aurora, IL, teacher David Rapp '04 enjoys making chemistry intriguing with demonstrations he learned from Brandt and Jeff Jankowski, also an associate professor of chemistry. "The kids just eat it up" when Rapp creates spectacles like the shooting fountain of soda using breath mints.
He tells his students that the problem-solving skills they'll learn will help in all their other subjects. "Chemistry requires reading, math and hands-on work," he says. "If they can handle chemistry, they can handle anything."
North Central NOW Winter 2010
For more photos from the Winter 2010 North Central Now, visit northcentralcollege.edu/now-album.


text:
Division of Data Analysis and Progress Reporting
The Better Schools Accountability Law (Section 10-17a of the Illinois School Code) is reprinted below, one paragraph at a time, with terms to be defined underlined. The definitions for each paragraph then follow immediately below the paragraph. In some instances, terms have already been defined in statute, or they derive from current state practice.
Legislative Citation
(1) Policy and Purpose. It shall be the policy of the State of Illinois that each school district in this State, including special charter districts and districts subject to the provisions of Article 34, shall submit to parents, taxpayers of such districts, the Governor, the General Assembly and the State Board of Education a school report card assessing the performance of its schools and students. The report card shall be an index of school performance measured against statewide and local standards and will provide information to make prior year comparisons and to set future year targets through the school improvement plan.
School districts, for purposes of this legislation, include all regular operating elementary, high school, and unit districts. Excluded are other state-funded education agencies such as area vocational centers, special education cooperatives, university laboratory schools, the Illinois Math and Science Academy, and education organizations within the Departments of Rehabilitation Services and Corrections.A special charter district is any city, township, or district organized into a school district and operating in whole or in part under a special Act or charter of the General Assembly. (Section 1-3 of the School Code.)Submit to parents: The report card will be disseminated to all parents whose children are enrolled in the school by the district's usual means of distributing student report cards, by a comparable method, or by making it available on the districts Internet web site as detailed in paragraph (2).A parent means the natural or adoptive parent, a guardian, or a person acting as a parent of a child. (See 23 Ill. Adm.Code 226.5.). . . to taxpayers: The report card will be kept on file by the district and the respective regional superintendent. According to the Freedom of Information Act, copies must be made available upon request. A fee to recover actual costs may be charged.A taxpayer is anyone who owns property, resides, or pays taxes in the school district. . . . to the Governor, the General Assembly: The report cards will be transmitted to the Governor and the General Assembly by the State Board of EducationSchool, in current State Board of Education use, is synonymous with "attendance center." A school is a division of the school system consisting of students comprising one or more grade groups or other identifiable groups, organized as one unit with one or more teachers to give instruction of a defined type and housed in one or more buildings. More than one school may be housed in one building, as is the case when elementary and secondary schools are housed in the same building.A student is an individual of legal school age who is enrolled in an educational program in grades K-12 or in an age-appropriate placement under the jurisdiction of a school or school district.An index of school performance is an indicator that represents accomplishment.Statewide and local standards are measures or criteria established by local and state authority.Future year targets refers to "Areas for planned improvement" in paragraph (2) of the legislation.
Legislative Citation
(2) Reporting Requirements. Each school district shall prepare a report card in accordance with the guidelines set forth in this Section which describes the performance of its students by school attendance centers and by district and the district's financial resources and use of financial resources. Such report card shall be presented at a regular school board meeting subject to applicable notice requirements, posted on the school districts Internet web site, if the district maintains an Internet web site, made available to a newspaper of general circulation serving the district, and, upon request, sent home to a parent (unless the district does not maintain an Internet web site, in which case the report card shall be sent home to parents without request). If the district posts the report card on its Internet web site, the district shall send a written notice home to parents stating (i) that the report card is available on the web site, (ii) the address of the web site, (iii) that a printed copy of the report card will be sent to parents upon request, and (iv) the telephone number that parents may call to request a printed copy of the report card. In addition, each school district shall submit the completed report card to the office of the district's Regional Superintendent which shall make copies available to any individual requesting them.
Financial resources include the amount of money that districts receive from all sources as listed in paragraph (3)(b) of the legislation.
Use of financial resources refers to "District expenditure by fund" in paragraph (3)(b) of the legislation.Applicable notice requirements are the terms and procedures of notification specified for regular meetings in the Open Meetings Act.
Posted on the school districts Internet web site: Districts must provide parents with information relative to the availability of report cards on the districts Internet web sites and also provide printed copies upon request. Districts that do not maintain Internet web sites must continue to send printed copies of report cards home to parents.
Made available to a newspaper of general circulation means that the information must be provided to a newspaper that is circulated in the district and in which the school district usually publishes notices. This does not include newspapers that are available for free distribution.Sent home is the same as "submit to parents" in paragraph (1) of the legislation.Make copies available means that the report card is kept on file. According to the Freedom of Information Act, copies must be made upon request. A fee to recover actual costs may be charged.
Legislative Citation
The report card shall be completed and disseminated prior to October 31 in each school year. The report card shall contain, but not be limited to, actual local school attendance center, school district and statewide data indicating the present performance of the school, the State norms and the areas for planned improvement for the school and school district.
Disseminated is the same as "submit" in paragraph (1) and "made available" in paragraph (2) of the legislation.The actual local school attendance center is the location where a child is housed and counted as enrolled in school in the fall of the school year.Present performance refers to the most recent data available for the various indicators.State norms are the quantitative values that constitute the typical performance in Illinois.Areas for planned improvement include academic and other areas targeted for improvement by local administrators.
Legislative Citation
(3)(a) The report card shall include the following applicable indicators of attendance center, district, and statewide student performance: percent of students who exceed, meet, or do not meet standards established by the State Board of Education pursuant to Section 2-3.25a [105 ILCS 5/2-3.25a]; composite and subtest means on nationally normed achievement tests for college bound students; student attendance rates; chronic truancy rate; dropout rate; graduation rate; and student mobility, turnover shown as a percent of transfers out and a percent of transfers in.
Percent of students who exceed, meet, or do not meet standards established by the State Board of Education refers to the distribution of students in the various performance levels based on their Illinois Grade 2 Assessment, ISAT, PSAE, IMAGE, or IAA scores. These performance levels are defined in the school report cards. Composite and subtest means on nationally normed achievement tests for college bound students refer to the average ACT scores based on the most recent performance of students in the schools class of 2002 who sat for the ACT on a national test date or PSAE testing. The composite mean is the reported average composite score while the subtest mean is the reported average for each of the ACT subtests which include English, mathematics, reading, and science reasoning. Student attendance rate is the aggregate days of student attendance divided by the sum of the aggregate days of student attendance and aggregate days of student absence multiplied by 100.Chronic truancy rate is the number of chronic truants divided by the average daily enrollment multiplied by 100. Chronic truants include students subject to compulsory attendance who have been absent without valid cause from such attendance for 18 or more of the previous 180 regular attendance days.Dropout rate is the number of dropouts divided by the fall enrollment less post-graduates multiplied by 100. Dropouts include students in grades 9-12 whose names have been removed from the district-housed roster for any reason other than death, extended illness, graduation/completion of a program of studies, transfer to another public/private school, or expulsion.Graduation rate is the number of 2001-02 high school graduates divided by the first-time ninth grade 1998 fall enrollment less students transferred out plus students transferred in multiplied by 100. [Numerator = number of graduates; denominator = (9th grade enrollment-transfers out) + transfers in]. Transfers as used here refer to this specific graduation class and are accumulated over a four-year period. In compliance with federal No Child Left Behind (NCLB) requirements, graduation rates disaggregated for various student categories were also reported (beginning in 2002).Student mobility (Turnover) reflects any enrollment change between the first school day in October and the last day of the school year. It is the sum of the students who transferred out and the students who transferred in, divided by the average daily enrollment multiplied, by 100. Students are counted each time they transfer out or in during the reporting year. Thus, individual students may be counted more than once.
Transfers out, relative to student mobility, comprises all incidents of students being removed from the enrollment roster for any reason.
Transfers in, relative to student mobility, comprises all incidents of students being added to the enrollment roster.
Legislative Citation
(b) The report card shall include the following descriptions for the school, district, and state: average class size, amount of time per day devoted to mathematics, science, English and social science at primary, middle and junior high school grade levels; number of students taking the Prairie State Achievement Examination under subsection (c) of Section 2-3.64 [105-5/2-3.64], the number of those students who received a score of excellent, and the average score by school of students taking the examination; pupil-teacher ratio; pupil-administrator ratio; operating expenditure per pupil; district expenditure by fund; average administrator salary; and average teacher salary. The report card shall also specify the amount of money that the district receives from all sources, including without limitation subcategories specifying the amount from local property taxes, the amount from general state aid, the amount from other state funding, and the amount from other income.
Average class size is the sum of specified class enrollments in kindergarten and in grades 1, 3, 6, and 8 for schools having grades below grade 9 and in all subject areas in high school divided by the number of classes. For high schools, and optionally for grades 6 and 8, an average for the 2nd and 5th class periods is used.Amount of time per day devoted to mathematics, science, English, and social science at primary, middle, and junior high levels is the average number of minutes of instruction per 5-day school week reported as allocated for instruction in each of the specified subject areas at grades 3, 6, and 8 divided by 5.
Number of students taking the Prairie State Achievement Examination (PSAE) include all students in the school who received at least one PSAE score.
Number of those students who received a score of excellent may be derived by multiplying the number of students taking the PSAE by the percent in Level 4 (Exceeds Standards) for each subject at the school.
Average score by school, for each subject, is the sum of the individual student scores divided by the total number of students tested in that subject. Average scores range from a low of 120 to a high of 200.
Pupil-teacher ratio is the fall enrollment for the school year divided by the number of full-time equivalent classroom teachers in the district. Excluded are teachers classified as special education teachers.Pupil-administrator ratio is the fall enrollment for the school year divided by the number of full-time equivalent administrative staff.Operating expenditure per pupil is the gross operating cost of a school district (except summer school, adult education, bond principal retired, and capital expenditures) divided by the Average Daily Attendance for the regular school term. Previous year data are reported.District expenditure by fund is the total expenditure from each of the eight funds: education; operations and maintenance; transportation; bond and interest; rent; municipal retirement/social security; fire prevention and safety; and site and construction/capital improvement.Average administrator salary is the sum of the salaries for all administrative staff divided by the number of full-time equivalent administrative staff.Average teacher salary is the sum of the salaries for all classroom teachers divided by the number of full-time equivalent classroom teachers.
Local property taxes. The receipt of taxes that apply to prior years levies as well as those available from the current levy. Also included are payments in lieu of taxes as monies from the Corporate Personal Property Replacement Tax.
General state aid. Amounts received from the state for the general apportionment (flat grants) and the equalization portions of the State Aid Formula as authorized in Section 18-8 of the School Code.Other state funding. The apportionment of state funds such as Transportation Aid, Bilingual Education, Gifted Education, etc., excluding General State Aid.Other income. Revenue from sources including Federal Funding (federal programs, grants and contracts) and Other Local Funding (such as interests on investments, tuition, and sale of property).
Legislative Citation
(c) The report card shall include applicable indicators of parental involvement in each attendance center. The parental involvement component of the report card shall include the percentage of students whose parents or guardians have had one or more personal contacts with the students' teachers during the school year concerning the students' education, and such other information, commentary, and suggestions as the school district desires. For the purposes of this paragraph, "personal contact" includes, but is not limited to, parent-teacher conferences, parental visits to school, school visits to home, telephone conversations, and written correspondence. The parental involvement component shall not single out or identify individual students, parents, or guardians by name.
Percentage of students is the number of students whose parents or guardians had one or more personal contacts with the students' teachers during the school year concerning the students' education, divided by the average daily enrollment multiplied by 100. There are no multiple counts; each student is counted only once even if his or her parents made more than one contact with the teachers during the school year. Teachers, referred to in this section of the legislation, include all certified staff.Such other information may include matters related to students' behavior, social, and physical well-being that a district chooses to report.Personal contact includes visits in person and individualized communication. The following are excluded: form letters or notices, parental letters relating to student absences, regular notification of grades, student progress report cards, school report cards, attendance at school athletic, music, drama events, and other co-curricular activities.
Legislative Citation
(d) The report card form shall be prepared by the State Board of Education and provided to school districts by the most efficient, economic and appropriate means.
The report card form is a document designed by the State Board of Education to reflect the minimum required content to be reported by school districts and provide districts with the necessary statewide data.Most efficient, economic and appropriate means refers to electronic dissemination.
Supplemental Information
The report cards also contain information not specifically required in state legislation. Some of the data elements are required by the federal No Child Left Behind (NCLB) Act of 2001. Following are definitions of the supplemental information.
Enrollment total is the total student enrollment in the school and district in the fall of the school year.The percent of students for each racial-ethnic group (White, Black, Hispanic, Asian- Pacific Islander, and American Indian-Alaskan Native) is the count of students belonging to a particular racial/ethnic group divided by the total fall enrollment multiplied by 100.Low-income students are pupils aged 3 to 17, inclusive, from families receiving public aid, living in institutions for neglected or delinquent children, being supported in foster homes with public funds, or eligible to receive free or reduced-price lunches. The percent of low-income students is the count of low-income students divided by the total fall enrollment multiplied by 100.Limited-English-proficient students are those students who have been found to be eligible for bilingual education. The percent of limited-English-proficient students is the count of limited-English-proficient students divided by the total fall enrollment multiplied by 100.The percent of teachers by race/ethnicity is the number of classroom teachers belonging to that particular racial-ethnic group as reported for the district divided by the total number of full-time equivalent classroom teachers multiplied by 100.The percent of teachers by gender is the number of classroom teachers for a particular gender divided by the total number of full-time equivalent classroom teachers multiplied by 100.Pupil-certified staff ratio is the fall enrollment divided by the number of full-time equivalent certified staff, excluding adult education personnel.Average teaching experience is the sum of the years of teaching experience for all classroom teachers in the district divided by the total number of classroom teachers.Percent of teachers with Bachelor's degrees is the sum of all classroom teachers with Bachelor's degrees as reported in the district divided by the total number of full-time equivalent classroom teachers multiplied by 100.Percent of teachers with Master's degrees and above is the sum of all classroom teachers with Master's degrees and above in the district divided by the total number of full-time equivalent classroom teachers multiplied by 100.Percent of teachers with emergency or provisional credentials is the number of teachers teaching with emergency or provisional credentials divided by the total number full-time equivalent teachers multiplied by 100.Percent of classes not taught by highly qualified teachers is the number of classes not taught by highly qualified teachers as defined by NCLB legislation, divided by the total number of classes multiplied by 100. Equalized assessed valuation per pupil, an indication of district wealth, is the districts equalized assessed valuation divided by the 9-month average daily attendance.Total school tax rate per $100, an indication of district effort, is the districts total tax rate for education (per $100) as shown on local property tax bills.Instructional expenditure per pupil includes the direct costs of teaching pupils or the interaction between teachers and pupils, divided by the 9-month average daily attendance.Expenditure by function consists of expenditures for instruction, general administration, supporting services, and other expenditures.The most recent two-year trend in state testing is the percentage of student scores meeting or exceeding Illinois Learning Standards, reported for each grade and subject tested in all the state assessments for the most recent two years, in compliance with NCLB legislation.Percentage of students not tested in state testing programs is the number of students not tested for each state assessment divided by the enrollment on the first day of testing multiplied by 100. This is another NCLB requirement.Illinois Grade 2 Assessment is a test in reading and mathematics administered in schools that (1) provide Title 1 services and also (2) have grade 2 as the highest grade. This test is administered to comply with federal law.Illinois Measure of Annual Growth in English (IMAGE) is taken by students who have been in state-approved transitional bilingual programs for less than three academic years and for whom the ISAT or PSAE is not appropriate due to their lack of proficiency in English.Illinois Alternate Assessment (IAA) is administered to students with disabilities whose Individualized Education Programs indicate that participation in the ISAT or PSAE, even with accommodations, is not appropriate.
School Improvement Status. NCLB legislation requires that schools identified as being in need of school improvement be listed in all district and state report cards.
Illinois State Board of Education


text: My son is 15 months old. He still nurses, especially at night. He will fall asleep in the car and if my husband holds him and rocks him, he will cry himself to sleep. However, he still nurses to sleep for naps and bedtime 90 percent of the time. I don't see much of a problem with this; we co-sleep which makes it easier. For the past month or maybe a little more, LO has been waking up several times at night and crying, like he's teething, but it's been going on for so long that I don't see how it could be teething. He will wake up and go back to sleep without nursing half the time, and the other half he wants to nurse to go back to sleep. My husband thinks this is a problem, and keeps telling me that I need to get LO to not nurse to sleep. I thought nursing to sleep was still common and healthy at this age, but my husband just gets frustrated with me and won't listen. Help?


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I nurse my 14 mo DS 4 times per day and once every night around 2 am. He's never had cow's milk or yogurt and will eat string cheese only a few times a week. He was very sensitive to any dairy I consumed when he was an infant, so I never push dairy on him.
Is he getting enough calcium from the BM?
I've tried to google for the calcium amounts in breastmilk, but can't come up with anything very good. I think the daily calcium requirement is 700 mg for 1year olds, but I can't find info. on how much calcium there is in breastmilk (plus I don't know how many oz. he's getting.)
Any ideas??


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See other NCLB Success Stories
Kalkaska CARES, located in Kalkaska, Michigan, strives to create early childhood centers of excellence that focus on helping preschool students develop four essential pre-reading skills: oral language, print awareness, letter knowledge, and phonological awareness.
Captioned version
Real Player (12.4MB; 4 minute, 58 seconds)
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Last Modified: 08/27/2009


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Every now and again, people discover a post I wrote back in 2006 that discusses the Fedex logo, and presents an interview with its designer, Lindon Leader of Leader Creative.
A Twitter user tweeted the Fedex article, and before I knew what was happening, a flock of followers were hammering my server. I had to install a WordPress plugin called WP Super Cache, that presents viewers with a frozen static HTML page instead of the normal version that WordPress generates for each visitor. That spike would have been four times higher had I not acted.
Meanwhile, there's a steady but calmer stream of fascinating comments being posted on older articles. Many of the comments are from people descended from the artists featured in Articles & Texticles, as well as owners, past and present, of pictures shown here.
Have a peek at articles about William Orpen, and Ivan Choultsé for starters.


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Hi Moms - I'm a first time mom whose son is about 8 months (gestationally - he was a preemie). We're into solid foods now - some homemade, some store-bought, and I'm just wondering what other moms are doing with feeding schedules and type of food at this stage. It's kind of overwhelming - just when BF got easy and comfortable, I have to add solids to the mix?
Right now I've been feeding him pureed solids once or twice a day usually right after BF. So far he has tried and liked bananas, applesauce, pears, sweet potatoes, peas, and some oatmeal (though I haven't fed him oatmeal for awhile). He really enjoys eating all these.
Some questions:
- When and how should I add finger foods?
- Should I be feeding him solids consistently 2-3 times a day? (ie: oatmeal for BF, fruit for lunch, veggie for dinner?)
- Any other tips or suggestions?
Thanks everyone - it's crazy how it seems like extra work and another issue of, "am I doing the right thing?" to feed my dear little guy...


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The last team in the major leagues to produce a shutout this season, the Brewers now have seven in the team's last 30 games.
Including two straight over Miami.
Yovani Gallardo and four relievers combined on a five hitter and Jonathan Lucroy and Rickie Weeks belted home runs in Milwaukee's 6-0 victory over the Marlins on Saturday night, extending Miami's scoreless streak to 24 innings.
"Yovani had great command today. He was really efficient," Milwaukee manager Ron Roenicke said. "When we command the ball we're tough to get a lot of runs off of and the relievers keep doing their jobs."
Roenicke said he was confident his staff would come around during their 67-game stretch to start the season without a shutout.
"Some of the guys we knew were going to pitch well eventually," he said. "We all knew that sooner or later (Wily) Peralta was going to put it together once he got his command. We knew (Gallardo) was going to pitch better. It's good to see.
"Early in the season we were getting down by so many runs early. It was tough on the offense. It was tough to stay in a ball game."
That the Brewers pitchers have faced the NL's worst offensive team the past two games shouldn't diminish the accomplishments of his staff, Roenicke said.
"I just know when we don't pitch well everyone hits us hard," he said.
Gallardo (8-8) gave up five hits in 6 1-3 innings, striking out five and walking two.
Lucroy collected four hits in four at-bats and finished a triple short of a cycle.
"He can really hit," Roenicke said. "This year, I know he didn't start off well. But we really believe this is a guy who can drive in runs and hit for average."
Lucroy knew he'd come around.
"It's just a matter of putting the work in," he said. "I'm trying to stay within myself and find an approach that works. I'm pretty much keeping it simple."
The Brewers continued their dominance at home against the Marlins, having won 13 of the last 16 games at Miller Park, dating to 2009.
The Brewers got to Miami starter Nathan Eovaldi (2-1) for two runs in the first inning. Norichika Aoki and Jean Segura hit back-to-back singles to start the frame and Ryan Braun followed with a two-run double off the base of the center field wall. The Brewers loaded the bases later in the inning but failed to score.
The Brewers extended their lead to 3-0 in the third when Lucroy hit a home run that caromed off the heel of the glove of Marlins right fielder Giancarlo Stanton.
"Baseball is a crazy game," Lucroy said. "I told (Stanton) I owe him dinner when we play in Miami next year."
Stanton was frustrated by his failure to make the catch.
"Little things like that hurt us. It wouldn't have been a homer," he said.
Weeks led off the fourth inning with a homer to center field. Jeff Bianchi followed with a double and later scored on Aoki's single, giving the Brewers a 5-0 advantage. Lucroy's double drove in another run, as the Brewers sent eight batters to the plate in the inning.
Eovaldi surrendered 10 hits and six runs in four innings. He struck out five and walked two. Miami's bullpen held Milwaukee scoreless over the final four innings.
"Most of the counts, I was behind and the ball was up in the zone. It's frustrating. It's tough to pitch like that," Eovaldi said.
Lack of control hurt Eovaldi, Miami manager Mike Redmond said.
"He struggled with his command, he was up in the zone with his fastball, and they hit him pretty good," Redmond said.


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Vermont Yankee loses cash value
BRATTLEBORO Changes in the energy marketplace have forced Entergy Nuclear to write down the value of the Vermont Yankee nuclear plant from $517 million to $162 million, prompting the Nuclear Regulatory Commission to ask for the companys financial projections for the next five years.
The NRC took the unusual step of asking for additional information from Entergy Nuclear about the finances of Yankee, citing a recent Entergy filing with the Securities and Exchange Commission.
The NRC on Wednesday released a letter it sent to Entergy about the request for financial information, and noted it had been discussing its concerns with Entergy since at least Feb. 14.
According to the letter, Entergy was forced to write down the carrying value of Yankee from $517 million to a fair value of $162 million.
But those changes prompted the NRC to ask for what it called updated pro formas for the operations and maintenance and cash flow for Vermont Yankee up to 2018.
The NRC staff requires further information to insure that the licensee is meeting NRC requrements for financial qualifications, said the letter, signed by Richard Guzman, senior project manager for the NRC.
Entergy, in its November 2012 filing with the SEC, cited pending legal and state regulatory matters, as well as future revenues and expenses as the reasons behind its financial adjustments.
It said he had been evaluating the plants continued operation quarterly since early 2010.
James Sinclair, spokesman for Vermont Yankee, refused to answer questions about the NRCs move and Yankees finances.
We are in receipt of the request for information and will be responding to the NRC, he said Wednesday.
Meanwhile, the NRC also announced that Yankee, which is currently shut down for refueling and maintenance, had a panel in the secondary containment of the reactor building blow out early Monday morning because of over-pressurization in the building. There are 40 such panels.
Robert Williams, an Entergy spokesman, said workers had started up the heating, ventilation and air conditioning system in the reactor building early Monday, but the exhaust fan did not come on, creating what he called a slight increase in air pressure in the pressurized building.
One of the relief panels dislodged, which it is designed to do, Williams said. The panels are designed to fall away in the face of intense pressure from tornados.
A 6-by-10-foot aluminum panel was blown out and landed dozens of feet away, on top of the turbine building. The panel is supposed to be attached to a wire rope, according to Uldis Vanags, the state nuclear engineer who sent a memo about the problem to members of the Vermont State Nuclear Advisory Panel.
Both the NRC and Entergy said there was no discernable increase in the release of radiation from the reactor building with the hole. A temporary panel has been put in place.
NRC spokesman Neil Sheehan said a senior health physicist had done calculations on whether the opening presented a public danger and concluded it did not.
There are no doses to the public or plant workers because of this, Sheehan said, adding that Entergy was doing real-time air monitoring on the refueling floor as a result.
Sheehan said the missing panel was in the top floor of the reactor building, where workers are preparing to remove spent fuel from the reactor core and transfer it to the spent fuel pool, as well as move new, fresh fuel into the core.
Williams said the temporary panel would not keep the plant from its refueling schedule, nor would it prohibit the plant from re-starting.
But to one longtime Vermont Yankee critic, the missing panel in the reactor building was another indication that the plant was poorly designed to protect the public.
This incident is a downtime demonstration of the fact that secondary containment, as well as primary containment, is designed for failure of its ostensible purpose of containing radioactive releases in the event of a reactor accident, said Raymond Shadis, senior technical advisor for the New England Coalition.
Shadis said the NRCs commissioners were currently considering a mandate that would require rupture disks on primary containment to be backed up by radiation filters.
A relatively small hydrogen burn or a high-energy line break would suffice to blow out over-pressure panels, such as the one blown out in this incident, he said.
In short, even the most obtuse observer should now understand that Vermont Yankees containment safety systems have a very high probability of failure, Shadis wrote in an email Wednesday.
Shadis also cited the NRCs request for more financial information from Entergy, and he said he had testified during recent Public Service Board hearings on Yankees future relicensing about what Shadis called the precarious viability of Vermont Yankees future operations.
Now NRC, too, has its doubts as to whether VY even meets the financial qualifications for a license, he added.
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Former North Texas director
will head residential
Yale Dining has named Regenia Phillips director of residential dining, effective January 5, 2009. She will oversee a dozen residential dining operations on the campus as well as the Hall of Graduate Studies and Commons Dining, and report to Yale Dining Executive Director Rafi Taherian. Phillips had previously been dining services director at the University of North Texas and also directed dining operations at Southern Methodist University and Michigan State University. While at North ...
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You are here
Pfizer Compliance
Pfizer's Compliance Program represents a shared undertaking on the part of colleagues ranging from the highest levels of management to the most junior employees. Our training programs and organizational structures have been developed to go beyond compliance. All colleagues are expected to take ownership of compliance and to perform all tasks with integrity. We continuously scrutinize our internal practices and have put into place procedures for taking immediate action when we identify potential violations. We offer a Compliance Helpline, an Open Door Policy and anti-retaliation protections.
Colleagues at Pfizer have an additional resource for addressing and resolving work-related concerns – Pfizer's Office of the Ombudsman.
Our Compliance Program incorporates the elements in accordance with the "Compliance Program Guidance for Pharmaceutical Manufacturers" ("OIG Guidance") developed by the United States Department of Health and Human Services, Office of Inspector General ("OIG"). Click below for a brief description of each element.
- Written Policies and Procedures;
- Compliance Officer and Compliance Committees;
- Effective Training and Education;
- Effective Lines of Communication;
- Internal Monitoring and Auditing;
- Enforcement Through Discipline Pursuant to Published Guidelines; and
- Prompt Response and Corrective Action for Detected Problems.
Written Policies and Procedures
In the United States, some of the policies that provide our colleagues with guidance around their conduct of day–to–day operations include the following:
Pfizer's Summary of Policies on Business Conduct "The Blue Book"
The Blue Book is Pfizer's code of business conduct for all colleagues.
The Orange Guide (The Field Guide)
Policies & Procedures: Health Care Law Compliance Guide (The White Guide).
Policies & Procedures: FCPA and Anti-Corruption
Pfizer has international anti-bribery and anti-corruption policies and procedures that cover, among other things, colleagues' interactions with government officials and non-U.S. healthcare professionals, as well as third parties that provide goods or services to Pfizer. A summary of Pfizer's anti-bribery and anti-corruption policy is available here. These policies and procedures are reinforced through anti-corruption training and tested through periodic auditing and monitoring. Where appropriate, third parties are required to undergo anti-corruption due diligence, monitoring and auditing, follow Pfizer's internal anti-bribery and anti-corruption policies and procedures, receive anti-corruption training and/or abide by Pfizer's International Anti-Bribery and Anti-Corruption Business Principles. Translations available here.
Chief Compliance and Risk Officer and Compliance Committees
Rady Johnson serves as the Company's Chief Compliance and Risk Officer and is responsible for overseeing Pfizer's global compliance program. In this capacity, Mr. Johnson reports directly to the CEO and makes regular reports to the Audit Committee and the Regulatory & Compliance Committee of the Board of Directors. Mr. Johnson heads the Compliance Division, which is responsible for administering all aspects of the Compliance Program, including training programs and monitoring systems, developing informational resources, and investigating potential violations of law or Company policy. Mr. Johnson also chairs the Corporate Compliance Committee, which is made up of senior leaders from across the Company and is a member of the Executive Compliance Committee, which oversees and supports Pfizer's efforts to ensure that its business is conducted appropriately in every country in which it operates around the world.
Effective Training and Education
Pfizer is committed to providing effective training to employees, managers, officers, and directors on the Compliance Program. Training resources include online compliance education, as well as online access to policies, including the Blue Book, the Orange Guide and the White Guide.
Effective Lines of Communication
Pfizer provides multiple channels for reporting general issues and raising compliance concerns. The Company has Open Door, anti–retaliation, and confidentiality policies to encourage and protect colleagues who raise a valid concern.
Open Door Policy
Pfizer adheres to an "Open Door Policy," and encourages colleagues to discuss all issues, concerns, problems and suggestions with their immediate supervisors or other managers without fear of retaliation and with the assurance that the matter will be kept as confidential as possible.
Compliance Direct
At Pfizer, colleagues can contact the Compliance Division directly in any of the following ways:
- E–mail: [email protected]
- Mail: 235 East 42nd Street (235/12/1), New York, NY 10017
- Phone: 212.733.3026
- Secure Fax: 917.464.7736
Compliance Helpline
Where available and permitted by law, Pfizer's Compliance Helpline allows colleagues to report a concern or to get information or advice anonymously. Where available, the Compliance Helpline can be reached by phone or online via the web–reporting tool. This resource is accessible 24 hours a day, 7 days a week, 365 days a year and is offered in 70 languages. The Compliance Helpline is operated by specially trained third–party representatives:
Compliance Helpline Number* (U.S. and Puerto Rico): 1.866.866.PFIZ (7349)
*The Compliance Helpline numbers for Pfizer locations outside the U.S. and Puerto Rico can be provided upon request.
- Compliance Helpline Web–Reporting Tool https://pfizer.alertline.com
Communication to Management About Compliance Issues
The Compliance Division communicates with management about compliance matters. The development and implementation of compliance policy benefit substantially when colleagues at all management levels are engaged.
Communication to the Audit Committee of the Board of Directors, the Regulatory and Compliance Committee of the Board of Directors, and the Full Board of Directors
Communication with the Audit Committee of the Board of Directors, the Regulatory and Compliance Committee of the Board of Directors, and the full Board is part of an effective compliance program. Members of the Board and its Audit and Regulatory and Compliance Committees are readily accessible to management and the Compliance Division.
Internal Monitoring and Auditing
Internal monitoring and auditing are vital parts of the Compliance Program. Monitoring and auditing business processes does more than simply verify their thorough and efficient operation. Effective monitoring and auditing can provide an organization with the capacity to detect and prevent deviations that, in certain circumstances, can potentially engender compliance concerns. The Corporate Internal Audit team maintains responsibility for auditing the policies and procedures of the Compliance Program.
Enforcement Through Discipline Pursuant to Published Guidelines
Our Compliance Guidance documents (e.g., Blue Book, Orange Guide and White Guide) educate colleagues about our company's commitment to compliance. The Guidance documents put all colleagues, including management, on notice that failure to adhere to our compliance standards may have disciplinary consequences, up to and including termination of employment. If an investigation suggests that discipline may be warranted, appropriate action is taken.
Prompt Response and Corrective Action for Detected Problems
Our compliance program supports prompt response and corrective action for detected problems as appropriate under the circumstances. It is expected that compliance concerns referred through any of the many communication channels (personal contact, email, Compliance Helpline, etc.) will be carefully reviewed, thoroughly and thoughtfully investigated in a timely manner, and appropriately resolved.
Pfizer Policies on Interactions with Health Care Professionals In California and Declaration of Compliance
California Business & Professions Code §§ 119400-119402 (also referred to as "the Statute") requires pharmaceutical companies to establish a "Comprehensive Compliance Program" and to set an annual aggregate limit on certain promotional expenditures provided to a medical or health care professional as defined under the Statute.
The Statute excludes from covered promotional expenditures such items as drug samples given to medical or health care professionals intended for free distribution to patients, financial support for continuing medical education forums, financial support for health educational scholarships, and payments made at fair market value for legitimate professional services provided by health care professionals, if the support is provided in a manner consistent with the OIG Guidance and the PhRMA Code.
In light of California Business & Professions Code §§ 119400-119402, Pfizer has modified certain policies and procedures that regulate interactions with covered medical and health care professionals in the State of California. Pfizer has set a specific annual dollar limit on gifts, promotional materials, and items or activities that we may give or otherwise provide to an individual medical or health care professional as defined under the Statute.
Annual Aggregate Limit
Subject to this law, Pfizer has determined that the annual aggregate limit on covered promotional expenditures is set at $3,500 per covered medical or health care professional for annual periods commencing on May 1, 2008. This limit may be revised by Pfizer from time to time. The foregoing limit does not represent a usual, customary, average or typical amount for medical or health care professionals.
This annual aggregate limit is based on an estimate of the maximum value of gifts, promotional materials and other items or activities as defined herein that a medical or health care professional may receive in one year. In setting this limit, we have taken into account the size of the Company and the size of its product portfolio. Pfizer is the largest pharmaceutical company in the United States with one of the largest field forces.
The Company markets more than 20 products, many of which are prescribed by the same base of primary care physicians. This often requires multiple interactions with the same physician to provide appropriate information on our products. Our sales force has been advised and will be reminded that this limit applies to covered medical or health care professionals in California. We do not believe it applies to medical or health care professionals practicing in other states. Each category of items or activities that are included in the annual aggregate limit — gifts, promotional materials, and other items or activities — is discussed separately below.
The PhRMA Code allows pharmaceutical companies to provide "items designed primarily for the education of patients or health care professionals if the items are not of substantial value ($100 or less) and do not have value to health care professionals outside of his or her professional responsibilities," as long as they are not provided"in exchange for prescribing products or for a commitment to continue prescribing products"or "in a manner or on conditions that would interfere with the independence of a health care professional's prescribing practices." Our annual aggregate limit on certain promotion-related expenditures for purposes of California law excludes from calculation educational items that are permissible under the PhRMA Code, if they have a retail value of less than $25.
Promotional Materials
Neither California Business & Professions Code §§ 119400-119402, nor the PhRMA Code, nor the OIG Guidance defines "promotional materials." For purposes of this Statute, Pfizer interprets that promotional materials are not materials that, under the PhRMA Code, form the basis of our interactions with medical and health care professionals. Accordingly, Pfizer does not include in its definition of "promotional materials," documents and information that inform medical or health care professionals about Pfizer products, provide scientific and educational data, or support medical research and education.
Other Items or Activities
The Statute also subjects to the per-medical or health care professional annual aggregate limit all other "items or activities that the pharmaceutical company may give or otherwise provide to an individual medical or health care professional in accordance with the OIG Guidance and with the PhRMA Code." We include, among other items in this category, the retail cost of meals provided to covered medical or health care professionals in connection with educational presentations. Historically, Pfizer has not limited attendance at these educational events. The per-medical or health care professional annual aggregate limit on certain promotional expenditures reflects Pfizer's commitment to responsible education and reasonable facilitation of attendance at educational programs in California. To comply with the Statute, Pfizer will monitor and limit, if necessary, the number of educational presentations that covered medical or health care professionals may attend during the reporting period to ensure compliance with the annual aggregate limit.
Pfizer Declaration of Compliance
Pfizer declares, based on its good faith understanding of the Statute, that as of July 1, 2016, it is in substantial compliance with its Comprehensive Compliance Program and the requirements of California Health and Safety Codes §§ 119400-119402. This declaration is based on Pfizer's most recent evaluation, which includes consideration of the annual aggregate limit noted above, and this declaration will be updated on an annual basis.
We have embedded in the structure of our Corporate Compliance Program, and established in our guidelines for interactions with health care professionals, the principles articulated in the OIG Guidance and PhRMA Code. As appropriate, and consistent with the law, we will amend and update our policies, and this statement, to ensure compliance with the law. .
A description of Pfizer's Corporate Compliance Program (which encompasses the Comprehensive Compliance Program for purposes of California law, and includes the Company's written declaration and certification of compliance with California Health and Safety Codes §§ 119400-119402), can be requested by calling the Compliance Division directly via telephone at (212) 733-3026, via Pfizer's Compliance Helpline number at (866) 866-7349 (PFIZ), or by emailing us at [email protected].
Note: All policies are subject to regular monitoring and evaluation.
If you do not have Adobe® Reader, download it here. It is available without charge from Adobe®. This link is provided as a convenience. Pfizer is not responsible for the content of this linked page.


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Youth Volunteer Opportunities in Other Areas
A Case for Dignity
Contact Number: 843-1760
Needs bags and luggage to be donated to children who have none thatare in foster care. When these children move from place to place, they often only have trash bags to put their belongings in. This works toward making the children feel like more than garbage and giving them some dignity.
Drop of any bags or luggage to the ALIVE Center.
Please email this cause at email@example.com for more information.
American Red Cross
Contact: 781-7377
Needs volunteers for: Youth Volunteers/Programs: Students are encouraged to volunteer answering phones, doing office work, help with mailings, preparing materials for classes and computer data entry.If you are interested in volunteering with the South Central Kentucky Chapter of the American Red Cross, call (270) 781-7377.
Warren County Public Library:
Contact: 781-4882 ext. 207
Needs volunteers shelving materials, shelf reading, straightening, and mailings. Also, volunteers are needed for assisting with special events (examples include The Southern Kentucky Bookfest, Summer Reading activities, and Book Sales.) All volunteers must go through a short interview before they are scheduled. Volunteers need to be at least 14 years old and in the 8th grade. For more information, call 270-781-4882 ext. 207.
The City of Bowling Green-Public Works
Contact: 783-4484
Volunteer opportunities available for junior high and high school age youth:
Volunteers will be marking street storm water drains with a water quality decal (Message: DUMP NO WASTE - DRAINS TO RIVER). Groups of five to eight students are appropriate for this opportunity.
Groups of youth and/or adult volunteers may also participate in the litter campaign, Keep It Clean Bowling Green! Goodie bags will be given to participants that pick up litter in areas designated by the Public Works Department.
For more information or if you would like to volunteer for one of these opportunities, please contact Tim Slattery at 270-393-3099 or at email@example.com.
Contact Sandi Knight at 783-4484
Family Enrichment Center
Contact: 781-6714
Welcomes youth volunteers at both the Wee Care Nursery and Administrative Office locations. Volunteer duties may include the following:
read/interact with children
rake leaves
clean out mulch area on playgrounds and around facilities
clean children's toys and other light cleaning
assisting with mail outs - folding, copying, addressing and postage
Please contact Denise Lambrianou, Volunteer Coordinator at 781-6714.
Office opens 8:30 a.m. - 4:30 p.m. Monday through Friday at 441 Church Avenue and 869 Broadway Avenue.
Habitat for Humanity of Bowling Green/Warren County
Contact: 843-6027
Needs youth volunteers to help provide lunch for the construction workers on Saturdays. Youth over the age of 16 can work on the construction site on Saturdays as well. Youth under the age of 16 can help out with clean-up and landscaping activities. Junior high school students can paint scenery on the construction trailer. We require a notice of three weeks to schedule any "group" volunteer activities. Waivers are also required.
Helping Hands
Contact: 745-7222
Serves individuals and families that are in need of material assistance for things such as clothes, furniture and household items. Volunteers are needed to sort and hang clothing or organize other store items at their facility on Russellville Road. If you would like to assist this agency please contact Doris at 745-7222.
Open M-F 9:00am-5:00pm and Sat 9:00am-5:00pm
International Center (Western Kentucky Refugee Assistance Association)
Contact: 781-8336
Needs volunteers for the following activities:
English Tutoring - Teach immigrants and refugees in their homes or assist in the English classes held at the center. We have a great need for one-on-one literacy training. This help could be as simple as holding one-on-one conversations with students to allow for additional English practice.
Family Friends - Adopt a refugee family and assist them in their transition by just being a friend! You could also help them with community orientation, introduction to church, transportation to the grocery, and trust building. Remember, refugees have suffered a great deal. Trust is the most important thing they can build. Your friendship may be the most important thing in their lives.
Arts and Crafts - Facilitate a seminar that teaches a specific technique or involves a certain craft. One-time events or ongoing series are welcome. This can be oriented toward children or adults.
Children's Programs - Read to children or help with games.
Open M-F 8:00 A.M. - 4:30 P.M.
Contact Jennifer Van Buskirk at 781-8336 for more information.
Life Care Ministry, affiliate of the University Church of Christ, needs volunteers to help prepare food boxes for distribution, stock inventories of clothing and household goods, and help distribute goods to those in need.
Open 9AM - 11:30AM Tues, Wed & Thurs and the last Saturday of each month from 9AM-11:30 AM
Contact Bob Raby at 781-8804
Public Theatre of Kentucky provides volunteer opportunities for young people interested in the world of theatre productions. Volunteers age 12 and up are welcome as ushers for productions, painting, basic cleaning of the facility and light clerical work. For a schedule of upcoming productions and show times, visit the website at www.ptkbg.org. To inquire about volunteering, contact Delia Brown at 781-6233 and leave a message.
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The fighting franchise that launched an entirely new style of fighting games is celebrating its 10th anniversary with the most complete and definitive version of the game. Follow the stories of the 25 crazy combatants and dish out a mind-numbing amount of insane combos that the series is known for.
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New Mexico Governor Bill Richardson and Raser Technologies, Inc. announced in late August that construction has begun on the first commercial geothermal power plant in New Mexico. Located near Animas in the southwest corner of the state, the 10-megawatt (MW) Lightning Dock geothermal power plant will produce power using modular "PureCycle" power units from UTC Power, a subsidiary of United Technologies Corporation. First deployed at Chena Hot Springs Resort near Fairbanks, Alaska, in 2006, the PureCycle units use relatively low-temperature geothermal resources to vaporize an organic fluid, using that vapor to spin a small generator to produce power. According to Raser, 45 PureCycle units will be combined to form the 10-MW plant. The modular, prefabricated system will allow Raser to build the power plant in only 6 months and easily accommodates Raser's plans to eventually expand the plant to 20-25 MW.
The PureCycle system's ability to produce power from low-temperature resources (as low as 195°F, according to UTC Power) also simplified project development for Raser, as the company is drawing on a geothermal well that was drilled 20 years ago, but was abandoned because the resource was not hot enough for the technology available at that time. Armed with the UTC Power technology, Raser is charging ahead with eight geothermal power projects, including three projects in Nevada, three in Utah, one in Oregon, and the New Mexico project. The company has made the most progress at its 10-MW Thermo geothermal power plant near Beaver, Utah, where it began placing PureCycle units in August. On September 3, the company announced that it had set its first 50 PureCycle units in place. Raser ordered 90 PureCycle units from UTC Power in 2007, and in April 2008 it ordered another 110 units, which will give the company the ability to build 40-45 MW of geothermal power capacity at its various project locations.
Geothermal power plants are also under development in California and Nevada. The California Public Utility Commission (CPUC) approved two geothermal power contracts in late July: San Diego Gas and Electric Company (SDG&E) will buy 40 MW of power from a plant in California's Imperial Valley that Esmeralda Energy Company plans to build by December 2010, while Southern California Edison will buy 30-100 MW of power from a plant that Ormat Technologies, Inc. plans to build near Wister, California, by June 2012. Ormat builds and operates geothermal power plants throughout the United States, and on September 4, the company earned approval to begin building the 49.5-MW Faulkner 1 geothermal power plant in Blue Mountain, Nevada. Nevada Geothermal Power Inc. (NGP) developed the Blue Mountain project, which is located about 20 miles west of Winnemucca. When the facility is completed next year, it will sell its power to the Nevada Power Company. See the press release from the CPUC.


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SQL Server Workshop for Developers
This full-day workshop will get you up to speed on powerful features for developers in SQL Server 2008, SQL Server 2008 R2, and the newest enhancements in SQL Server 2012. Lenni will pull no punches as he rips through the most important SQL Server programmability points in this intensive demo-packed tour.
Part 1—T-SQL Features.
We'll start with a quick introduction to SQL Server Data Tools (SSDT), the brand new database development environment for SQL Server in Visual Studio, and then dive into the many enhancements made to T-SQL. Learn how to use table-valued parameters to marshal entire sets of rows across the network from client to server, and to pass them between your stored procedures and UDFs. Find out about MERGE, a powerful DML statement that combines the capabilities of four (or more) separate operations, and INSERT OVER DML, which enhances your ability to capture change data from the OUTPUT clause of any DML statement. Work with the latest date and time data types, which include support for time zone awareness. Then learn about the newest T-SQL enhancements in SQL Server 2012, such as windowing (OVER clause) enhancements, running and sliding aggregates, 22 new functions, the THROW statement, server-side paging, the SEQUENCE object, and new metadata discovery techniques.
Part 2—.NET Data Access.
You'll need to access your SQL Server data from .NET applications and services, and so we'll examine the plethora of data access strategies available with the .NET Framework 4. You'll learn the mechanics of language-integrated query (LINQ), and compare conventional ADO.NET with LINQ To SQL and the ADO.NET Entity Framework. You'll see how these object relational mapping (ORM) technologies work, and also learn how to use WCF Data Services and WCF RIA Services to extend your data's reach to the world.
Part 3—Beyond Relational.
Then we'll examine the powerful "beyond relational" features, including the latest additions in SQL Server 2012. These features will get you thinking outside the box with respect to the types of data that can be managed by a relational database system. Learn how to use the hierarchyid data type to cast a hierarchical structure over any relational table. Dig into FILESTREAM and FileTable to discover how you can finally enjoy the native ability to store large binary objects in the file system transparently. We'll then move on to the geospatial data types that enable you to integrate location-intelligence into the database, and we'll build several location-aware applications on top of these data types. We'll also cover the rich XML support provided by the relational engine, including XSD, XPath, and XQuery.
Part 4—Enterprise Features.
We'll wrap up with powerful enterprise-level data warehousing and security features including Change Data Capture, SQL Server Audit and Transparent Data Encryption. With Change Data Capture (CDC), you can monitor and record changes made to transactional tables without requiring any application changes or resorting to triggers. Enabling Transparent Data Encryption (TDE) automatically encrypts the entire database in the background, without increasing database size, and without requiring any code. And with SQL Server Audit, virtually any action taken by any user can be recorded for auditing in either the file system or the Windows event log.
You'll learn a ton of new SQL Server features in this information-packed day!
Presented by
Leonard Lobel
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Leonard Lobel
Leonard Lobel is a SQL Server MVP and cofounder/CTO of Sleek Technologies, Inc., a New York-based development shop with an early adopter philosophy toward new technologies. Programming since 1979, He is also a consultant, trainer, author, and frequent speaker at local usergroup meetings, VSLive, SQL PASS, SQL Bits, CodeCamp, and other industry conferences worldwide. Lenni is also lead author of three MS Press books, including "Programming Microsoft SQL Server 2012" and "Windows Azure SQL Database Step-by-Step." He can be reached at firstname.lastname@example.com.
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text:
Escaped inmate identified; search continues
D&E alumnus, psychotherapist to lecture
ELKINS – Davis & Elkins College alumnus Dr. Andrew Johanson, a practicing psychotherapist, ordained minister and adjunct professor at Moravian Theological Seminary in Bethlehem, Pa., will deliver the Phipps Lecture at 7:30 p.m. Nov. 4 in Halliehurst Great Hall. The event is free and open to the public.
Johanson's talk will be titled Lessons Learned From My Life as a Psychotherapist. A public reception will follow the lecture.
With more than 30 years in private psychotherapy practice, Johanson has integrated training in psychology and theology.
Through his psychotherapy practice in Bethlehem and Lansdale, Pa., Johanson treats individuals and families who are experiencing emotional pain.
At Moravian Theological Seminary, Johanson teaches human sexuality, marriage and family therapy and professional ethics for counselors. He also is an ordained minister in the United Church of Christ.
Johanson received certification in marriage, family and sex therapy from the Penn Council for Relationships in Philadelphia in 1992 and also attained a certificate of applied psychiatry with studies in psychoanalytical psychotherapy from the Philadelphia Mental Health Clinic in 1975. His earned his Doctor of Ministry from Eastern Baptist Theological Seminary in Philadelphia in 1977, and his Bachelor of Divinity in 1966 and Master of Divinity in 1970, both from Crozer Theological Seminary in Rochester, N.Y. He received his Bachelor of Arts degree in religion and philosophy, with minors in psychology and speech, from Davis & Elkins in 1963.
He is a clinical member of the American Association of Marriage & Family Therapy, diplomate for American Association of Pastoral Counselors and an approved supervisor with the American Association of Marriage & Family Therapy.
With longstanding involvement in Rotary, Johanson has achieved many honors including Rotary Exceptional International Service Above Self Above Self in 2011, Rotary Distinguished Service Award in 2010, Rotary Four Avenues of Service Citation from Rotary International in 2009, Rotary Distinguished Service Award in 2005, Rotarian of the Year in 2004, Distinguished Rotarian Award in 2000, Past President of Blue Bell Rotary Club and Paul Harris Fellow.
Johanson was an enthusiastic student of the late professor emeritus of religion and philosophy at Davis & Elkins College, Dr. William E. Phipps, and launched a fundraising campaign to endow The Phipps Lectureship. Established in 1995, The Phipps Lectureship brings accomplished scholars from a wide range of backgrounds to campus to provide opportunities for sharing ideas and experiences in religion, philosophy and related disciplines. Dedicated to continuing Dr. Phipps's legacy of scholarship, inquiry and the candid discussion of ideas, the lectureship connects students and the public with leading scholars through classroom visits, small group meetings and an annual free public lecture.