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Skip to comments.Obama wants expanded access to pre-school
Posted on 02/12/2013 9:11:26 PM PST by Olog-hai
President Barack Obama wants all 50 states to provide pre-kindergarten schools for 4-year-olds, a plan that the White House says will result in better prepared students and ultimately a more educated workforce.
Obama also wants the federal government to give the states incentives to provide full-day kindergarten.
(Excerpt) Read more at hosted.ap.org ...
he wants it mandated
Separate school and state, before it is too late.
Obama can't have my kids at any age.
The title of the article sounds sick.
Can't have all those religious schools teaching about Jesus...
allah (pizz be upon him) might be displeased.
Pre-school — education.
I thought school was education.
Pre-school is parents.
The earlier you start indoctrination the better chance you have of succeeding in the whole brainwashing process. Ask the Chinese, they are experts and all their children begin the process at age 4 in preschool. Sound familiar?
Plus, lots more unionized teachers and unionized "day care providers" will be needed for this plan, won't they?
THEY want YOUR kids.
Amen, I could not have said it any better. Cant start early enough to indoctrinate those kids with all that socialistic garbage. Sorry to say, unless people wake up in time this will be a lost cause anyway.
"Plastic Minds" are more "plastic" when younger-—of course, he wants them all day so they aren't influenced by Christian worldview.
He wants to create little Marxists who can't reason because they are in artificial environments all day, away from caring adults and real situations where you can learn life lessons and how to control environment, plus develop your individual interests instead of forced conformity.
Of course, they will brainwash the kids to think Good is Evil—and Heather has two Mommies-—anything so they get a real warped view of society—so anything is "Right"-—well, whatever the "authority" figure states.
They will be more conditioned for "herd mentality"-—Individualism comes from a life with family who cares about you——like in Lincoln's life-—or Mark Twains-—rugged individualism would never have been natural to them if they were institutionalized at young ages. They would have been conditioned to be told what to do and conform to the majority "PC think"-—with no free creative time. They would have been bullied into group think and would have been ridiculed for thinking "differently".
He's talking about free daycare
Can I have a unicorn? Please?
Seig heil!
More spending with no benefit.
We need separation of school and state.
With the amount of money this country spends on education we should have a nation geniuses.
With the amount of money this country spends on education we should have a nation geniuses.
"Pre-school is parents."
Thank YOU! 100% right
Sorry about that previous double post.My damn fingers are too big.
obama's supposed idol:
"Reared in a poor family on the western frontier, Lincoln was mostly self-educated"
our town already has all day kindergarten
there was no opposition against it by parents
free day care is all it is, the kids be damned
poor things
In order to ensure to citizens freedom of conscience, the church in the U.S.S.R. is separated from the state, and the school from the church. Freedom of religious worship and freedom of antireligious propaganda is recognized for all citizens.Not hard to see where Obama is getting his ideas from.
Article 124, 1936 constitution
Citizens of the USSR are guaranteed freedom of conscience, that is, the right to profess or not to profess any religion, and to conduct religious worship or atheistic propaganda. Incitement of hostility or hatred on religious grounds is prohibited. In the USSR, the church is separated from the state, and the school from the church.
Article 52, 1977 constitution
Mu Mom died when I was a kid, it was 1959 but before she died...she told me to be vigilant.
In the future she said the government would require children go to government schools when they were two, she believed the end would be close when that happened.
"Hes talking about free daycare"
yep-you've got it
he thinks he can fool all the people all the time and he mostly does
He's going to start when they're young. Sadly, those who still worship him will gladly volunteer their children. It makes daycare cheaper.
written 22 years ago:
The Six-Lesson Schoolteacher
by John Taylor Gatto, New York State Teacher of the Year, 1991
Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do, I tried my hand at schoolteaching. My license certifies me as an instructor of English language and literature, but that isn't what I do at all. What I teach is school, and I win awards doing it.
Teaching means many different things, but six lessons are common to schoolteaching from Harlem to Hollywood. You pay for these lessons in more ways than you can imagine, so you might as well know what they are:
The first lesson I teach is: "Stay in the class where you belong." I don't know who decides that my kids belong there but that's not my business. The children are numbered so that if any get away they can be returned to the right class. Over the years the variety of ways children are numbered has increased dramatically, until it is hard to see the human being under the burden of the numbers each carries. Numbering children is a big and very profitable business, though what the business is designed to accomplish is elusive.
In any case, again, that's not my business. My job is to make the kids like it — being locked in together, I mean — or at the minimum, endure it. If things go well, the kids can't imagine themselves anywhere else; they envy and fear the better classes and have contempt for the dumber classes. So the class mostly keeps itself in good marching order. That's the real lesson of any rigged competition like school. You come to know your place.
Nevertheless, in spite of the overall blueprint, I make an effort to urge children to higher levels of test success, promising eventual transfer from the lower-level class as a reward. I insinuate that the day will come when an employer will hire them on the basis of test scores, even though my own experience is that employers are (rightly) indifferent to such things. I never lie outright, but I've come to see that truth and [school]teaching are incompatible.
The lesson of numbered classes is that there is no way out of your class except by magic. Until that happens you must stay where you are put.
The second lesson I teach kids is to turn on and off like a light switch. I demand that they become totally involved in my lessons, jumping up and down in their seats with anticipation, competing vigorously with each other for my favor. But when the bell rings I insist that they drop the work at once and proceed quickly to the next work station. Nothing important is ever finished in my class, nor in any other class I know of.
The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Bells are the secret logic of schooltime; their argument is inexorable; bells destroy past and future, converting every interval into a sameness, as an abstract map makes every living mountain and river the same even though they are not. Bells inoculate each undertaking with indifference.
The third lesson I teach you is to surrender your will to a predestined chain of command. Rights may be granted or withheld, by authority, without appeal. As a schoolteacher I intervene in many personal decisions, issuing a Pass for those I deem legitimate, or initiating a disciplinary confrontation for behavior that threatens my control. My judgments come thick and fast, because individuality is trying constantly to assert itself in my classroom. Individuality is a curse to all systems of classification, a contradiction of class theory.
Here are some common ways it shows up: children sneak away for a private moment in the toilet on the pretext of moving their bowels; they trick me out of a private instant in the hallway on the grounds that they need water. Sometimes free will appears right in front of me in children angry, depressed or exhilarated by things outside my ken. Rights in such things cannot exist for schoolteachers; only privileges, which can be withdrawn, exist.
The fourth lesson I teach is that only I determine what curriculum you will study. (Rather, I enforce decisions transmitted by the people who pay me). This power lets me separate good kids from bad kids instantly. Good kids do the tasks I appoint with a minimum of conflict and a decent show of enthusiasm. Of the millions of things of value to learn, I decide what few we have time for. The choices are mine. Curiosity has no important place in my work, only conformity.
Bad kids fight against this, of course, trying openly or covertly to make decisions for themselves about what they will learn. How can we allow that and survive as schoolteachers? Fortunately there are procedures to break the will of those who resist.
This is another way I teach the lesson of dependency. Good people wait for a teacher to tell them what to do. This is the most important lesson of all, that we must wait for other people, better trained than ourselves, to make the meanings of our lives. It is no exaggeration to say that our entire economy depends upon this lesson being learned. Think of what would fall apart if kids weren't trained in the dependency lesson: The social-service businesses could hardly survive, including the fast-growing counseling industry; commercial entertainment of all sorts, along with television, would wither if people remembered how to make their own fun; the food services, restaurants and prepared-food warehouses would shrink if people returned to making their own meals rather than depending on strangers to cook for them. Much of modern law, medicine, and engineering would go too — the clothing business as well — unless a guaranteed supply of helpless people poured out of our schools each year. We've built a way of life that depends on people doing what they are told because they don't know any other way. For God's sake, let's not rock that boat!
In lesson five I teach that your self-respect should depend on an observer's measure of your worth. My kids are constantly evaluated and judged. A monthly report, impressive in its precision, is sent into students' homes to spread approval or to mark exactly — down to a single percentage point — how dissatisfied with their children parents should be. Although some people might be surprised how little time or reflection goes into making up these records, the cumulative weight of the objective- seeming documents establishes a profile of defect which compels a child to arrive at a certain decisions about himself and his future based on the casual judgment of strangers.
Self-evaluation — the staple of every major philosophical system that ever appeared on the planet — is never a factor in these things. The lesson of report cards, grades, and tests is that children should not trust themselves or their parents, but must rely on the evaluation of certified officials. People need to be told what they are worth.
In lesson six I teach children that they are being watched. I keep each student under constant surveillance and so do my colleagues. There are no private spaces for children; there is no private time. Class change lasts 300 seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other, even to tattle on their parents. Of course I encourage parents to file their own child's waywardness, too.
I assign "homework" so that this surveillance extends into the household, where students might otherwise use the time to learn something unauthorized, perhaps from a father or mother, or by apprenticing to some wiser person in the neighborhood.
The lesson of constant surveillance is that no one can be trusted, that privacy is not legitimate. Surveillance is an ancient urgency among certain influential thinkers; it was a central prescription set down by Calvin in the Institutes, by Plato in the Republic, by Hobbes, by Comte, by Francis Bacon. All these childless men discovered the same thing: Children must be closely watched if you want to keep a society under central control.
It is the great triumph of schooling that among even the best of my fellow teachers, and among even the best parents, there is only a small number who can imagine a different way to do things. Yet only a very few lifetimes ago things were different in the United States: originality and variety were common currency; our freedom from regimentation made us the miracle of the world; social class boundaries were relatively easy to cross; our citizenry was marvelously confident, inventive, and able to do many things independently, to think for themselves. We were something, all by ourselves, as individuals.
It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for "basic skills" practice is a smokescreen behind which schools pre-empt the time of children for twelve years and teach them the six lessons I've just taught you.
We've had a society increasingly under central control in the United States since just before the Civil War: the lives we lead, the clothes we wear, the food we eat, and the green highway signs we drive by from coast to coast are the products of this central control. So, too, I think, are the epidemics of drugs, suicide, divorce, violence, cruelty, and the hardening of class into caste in the U.S., products of the dehumanization of our lives, the lessening of individual and family importance that central control imposes.
Without a fully active role in community life you cannot develop into a complete human being. Aristotle taught that. Surely he was right; look around you or look in the mirror: that is the demonstration.
"School" is an essential support system for a vision of social engineering that condemns most people to be subordinate stones in a pyramid that narrows to a control point as it ascends. "School" is an artifice which makes such a pyramidal social order seem inevitable (although such a premise is a fundamental betrayal of the American Revolution). In colonial days and through the period of the early Republic we had no schools to speak of. And yet the promise of democracy was beginning to be realized. We turned our backs on this promise by bringing to life the ancient dream of Egypt: compulsory training in subordination for everybody. Compulsory schooling was the secret Plato reluctantly transmitted in the Republic when he laid down the plans for total state control of human life.
The current debate about whether we should have a national curriculum is phony; we already have one, locked up in the six lessons I've told you about and a few more I've spared you. This curriculum produces moral and intellectual paralysis, and no curriculum of content will be sufficient to reverse its bad effects. What is under discussion is a great irrelevancy.
None of this is inevitable, you know. None of it is impregnable to change. We do have a choice in how we bring up young people; there is no right way. There is no "international competition" that compels our existence, difficult as it is to even think about in the face of a constant media barrage of myth to the contrary. In every important material respect our nation is self-sufficient. If we gained a non-material philosophy that found meaning where it is genuinely located — in families, friends, the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy — then we would be truly self-sufficient.
How did these awful places, these "schools", come about? As we know them, they are a product of the two "Red Scares" of 1848 and 1919, when powerful interests feared a revolution among our industrial poor, and partly they are the result of the revulsion with which old-line families regarded the waves of Celtic, Slavic, and Latin immigration — and the Catholic religion — after 1845. And certainly a third contributing cause can be found in the revulsion with which these same families regarded the free movement of Africans through the society after the Civil War.
Look again at the six lessons of school. This is training for permanent underclasses, people who are to be deprived forever of finding the center of their own special genius. And it is training shaken loose from its original logic: to regulate the poor. Since the 1920s the growth of the well-articulated school bureaucracy, and the less visible growth of a horde of industries that profit from schooling exactly as it is, have enlarged schooling's original grasp to seize the sons and daughters of the middle class.
Is it any wonder Socrates was outraged at the accusation that he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, pre-empting the teaching function that belongs to all in a healthy community; belongs, indeed, most clearly to yourself, since nobody else cares as much about your destiny. Professional teaching tends to another serious error. It makes things that are inherently easy to learn, like reading, writing, and arithmetic, difficult — by insisting they be taught by pedagogical procedures.
With lessons like the ones I teach day after day, is it any wonder we have the national crisis we face today? Young people indifferent to the adult world and to the future; indifferent to almost everything except the diversion of toys and violence? Rich or poor, schoolchildren cannot concentrate on anything for very long. They have a poor sense of time past and to come; they are mistrustful of intimacy (like the children of divorce they really are); they hate solitude, are cruel, materialistic, dependent, passive, violent, timid in the face of the unexpected, addicted to distraction.
All the peripheral tendencies of childhood are magnified to a grotesque extent by schooling, whose hidden curriculum prevents effective personality development. Indeed, without exploiting the fearfulness, selfishness, and inexperience of children our schools could not survive at all, nor could I as a certified schoolteacher.
"Critical thinking" is a term we hear frequently these days as a form of training which will herald a new day in mass schooling. It certainly will, if it ever happens. No common school that actually dared teach the use of dialectic, heuristic, and other tools of free minds could last a year without being torn to pieces.
Institutional schoolteachers are destructive to children's development. Nobody survives the Six-Lesson Curriculum unscathed, not even the instructors. The method is deeply and profoundly anti-educational. No tinkering will fix it. In one of the great ironies of human affairs, the massive rethinking that schools require would cost so much less than we are spending now that it is not likely to happen. First and foremost, the business I am in is a jobs project and a contract-letting agency. We cannot afford to save money, not even to help children.
At the pass we've come to historically, and after 26 years of teaching, I must conclude that one of the only alternatives on the horizon for most families is to teach their own children at home. Small, de- institutionalized schools are another. Some form of free-market system for public schooling is the likeliest place to look for answers. But the near impossibility of these things for the shattered families of the poor, and for too many on the fringes of the economic middle class, foretell that the disaster of Six-Lesson Schools is likely to continue.
After an adult lifetime spent in teaching school I believe the method of schooling is the only real content it has. Don't be fooled into thinking that good curricula or good equipment or good teachers are the critical determinants of your son and daughter's schooltime. All the pathologies we've considered come about in large measure because the lessons of school prevent children from keeping important appointments with themselves and their families, to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity and love — and, of course, lessons in service to others, which are among the key lessons of home life.
Thirty years ago these things could still be learned in the time left after school. But television has eaten most of that time, and a combination of television and the stresses peculiar to two-income or single-parent families have swallowed up most of what used to be family time. Our kids have no time left to grow up fully human, and only thin-soil wastelands to do it in.
A future is rushing down upon our culture which will insist that all of us learn the wisdom of non-material experience; this future will demand, as the price of survival, that we follow a pace of natural life economical in material cost. These lessons cannot be learned in schools as they are. School is like starting life with a 12-year jail sentence in which bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know."
This isn't his idea, he stole it from sycophant (and San Antonio mayor) Julian Castro. Castro didn't want to pay for pre-school for his own kid, so he came up with an idea to get the taxpayers to foot the bill.
For future reference, Castro is a slimy snake and a dangerous leftist. In LiberalLand, he's considered an "Up'n Comer" very much in the Obama mold. I don't like him at all but, fortunately, he's not my mayor.
The left has a number of VERY bad plans for our kids. DON'T give them the opportunity to carry them out.
You were blessed with a hell-uv a mom.
She was right.
Where does he plan to find enough homosexual pedophiles to run all the new daycare centers?
0bama sure distributed a lot of borrowed money to females, Hispanics, blacks and gays tonight. There's a certain demographic missing from most of his speeches.
By the way, the arrogance of this man.. Didn't he already get enough females to vote for him in 2012? I mean, is he greedy or what?
In the end these socialist giveaway will cost everyone their jobs.
The communist Chinese rulers must be dancing in the streets.
From cradle to grave...total government control.
Well, after all, this new idea certainly pleases about half the population of women (without husbands) that have been using the school system as a "mother" and "baby sitter" to raise their children to be good little communists.
Better yet, when they spit out babies like wet watermelon seeds the government will ensure that their responsibilities to feed, clothe, house and raise their children don't become a burden on themselves.
Thanx for that post. It's a shame that I (and most others) have never heard of John Taylor Gatto.
Obama sure is demanding, way more demanding than a whiney pre-schooler.
Was this obnoxious snot *ever* disciplined? Told "No"? Expected to deal with the consequences of reality?
Didn't think so.
As someone around here posted earlier, if Dorner's manifesto was the SOTU speech, nobody would bat an eye.
Well, Head Start's been such a smashing success/s Every year its failure costs more money.
High paid government babysitters. The DNC should subsidize these services, not the American taxpayers. The 'RATS need to let these abortion survivors grow up before beginning their communist indoctrination.
Give me four years to teach the children and the seed I have sown will never be uprooted.Vladimir Ilyich Lenin
Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.Josef Stalin
The education of all children, from the moment that they can get along without a mothers care, shall be in state institutions at state expense.Karl Marx
"The aim of public education is not to spread enlightenment at all: it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality."
H.L. Mencken
"And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps."
H.L. Mencken
In the eyes of God, zero. Not really a trick question.
17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers' associations. Put the party line in textbooks.
Worship of Satan and Obama for the little ones.
I've been saying pre-school should be done totally done away with.
I didn't watch Dear Leader's speech, so I will get most of my info right here on FR.
Now, to comment on this article....
Yep, it has been proven that Head Start is an abysmal failure, so I guess we need to do more of the same thing!
I didn't watch Dear Leader's speech, so I will get most of my info right here on FR.
Now, to comment on this article....
Yep, it has been proven that Head Start is an abysmal failure, so I guess we need to do more of the same thing!
I saw this happen already in my daughter's preschool. She is 4 and demanded that I remove her.
So I did.
It was a little preschool in a Methodist church, and the teacher is a big Obama fan. I started to get uncomfortable with some of the things she was doing,myself- but when my daughter demanded to be removed from a school she has loved- I knew something was up.
Parents need to be vigilant.
in place of pre-kindergarten, read "early indoctrination center"
More communist stuff intended to destroy family bonds and start indoctrination earlier in life.
100% accurate. Destroy their minds before they learn to think for themselves.
All that is accomplished by starting kids early is that socialists can start indoctrination early. It has nothing to do with the ability to learn.
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The magical pantomime including Prince Charming, Buttons, the Ugly Sisters and, of course, the Fairy Godmother who turns a pumpkin and mice into a carriage and horses ... but why doesn't the glass slipper disappear at midnight?!

subset: commoncrawl


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Our last Positive Birth Group meeting went well. January's theme was images of birth. Our discussion centred around how media has created our visual images of birth and how we can change that images we hold in our mind by watching videos of good births. We also shared some of our favorite birth videos including my life birth footage and some of my inspirations.
The next Positive Birth Movement Meeting is coming up Wednesday, February 27 at 7pm.
The theme for this month is 'Language of Birth'.
Do the words we use around birth and do they matter? What are the words? How do they make you feel? Is it a 'contraction', a 'surge', or a 'rush'? Is a baby 'delivered' 'caught' or something else? Is labour 'painful', or 'powerful'? What words do people associate with birth and are these helpful or unhelpful?
We will start with our theme and will also discuss anything that comes up for those pregnant mamas and papas who attend. Continue reading


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Iggy Awards Honor Best of 2010-11
Three-sport All-American Tara Erdmann claimed Female Athlete of the Year while Andy Stevens and Rafael Baca shared Male Athlete of the Year honors for the second straight year.
April 26, 2011
LOS ANGELES, Calif. - Three-sport All-American Tara Erdmann, who earned All-American honors in cross country, indoor track and outdoor track, took home Female Athlete of the Year, while Andy Stevens of men's water polo and Rafael Baca of men's soccer shared the Male Athlete of the Year honor for the second straight year, as the LMU Athletics Department held its Sixth Annual Iggy Awards on Monday night at the Los Angeles Airport Marriott.
An always-memorable night also featured a first on Monday, as LMU's 15th President, David Burcham, was in attendance and addressed the crowd prior to dinner and the awards portion of the night. Burcham also made it around to nearly every table, greeting the student-athletes and others in attendance.
Prior to the awards being handed out, members of the Student-Athlete Advisory Committee, led by President Casey Flacks, spoke about the student-run organization - including its purpose, and many of the activities and highlights of the 2010-11 year. The SAAC finished its speech by presenting the men's soccer team with a banner honoring the late David Kucera, a member of the 2010-11 team who passed away on January 9.
The Athlete of the Year honors were just three of the 33 Iggy Awards handed out on Monday. The Iggy honors highlighted an evening full of recognition and laughs as the evening included the traditional senior farewell videos, including impressions of their coaches.
The 2011 Iggy Award Winners and Nominees:
Athlete of the Year Iggy
Individual Sport Athlete of the Year Iggy) (nominees for overall Athlete of the Year
Female: Kimberly Benedetti - Women's Water Polo
Male: Tibor Forai - Men's Water Polo
Female: Casey Flacks - Women's Water Polo
Female: Kristen Cirillo - Women's Cheer
Male: Anthony Ireland - Men's Basketball
Female: Tawni Martino - Women's Soccer
Female: PK Carey-Jones - Women's Rowing
Male: David Ponce - Men's Soccer
Female: Rachel Dekar - Women's Swimming
Female: Katy Bekken - Women's Cheer
Male: Artur Jozkowicz - Men's Soccer
Female: Jasmine Rankins - Volleyball
Female: Kylie Ahlo - Softball
Male Athlete of the Year: Steve Duenas - Baseball
Female Athlete of the Year: Casey Flacks - Women's Water Polo
Men's Team of the Year: Men's Soccer
Female Team of the Year: Women's Soccer


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Friday, May 3, 2013
FAA Requires New Inspections for AS350, BK117
FAA has issued a group of four airworthiness directives (ADs) related to the Eurocopter AS350/355, 365 and the MBB/Eurocopter BK117. One of the ADs requires inspections of the Aerazur emergency flotation gear, including the attachment brackets on the AS350 (models B, BA, B1, B2, B3, C, D and D1) and AS355 (models E, F, F1, F2 N and NP) after cracks were discovered in the brackets. Another AD asks AS350/355 operators to inspect for cracks in the rear roller support shaft and rear fitting of the helicopter's sliding door.
In a separate AD, FAA is requiring inspection of the BK117's long tail rotor drive shaft assembly. Maintainers are being instructed to search for blind rivets on the C-2 variant of the BK117, after several were discovered in the place of solid rivets. The final AD applies to examining the 9-degree frame of the AS365 series for cracking, including models N, N1, N2, N3 and G1. The directives were issued as a final rule on May 1, and apply to more than 800 helicopters in the U.S.
Related: FAA News


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This is why I tell my friends I don't vote for political candidates based on their religious beliefs: Politicians are shapeshifters who say what you want... More.
The God Blog's not infallible
May 8, 2007 | 11:09 pm
I've been experiencing problems the past few days with Blogger. Because the free blogging service does not provide any live customer support, I've had to create a new blog—bradgreenberg.blogspot.com—to which thegodblog.org will re-route.
Please subscribe to this post feed. I'll start re-posting archived pieces here. Sorry for the inconvenience.


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- Guilt
- Humility
- Joy
- Knowing God's Will
- Legalism
- Love
- Money and Stewardship
- Oaths and Vows
- Prayer
- Pride
- Repentance and Forgiveness
- Sanctification and Growth
- Service
- Spiritual Fruit
- Suffering
- Thankfulness
- Vocation
- American Church History
- Ancient Church
- Biography
- The Byzantine East
- Eighteenth Century
- Enlightenment and Modernism
- Historical Theology
- Medieval Church
- Nineteenth Century
- Puritanism
- Reformation
- Seventeenth Century
- Twentieth Century
The Historical Book
Non-Christians assume that the Bible is a collection of myths. So do theological liberals, which is why they feel free to support abortion, homosexual marriage, the validity of all world religions — and they have constructed a whole vein of …Read More
The God of Space and Time
We are all by nature Pelagians. Like the heretical monk Pelagius, we like to think in our hearts, even should our lips profess otherwise, that we are basically good. Defeating this temptation is one of the great blessings that comes …Read More
The Real Prayer of Jabez
Riding a tidal wave of surging popularity, few Christian books have burst onto the publishing scene and been as widely received as The Prayer of Jabez (Multnomah, 2000). In only its sixth year of circulation, this brief, ninety-three-page book has …Read More
Can Snakes Talk?
With the possible exception of John 3:16, no verse in the Bible is more crucial and definitive than Genesis 3:15: "I will put enmity between you and the woman, and between your offspring and her offspring; he shall bruise your …Read More
Exile and Restoration
When the Babylonian army under Nebuchadnezzar finished its work in destroying Jerusalem and carrying off the cream of its citizenry into exile in 586 BC, God's people faced their greatest crisis ever, both politically and spiritually. This was the land …Read More
The Everlasting Kingdom
Even though the 2004 U.S. presidential election was not even two years ago, the media is already looking ahead to the 2008 campaign cycle. This reporting can be exasperating, but it is not surprising. In biblical terms, the attention paid …Read More
Conquest and Settlement
Deuteronomy is the linchpin to the historical books. Deuteronomy is a covenant document that is the foundational constitutional document of the emerging Israelites. There is an astounding preview of Israel's history at the end of Deuteronomy (chap. 27–30), which even …Read More
An Historic Faith
"Once upon a time…." These words signal the beginning of a fairy tale, a story of make believe, not an account of sober history. Unlike beginning with the words "once upon a time," the Bible begins with the words, "In …Read More
Consistent Service
Over the last couple months I've been extremely busy. Like most American's today, I am driving around in my SUV from one appointment to the next; attending church functions, get-togethers with friends and family, all the while tending to my …Read More
Existence in God
Recently I visited a member of our congregation who was in the hospital. After leaving his room, I stepped onto the elevator and noticed two women standing quietly at the back of the elevator. Each was carrying a bag that …Read More


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Local residents should take sequester seriously
With the bad news out of Washington since well before the first of the year consisting of a seemingly endless string of fiscal cliffs, crises, deadlocks and deadlines, it's no wonder many people have tuned out the most recent looming problem – the sequester.
But Michigan faces a loss of about a $140 million in federal funds if this series of across-the-board automatic budget cuts kicks in Friday. And Superiorland residents should be concerned over the local programs that will take a hit.
The White House said Michigan stands to lose $1.8 million that would be used for meals for the elderly and noted that Head Start and Early Head Start services would be eliminated for 2,300 children. The cuts include $67.7 million in pay to 10,000 civilian Defense Department employees in Michigan and $42.2 million to K-12 and disability education programs in the state.
Among the specific local programs and services we know will be affected are senior Meals on Wheels programs, Head Start and Early Head Start classrooms and Sawyer International Airport's control facilities.
The Alger-Marquette Community Action Board, which operates the senior meals and Head Start programs, has been given no guidance on what to expect if the sequester ax falls. Officials said they aren't even certain what the reduction amount will be – though it could be a 5 percent across-the-board cut.
AMCAB serves 70,000 home-delivered meals annually. Currently the organization has 284 children in Head Start and works with 40 children and families in the Early Head Start program.
Sawyer's air traffic control tower is on a list of facilities which would be closed by the Federal Aviation Administration in the event of sequestration. County officials, too, are uncertain what the full impact on the airport would be.
And beyond that, county residents should brace for cuts to local health departments and public safety. Transportation; programs for the old, the young, the disabled; health; public safety – are these really the first programs we want to cut?
We hope we don't have to find out just how much the sequester could hurt our area.
The sequester is scheduled to take effect Friday and some lawmakers, including U.S. Sen. Carl Levin, D-Detroit, are hopeful the deadline pressure will prompt Congress to raise money by closing some tax loopholes to prevent these draconian and poorly planned cuts from happening.
We urge our readers to contact their legislators and let them know: Congress needs to find ways to bring spending and revenue into balance, but the sequester clearly isn't the right approach.


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Body Solid 24 lb Padded Weight
Product Information:
Take your individual or group workout to the next level with the Body Solid ® 24 lb Padded Weight. These weights are ideal for individual workouts or group exercise classes like yoga, pilates and aerobics. Increase core strength, stability and endurance with this padded weight. The durable rubber construction gives good grip and is easy to clean when you are done. Color-coded tips make it easy to tell which weight you are grabbing.
- Ideal for group exercises, physical therapy, yoga, pilates and aerobics
- Increase core strength, endurance and stability
- Durable rubber construction for a secure, comfortable grip
- Rubber grips are easy to clean
- Color-coded rubber ends make it easy to determine weight
- Model: 6920564
- Body-Solid
Country of Origin: ChinaWeb ID: 11913727
Customer Reviews:
Rated 4 out of 5�by 2 reviewers.
Rated 4 out of 5�by JoeO Padded weight Good unit Nd functional. I do wish it was a a foot longer in length. Hands are on end of bar while bar sits on my shoulders. Other than that, great product April 8, 2015
Rated 4 out of 5�by DaveC Great for strengthing the back This weight really helps strengthen your back. Put it on your shoulders (across the back of your neck) and turn 45 degrees to the left and to the right. To do your whole back, do standing and sitting on a tool. October 3, 2013
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32" Magnavox LCD 720p HDTV
by Magnavox | Item #: 513420 | Model #: 32MF301B/F7 |
We're sorry, this item is not available in your selected Club. Check another Club
About this item
With its ultra-sharp widescreen HD picture, this HDTV features rich color, HD media connectivity, Dolby Digital sound, and an integrated digital tuner. This vast array of features makes this a superb TV with versatile AV input options.
- High-Definition LCD Display
- TV Formats Supported: 1080p, 1080i, 720p, 480p, 480i
- Dolby Digital Output
- 10W Total Power / 5 Band Equalizer / Auto Volume Leveling
- 2 HDMI Inputs
- PC Input
- ENERGY STAR 4.2 Qualified
Assembled Country
Assembled Size
30.0"W x 21.4"H x 9.5"D
Component Country


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Chicken Chili with Cornbread Topping and Chipotle Crema
- 1 pound boneless, skinless chicken thighs, cubed
- Essence, recipe follows
- 1 1/2 tablespoons vegetable oil
- 1 cup chopped yellow onions
- 1/2 cup chopped red bell peppers
- 2 tablespoons minced jalapeno peppers
- 1 tablespoon minced garlic
- 2 teaspoons ground cumin
- 1 bay leaf
- 1 teaspoon salt
- 1/2 teaspoon cayenne
- 1 cup corn kernels
- 1 (15-ounce) can chopped tomatoes and their juices
- 1 cup chicken stock
- 1/4 cup chopped fresh cilantro leaves
- Cornbread topping, recipe follows
- 1 cup grated cheddar cheese, for topping
- Chopped green onions, garnish
- Chipotle Crema, recipe follows
Preheat the oven to 400 degrees F.
Season the chicken with Essence on all sides.
In a large cast iron skillet, heat 1 tablespoon of the oil over medium-high heat. Add the chicken and cook, stirring, until browned on all sides, about 5 minutes. Transfer to a plate.
Add the remaining 1/2 tablespoon oil to the pan and when hot, add the onions, bell peppers and jalapeno. Cook, stirring, for 3 minutes. Add the garlic, cumin, bay leaf, salt, and cayenne, and cook, stirring, for 30 seconds. Add the corn and cook until starting to color and pop, about 3 minutes. Add the tomatoes and their juices and the stock, and bring to a boil. Cook, stirring until thickened, 7 to 10 minutes. Return the chicken to the pot and cook until cooked through, 3 to 5 minutes. Remove from the heat and discard the bay leaf. Stir in the cilantro and adjust the seasoning, to taste. Spoon the cornmeal batter over the chicken mixture, leaving a 1/2-inch border around the sides.
Bake until golden brown, 15 minutes. Remove from the oven and sprinkle the cheese on top. Return to the oven until melted, 2 minutes. Remove from the oven.
Garnish with the chopped green onions and drizzle with the crema. Serve hot.
2 1/2 tablespoons paprika
2 tablespoons salt
2 tablespoons garlic powder
1 tablespoon black pepper
1 tablespoon onion powder
1 tablespoon cayenne pepper
1 tablespoon dried leaf oregano
1 tablespoon dried thyme
Combine all ingredients thoroughly and store in an airtight jar or container.
Yield: about 2/3 cup
Recipe from "New New Orleans Cooking", by Emeril Lagasse and Jessie Tirsch. Published by William and Morrow, 1993.
3/4 cup cornmeal
1/4 cup all-purpose flour
1 1/2 teaspoons baking powder
1/2 teaspoon salt
1/2 cup buttermilk
1 large egg
2 tablespoons bacon grease or vegetable oil
In a bowl, combine the cornmeal, flour, baking powder, and salt.
In a small bowl, beat together the buttermilk, egg and bacon grease. Add to the dry ingredients and mix until just blended, being careful not to overmix. Use as a topping for the Chicken Chili.
1 cup half and half
1 cup heavy cream
1 tablespoon sour cream
4 teaspoons chopped chipotle peppers in adobo sauce, or less to taste
1/2 teaspoon salt
In a bowl, mix together the half-and-half, cream, and sour cream. Let sit at room temperature for 24 hours to develop.
In the bowl of a food processor or blender, combine the cream mixture with the peppers, adobo sauce, and salt. Process on high speed until smooth. Serve, or keep refrigerated in an airtight container for up to 1 week.
Yield: 2 cups
Recipe courtesy of Emeril Lagasse, 2003
Cooking Tips
More Recipes and Ideas
Grilled Chicken Chili Verde and Corn on the Cob with Chipotle Cream
Recipe courtesy of Rachael Ray
Austin-Style Chicken Chili
Recipe courtesy of Michael Symon


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Aidy Silva-Ortiz is a second-year MSLIS student in the Florida State University's distance learning program. Since 2004, she has worked in the public library system in various paraprofessional roles and in 2011, transitioned into a corporate library setting as a medical library technical assistant for the Orlando Health hospital system. She holds a Bachelor of Arts in English/Creative Writing from the University of Central Florida and an Associates Degree in Sociology from Valencia College. Her current professional interests include: the evolving role of health librarianship, consumer health resources, and promoting more women leadership roles within libraries. You can reach out to her on Twitter by tweeting to @msbooksy.
Alan Munshower is a recent University of Maryland graduate, having received his MLS with a specialization in Archives, Records and Information Management in 2014. His research interests include American music, digital file distribution models, and copyright. He has worked at Maryland's Performing Arts Special Collections, University of Baltimore's film archive, and is currently interning in Special Collections at the Loyola Notre Dame Library in Baltimore. His free time is spent playing music and growing his personal collection of over 2500 unpublished recordings. You can read more about Alan at alanmunshower.com.
Alison Glass is a first year grad student working toward an MSLIS with a school media specialization at Syracuse University. Because she is perpetually indecisive and persistently curious, this is her third round of graduate school. Alison was a teacher in a previous life, and is interested in all things education, including information literacy, social media in the classroom, censorship, and the future of school libraries. She is addicted to Pinterest and chocolate. Find her at her personal blog Beyond the Bookshelves and on Twitter @alisonjane0306.
Ally Blumenfeld is a first-year MLIS student at Rutgers University in New Jersey. She also works full-time at the Paterson Free Public Library's Reference Desk. For two years after graduating from Montclair State University, she served as an AmeriCorps Member in Paterson, NJ, teaching job readiness and computer skills to adults. Her professional interests include public libraries, reference and outreach services, and generally helping people. Most recently, she worked as a Metadata Archivist for the Geraldine R. Dodge Foundation's 2014 Poetry Festival. When not falling madly in love with the library profession, Ally can be found reading Allen Ginsberg, eating vegetables, and going on adventures with her German Shepherd puppy. She's somewhat of a Twitterphobe, but you can try to bolster her confidence by following her @allyblume.
Amy Frazier is a second-year student at Emporia State University SLIM-Oregon in Portland. She spent a previous life in film and video production and media education, which eventually segued into librarianship. These days she works as a digital collections assistant in historical collections and archives at the Oregon Health and Science University medical library, interns at the Portland Art Museum, and serves as student liaison for the Oregon chapter of the Special Libraries Association. She's into digital collections and initiatives, copyright issues and activism, black humor, and playing her ukulele really, really badly. Find out more about Amy at her blog, Sidelong Citation.
Amy Wickner is working on an MLS in Archives and Digital Curation at the University of Maryland, and is the digital projects graduate assistant at the UMD libraries. Absent a research agenda, per se, she closely follows what's happening in preserving born-digital news, architecture data curation, spatial humanities, and digital scholarly publishing. In her non-library life, she plays ultimate frisbee with DC Scandal — women's national champs two years running! You can find her on Twitter (@amelish). Book reviews are her focus at Hack Library School, so feel free to shout out ideas or titles worth a look.
Anna-Sophia Zingarelli-Sweet is a special collections cataloger currently working in a museum library in Los Angeles. She was a Contributing Writer at HLS from Fall 2013 to Fall 2014. She holds an MLIS in Archives and Information Science from the iSchool at the University of Pittsburgh and an MA from the Institute of Fine Arts, NYU. She tweets excessively @aszingarelli and tries to keep everything together in one place at aszingarelli.wordpress.com. She cares a lot about feminism and social justice, the semantic web, and her elderly cocker spaniel.
Annie Pho is an Academic Resident Librarian at the University of Illinois at Chicago where she works in reference and instruction. In her position at UIC, she actively builds campus partnerships with the Asian American Resource and Cultural Center, the Asian American Studies Department, and the Gender and Women Studies Department, where she works with faculty and staff to investigate ways the library can best support their students. She is a 2014 ALA Emerging Leader, where her team's project is to assist ALCTS in determining best practices for the division's social media presence. She has a Bachelor's in Art History from San Francisco State University and graduated from Indiana University – Indianapolis with her Master's in Library Science. Her research interests include diversity and stereotypes in librarianship, playful design, and critical pedagogy in information literacy instruction. Hack Library School was the first library blog to make her realize that there was a place for her in the profession and has connected her to so many wonderful people. In her free time, she likes to hang out with her cats, ride her bike along Chicago's many bike paths, and dream up ways to see the world. She can be found on twitter, and occasionally writes things on her blog.
Ashley Wescott graduated from the University of North Texas where she earned an MLIS. She now works as a PR and children's librarian in the suburbs of Chicago. Ashley spends her spare time discovering great books, walking her rat terrier and seeing plays with her husband. Follow Ashley on Twitter @2TheLibrary and on her blog, which documents her journey through children's literature and librarianship.
Brenna Murphy is currently an online MLIS student at the University of Illinois at Urbana-Champaign. She works as a library assistant at an academic library. Her professional interests include reference, collection development, and marketing/communications. Her non-library interests include cooking, biking, and cats of all shapes and sizes.
Brianna Marshall is the Digital Curation Coordinator at the University of Wisconsin-Madison, where she manages the institutional repository and works with data management initiatives across campus. She graduated from Indiana University's School of Informatics and Computing with a Master of Library Science and Master of Information Science in 2014. Brianna keeps a portfolio/ blog at www.briannamarshall.com and tweets occasionally @notsosternlib. She loves talking to grad students, so please reach out with questions or just to say a friendly hello!
Britt Foster graduated from the Graduate School of Library and Information Science at UCLA with her MLIS in June 2011, and remains in Los Angeles, working as a substitute librarian for Los Angeles Public Library. She aspires to be a public children's librarian, and is interested in creating programming and policy that allows children intellectual and civic agency in the library. Britt is also concerned with advocacy for libraries, professionalism for public librarians, and progressive librarianship as it affects communities. She writes about these issues and more on WordPress and Twitter.
Casey McCoy graduated from the University of Illinois in 2014 with her MSLIS focusing on Community Informatics. From 2014-2015 she worked as the Program Coordinator at Lincolnwood Public Library District (IL) before packing up and driving cross country to the Bay Area. As the first dedicated STEAM Librarian at San Jose Public Library, in 2016 Casey helped launch a teen makerspace and in 2017 will be seen driving a 39-ft mobile makerspace — coined the "Maker[Space]Ship" — to provide hands-on STEAM programming to low-access San Jose communities. Find her thoughts on teen services, innovation and attempts at adulting on Twitter @CayMcCoy or check out her ePortfolio.
Celia Dillon is a student at Queens College School of Library and Information Science, in Queens, New York.. She also teaches first grade and hopes to focus on School Media Studies in order to pursue a career as a school librarian. She is interested in technology and print literacy and how to give students in urban areas more access to both. She loves anything that has to do with reading and recommending the perfect book, whether it be to students, friends or family. You can follow here on twitter at cadill08.
Chealsye Bowley completed her MLIS at Florida State University. She will be the Library Supervisor of the FSU Florence Study Center Library in Florence, Italy during the 2013 – 2014 school year. Following that position, she hopes to go into scholarly communications librarianship. You can follow her on Twitter @chealsye and read about her personal and professional adventures on her blog.
Chris Eaker graduated from University of Tennessee, Knoxville, with his Master of Science in Information Science in 2013. He currently works at University of Tennessee Libraries as Data Curation Librarian. In this position, Chris helps UT's researchers navigate federal requirements for data management and sharing. His research interests include scientific data curation and integrating sound data stewardship skills into science and engineering curricula. You can follow him on Twitter @chris_eaker.
Christina Czuhajewski is a first-year MSI student at the University of Michigan School of Information. She is currently hacking (tailoring) a degree in library UX, educational technology, and data management. She works in the University of Michigan Libraries' User Information and Discovery unit as a university library associate. Prior to grad school, Christina provided community outreach and instruction at public and academic libraries from California to Michigan. She loves library people–you should definitely say hi on Twitter @christinacz.
Courtney Baron, Managing Editor, is the Visual Resources Curator at the University of Georgia. She is working on her MLIS from Valdosta State University and is focusing on archives, art librarianship, and academic libraries. She has undergraduate degrees in Classical Archaeology and Latin and focused on ancient art history. She serves on the 2014 Atlanta Emerging Librarians committee and is a discussion liaison for ArLiSNAP, a blog for students and new professionals in art librarianship. In her spare time, she enjoys visiting museums, hot yoga, ballroom and Latin dancing, and curling up with a good book and her husband, greyhound, and kitty. She blogs at Future Art Librarian and and can be found on Twitter @futartlibrarian.
Dylan Burns is a second year MSLIS student at the University of Illinois at Urbana-Champaign. He works as the Digital Projects Graduate Assistant at the Rare Book and Manuscript Library at UIUC. He holds a Master of Arts in Humanities from New York University, and a Bachelor of Arts in History from Southern Illinois University. His current interests are in archives, memory, trauma and nostalgia and he has written and presented on topics ranging from Chiquita Banana and the Latina Body, to the Country Music and the Apocalypse. You can follow him on twitter @ForgetTheMaine.
Emily Powers Souza is a graduate of Simmons College GSLIS and currently works as a data steward for an oncology pharmaceutical company. She also moonlights as a freelance market research analyst and web designer, and enjoys spending time with her four year old daughter and her puppy Merlin. Find her on Twitter at @missempowers.
Hailley Fargo is a second year MLIS student at the University of Illinois at Urbana-Champaign. She hopes to work in a public library and is getting a certificate in Community Informatics during her time in Illinois. During her first year in the program she had the chance to teach digital literacy to elementary students at an after-school center in Urbana through a grant and in her second year, she will be supervising two residence hall libraries on campus. When Hailley finds spare time, she loves a good memoir, scribbling in notebooks, and creating to-do lists. She's a big fan of her Twitter handle @hailthefargoats and working on her website — come say hello!
Heidi (Kittleson) Schutt graduated from the University of Washington's Information School in Seattle, Washington and is now the Library Director at Muir Library in Winnebago, Minnesota. Her days now consist of program planning, shelving, talking to the community, finding books for people to read (usually in large print), collection development and (last but not least), everything else that needs to be done to keep a rural public library running smoothly. Her dream of riding a bike-bookmobile is coming true – as she has delivered 6 books via bike so far in her career. Heidi writes about stuff on WordPress and Twitter.
Jasmine Burns is in the trenches of her second and penultimate semester in the MLIS program at the University of Wisconsin-Milwaukee with a concentration in Archive Studies. After earning a Bachelor's in Art History and Spanish Literature from the University at Albany in 2011, she completed a Master's in Art History from Binghamton University in 2013. Among her many positions throughout college and grad school, she has worked as a museum educator and assistant curator of visual resources, and recently completed a Junior Fellowship in the Prints and Photographs Division at the Library of Congress. She is currently working as a digitization assistant in UW-Milwaukee's Digital Collections, and as an archival processing intern at Marquette University's Archives. Building from her Master's thesis work, which was published in Art Documentation, her current research interests are focused around visual and material literacy in the archive, as well as issues surrounding the digital representation of visual materials. She serves in leadership roles in both ARLIS/NA and VRA, and is the current intern for SAA's Metadata and Digital Object Roundtable. On the rare occasion that she has some free time, she enjoys knitting and baking.
Jay Granger is currently an online student in the MMLIS program at the University of Southern California. After earning undergraduate degrees in English and History from the University of California, Riverside, Jay spent ten years as a teacher. During that time, he earned a master's degree in English from the University of California, Irvine as well as a master's degree in Educational Leadership from Brandman University. Crafting a career that will allow him to work from home as he cares for his family, Jay is interested in the digital version of librarianship. He enjoys long walks on the beach, good reads by the fire, and writing about himself in the third person. He tweets and twaddles @mjaygranger on Twitter and Medium.
Joanna June is in her last semester of an online MSIT through Florida State University. She just returned from working and studying abroad as the Student Supervising Librarian for FSU's International Program Study Center in Florence Italy, and is currently freelancing and looking for her next post. A television editor for many years and a geek through and through, she is most interested in audio/visual archives, information workflow and knowledge management. She earned a technical certificate and keeps an eye on Internet innovation, digital intellectual freedom and international policy issues. She is experimenting with blogging and is (a little too frequently) @coffeebooksbeer on Twitter. She hopes to one day work with the Muppets.
Julia Feerrar completed her MSLS at the University of North Carolina at Chapel Hill in May 2014. At UNC she worked as a graduate assistant in the House Undergraduate Library and Park Library. Her primary interests include academic librarianship, reference and instruction, and outreach. Find her on Twitter: @JuliaFeerrar.
Julia Skinner, Senior Editor, is a doctoral student at Florida State University. She received her MLS and Center for the Book certificate from the University of Iowa in Iowa City, where she lived for ten years after moving away from her hometown of Boulder, Colorado. She does research on how libraries and individuals engage with changing situations, both through her research in library history and her research in social media. She's hoping to get lots of teaching experience at FSU and to branch out into some new research areas, and is always looking for new friends to chat with about all the awesome and exciting things going on in LIS! Find her on Twitter (@BookishJulia) and follow her blog here.
Kathy Kosinski is a second year MSI student at the University of Michigan School of Information specializing in Library Information Science. When it comes to libraries, she focuses heavily on social justice and the implementation of user experience for both digital and physical library spaces. In her lifetime, she has worked in reference at University of Michigan, UX at Grand Valley State University, and circulation services at the University of Michigan Law Library. Her interests include dogs, reading, pictures of snakes wearing hats, and hearing about the latest library news. If you would like to talk libraries, or if you have a great picture of a dog or a snake wearing a hat, feel free to tweet her at @kkosinsk.
Kevin Coleman graduated from the San Jose State University School of Library and Information Science in the Fall of 2012. He works as a librarian for the Alameda Free Library in Alameda, California. He is the assistant editor for the ALA GLBTRT Reviews Blog, and he tweets occasionally. His interests include the future of public libraries, DIY media, and queer literature.
Laura Sanders is a graduate of McGill University's MLIS program. She currently works as a school librarian at Selwyn House, a boys' school in Montreal, Quebec. She enjoys finding middle school books aimed at boys, organizing Battle of the Books competitions, and overseeing chess matches during lunch hour. Her professional profile is available at http://lauramariesanders.weebly.com/.
Lauren Dodd Hall completed her MLIS at the University of Alabama in May 2011. After her paid student internship (they exist!) at an academic Air Force library became a full time position, she continued librarianing there for 3 years. She currently holds the position of Access Services Librarian at the United States Military Academy, West Point, NY, where she drops info lit knowledge on unsuspecting cadets. Reach out to her any time via Twitter – @laurendodd – or through her website, http://laurendhall.com.
Lesley Looper is a part-time MLS student at the North Carolina Central University School of Library and Information Sciences in Durham, NC. She works full-time as the supervisor of Receipts Management Section in Cataloging & Metadata Services at Duke University Libraries. Her professional interests include academic libraries, the library as place and community, nontraditional students, information literacy, and how libraries and librarians use social media. Lesley was an 2012 ALA Student-to-Staff Program volunteer for ALCTS at ALA Annual 2012. She's looking forward to being part of the NMRT Student Reception Committee for planning the Student Reception at ALA Annual '15 in San Francisco. In her free time, she enjoys reading, blogging, travel, digital photography, genealogy, and geocaching. Look for Lesley on Twitter @lllooper, LinkedIn, Goodreads, and Flickr. She blogs about her library school experience at Lesley's Journey through Grad School.
Liz McGlynn graduated from the MSLS program at UNC Chapel Hill in May 2015. Her professional interests include innovative instruction, outreach, and portraying academic librarians as real people, which she gets to take part in as an Information Literacy Librarian at Western New England University. When she has a spare minute she likes to make and eat good food, read good books, and listen to good music. You can reach out to her on Twitter @thelizbrarian.
Madeleine Mitchell graduated from the SLIS program at San Jose State University in May 2013. Originally from San Francisco, she received her BA in English and an MA in Comparative Literature from San Francisco State University. She balances her LIS career goals, which include youth librarianship and collection management, with her work as a freelance writer. You can find book reviews, mutterings and random thoughts on her two stealthy, low-traffic blogs The Foggy Foot Review and Twisby Hall.
Micah Vandegrift is Florida State University's first Scholarly Communication Librarian. In that capacity, he manages the institutional repository, works with faculty and administrators on a variety of initiatives related to academic publishing, and does outreach on copyright and fair use, open access, the (current) future of academic publishing, and other related topics. Micah co-leads FSU's Digital Scholars Discussion Group, serves as the Chair of Florida State University Libraries Copyright Committee, and is involved in no less than three campus-wide exploratory/working groups ranging from digital scholarship to the "research lifecycle." He serves on the editorial board for In The Library with the Lead Pipe and the Journal of Librarianship and Scholarly Communication, as a member of the first THATCamp Council, and is Florida State University Library's liaison to the Library Publishing Coalition, and the Coalition of Open Access Policy Institutions. Micah has yet to get over the rabble-rousing tendencies he learned from his days at Hack Library School, and he prefers it that way.
Michael Rodriguez is Assistant Professor and eLearning Librarian at Hodges University, where he manages the website and vendor relations, implements instructional technologies, and promotes open access and information competency. He also reviews nonfiction for Library Journal, blogs for LITA, and publicizes DPLA. He is an August 2014 MLIS graduate of Florida State University's iSchool and formerly worked at Collier County Public Library. In his rare hours of leisure, Michael kayaks the seas off southwest Florida, blogs at Shelver's Cove, and keeps up with the LIS world on Twitter @topshelver and on LinkedIn @mrlibrarian. He is a proud bearded librarian.
Nicole Fonsh completed her MLIS at Simmons College's Graduate School of Library and Information Studies in the spring of 2011. After working for a year+ as a Research Analyst at an investment firm, Nicole has recently begun work as a Researcher in the Development group of a local university in the Boston area. With the completion of her degree she hopes to become more involved with the local chapter of SLA. She continues to be interested in research, resources, social media, alternative careers in LIS, and the future and evolution of libraries. You can find her on WordPress, where she writes about her experiences with library school, career change, and other personal adventures, and on Twitter.
Nicole Helregel completed her MSLIS in 2013 and Certificate of Advanced Study (CAS) in 2015 at the University of Illinois Graduate School of Library & Information Science. She works as a visiting reference and digital services hourly librarian at the University of Illinois. Find her on twitter (@nhelregel) and follow her blog here.
Paul Lai graduated from Saint Catherine University's MLIS program in May 2013. Previously a college instructor of Asian American literature, he continues to research contemporary literature and posts online book reviews at Asian American Literature Fans. Paul teaches information literacy courses at Minneapolis Community and Technical College and covers reference shifts as a substitute librarian in the Ramsey County Library and Hennepin County Library systems. He has started a group blog with fellow SCU MLIS graduate Sara Zettervall on the intersection of librarianship and social work: Whole Person Librarianship. He also has a personal interest in the recent emergence of literacy dog programs and the longer history of dogs in libraries. He tweets occasionally @pylduck and posts pictures of his dog on his blog, ssqd. You can find him on LinkedIn.
Rebecca Halpern graduated from the School of Information at the University of Texas at Austin. She works as the Reference and Instruction Librarian at Antioch University Los Angeles where she continues to explore issues concerning information and technology literacy. Rebecca is also interested in the evolution of information professionals and the future of libraries as physical spaces. You can follow her on Twitter!
Rebecca Katz is a student in the LIS program at Catholic University of America, specializing in law librarianship. She anticipates graduating in the spring of 2015. While not in school, Becky is an attorney for the D.C. Council. She has worked for the D.C. government in various capacities for almost seven years and has found herself, much to her surprise, to be somewhat of an expert regarding the District government's information resources. Becky is a lover of all things grammar, a fierce advocate for the Oxford comma, and a consumer of vast quantities of caffeine. You can read her unfiltered thoughts on Twitter at @dcdotnerd.
Rose L. Chou is Budget Coordinator at the American University Library, where she manages all of the library's daily operational finances and also provides reference assistance. She received her MLIS from San Jose State University and BA in Sociology from Boston College. Previously, Rose worked as Reference Archivist at the Smithsonian's National Anthropological Archives and in the Circulation and Stacks unit at AU Library. Rose is a 2011 Society of American Archivists Mosaic Scholar, 2013 Association of Research Libraries CEP Fellow, and 2014 Minnesota Institute for Early Career Librarians participant. She is a member of the ARL/SAA Mosaic Program Advisory Group and previously served as Managing Editor of Hack Library School. Rose likes listening to vinyl records and going to Disney World. Follow her on Twitter: @roselovec.
Samantha Winn graduated from Drexel University in June 2014 with her MLIS and a concentration in archival studies. She currently works for the University of Texas at Tyler as the archives assistant. She hopes to pursue a career in humanitarian archives or scientific data preservation. Her interests include digital preservation, open access, digital literacy, human rights advocacy, and advancing the participation of women in STEM careers. Follow her on Twitter @sam_winn or check out her e-portfolio here.
Steve Ammidown is an Archivist-for-Hire living in College Park, MD. He received his MLS specializing in Archives, Information and Records Management from the University of Maryland's iSchool in May 2014. Always an advocate for hidden and under appreciated collections, Steve has expanded his scope to include exploring the full user experience of the archives visitor, from the first website visit to stepping through the door. Lately, he blogs as The Unexpected Archivist and tweets about anything and everything as @stegan.
Teresa Silva is currently packing up her belongings and getting ready for her cross county move from the west coast to the east coast, to start her first year at the Pratt Institute School of Information and Library Science in New York City. She received her bachelor's degree from the University of California Berkeley in Ethnic Studies. It was while attending college and working at the university libraries that she became drawn to the library and information science field. Teresa is interested in learning the ins and outs of becoming an information professional, in particular museum librarianship and archiving. She looks forward to learning more about the challenges that confront LIS students and writing about them. She'll be documenting her life as a student once again and living and new city on her blog. Follow her (brand new!) Twitter account @bibliotree.
Topher Lawton earned his MSLIS from Syracuse in May, 2013, and followed that up with a certificate of advanced study in Data Science a year later. He's now at Old Dominion University, hacking perceptions of reference librarianship as the Science Librarian there. Besides providing reference services to the science communities on campus, Topher is building new partnerships cross-campus, working with research data and RDM, and learning everything he can. His research interests still focus on information design and data visualization, and his writing mostly lives at Multivariable Librarianship and on Twitter @HieAnon.
Turner Masland graduated from Emporia State University's School of Library and Information Management (Portland Cohort) in 2012. He is currently the Resource Sharing Supervisor for Portland State University's Millar Library. If you would like to learn more about him, you can visit his web portfolio.


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I love living in NE Ohio, but one of my least favorite things about living here is having to put away the sticks for 4 months.
Shot a round in the 80s to presumably end things last week. Two days later it was snowing. Drove the ball alot better this year, irons were inconsistent, putting still bad. However, being able to consistently get 250-260 yds off the tee shaved a good 5 strokes off my game this year. As opposed to shooting mid to high 90s on a tough course, I got that to high 80s low 90s.
Been saving up Dicks gift cards to get a new set of wedges and a Oddysey 2 ball putter this off-season.


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Maybe Melissa Rycroft should keep setting the bar low. The Bachelor alum, who finished third on Season 8 of Dancing with the Stars, just wanted to make it to Week 4 of All-Stars with Tony Dovolani. But she exceeded all of her - and arguably everyone's - expectations by taking home the Mirrorball trophy and overcoming season-long front-runners Shawn Johnson and Derek Hough in the process. "Honestly, I don't think anyone predicted us to win," Rycroft tells TVGuide.com. "We wanted to win, but we certainly didn't expect to. I'm still in shock." See what else Rycroft has to say about her big win below. Plus: Where will she put the Mirrorball?
Read More >
Other Links From TVGuide.com
- Dancing with the Stars
- The Bachelor
- Tom Bergeron
- Good Morning America
- Kelly Monaco
- Drew Lachey
- Tony Dovolani
- Derek Hough
- Shawn Johnson
- Melissa Rycroft
- Val Chmerkovskiy
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Location, ST | website.com


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May 12-14, 2014, Reykjavik, Iceland - Trista Patterson, Senior Ecological Economist at GRID-Arendal, attended the TEEB Arctic meeting in Reykjavik, Iceland, on May 12-14, 2014.
GRID-Arendal is involved as a partner, in collaboration with the Arctic Council´s biodiversity Working Group (CAFF), the United Nations Environment Programme (UNEP), and WWF Arctic, in the scoping study of the TEEB Arctic study which aims to mainstream Arctic biodiversity and ecosystem services into policy and decision-making processes.
Last May in Reykjavik, the TEEB Arctic steering committee met to discuss the objectives, cooperation, funding, key audiences, policy relevance, strategy, and coordination of tasks. Inputs from tribal representatives were reviewed on issues such as participation, solicitation of ideas, and resonance of contents with users. A decision was taken to emphasize policy relevance when selecting the ecosystem services to be covered in the scoping report, and an action plan was developed to further this report.


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Here's how RW members rated this race in the past (608 votes).
In short: Disappointing again!!In full: Did this race in 2004 and really loved it, although toilet situation hasn't improved and baggage drop still really worrying - no sense of security at all!!.Scenery is fantastic which makes this race worth the money.Got to the race at 8am and dropped bag off quickly, headed straight to the start but as it was so early we decided to stop for a toilet break, what a mistake!!! We queued for 45mins and my partner queued for about an hour, (can't believe the mens queue was worse than the womens!!). We set off for the start line at 9:25 by which most of the 25000 people were in front of us, ended up sneaking up the pavement to get further towards the front as were getting cold and very wet!!. First km was a nightmare, Why do people enter a 10k race and walk from 1k agghhh it drives me crazy. They needed marshalls instructing walkers to stay to the right, and the amount of people who stopped dead in front of me, grrr!!!. So no PB this time as too much swerving took place. Couldn't open my gatorade bottle and had to stop and queue to get it, slipped on the gatorade lids as well!!. Phew calm, this race is good because of the atmosphere and the scenery but definitely needs toilets, staggered start, timing, paper cups and decent goody bags to convince me to do it again next year!!Date of review: July 9, 2008
In short: Expensive, crowded with a dreadful start and an uninspired finish.Date of review: July 9, 2008
In short: Great Race - Poor OrganisationIn full: This was my first organised event of this kind - London is great and the scenery and atmosphere really good. The Toilets were a joke - about 30 loos for 25000 people ! Delayed my start by 1/2 hour and the finish was a shamble - no medals or goody bags left and I was about half way through so only the front section were worthy of such things !Would I do it again - certainly but I would pay little notice of event organisers recomendations and do my own thing.Date of review: July 9, 2008
In short: Not a patch on 2007. Too many runners with bad mannersIn full: I have run this race for the last 2 years. The atmosphere was not as good as last year. I wasn't that slow and was weaving to get past people yet was getting barged from arrogant runners coming through who frankly should know better. The start is a joke. I was earlier than last year yet queued up for ever (or at least that is how it felt). I agree with comments about timing chips, it is a race crying out for them. Poor goody bags, and I would suggest do away with so many water bottles at drinks stations. Can the not do cups ? It is a hazard otherwise and such a waste in this day an age.Date of review: July 9, 2008
In short: Worst race I've ever entered!In full: Hardly any toilets. The worst "goody" bag ever. Shambolic finish area. Half an hour to cross start line - the only positive being we got to see the elite runners pass us while we were waiting - they finished before we even crossed the start line!Date of review: July 9, 2008
In short: Low to medium expectations were metIn full: This could be a great must-do race buttoo many runners for the road, not enough toilets, minimal organisation at the start, the quality of the plastic goody bag was far superior to the contents. The positive is as always the scenery and I will come back again in a few years time.Date of review: July 8, 2008
In short: Needs timing chips and better goodie bag, but loved the experience!In full: This was my first organised 10k run, after a couple of 5k. Arrived there in plenty of time. Deposited bags without a problem, then made our way to the first 'mustering point'. Mildly amusing marshall trying to get everyone off the pavement, when there clearly wasn't any more room on the road. Got over the start line after 2 minutes, which I didn't think was bad. Despite warnings in the race pack, there were several people climbing over the 8ft barriers at the start. Only the first 100 finishers were recorded - out of a field of 26,000, that was the biggest disappointment. Timing chips are a must for next year, I feel. I took 5 minutes off my 10k PB. A few arrogant runners turned up late... thought they could just clap, and people would part in front of them. Anyone who didn't get out of the way quick enough got elbowed in the chest! My view is, if you wanted to use this run to set a PB, then turn up early enough to get a spot by the front! The goodie bag was disappointing - the £25 Asics voucher and t-shirt in the pre-race pack were more useful. Went to the loo at the hotel before the race, so didn't need to use the facilities. Only other tip for next year would be more advanced warning for the water stations - some did almost descend into scrums as people tried running sideways across the road to reach them. Would I do it again? Definitely! Just about to enter next years race.Date of review: July 8, 2008
In short: Only atttraction is to run through Westminster without having to do the marathon,Date of review: July 8, 2008
In short: Great race if you are at the frontIn full: I got there to drop off my bag at 8am. Queued for the toilet for 5 mins. Waited in one of the staggered pens for ages but it was well worth it as when we eventually walked through to the start we realised that we were almost at the front. Took 30 secs to get through the line so apart from having to zigzag like mad for the first km it was fine. I admit it looked rough at the back and positively dangerous with all those half drunk water bottles (it's only a 10k race for goodness sake).I actually managed a PB of 49mins (4th race this year) but you have to be prepared to get there early to stand a chance.Will be there next year but will get there earlier still. Waiting in a crowd of likeminded people for 90mins was all part of the fun. Might not be so great if it was raining though....Date of review: July 8, 2008
In short: A disappointing race having travelled a long way. The start was horrific and threw health and safety considerations out of the window. Chip timing is also a must in future.In full: This was the most disappointing race of the fourteen I have taken part in during the past nine months. The only plus is the amount of money I have raised for my chosen charity. There were massive health and safety issues at the start and the crush put paid to my chance of a personal best as I found myself having to avoid slower runners. Surely, a wave system at the start similar to the Great Manchester Run or time pens as in Leeds would have reduced the risk of injuries and made the race more pleasurable for all. The absence of chip timing was also surprising. It is unlikely that I will enter again next year.Date of review: July 8, 2008
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The first step to great food is great knife skills. Check out more Knife Skills this way!/small>
This week we're gonna show you how to cut citrus fruits into slices (rounds), wedges, and suprèmes (aka fancy-pants segments). Seems like simple stuff, right? And it is, but doing it right can make a world of difference in how your finished dishes look and taste.
When shopping, look for fruit that seems heavy for its size. Most ripe citrus fruit should give quite a bit when squeezed. If too firm, leave it on the shelf and move on. Citrus fruit will get softer as it sits at home, but don't expect a sour orange to become sweeter. Once it's been picked, it's about as sweet as it's gonna be.
Ripe citrus fruit can be stored for around two weeks in the crisper drawer in your fridge or in an open bowl on the counter if your home is relatively cool. Once cut open, store citrus in the refrigerator in a sealed container for up to five days.
Citrus Slices (Rounds)
One of my very first restaurant jobs, back when I worked at a Mongolian grill-style joint in Cambridge (yes, I was a spatula-wielding Knight of the Round Grill), was cutting oranges into thin rounds for the bar. I got through about a half case of them before the chef, a large, scarred Colombian who preferred to wear those skinny, button-up dishwasher's shirts so he could show off his tattoos, came by and chucked them in the garbage.
Apparently my rounds weren't thin and even enough, which largely had to do with the fact that I'd never sharpened my knife and ended up crushing the oranges rather than slicing them. Rule #1 of knife skills: keep your blade sharp, and hone it regularly.
Uses: garnishing drinks, layering over or under roasted, grilled, or steamed chicken, fish, or vegetables.
Once you've got a sharp knife, slicing rounds are a piece of cake. Hold the fruit firmly but gently with one hand, tucking your fingers into a claw so that your knuckles extend beyond your fingertips.
Slice by starting at the heel and pulling back on the blade with gently downward pressure. Remember, you're slicing, not chopping, which means that you should try and maximize horizontal motion while pressing down just enough to get it to slide through the fruit. The more gently you are, the more even and pretty your rounds will be.
Citrus Wedges
A fresh burst of citrus at the table can liven up flavors in a way that adding it in the kitchen just can't. There are dozens and dozens of ways to cut citrus to be squeezed at the table from simple (cut that lemon in half) to elaborate (you know, those teeny-tiny mesh skirts that they cover lemons with at fancy pants restaurants so you don't get pits on your steamed fish?).
I personally waffle through various forms, but the one I keep coming back to is your basic twelfth-of-a-lemon wedge.
Uses: Any time you want to give guests the opportunity to add more citrus at the table, including drinks, grilled foods, tacos, fried foods, and...many, many others.
Step 1: Trim the Ends
Start by slicing off the ends of the fruit. You want to cut off just enough that the internal flesh is barely exposed.
Step 2: Split in Half
Next, slice the fruit in half along the equator.
Step 3: Split Again
Place one cut half down on the cutting board, and slice it in half crosswise.
Step 4: Cut Into Wedges
Cut it in half two more times, dividing it into six even wedges. Repeat with the second half of the fruit for a total of twelve wedges.
Step 5: Trim Pith
If you're dining in mixed company and want to impress your date, here's how to get extra fancy by cleaning up each individual wedge. Start by slicing off the white pith at the edge of the wedge.
Step 6: Remove Seeds
Using the tip of your knife, carefully pry out any seeds from inside and discard.
Citrus Suprèmes (Segments)
There are several reasons to cut your citrus fruits into pith-free segments (suprèmes, pronounced soo-'prems, if you want to be fancy about it).
- The pith is bitter and can ruin the flavor of the fruit. I'm sure many a grapefruit hater would change their mind after tasting the sweet segments the way they were intended.
- The membrane between the segments is papery, gets stuck in your teeth, and adds nothing to the flavor of the fruit
- The slices can be incorporated much more attractively into a finished dish. Fruit salads are tastier. Relishes and vinaigrettes can be eaten without having to pick bits out.
- It makes you look way cool.
Uses: salads, garnishes, relishes, salsas, chutneys, and eating plain.
Step 1: Trim Ends
Start by slicing off the ends of the fruit. You want to cut off just enough that the internal flesh is barely exposed.
Step 2: Start Peeling
Lay the fruit down on one of its cut surfaces, then insert the knife blade into the space between the flesh and the skin at an angle that matches the contour of the fruit.
Step 3: Follow Contours
Work your knife around with a gently sawing motion, following the contour of the fruit and removing just enough skin to expose the flesh underneath. Your goal is to get as high a yield as possible on the flesh.
Step 4: Work Around the fruit
Keep working around the fruit, slicing off thin segments of the skin.
Step 5: Clean it Up
Once you've removed all the hard skin, go back and use your knife to trim off any extra bits of pith that have stuck to the surface of the flesh.
Step 6: Slice Along a Membrane
Holding the fruit in one hand, look for the thin strips of membrane that separate each segment. You're going to be cutting on either side of each of those membranes, as close as possible. Pick a segment, then insert your knife close to the inside of the membrane, cutting through almost to the core.
Step 7: Cut Out the Wedge
Move along to the other side of the wedge and cut along the inside of the opposite membrane, again almost to the core.
Step 8: Release the Slice
The slice should release with no pith or membrane attached.
Step 9: Repeat
Continue working around the fruit, cutting along either side of each membrane and releasing slices into a bowl as you go.
Step 10: Finished
Your core should look like this when you're done.
Step 11: Squeeze!
Squeeze the core over the segments to release any extra juice. Store the segments in their own juice in a sealed container in the fridge.