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I'm not sure how well people understand the recruiting process...how student athletes come to be on the radar of four-year programs.
1. Some if not most first hit the radar of four-year schools (D1, 1AA, D2...) while they're in high school. Obviously, a lot of young men move on to a four-year right out of HS while others - because of grades or being overlooked for a WIDE variety of reasons - end up at community college. Reasons for being overlooked include: too high academic risk, didn't start playing football until junior or senior year, geographic location of the school, multiple transfers during HS years, physically undeveloped (late bloomer), etc.
2. JC coaches recruit kids from their districts to their teams and others from here, there, and everywhere (i.e., Florida, Georgia, Maryland, etc.) find their way onto a JC roster.
3. Some young men end up gray or redshirting their first years. Great option. Especially if the young man needs to take any remedial courses due to a learning disability or classroom hiccups during HS. An example of this would be Jeremiah Masoli, now a starting QB at Oregon, who grayshirted then played one season at CCSF. He was a full academic qualifier by the way.
4. It's very difficult anymore for a non-qualifier to graduate with enough 'D1 transferable' credits in just two years at a community college. If the student athlete has any remedial courses to take, then those eat into the time he'd otherwise be taking required classes...English, Math, Science...
5. Four-year coaches begin looking at transcripts of kids they might be interested early on. Freshman year. They may know of a young man who might fit their needs a year forward but if the transcript is iffy...as of say....spring of the kid's freshman year....then that gets noted.
*NOTE - Monitoring of transcripts is a continuous process by the four-year coaches. They are able to identify early on those kids who they think are too big a risk and drop those kids from their recruiting list or at least push them down the list*
6. Four-year coaches - all levels - are on the road watching JC and HS games and attending practices in the fall and in the spring. They only have a certain number of times they're allowed to evaluate student athletes in each eval period. They try to pick and choose a little bit where they're going to go. For instance, a coach flying out to northern Cal from say Texas or West Virginia, can't possibly see every school. So they decide that they'll hit a bunch of schools, maybe 8-10, in a certain area. Plus, of course, they might hit a couple of high schools.
Depending on how the four-year has broken up recruiting responsibilities among its coaches, the visiting coach may visit 8-10 schools in the Bay Area (w/no time to drive up to Weed, go out to Los Medanos, etc.)...then drive down through the Valley and hit Reedley, Fresno, etc....on way to SoCal for more evaluations. Again...pretty much impossible to visit all the schools.
Most four-year coaches are getting an idea where to go visit using lists they've obtained from various sources. They're not 'totally blind' when they hit the road (generally speaking). It depends a little bit.
7. How do four-year schools figure out who's out there? How do they find out about kids they might want to recruit?
a. Back to the first point...some young men are on the radar beginning in high school. A coach might have been tracking a young defensive tackle...he knows that tackle didn't qualify and went JC...so they keep on tracking the young man.
b. Some of the very best prospects are bouncebacks from D1 or 1AA programs (or D2). These are young men who signed with (scholarship) a four-year school out of HS and actually attended & maybe played for the team. Or they might have redshirted. So you make the assumption, somewhat logically, that these athletes have some talent. Some bouncebacks were at a four-year school but not on scholarship. They were walk-ons. - why do they bounceback? Maybe there was a coaching change...they saw that they were able to compete at that level but were buried on the depth chart...flunked out...maybe he was at a D2 school but really thought that attending a JC would lead to a D1 opportunity. Lots of reasons kids bounce back.
So four-year colleges find out about these guys.
c. Every year in March or April, most JC coaches compile a list of recruitable student athletes for that year. That list, at a minimum, includes names, uniform number, years of eligibility left, maybe some basic academic info, position, and probably contact info. Some coaches include names and info for kids who are freshman but recruitable because they were qualifiers ... basically, the list has names of all the guys who can *probably* leave by December or May.
So the first list in spring gets faxed and emailed out to everyone...D2, NAIA, 1AA (or whatever it's called now), D1.
If the list gets sent out responsibly, i.e. by mid-April, then four-year guys can USE the list to determine if there are any kids on it they might want to see. That is...See during the evaluation period which begins typically mid-April and ends around Memorial Day.
Unfortunately, there are programs whose coaches don't finish putting together their prospect sheet before four-year guys hit the road. If no list, then they might not have a reason to visit those schools or if they visit they're coming in pretty much blind.
**HERE'S A QUICK NOTE - Four-year programs mail out surveys to high schools and JCs in an effort to collect information. A lot of the surveys get filled out and sent back...or not.**
d. JC coaches aren't the only ones putting together lists and sending them out. Rivals and Scout and similar outfits do the same. I do it too. So four-year programs who subscribe to these outfits learn about or learn more about prospects using these third-party resources.
And one last point ... coaches are a tight little fraternity. A current OC at a D1 program may have started off at a NorCal JC...then he becomes a grad assistant at a 1AA...then a position coach at a D1...then he keeps moving up. Over the oh so many years he makes a lot of friends. He maintains friendships ... a NETWORK ... and he uses that network all the time, every year, to find out the 'scoop.' The best coaches can get on the horn any time and find out things..."Hey, what's up bud? I need a JUCO WR...a tall fast kid...who do you know who might fit the bill? Anyone you played in fall really stand out?"
These guys, using their network of friends, get tips from buddies in addition to having myriad other info resources as mentioned above. This is how, in part, schools learn of freshman qualifiers who might have been HELD OFF the radar intentionally. SO...the point is that the best recruiters at the four-year level build up and maintain a big network of coaching buddies, and they use that network to find what they're looking for.
e. So with lists in hand and kernels of info gleaned from sources of all kinds... in mid-April through May...four-year coaches (all levels) are on the road. The coach visiting from say, Texas A&M, will pop into CCSF's football offices...and he says hello to his buddies, whom he knows from years of interaction, coaching clinics, and so forth. (THERE'S DEFINITELY A NETWORK...COACHES HAVE THEIR PALS IN THE BUSINESS...PEOPLE THEY KNOW AND TRUST AND GO TO EVERY YEAR)
While on campus they get a list from the JC...they tell the JC coach what positions they're looking to possibly fill from JC ranks NEXT DEC OR SPRING (8-12 months hence)...and then they might watch some film together at the JC offices. They also might watch practice for a few minutes before jetting off to two or three other schools.
**ANOTHER NOTE TO SLIP IN - From the previous season there are all-conference lists to reference as well as statistical information. Who are the freshmen who made an impact?**
f. Spring eval period ends and the four-year guys, all levels, have gone around and seen a lot of kids. They meet as a staff and refine their recruiting list for the fall. They work to determine if they're going to really take any JC kids at all...and if yes...then at which positions. A D1 program will sign between 0 and more than 10 JC guys. The latter is really unusual. It's more typical that a D1 might sign 1 or 3 from the JC ranks.
Some asides...
In most years we see up to 10 JC quarterbacks get D1 scholarships...and there are more than 140 JC programs nationwide. That number could be considerably lower some years.
A handful of JC RBs get D1 scholarships. It's not all that dissimilar to the QB number.
Offensive tackles are hot. Corners who are taller than 5-11 are hot. Interior DLs,...the very best safeties and OLBs...playmaking WRs (not as much opportunity for the 'slot' guys)
The point here is that D1 programs ESPECIALLY are very selective about their recruiting from JCs. In any given year there are far more young men who COULD play D1 ball who end up with 1AA and D2 programs SIMPLY BECAUSE THERE ARE NOT ENOUGH D1 OFFERS TO GO AROUND.
Every single D1 and 1AA program builds the foundation of their program with high school athletes. I won't necessarily make that statement about all D2s.
I mentioned those positions of 'greatest need' above. Obviously, there are some scholarship slots for ILB/MLB, safeties, punters/kickers, snappers, and so on. But it's a tougher road to a scholarship unless you're really, really good and have the grades/transferable courses.
g. So now it's August!
Everyone's getting back to work, preparing for fall.
The four-year guys are in their camps and also talking recruiting. They'll be hitting the road and starting to show love to those kids they really want to recruit in the fall. From spring they know what's what and now it's time to further evaluate.
Meanwhile, the JC coaches are getting their kids enrolled in football class for fall.
Typically, some guys will have basically quit or transferred, flunked out, ... rosters change over. Some bouncebacks will have made their decisions and enrolled. ROSTERS ARE SET!
Now ... again ... the good JC coach will update his Prospect List with new phone numbers, new names, and all that info about his recruitable athletes 1) sophomores and 2) freshmen who can transfer out early and 3) bouncebacks who most often have to get an AA and can leave by spring
Time to fax and email those lists out again. And...have them ready to print and hand out to four-year coaches who start coming through soon.
h. Rivals, JCFootball.com, ESPN...they're all running stories on 'top guys.' BELIEVE IT...four-year coaches of all levels monitor and read those stories religiously.
**NOTE - Resources are limited at four-year schools. The staff at any given school cannot possibly know about and monitor every kid - HS and JC! Their inboxes are filled with emails; they have mail bins full of DVDs; their are thousands of people sending in 'stuff.'**
Again, most D1 programs are only targeting one to three positions to fill with JC guys. And the best programs in BCS conferences ... they will only take JC guys who are top-flight ... low risk in every way. In other words: December grad (best), Ultra talented, fits the scheme (hopefully), likely to gain admission, of high character.
Obviously, any school at any level is looking for the same qualities; it's just that much more stringent when you're talking about Florida, Oklahoma, USC, and schools of that nature.
i. The four-year coaches are on the road. A coach flies out from Ohio and visits are many JC programs as he can during a two- or three-day visit to northern Calif. This time, he's maybe a bit or a lot more targeted in which schools he's visiting. He now knows that his school IS ONLY GOING TO SIGN A JC TE AND A CORNER (MAYBE). And he knows of some guys he wants to see.
After all, from all this research since the previous year and in spring, he knows there are only about 8 possible D1 tight ends in Calif. So he can be more targeted in his recruiting stops.
A coach might go see three JC games on a Saturday. he might go watch half a game at CCSF (and see two teams), then go to another half close by (two more teams)...then go see a night game or two.
j. The four-year coach goes back and he's now really contacting the kids he likes and may want to get out for an official campus visit.
k. Kids who will be graduating in December are the first to get scholarship offers and set up official visits. In Calif., during the bye week, a lot of guys head out on official visits.
December grads can sign beginning in mid-December for a couple of weeks.
Four-year schools on a quarter system start classes on the Monday after New Years while semester schools get going later in January. So those December guys...if their top school choice is a quarter system program, then you have to be ready to go by that first week in January. If not, then you're either waiting until spring or signing elsewhere.
Or you could - with quarter system programs - sign in March and still be ready for spring ball there.
l. Early signing now done...the four-year schools are now left with the group of JC guys who won't graduate until May or June or later.
Typically, I think it's fair to say, these guys are the highest academic risk. Will they actually graduate in May? I could sign a few of these guys and they might not get that math and/or English taken care of ... leaving me waiting for them right up until fall camp begins...Hmmmm.
Tough choices now for these four-year coaches. Should they just go on high school guys instead?
*NOTE - There are always a bunch of 'December grads* signed by D1s in December who don't gain entrance. The reasons are varied: 1) the school's admissions department wouldn't transfer enough credits, 2) the student athlete flunked or dropped a required class in the fall ... very common*
Meanwhile, some of the high schools targets choose other options ... so that D1 program or 1AA now has a 'scholarship open' and could opt for the JC guy. Now they're left digging around for the top uncommitted, unsigned guys at whatever position(s) they've targeted for JC guys.
Signing day in February comes and goes...Boom...that first week after signing day a flood of NAIA and D2 coaches are in California...they're competing hard core for the guys who were left 'out in the cold' with now D1 offers. These D2 and NAIA guys are dealing with the broken hearts.
Of course, a few D1 and 1AA programs still have holes to fill as well. Maybe they didn't get that high school kid they thought they'd get...
The next big D1/1AA 'signing period' if you will is in April / May. After spring ball or during spring ball, several D1 programs realize that they've got needs. Kids transfer, get hurt in spring ball, ... maybe the kid they thought would be a decent punter is just horrible ... for a variety of reasons, needs arise.
This means that a bunch of unsigned sophomores, and perhaps a few freshman qualifiers with another year of JC eligibility, will sign and leave once they're able (i.e., graduate with an AA).
A big thing there: TRANSCRIPTS
the evaluation of fall transcripts and academic progress in spring is intense. Of these 'unsigned' sophomores and perhaps the freshman who MIGHT be able to get his AA...who can really gain admission? Can Fs from the fall be turned into at least Cs or Bs? Can the young man really pass a required math or English class?
Spring sees several more JC QBs get scholarships, long-snappers, kickers and punters...the best remaining guys at various positions...get scholarships from D1 and 1AA programs.
And the cycle continues...
Now I want to mention something else. FILM
Four-year schools do their evals through film and in-person visits (practices, games)
A lot of what a JC coach does is create film cut-ups and mail out film to four-year programs. The number of requests for film is RIDICULOUS.
Every level of school is inquiring for film.
Guess what? In Calif. there's basically no such thing as a 'full-time JC football coach.' It's a lot of guys who have full-time jobs who essentially donate their free time to coaching. A handful of schools have a few guys on campus who have other jobs: teaching, counseling, whatever.
It takes a lot of time to handle all the tasks from fundraising to football classes, to putting together 'prospect lists' to meeting with four-year coaches.
Nowadays, you're inundated with requests for film (as always) but the Internet has made it easier to make film available. YouTube and the like are great places for coaches to post film. And via those places you also - if you're smart - cross-promote your social networking tools...
(yeah...even more things for four-year coaches to monitor!!!)
So my point about film is that it's scarce. It's especially scarce for the smaller colleges (D2, NAIA).
Think of the time and money it takes to create DVDs and then mail them out. Dozens if not hundreds of requests for film.
Fortunately, there are film services that aggregate film ... and four-year schools subscribe to these aggegator/film services. But ultimately, there are holes that don't get filled or get filled too late.
and, unfortunately, some schools provide film that's so bad (poor quality) that it's useless for evaluation purposes. i.e., too dark (this is a common problem)
I'll summarize all this with a couple of other things that come to mind.
I hear from four-year coaches, periodically, that they won't recruit out of or visit certain schools because 'the academic side of things is so bad there...it's a joke.'
"None of those kids can graduate. I won't waste my time with (school name here)."
Some JC programs have developed sound reputations for their academic support and academic counseling/advising.
Further, some programs do a far superior job of pulling out all the stops to promote their guys, make film available via many different outlets, to social network (really gaining steam now!), and so forth.
While I congratulate those JC coaches who go the extra mile I find it hard to pass judgment against those programs who struggle. Like I mentioned above, there are the haves and the have-nots...and that applies to every level by the way. One school might have more coaches on campus more of the time than its next door neighbor - who might not have even a single coach on campus full-time.
take from this what you will
1. Understand that your coach(es) are working hard
2. Understand the recruiting process
3. Understand that D1 and 1AA opportunities are limited
4. Understand that if you do poorly in school that opportunities are even more limited. Far more limited.
5. Understand that film is hard to come by. Do what you can to help...you need film and good film.
6. The game's not up for a sophomore until late-July. Some number of schools keep recruiting through then.
7. Since #3 applies don't rule out or blow opportunities with D2 and NAIA.
8. Since #4 really applies, DO take advantage of every opportunity get get proper, trusted academic advising. Get second and third opinions about which classes to take and DON'T flunk classes in the fall.
9. Since #3 and #8 are so important (!) do suck it up and pound out any required math, English, science, foreign language needed to get into a D1/1AA school - do it early. Idenfity where you know you struggle and tackle those areas hard core. (or risk seeing your D1 dreams dissolve away...)
10. Understand that you need your coach ON YOUR SIDE. If you burn bridges, then you're going to have a hard time getting that scholarship you want. Mend fences.
Feedback is welcome.
Kevin Lustgarten
JCFootball.com / XOS Digital
Managing Editor
JC Football Facebook
XOS Player on Demand
This is one of the best things I have read on this site.
like I said, would love to get more input in order to improve it.
Kevin Lustgarten
JCFootball.com / XOS Digital
Managing Editor
JC Football Facebook
XOS Player on Demand
One recurring point of view kept coming to me --the critical ( yet often overlooked) role of academic standing. It seems the community colleges can do a much better job in supporting athletes and their coaches, if they simply dedicate consistent faculty oversight to the process. Using other students (or community members) as mentors would also make a major difference.
Have any of you seen the famous film "Stand and Deliver", about calculus in one LA HS? or followed Bob Moses Algebra project in Mississippi? the point is, many student athletes will qualify if some regular outreach effort is made on their behalf. Coaches have way too much going on to do this. The schools can do much more in support of their programs by reaching out and ensuring major efforts are in place to support both athletic and academic success. Imagine if schools were supporting consistent effort at GPA as well as 40 times?
Kevin Lustgarten
JCFootball.com / XOS Digital
Managing Editor
JC Football Facebook
XOS Player on Demand
You have laid out out a template for a major breakthrough in the matriculation process --thanks for posting this.
The JCs that I have been associated with have had an academic advisor that was dedicated to the athletes...... you had to meet with the advisor in order to sign up for classes...... he set your academic course for you placing you in the classes that he assigned.....
All incoming freshmen were required to attend a study hall............. tuitors were available for that needy student !!!! Anyone ever look into the program in place at CCSF ???? It is premier............. wonder why so many of their players get out to D1 ???? Of course they have super athletes but the support academically that George Rush and CCSF provides is also superior !!!!
Thanks for your article Diablos.............. I thought that this was how all JCs treated their athletes future........ just took it for granted....
PS............. make sure you check with your buddy mountieman regarding Kims` recruitment...... mm needs to talk with the boys before they committ !!!! what a joke !!!!
But as to this topic, in which Kevin points out the serious issues community college athletes face in qualifying academically, I understand that during orientation at beginning of semester, a faculty rep advises as to enrollment options, and this likely occurs at all schools. But obviously, the process breaks down after semester's start --why else would grades becoming an issue with very qualified football players going to D-1 schools, with at least three to play two?
Diablo's three level template provides for the continuous monitoring of a student-athlete's progress, in a program fit to him ---the faculty rep / tutor / mentor can be almost as familiar to the kid as his position coach. This allows for a far greater chance that academic matters will not block an otherwise D1 matriculation.
I do not work in football, I am just a fan / community supporter. In the business world, people highly value and promote their most important asset --their people. When I look at JC Football, I see potential for success at every level, we should be seeing plenty of guys like Desmond Bishop / Aaron Rodgers excelling and stating how proud they are of what JC Football gave to them. That is how the "brand" gets well known, how you attract media money, and/or TV contracts.
Again, thanks to everyone who is contributing to the topic, let's hope what we are saying gains a wide viewing, and that Kevin's hard work will accomplish many JC players gaining entry at top programs.


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Thanksgiving and Hanukkah, two glorious holidays, will never fall together on the same day again in our lifetime, so the day deserves a blowout menu, full of insanely delicious hybrid recipes. From challah bread rolls to sweet potato latkes to pumpkin sufganiyot with cranberry jam filling — these dishes will please even the most ornery Jewish grandmother.
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I was wondering if there is a rainbow on the other side of 2-years-old??? What age do tantrums stop if you consistently don't give in to them?
I was wondering if there is a rainbow on the other side of 2-years-old??? What age do tantrums stop if you consistently don't give in to them?
My DS is 3y & 4months and he started the 3 yr old terrors around his 3rd bday.
He is still being a terror now, so we are still waiting.
He didn't have the 2yr terrors though, he was pretty good at 2.
Bubmum (20-02-2012)
My son turned 3 in September and no abatement of tantrums.
I've heard they really improve around 4.
The explosive frustrated tantrums should stop around the 3.5-4 mark.... however they then start the 'I'm going to deliberately tantrum to see how far it gets me phase"
My 6 almost 7 yr olds still try it this time, not usually to try and get their own way, but to show their frustration.
So I just say "No.. I'm not doing tantrums today. Go to your room and finish in there".
My 4 yr old has the odd tantrum but he tends to have meltdowns instead my 3yr old has tantrums...
With my DD the tantrums stopped at around 4.
They never stop! My 18 yr old still has tantrums!!!
share a book (08-01-2012),Zombie_eyes (08-01-2012)
I have a friend whos eldest is ten and still 'tantrums' fairly frequently when he doesnt get his own way. We recently spent a weekend with them and It was quite a frightening eye opener for me.
DS isnt even two yet and is throwing short wobblies already. We dont give in to him (reasonably easy at this stage because they are pretty short) and we dont give him too much attention when he does. Hopefully we can nip it in the bud before ten
Jack is 6 .. and he still has explosions of anger/ tears ... Alex is almost four and now only really has tears ... so different kids, different styles ..
just work on being consistent in your response to them .. since the boys were around two .. we used time out pretty much all the time .. you wanna tantrum .. go for it .. but do it in your room -and if you BREAK anything .. you'll be either fixing it .. or paying for a new one
Ra Ra Superstar (20-02-2012)
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Turtles can be a fantastic choice for a pet, but you should keep in mind that they do require some dedicated care. There are some essential considerations that turtle owners should never forget when caring for their new pet. Here are five of the big ones.
Light Source
Lighting is an element that can't be overlooked when caring for your turtle. Turtles bask in warm light to regulate their body temperature and require UV light to maintain healthy shell and bone structure, according to the PetSmart website. You can opt for incandescent bulbs for heat and fluorescent bulbs for health. As for time, you should provide 12 hours a day of both a UVA/UVA fluorescent bulb and an iridescent bulb.
Basking spots
Once you have your heat source arranged, you can't forget a basking spot to let your turtle soak it all in. Provide them with an area outside of the water so they can get a chance to bask. You can opt for aquarium gravel to create a beach for your turtle. You can also choose a basking platform available from pet stores.
All turtles require water to survive, and aquatic turtles are especially demanding. A 55 gallon enclosure is the minimum size for most species of a single adult turtle, according to the Turtle Towns, a turtle care company. Larger turtles can require much larger tanks. Tortoises require shallow water that allows them to drink and wade.
In addition to basking platforms, it's a great idea to include aquatic plants, rocks, figures and other terrarium additions. It's also necessary to provide something that the turtle can use to hide themselves, such as an artificial or natural rock or wood piece that they can crawl under.
Aquatic turtles like to munch on crickets, mealworms or comet goldfish. But they need their greens too and should be fed 1 to 2 teaspoons of dark leafy greens a few times a week, suggests PetSmart. You can also opt for pellets or other types of formulated turtle food from a pet store.
Tortoises are herbivores, so you should stick with vegetables and fruit. Some good greens include kale, collard and dandelion greens. You can feed them sweet potatoes, squash and other fruit as well.
Owning a turtle or tortoise can be a fun and rewarding experience as long as you provide the most important elements of care.


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Virginia Legislature Okays Bill Which Protects Gay Marriage Foes
Simon & Schuster Cancels Milo Yiannopoulos Book; CPAC Rescinds Speaking Invitation
British Race Car Driver Danny Watts Comes Out Gay
BBC's 'Let It Shine' Removes LGBT Lyrics From Cover Of Lady Gaga's 'Born This Way'
DNC Chair Candidate Tom Perez: I Have Always Fought For LGBT Equality
Franklin Graham Condemns Gay-Inclusive Kiss Cam Ad; Says NFL 'Trying To Define Sin As Love'
Model Andreja Pejic, formerly Andrej
Pejic, has come out as a transgender woman.
Discovered at 17, Pejic, now 22, was
the fashion industry's most celebrated androgynous model.
"As a transgender woman I hope to
show that after transition (a life-saving process) one can be happy
and successful in their new chapter," Pejic posted on Facebook.
She told PEOPLE
that she underwent sex reassignment surgery earlier this year and
moving forward she will only be modeling women's fashion.
"I always dreamt of being a girl,"
the Serbian-born model said. "One of my earliest memories is
spinning around in my mom's skirt trying to look like a ballerina."
"I figured out who I was very early
on – actually, at the age of 13, with the help of the Internet –
so I knew that a transition, becoming a woman, was always something I
needed to do," she told Style.com.
"But it wasn't possible at the time, and I put it off, and
androgyny became a way of expressing my femininity without having to
explain myself to people too much."
Pejic said she came out to her mother
at the age of 14
"She didn't understand it at first,
but she's been very supportive since," she said.
On Top Magazine


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As seasons change, the growth pattern of your hair and the hair follicles also respond accordingly. Extreme weather conditions can leave your hair brittle and coarse leading to hair loss. Apart from that, people experience hair loss due to lack of maintenance and negligence.
Here are a few ways in which you can stop hair loss:
Improve your dietary patterns and take care of your hair. Good quality hair will automatically make those heads turn in appreciation!
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White Out! A detective approach to improve historical literacy Anthony Fitzpatrick: VP of Professional Development
What is White Out White Out is a method of document analysis for students designed to help them develop a sense of historical literacy through the use of primary sources. White Out allows students to compare and contrast historical events utilizing the following skills: –Sorting out contestable and non- contestable facts and interpretations –Understanding language as a transmitter of culture. –Creating connecting relations between similar concepts and figures throughout history.
How it works Select a document that makes reference to historical content. The document can involve an event covered in class or one that will be covered in the future. You can also select a personality central to the content.
How it works Choose a passage that raises a historically significant issue that applies to United States History over a wide span of time. For example: issues concerning labor, gender equality, civil rights, and political factions etc.
In simple terms... Is this a quote, cartoon, concept that could be used over time? Use a quote from the 1770s. Can you "hear" the 1960s if you closed your eyes?
Setting up a White Out Next, choose a passage from the document that could apply to other periods or episodes in US History in order to help students make comparisons. Remove all bibliographic material that would reveal the author and date of the source. Here is an example:
Collaborating to Find an Answer The key is in the conversation. –Students will bring differing opinions as to which facts within the sources make sense. –They will incorporate historical knowledge and prior knowledge from other disciplines.
What document is this? When, in the course of human events, …but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course. We hold these truths to be self-evident: that all … are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.
What's the Problem? We have missing text. How can we collaborate to find a logical solution?
Let's narrow it down to two: The Declaration of Independence JULY 4, 1776 The Declaration of Sentiments 1848 Thomas Jefferson Elizabeth Cady Stanton
White Out Revealed:
Setting up a White Out (continued) Have students contextualize the document by asking questions about the author's language and the issues discussed. Do the issues raised by the authors reveal anything about when the document was created? How about the language?
Advantages of the White Out Approach: Embedded Principles "We hold these truths to be self evident... Certain basic American values are reflected in historical documents. Identifying these and exposing them to students can be a fruitful intellectual exercise.
White Out in the Intermediate Classroom. You may be thinking to yourself – No Way will my kids have the background knowledge to even take a wild guess... GOOD POINT! –So how can the intermediate teacher modify this strategy, get the most out of it, and prepare students for when they encounter this type of activity later?
How About? –Turn it into a memory game with the author/ context on one card and the quote on another. It can be the base concept for a wonderful lesson! Any other ideas??? Remember – just by starting an exercise like this, you are making a HUGE difference! Can you imagine your students walking into a high school classroom knowing the author and context for some of American history's best quotes and concepts!
Use the Founding Fathers: Ideally, we are learning what makes each founding father unique – (otherwise, it's just a bunch of guys that make a government) Only use the big names: –Washington, Franklin, Adams, Henry, Madison, Jefferson, Hamilton
Tap into that Cultural Literacy! Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death! James Madison –Federalist 10 Patrick Henry –Speech to Virginia Commonwealth George Washington –Farewell Address
This one was easy for us: Patrick Henry's "Treason" Speech. March 23 1775.
Scaffold the activity First time out – use a famous quote that they know: "I cannot tell a lie." Etc. –Make sure the "negative" answers are decently obvious. The kids should be justifying why they know their answer to be right. In time – their explanations will become more sophisticated.
But where do I begin? Look at your themes (SPECs as an example) Do a search for speeches and/or quotes Also these are broad areas with LOTS of stuff– –American Foreign Policy –Expansion of rights –Economic policy (look at Boom and Bust times)
As you do this more... They will have to think more specifically using context clues. –This, like other things, is an acquired skill. You can begin to make it tougher as the year goes on and they have more content to draw from. And you'll be able to employ other great strategies
The American Revolution? "We must all hang together, or assuredly we shall all hang separately." -- Benjamin Franklin at the signing of the Declaration of Independence King George III at the notion that the American colonists wanted independence Franklin Roosevelt at the Yalta Conference
White Out Revealed
One more practice... "There! His Majesty can now read my name without glasses. And he can double the reward on my head!" -- Abigail Adams after signing her name in large letters on the Declaration of Independence King George III after signing his name in large letters on the Declaration of Independence John Hancock after signing his name in large letters on the Declaration of Independence Crispus Attucks after signing his name in large letters on the Declaration of Independence.
White Out Revealed!
Let's add some color: Once you've established the big name figures and their quotes and "personalities" – you can extend into other areas!!!!
Political Cartoons!!
OK OK OK I know – Maybe that isn't one for elementary students. (But funny as the day is long)
Maybe this one...
Or... "Cloze the door"! Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique. There are many resources online to assist in using the Cloze procedure, including online worksheet generators!
Now some for us!
HMMMMM... No man, nor number of men upon earth hath power or authority to rule over men's consciences in religious matters, The First Amendment to the United States Constitution. Thomas Jefferson, Virginia Statute of Religious Freedom, 1786 Charter of West Jersey, 1677
The other finalists' words Thomas Jefferson: 1 st Amendment All men shall be free to profess, and by argument to maintain, their opinions in matters of religion. Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Hhhmmmm Notice how we used a document from the exemplar text section of the Common Core Standards and brought in similar documents to expand our learning and understanding!
Who said this? The question you propose, whether circumstances do not sometimes occur, which make it a duty in officers of high trust, to assume authorities beyond the law, is easy of solution in principle, but sometimes embarrassing in practice. A strict observance of the written laws is doubtless one of the high duties of a good citizen, but it is not the highest. The laws of necessity, of self- preservation, of saving our country when in danger, are of higher obligation. To lose our country by a scrupulous adherence to written law, would be to lose the law itself, with life, liberty, property and all those who are enjoying them with us; thus absurdly sacrificing the end to the means. Abraham Lincoln, 1862 Proclamation suspending the Writ of Habeus Corpus Thomas Jefferson September 20, 1810 Letter to John B. Colvin regarding the Louisiana Purchase Alexander Hamilton's Opinion as to the Constitutionality of the Bank of the United States : 1791 Henry Clay in Response to the Nullification Crisis, 1833
The writing of this letter is a reflection – so it seems as if it isn't one of the compromises. Hamilton would never have believed that he was bending the rules Thomas Jefferson was unclear as to whether he had the constitutional authority to expand. Abraham Lincoln suspended the writ of Habeus Corpus – but it is not bending the rules due to Article I Section 9 of the Constitution Abraham Lincoln was pragmatic and assumed tremendous authority by doing this. Jefferson was a point where a decision on expansion and security needed to be made Clay was a compromiser and was known to make accommodations to preserve the union Hamilton interpreted the constitution loosely with regard to the Bank.
Revealed: Thomas Jefferson
White Out As the government of the United States of America is not in any sense founded on the Christian Religion,-as it has in itself no character of enmity against the laws, religion or tranquility of ---------and as the said States never have entered into any war or act of hostility against any --------- nation, it is declared by the parties that no pretext arising from religious opinions shall ever produce an interruption of the harmony existing between the two countries. Treaty of Peace and Friendship, Signed at Tripoli November 4, 1796. Television Address to the People of Pakistan From Islamabad, Pakistan Bill Clinton 1998. William McKinley addresses the annexation of the Philippines. August 12, 1898.
Survey Says... Treaty of Peace and Friendship, Signed at Tripoli November 4, 1796 Picture is the burning of the Frigate Philadelphia, 16 February 1804. Note the picture was a representation of the Barbary Wars – but was of an event that occurred after this treaty.
Address at Cairo University (June 4, 2009) Barack Obama (text, video, audio available at the Miller Center – Thanks Marc) I also know that Islam has always been a part of America's story. The first nation to recognize my country was Morocco. In signing the Treaty of Tripoli in 1796, our second President, John Adams, wrote: "The United States has in itself no character of enmity against the laws, religion, or tranquillity of Muslims." And since our founding, American Muslims have enriched the United States. They have fought in our wars; they have served in our government; they have stood for civil rights; they have started businesses; they have taught at our universities; they've excelled in our sports arenas; they've won Nobel Prizes, built our tallest building, and lit the Olympic Torch. And when the first Muslim American was recently elected to Congress, he took the oath to defend our Constitution using the same Holy Koran that one of our Founding Fathers, Thomas Jefferson, kept in his personal library.
Let's try this one... "The government does not want to and should not want to own banks. I think nationalizing the banks is an absolutely wrong thing to do." Thomas Jefferson in response to Alexander Hamilton's proposal. Senator Mitch McConnell in anticipation of TARP funds going to banks. George HW Bush responding to a proposed bailout of Savings and Loan institutions
And our winner? Senator Mitch McConnell –You're going to find SO many articles referencing the nationalization of banks – maybe more so with Andrew Jackson. The challenge will be to find worthy sources from the present-day.
How about real Thomas Jefferson? "The incorporation of a bank, and the powers assumed by this bill have not, in my opinion, been delegated to the United States by the Constitution." Remember that earlier letter concerning the Louisiana Purchase?
Setting up a White Out: Who Said... "a revolt has arisen all over our country, from Mississippi on the shores of the Gulf-kissed coast in the South to the stony crags of Maine in the North, and from the Atlantic to the Pacific Oceans, by southern Democrats and those freedom-loving Americans everywhere, at this attempt to destroy the true civil rights of the citizens of our great and common country? For, I again call to the attention of my northern colleagues what I have often repeated upon the floor of this House, namely, that the South is not the only section aggrieved by those proposed unconstitutional laws, the same sharp resentment at the interference by a powerful Federal Government with their individual liberties as the people of the South." Confederate Vice President Alexander Stephens, 1861 in response to outbreak of the Civil War. William M. Colmer, Democratic representative from Mississippi, 1948 in response to President Harry Truman's Civil Rights Speech Governor Orval Faubus 1957 in response to the Supreme Court's decision in Brown v. Board of Education and the announcement that nine Black students would attempt to integrate Little Rock High School.
William Colmer Signed the Southern Manifesto in protest of the Brown v Board of Education Decision and objected to the integration of the armed forces and much of the Truman Administration Civil Rights initiatives.
Who said this? At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one. One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and --------------------; fixed elections, and the suppression of personal freedoms. I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way. Barack Obama Speech on Libya – March 28, 2011 Harry Truman The Truman Doctrine – March 12, 1947 George H.W. Bush statement on UN Resolution 688 calling for an end to dictatorship in Kurdistan from Saddam Hussein – April 6, 1991 Ronald Reagan Statement in response to the People Power Movement that overthrew Ferdinand Marcos in the Philippines – February 26, 1986.
There he is again
Another White Out example: Who said... "the crushing burdens which now oppress both races in the South will cause each to make an effort to cast them off. They will see a similarity of cause and a similarity of remedy. They will recognize that each should help the other in the work of repealing bad laws and enacting good ones. They will become political allies, and neither can injure the other without weakening both. It will be to the interest of both that each should have justice. And on these broad lines of mutual interest, mutual forbearance, and mutual support the present will be made the stepping-stone to future peace and prosperity." Martin Luther King, "I Have a Dream Speech, 1963. Booker T. Washington, The Atlanta Compromise Speech, 1895. Tom Watson, "The Negro Question in the South," 1892. Abraham Lincoln, "The Gettysburg Address, "1863.
White Out Revealed Source: Thomas E. Watson, "The Negro Question in the South," The Arena, VI (October 1892): 540–550. Reprinted in George Brown Tindall, ed., A Populist Reader: Selections from the Works of American Populist Leaders (New York: Harper & Row, 1966), 118–128.
Let's try another one: Who Said... ? "Our country is a theatre, which exhibits, in full operation, two radically different political systems; the one resting on the basis of servile or slave labor, the other on voluntary labor of freemen. The laborers who are enslaved are all negroes, or persons more or less purely of African derivation. But this is only accidental. The principle of the system is, that labor in every society, by whomsoever performed, is necessarily unintellectual, grovelling and base; and that the laborer, equally for his own good and for the welfare of the State, ought to be enslaved. The white laboring man, whether native or foreigner, is not enslaved, only because he cannot, as yet, be reduced to bondage."
White Out Revealed William Seward. What makes him S.P.E.C.ial? In what was arguably the most famous Republican speech of the 1850s, Seward foretold "an irrepressible conflict" between slave and free states. He asserted that either the North would succumb to slavery or the South would succumb to freedom.
Who said this? It may be asked, "Why do you want it? Some men have got along very well without it. Women have not this right." Shall we justify one wrong by another? That is a sufficient answer. Shall we at this moment justify the deprivation of the negro of the right to vote, because some one else is deprived of that privilege? I hold that women, as well as men, have the right to vote (applause), and my heart, and my voice go with the movement to extend suffrage to woman; but that question rests upon another basis than that on which our right rests. We may be asked, I say, why we want it. I will tell you why we want it. We want it because it is our right, first of all. Submitted by: Joe Russell – Moorestown Public Schools
It may be asked, "Why do you want it? Some men have got along very well without it. Women have not this right." Shall we justify one wrong by another? That is a sufficient answer. Shall we at this moment justify the deprivation of the negro of the right to vote, because some one else is deprived of that privilege? I hold that women, as well as men, have the right to vote (applause), and my heart, and my voice go with the movement to extend suffrage to woman; but that question rests upon another basis than that on which our right rests. We may be asked, I say, why we want it. I will tell you why we want it. We want it because it is our right, first of all. Susan B. Anthony in her speech after attempting to vote in an election in 1872 Martin Luther King, Jr. in his Letter from a Birmingham Jail in 1963 Who said this? Frederick Douglass in his April 1865 speech, What the Black Man Wants Woodrow Wilson's 1918 Speech to Congress
Revealed: Frederick Douglass Actually a passage from Douglass' speech, What a Black Man Wants, to a Boston Anti-Slave Society just days before the end of the Civil War and the assassination of Abraham Lincoln While the passage references Civil Rights and the Women's Suffrage Movement Frederick Douglass in his April 1865 speech, What the Black Man Wants
Who said this? It is one of the greatest acts on record to have brought 4,000,000 people into freedom. The career of free industry must be fairly opened to them, and then their future prosperity and condition must, after all, rest mainly on themselves. If they fail, and so perish away, let us be careful that the failure shall not be attributable to any denial of justice. In all that relates to the destiny of the freedmen we need not be too anxious to read the future; many incidents which, from a speculative point of view, might raise alarm will quietly settle themselves. Submitted by: Joe Russell – Moorestown Public Schools
It is one of the greatest acts on record to have brought 4,000,000 people into freedom. The career of free industry must be fairly opened to them, and then their future prosperity and condition must, after all, rest mainly on themselves. If they fail, and so perish away, let us be careful that the failure shall not be attributable to any denial of justice. In all that relates to the destiny of the freedmen we need not be too anxious to read the future; many incidents which, from a speculative point of view, might raise alarm will quietly settle themselves. Who said this? Andrew Johnson's First Annual Message on December 4, 1865 Abraham Lincoln in January 1863 in his Emancipation Proclamation Thaddeus Stevens in his Speech to Congress, 1867 Harriet Tubman's 1896 speech to the National Association of Colored Women
Revealed: Andrew Johnson It was actually a passage from Andrew Johnson's first speech to Congress involving the reconstruction of the South and the transition from slaves to freedmen While these words could have come from Harriet Tubman, Thaddeus Stevens, or even Lincoln himself Andrew Johnson's First Annual Message on December 4, 1865
Who said this? All, too, will bear in mind this sacred principle, that though the will of the majority is in all cases to prevail, that will to be rightful must be reasonable; that the minority possess their equal rights, which equal law must protect, and to violate would be oppression. Let us, then, fellow-citizens, unite with one heart and one mind. Let us restore to social intercourse that harmony and affection without which liberty and even life itself are but dreary things. Submitted by: Joe Russell – Moorestown Public Schools
All, too, will bear in mind this sacred principle, that though the will of the majority is in all cases to prevail, that will to be rightful must be reasonable; that the minority possess their equal rights, which equal law must protect, and to violate would be oppression. Let us, then, fellow-citizens, unite with one heart and one mind. Let us restore to social intercourse that harmony and affection without which liberty and even life itself are but dreary things. Abraham Lincoln's Second Inaugural Address on March 4, 1865 Thomas Jefferson's First Inaugural Address on March 4, 1801 Earl Warren's majority opinion in Brown v. Board of Education of Topeka, Kansas decision in 1954 Martin Luther King, Jr.'s "I Have a Dream" speech in August 1963 Who said this?
Revealed: Thomas Jefferson Actually a passage from Jefferson's speech referring to his efforts to reunite the country after the controversial election of 1800. Thomas Jefferson's First Inaugural Address on March 4, 1801 While it sounded like: Martin Luther King, Jr. (Civil Rights) or Abraham Lincoln (Equality)
Whiting out America's emergence in the world! "Our objectives in ------ are clear, our goals defined and familiar: -------- withdraw from -------- completely, immediately, and without condition. --------- legitimate government must be restored. The security and stability of ----------- must be assured. And American citizens abroad must be protected." What are the context clues? –What are some common themes that connect these events? –What separates them? Who said this? –President Cleveland in reference to Hawaii. –President George H.W. Bush in reference to Kuwait. –President Lyndon Johnson in reference to Vietnam.
And the winner is... George H. W. Bush's Address to Congress on the Persian Gulf Crisis (1990).
Another Try... The people to whom your fathers told of the living God, and taught to call 'Father,' and whom the sons now seek to despoil and destroy, are crying aloud to Him in their time of trouble; and He will keep His promise, and will listen to the voices of His --------- children lamenting for their homes. Yasser Arafat in reference to the founding of the Palestinian Liberation Organization. Queen Liliuokalani of Hawaii in the face of being deposed. Barak Obama referencing Darfur in 2006.
And the winner... Queen Liliuokalani in the face of revolution and military incursion in Hawaii.
How about Woodrow Wilson? But I had a greater obligation than to think only of the years of my administration and of the next election. I had to think of the effect of my decision on the next generation and on the future of peace and freedom in America and in the world. Let us all understand that the question before us is not whether some Americans are for peace and some Americans are against peace. Woodrow Wilson April 2, 1917 Richard Nixon, November 3, 1969 George W. Bush September 7, 2003 Barack Obama August 20,2010
hhmmm Woodrow Wilson would be an altogether bad pick – just after an election where he was the guy that kept us out of war. The date coincides with his declaration of war which served as the basis for the 14 points –(open diplomacy, freedom of the seas, creation of an international organization, national self-determination etc) Nixon works as well. Clearly we are referencing the Vietnam War and his actions with regard to the conflict there. Bush works from a syntax approach – his language is often very cut and dry with little equivocation. Obama probably is the biggest outlier and the easiest for your students to disqualify.
Barack Obama? We have adopted a plan which we have worked out in cooperation with the ------ for the complete withdrawal of all U.S. combat ground forces, and their replacement by ------ forces on an orderly scheduled timetable. This withdrawal will be made from strength and not from weakness. Woodrow Wilson April 2, 1917 Richard Nixon, November 3, 1969 George W. Bush September 7, 2003 Barack Obama August 20,2010
Richard Nixon The "Silent Majority" Speech. And although he references withdrawal from Vietnam – we hear the reverberations today! Can we see the use of these principles over time? Let's also look at the notion of political pragmatism throughout time.
http://tapes.millercenter.virginia. edu/clips/1963_1002_jfk_withdr awal/index.htm
But wait! The Kennedy Administration wasn't a choice??!! You can link the principles of many administrations – left, right, moderate and indifferent through various means. Multimedia provided by the Miller Center at the University of Virginia. – WONDERFUL FREE RESOURCE! (American Rhetoric is another great place)
Any Guesses? …nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. George W. Bush – Address to Congress 9/20/2001 Lyndon Baines Johnson – Inaugural Address – 1/20/65 Franklin Delano Roosevelt – Inaugural Address – 3/4/33
How about if I add the beginning? So first of all, let me assert my firm belief that the only thing we have to fear is fear itself -nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days.
Immigration "Unless the stream of these people can be turned away from their country to other countries, they will soon outnumber us so that we will not be able to save our language or our government." Henry Bowers, founder of the Protective Association (1894) Henry Wilson, Member of the Know-Nothing Party and former Vice President. (1854) Benjamin Franklin, (we know who he is) (1751) Tom Tancredo, American Politician speaking about the Arizona immigration law. (2010)
Survey Says...
Two Ben Franklin Quotes: "Why should the Palatine boors be suffered to swarm into our settlements, and by herding together establish their language and manners to the exclusion of ours? Why should Pennsylvania, founded by the English, become a colony of aliens, who will soon be so numerous as to germanize us instead of our anglifying them, and will never adopt our language or customs, any more than they can acquire our complexion." "… these people are a matter of great concern to us. … The ones who come here are usually the most stupid of their nation. Few understand our language, so we cannot communicate with them through our newspapers. They are not used to freedom and do not know how to use it properly. … They bring in much of their own reading from their homeland and print newspapers in their own language. In some parts of our state, ads, street signs, and even some legal documents are in their own language and allowed in courts. Unless the stream of these people can be turned away from their country to other countries, they will soon outnumber us so that we will not be able to save our language or our government."
Who Said It? It would be inconsistent on the part of a free nation to take measures against a people who had availed themselves of the only means they had to throw off the yoke of the most atrocious …; if one treats the insurrection of the … as rebellion, what name can be given to that insurrection of Americans which secured their independence? George HW Bush in response to criticism of American intervention in the Iraq invasion of Kuwait. Barack Obama in explanation of the rationale for involvement in support of those in Libya challenging the rule of Gaddafi A Pennsylvania legislator highlighting the complexity of supporting Napoleon over the Haitian rebels. Grover Cleveland insinuating support for the restoration of Queen Lilioukalani.
That obscure PA legislator! It would be inconsistent on the part of a free nation to take measures against a people who had availed themselves of the only means they had to throw off the yoke of the most atrocious slavery; if one treats the insurrection of the negroes as rebellion, what name can be given to that insurrection of Americans which secured their independence? Winthrop Jordan White Over Black-1968
What about Political Cartoons?
The Grant Administration remixed? ___ has lighted the spark which is resulting in a moral uprising and will end only when the whole sorry mess of twisted, warped ____ are swept from the national scene so that we may have a new birth of honesty and decency in government. William A. Wheeler – Vice President during the Hayes Administration writing about civil service reform. Joseph McCarthy during the Cold War "The Enemies Within" speech. Newt Gingrich speaking about the Republican Revolution in 1993. The Contract for America
Joseph McCarthy Here's what I did: –Took a quote from "The enemies Within" –Activated prior knowledge – knowing there HAD to be government scandal and mismanagement resulting in big change. –Created some answers. –It took 7 minutes.
Change Over Time
One last cartoon...
Extension for the plain old curious student... CHANGE OVER TIME! –In disqualifying answers and understanding what makes even similar historical circumstances unique, students will begin practicing change over time. –How can we categorize the change over time? S.P.E.C.ulate...
21 st Century Application Samples Begin with the end in mind – Predict how a student may dissect the White Out! (making sure they highlight the similarity of the choices via the provided concept.) Create podcast, online, visual clues. Have students track the many paths they can use to arrive at the right answer
21 st Century Skills Extension Have student groups construct White Outs! –Have them follow the steps. –Find the broad theme and quote. –Map out the dissection –Create technologically rich examples.
Where else does this fit into my classroom? I think it's a wonderful "Do Now", warm-up, Anticipatory Set, Closure Activity.
One last quote (just because it is SO wonderful) In each generation, with toil and tears, we have had to earn our heritage again. If we fail now then we will have forgotten in abundance what we learned in hardship: that democracy rests on faith, that freedom asks more than it gives, and the judgment of God is harshest on those who are most favored. If we succeed it will not be because of what we have, but it will be because of what we are; not because of what we own, but rather because of what we believe. For we are a nation of believers. Underneath the clamor of building and the rush of our day's pursuits, we are believers in justice and liberty and in our own union. We believe that every man must some day be free. And we believe in ourselves. And that is the mistake that our enemies have always made. In my lifetime, in depression and in war they have awaited our defeat. Each time, from the secret places of the American heart, came forth the faith that they could not see or that they could not even imagine. And it brought us victory. And it will again. For this is what America is all about. It is the uncrossed desert and the unclimbed ridge. It is the star that is not reached and the harvest that is sleeping in the unplowed ground. Is our world gone? We say farewell. Is a new world coming? We welcome it, and we will bend it to the hopes Of man.
Inaugural Address (January 20, 1965) Lyndon Baines Johnson
For more information... email@example.com My Book: Social Studies Can Be SPECtacular.
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Bunim/Murray Productions www.bunim-murray.com
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10 Amazing Bicycle Concepts Of The Future
1. T-Bike by Jung Geun Tak & Shinhyun Kang of T.A.K. Studio
Another bike for the mass market for use on daily basis as a hire out unit, much thought has been given to this design by the designers, why T-Bike well looks at the frame it resembles the letter T in quite a unique manner, sleek and really good looking, easy ti ride no fuss no hassles with this bicycle. The built-in features make it probably the number bike for the business minded the type of person, who will find a niche market for hiring out this bike, why? Well take this into account, the display console records the distance travelled, the time was taken, the remaining time available to you, it also has a GPS system, so don't try and steal it, you will be found.


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Sorry you're out Vivre
Nat...I have taken temps for exactly 2 days...haha. I will be no help!
I'm not sure I even understand why it has to be done in the morning immediately after sleep. I'll get the hang of it I guess. I can totally understand you all being over it!
AF due tomorrow for me and still getting BFN on frer so I am just awaiting it's arrival now! Your recent posts made me laugh as I have been eyeing my wine rack all week and once AF comes I am cracking into a bottle.


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Swetha Mohan News
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Yash Raj Films have remade their super-hit film Band Baaja Baaraat in Tamil and Telugu
Aaha Kalyanam starring Shuddh Desi Romance's Vaani Kapoor and Eega's Nani is a direct lift from Anushka Sharma and Ranveer Singh's Band Baaja Baaraat (BBB). Click here to read more
Arrambham audio released
Yuvan Shankar Raja's music for the Ajith-starrer promises to be a chart-topper
The wait ends at last as the much awaited audio of Ajith's Arrambham has hit the airwaves. Ajith fans have been waiting with bated breath to listen to the songs composed by Yuvan Shankar Raja. Click here to read more


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Diversified Consumer Services
Company Overview of Q-Photo
Company Overview
Q-Photo, a photographic company, provides analogue and digital photographic services. It offers format laminating, encapsulating, and mounting services. The company also provides digital imaging services, including photo scanning, image editing, CD's, digital printing; graphical services; and copy services. In addition, it offers digital cameras, film, photo albums, and photo frames, as well as leases batteries and chargers. The company operates retail outlets and copy centers. Q-Photo, formerly known as Express Foto, was founded in 1984 and is based in Pretoria, South Africa.
South Africa
Founded in 1984
27 12 346 0504
Key Executives for Q-Photo
Q-Photo does not have any Key Executives recorded.
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Pony Clubbers enjoy a first visit to Towcester through Racing To School's Riders' Programme
17th February, 2017
25th and last MARTIN WILLS WRITING AWARDS with over £3,000 in prizes
6th January, 2017
Entries open today for the 25th and last Martin Wills Writing Awards; they close on 28 February 2017.
It's Chrisssttmassssss!!
2nd December, 2016
The education and community engagement charity Racing to School has signed up to The Giving Machine, a simple online charity… More
Guidance from the wings to help charities flourish
11th November, 2016
To celebrate Trustees Week, which runs from November 7 to November 13, the Racing Post spoke to several of racing's… More
Community Engagement Manager
4th November, 2016
Full Time, Permanent
Offices in High Holborn with frequent travel within the UK More
Racing to School appoints John Blake as Chief Executive
31st October, 2016
The education and community charity Racing to School has appointed John Blake as its new Chief Executive. More
21st December, 2010
The British Horseracing Education and Standards Trust is set to start the New Year with a strengthened team following the appointment of two new Trustees and a Northern Regional Education Officer.
Broadcaster and former British Horseracing Authority Independent Director, Jim McGrath, and Julia Budd, a Jockey Club member since 2008, will have their positions on the board of British racing's qualifications awarding body formalised at the Trustees' first meeting of the year which is scheduled to take place in March.
BHEST Chairman Rhydian Morgan-Jones OBE., aims to draw on their expertise with immediate effect. He said, "We are delighted to welcome Jim and Julia as Trustees. Both bring particular skills to the Board and between them they have a wide range of experience in quite diverse racing industry and corporate sectors that will be enormously valuable to us as we move forward in these stringent times."
Both appointees have combined successful careers in commerce with high profile positions in the sport over many years.
Budd is a Founding Partner of executive search firm, The Zygos Partnership, where she specialises in identifying potential Chairmen, Chief Executives and Non-executive Directors.
She is also a Trustee of ICAN, the charity that works for children with speech, language and communication difficulties.
A member of the Board of Directors at Sandown Park, Julia also acts as a racecourse steward at Epsom Downs, Kempton Park and Windsor and has been involved with a number of horses in training, latterly as a member of various Highclere Thoroughbred syndicates.
Commenting on her appointment Budd said, "I am delighted to be joining BHEST as a trustee, having admired the work it carries out both in vocational training and through the admirable Racing to School programme."
McGrath joined specialist publishing house, Timeform, straight from school in 1974 and became the company's Managing Director in 2000 and Chairman in 2008. He has worked in television since 1981 and is an integral member of the Channel 4 Racing team. Jim has also held a number of key administrative positions in racing, including serving as an Independent Director on both BHB and BHA.
He is a successful owner and a hobby breeder, with current interests in horses in training with Richard Fahey, Tim Easterby and Mark Johnston.
McGrath is looking forward to his appointment, "Through my involvement with BHB and BHA I obviously became aware of the wonderful work that BHEST carries out and am both honoured and delighted to have been invited to take up a role as a trustee." he said.
The vacancies have been created by a combination of the restructure of the Board in 2009, which allowed for the appointment of a further Trustee, and the departure of long-serving member Lady Burnham who will be particularly missed.
"Hilary has made an outstanding contribution to the development of BHEST during her time as a Trustee", added Morgan-Jones. "She continues to offer wise counsel on a wide variety of subjects and will be very much missed by the Board members and all the team at BHEST's Newmarket offices."
Former Grand National Jockey Carrie Ford who partnered Forest Gunner in the world's greatest steeplechase in 2005, becomes a full-time Regional Education Officer delivering BHEST's education programme, Racing to School, in the North of England.
Ford, who has been assisted in her professional and career development by the Jockeys Employment Training Scheme (JETS), said, "I've been working as a freelance for BHEST over the last few years and this is a wonderful opportunity for me to get my teeth into a full-time role." Ford takes up her new position on 4 January and replaces Vaughan Jones who has been a stalwart of the Racing to School team since 2003 and is now looking forward to spending more time on the golf course.
Further information: Judith Allen, Executive Director BHEST, 01638 560743


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