text:
FDA Okays Diclofenac Injection (Dyloject) for Pain »
"The US Food and Drug Administration (FDA) has approved diclofenac sodium injection (Dyloject, Hospira Inc), a proprietary nonsteroidal anti-inflammatory drug (NSAID) for the treatment of mild to moderate pain, and for the management of mod"...
Read the FDA Okays Diclofenac Injection (Dyloject) for Pain article »
(morphine sulfate) Capsules
ADDICTION, ABUSE, AND MISUSE; LIFE-THREATENING RESPIRATORY DEPRESSION; ACCIDENTAL INGESTION; NEONATAL OPIOID WITHDRAWAL SYNDROME; and INTERACTION WITH ALCOHOL
Addiction, Abuse, and Misuse
KADIAN exposes patients and other users to the risks of opioid addiction, abuse, and misuse, which can lead to overdose and death. Assess each patient's risk prior to prescribing KADIAN, and monitor all patients regularly for the development of these behaviors or conditions [see WARNINGS AND PRECAUTIONS].
Life-threatening Respiratory Depression
Serious, life-threatening, or fatal respiratory depression may occur with use of KADIAN. Monitor for respiratory depression, especially during initiation of KADIAN or following a dose increase. Instruct patients to swallow KADIAN capsules whole; crushing, chewing, or dissolving KADIAN capsules can cause rapid release and absorption of a potentially fatal dose of morphine [see WARNINGS AND PRECAUTIONS].
Accidental Ingestion
Accidental ingestion of even one dose of KADIAN, especially by children, can result in a fatal overdose of morphine [see WARNINGS AND PRECAUTIONS].
Neonatal Opioid Withdrawal Syndrome
Prolonged use of KADIAN during pregnancy can result in neonatal opioid withdrawal syndrome, which may be life-threatening if not recognized and treated, and requires management according to protocols developed by neonatology experts. If opioid use is required for a prolonged period in a pregnant woman, advise the patient of the risk of neonatal opioid withdrawal syndrome and ensure that appropriate treatment will be available [see WARNINGS AND PRECAUTIONS].
Interaction with Alcohol
Instruct patients not to consume alcoholic beverages or use prescription or nonprescription products that contain alcohol while taking KADIAN. The co-ingestion of alcohol with KADIAN may result in increased plasma levels and a potentially fatal overdose of morphine [see WARNINGS AND PRECAUTIONS].
KADIAN (morphine sulfate) extended-release capsules are for oral use and contain pellets of morphine sulfate. Morphine sulfate is an agonist at the mu-opioid receptor.
Each KADIAN extended-release capsule contains either 10 mg, 20 mg, 30 mg, 40 mg, 50 mg, 60 mg, 70 mg, 80 mg, 100 mg, 130 mg, 150 mg, or 200 mg of Morphine Sulfate USP and the following inactive ingredients common to all strengths: hypromellose, ethylcellulose, methacrylic acid copolymer, polyethylene glycol, diethyl phthalate, talc, corn starch, and sucrose.
The capsule shells contain gelatin, silicon dioxide, sodium lauryl sulfate, titanium dioxide, and black ink, D&C red #28, FD&C blue #1 (10 mg), D&C yellow #10 (20 mg), FD&C red #3, FD&C blue #1 (30 mg), D&C yellow #10, FD&C blue #1, FD&C red #3 (40 mg), D&C red #28, FD&C red #40, FD&C blue #1 (50 mg), D&C red #28, FD&C red #40, FD&C blue #1 (60 mg), D&C red #28, FD&C blue #1, FD&C red #3 (70 mg), FD&C blue #1, FD&C red #40, FD&C yellow #6 (80 mg), D&C yellow #10, FD&C blue #1 (100 mg), FD&C red #40, FD&C blue #1, FD&C yellow #6, black iron oxide, red iron oxide, yellow iron oxide (130 mg), FD&C blue #1, D&C yellow #10, black iron oxide, red iron oxide, yellow iron oxide (150 mg), black iron oxide, yellow iron oxide, red iron oxide (200 mg). The imprint ink contains black iron oxide, potassium hydroxide, propylene glycol, and shellac.
The chemical name of morphine sulfate is 7,8-didehydro-4,5 α-epoxy-17-methyl-morphinan-3,6 α-diol sulfate (2:1) (salt) pentahydrate. The empirical formula is (C17H19NO3)2•H2SO4•5H2O and its molecular weight is 758.85.
Morphine sulfate is an odorless, white, crystalline powder with a bitter taste. It has a solubility of 1 in 21 parts of water and 1 in 1000 parts of alcohol, but is practically insoluble in chloroform or ether. The octanol: water partition coefficient of morphine is 1.42 at physiologic pH and the pKb is 7.9 for the tertiary nitrogen (mostly ionized at pH 7.4). Its structural formula is:
What are the possible side effects of morphine (Avinza, Kadian, MS Contin, MSIR, Oramorph SR)?
Get emergency medical help if you have any of these signs of an allergic reaction: hives; difficulty breathing; swelling of your face, lips, tongue, or throat.
Call your doctor at once if you have a serious side effect such as:
- shallow breathing, slow heartbeat;
- stiff muscles, seizure (convulsions);
- cold, clammy skin;
- confusion, unusual thoughts or behavior;
- severe weakness, feeling like you might pass out;
- trouble swallowing;
- urinating less than usual or not at all;
- pale skin,...
Read All Potential Side Effects and See Pictures of Kadian »
What are the precautions when taking morphine sulfate extended-release (Kadian)?
Before taking morphine, tell your doctor or pharmacist if you are allergic to it; or to other narcotic pain medications (such as codeine); or if you have any other allergies. This product may contain inactive ingredients, which can cause allergic reactions or other problems. Talk to your pharmacist for more details.
Before using this medication, tell your doctor or pharmacist your medical history, especially of: brain disorders (such as head injury, tumor, seizures), breathing problems (such as asthma, sleep apnea, chronic obstructive pulmonary disease-COPD), kidney disease, liver disease, mental/mood disorders (such as confusion, depression), personal or family history of regular use/abuse of drugs/alcohol, stomach/intestinal problems (such as blockage, constipation, diarrhea...
Last reviewed on RxList: 12/6/2016
This monograph has been modified to include the generic and brand name in many instances.
Kadian FDA Prescribing Information
Additional Kadian Information
Kadian - User Reviews
Kadian User Reviews
Now you can gain knowledge and insight about a drug treatment with Patient Discussions.
Here is a collection of user reviews for the medication Kadian sorted by most helpful.
Report Problems to the Food and Drug Administration
You are encouraged to report negative side effects of prescription drugs to the FDA. Visit the FDA MedWatch website or call 1-800-FDA-1088.
Chronic Pain/Back Pain
Find tips and advances in treatment.


text:
As the climate warms, moss growth dramatically spreads on the continent's peninsula.
Defending Against Plagiarism
June 1, 2013|
Publishers need to be proactive about detecting and deterring copied text.
June 1, 2013|
Publishers need to be proactive about detecting and deterring copied text.
August 1, 2012|
Grading journals on how well they share information with readers will help deliver accountability to an industry that often lacks it.
August 1, 2012|
Overzealous open-access advocates are creating an exploitative environment, threatening the credibility of scholarly publishing.
July 1, 2012|
False credit for scientific discoveries threatens the success and pace of research.
June 1, 2012|
Plant research remains grossly underfunded, despite the demand for increased crop production to support a growing population.
April 1, 2012|
Will traditional scientific journals follow newspapers into oblivion?
June 5, 2011|
The path to eradicating malaria in Africa involves much more than just a vaccine.
March 1, 2011|
Counting the many plagues that threaten research in the Middle East and North Africa region
Page 1 of 1

subset: commoncrawl


text:
Magnets are a classic way to promote your brand and increase your stickiness factor throughout countless establishments. How many times a day do you go to the office fridge? How about your fridge at home? Magnets provide a stealthy means for keeping your brand name as fresh in the mind of prospects as the food in their fridge. Look through our inventive collection of magnets and clips, or work with our team at ePromos to locate that one design that'll be sure to stick.
This colorful house shaped logo pictured framed magnets.
Open the door to great and inexpensive promotions with this custom imprinted magnet.


text:
This program is cancelled Read more »
Russians have written many justly famous memoirs, and this one is among the best. Ginzberg provides an account of her suffering and survival of a sentence to prison and labor camps. We will discuss this woman's story of her arrest in 1937, charged with being a Trotskyist terrorist and counterrevolutionary at the commencement of the Stalinist purges, the great terror and the gulag. Read more »
Larry Gerston, Professor, SJSU; Political Analyst, NBC 11; Author, Not So Golden After All: The Rise and Fall of California; Twitter: @lgerston Read more »
Eric Schmidt, Executive Chairman, Google; Co-author, The New Digital Age
Jared Cohen, Director of Google Ideas; Co-author, The New Digital Age
In conversation with Greg Dalton, Founder, Climate One Read more »


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Comforter Guide
Sheet Guide
Sleep Better Guide
Live in Luxury
Create a calm oasis that looks as luxurious as it feels.
read more »
Pillow Guide
Mattress Guide
Sleep Better Guide
Back to Basics
Get Your Sleep On.
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Towel Guide
New Company Cotton™ Turkish Cotton Towels
We've given our Company Cotton™ bath towels a luxurious update.
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Rug Buying Guide
The Company Store® Fine Art Collection
A carefully curated selection of artworks for your home.
read more »
San Marine Console & Stool Set
A striking way to infuse rich texture and natural materials into any space, the San Marine table and stools are handcrafted by expert artisans in an open weave of abaca fibers.
shop now »
Rug Buying Guide
Towel Buying Guide
Beach Towels
Life's a beach! Whether you want to play in the sand or soak up the sun, do it in style with our colorful beach towels.
read more »
Size Chart
Pajamas in Poplin & Pima
Get lost in pure comfort with our poplin and pima sleepwear.
read more »
Monogramming Guide
Engraving Guide
Monogram Shop
Add distinction to The Company Store® sheets, towels and bedding.
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The Pet Shop
Show your pet lover pride with our assortment of novelty items.
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text:
Green Test Drive: Kia Rio Ex, frugal but not plain
By Clint Williams
Green Right Now
There was a time – not so long ago, actually – when driving a car getting 30 mpg on the highway earned you bragging rights among the thrifty.
Now, not so much.
Forty miles per gallon is the new 30 mpg. A growing number of cars now boast of EPA fuel economy estimates of 40 mpg or higher in freeway driving. Add to the mix the 2012 Kia Rio EX five-door, a frugal hatchback offers several pleasant surprises.
Having driven earlier versions of this subcompact, the redesigned Kia Rio was almost hard to recognize – sort of like the plain Jane flag corps girl who walks into the 20th high school reunion looking smoking hot.
The Kia Rio isn't smoking hot, but it's not nebbish either. The exterior is sleek and nearly sporty. The interior material and finish are surprisingly nice. The Kia Rio we remember seemed cheap inside. That's no longer the case.
The gauges and gadgets are well thought out. A storage tray in the center console has an insert to set your iPhone with handy access to a music player jack and power plug.
The centerpiece of the dash is the UVO powered by Microsoft®4 voice-activated infotainment system. The display screen also works with a rearview camera – another pleasant surprise in a car under $20,000.
The 2012 Rio powertrain includes a 1.6-liter gas direct injection four-cylinder engine cranking out 138 horsepower mated with a smooth six-speed automatic transmission. The combination is snappy enough off the line, going from 0 to 60 in less than 10 seconds. The promised fuel economy of 30 mpg city and 40 mpg highway didn't match with our test drive. We got just over 31 mpg in a mix of driving that was mostly putting around town.
The EX trim we drove includes standard power windows, cruise control with steering wheel-mounted controls, tilt and telescopic steering wheel. Standard safety equipment includes anti-lock disc brakes on all four wheels, stability and traction control, front-seat side airbags, side curtain airbags and hill start assist.
The starting sticker price is $16,500. The test model, which was equipped with a $1,000 convenience package that includes the rearview camera, was $18,345.
Copyright © 2012 Green Right Now | Distributed by GRN Network
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Tip: Put a + in front of words that must be included. To search for Monster Hunter and only receive results with both words, use +Monster +Hunter
my first cosplay ever!
now with improved otakon 08 v2 goggles
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text:
Two Countries, One Dream Getaway to the South Pacific
Travelscene • Lautoka, Fiji
Escape Kit
- A Nine-Day Trip to Fiji and New Zealand, Including:
- Round-Trip Flights from LAX and Connecting Flights from Nadi International Airport to Auckland Airport via Air Pacific
- Round-Trip Ground and Boat Transportation from Airports to Hotels
- Three Nights of Double-Occupancy Accommodations at Mana Island Resort & Spa
- Four Nights of Double-Occupancy Accommodations at Hotel ibis Styles Auckland
- Fiji Sailing Excursion
- Auckland City Tour
- Airline Taxes Included
- Priced per Person (See Fine Print)
Emerging from the azure waters of the South Pacific between Hawaii and New Zealand, Fiji is the setting of our deserted island fantasies. More than 300 islands make up this archipelago nation, where secluded beaches, unassuming villages, and posh resorts inspire the glossy pages of travel magazines. Board a sleek catamaran to island hop from beach to sugar-sand beach, marvel at exquisite orchids at the Garden of the Sleeping Giant, or raft through the rain forests buried deep in the island interiors. The tropical marine climate brings warm, breezy weather year-round, so the right time to visit is all the time.
Roughly 1,300 miles south of Fiji, Auckland is perched on a narrow isthmus at the northern tip of New Zealand. Gazing out at the hundreds Including Shipping">
|view deal
Have a question? Visit our support portal.
LivingSocial | 1445 New York Ave NW | Suite 200 | Washington, DC 20005


text:
Betting on AC
Harrah's Resort Atlantic City • Atlantic City, NJ
Escape Kit
- A Two-Night Stay for Two in an Upgraded Waterfront Premium Room, Sundays through Thursdays ($135) or Fridays and Saturdays ($399)
- One Buffet Pass or One $20 Food-and-Beverage Credit
- $20 Beverage Credit
- Entry to Red Door Spa for Two on Mondays through Thursdays
- Combine Vouchers to Stay Up to Four Weeknights
The Destination
Like a phoenix rising from the ashes after Hurricane Sandy, Atlantic City has built on the pulse-boosting, carnivalesque atmosphere that has allowed it to continue to stake its claim as America's Playground since 1880. Sparkling in the ocean sun, the boardwalk's slew of casinos, spas, and nightclubs lets visitors know that this New Jersey playground isn't East Vegas—it's First Vegas. Not just a table-gamer's paradise, Atlantic City will put anyone with a fondness for ferris wheels, sandy shores, and high-end live entertainment on a lucky streak.
The Digs
Harrah's Resort Atlantic City amplifies the buzz of the boardwalk with an energy all its own, evident in the quick-footed staff and the grand features of its suites—think: big bay windows, tiled entryways, crown moulding, dark wood furniture, generous flat-screens, double-sheeted king beds and a cushy dining setup. From the trill of casino floor slots and the sizzle of The Steakhouse's Angus to the swirling of the Jacuzzis and the chattering glasses at the palm-treed poolside bar, Harrah's is a live wire.
The Diversions
There are many ways to roll in Atlantic City, and not all of them involve donating your money to a casino. After you've gone head-to-head with the slots, treat yourself to a sunrise bike ride along the pier or climb the 228 steps to the nation's third tallest (and New Jersey's very tallest) lighthouse Absecon—a seaside fixture since 1857. Feel the rush of Steel Pier's towering roller coasters and thrill rides or quietly peruse the Garden Pier art galleries. For slower-paced but equally stimulating atmospheres, visit the sea life at Atlantic City Aquarium or the boggling oddities at Ripley's Believe it or Not.
"In the marina district, this 16-story, four-tower property has rooms with high ceilings, elegant wood furniture, and tasteful fabric flourishes. The hotel features live entertainment, including top Broadway productions and celebrity vocalists."-- Read Fodor's Review of Harrah's Resort Atlantic City
escapes 30-day promise
LivingSocial gives you up to 30 days to return your unused voucher for a full refund. Once you've made a reservation, you are subject to the merchant's cancellation and refund policy. If you want to secure your preferred dates of travel, we strongly recommend that you complete reservation with the merchant within 30 days of your purchase—after that, LivingSocial will not issue any refunds.
the fine print
- Combine vouchers to stay up to four weeknights
- Reservations required and subject to availability
- Not valid on group or existing reservations
- Merchant cancellation/re-scheduling policy applies; voucher subject to forfeiture
- Blackout dates are May 25-26
- Based upon double occupancy
- Must be at least 21 years old to check-in
- Hotel requires a credit card for incidental charges
- Upgrades may be available at time of booking
- Wi-Fi/Internet available for additional charge
- Airfare not included
- Voucher includes entry to the Red Door Spa for two on with stays Mondays through Thursdays
- Taxes are not included and will be collected at redemption
- Nights must be used consecutively
- All deal components must be redeemed during one stay
- Other conditions apply • PAID AND PROMOTIONAL VALUES EXPIRES ON June 27, 2013 • PAID VALUE DOES NOT EXPIRE • PAID VALUE EXPIRES ON June 27, 2018 • PROMOTIONAL VALUE EXPIRES ON June 27, 2013 • Enjoy By June 27, 2013
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• LivingSocial Terms and Conditions - https://www.livingsocial.com/terms
Original Price:
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text:
A regular MLIA commenters, tinychatter, and flockdrawian, recognized by a fair amount of people within the MyLifeIsAverage commenting community. As the name states, he is a defiant blob. Defiant Blob's interest include animation, OP bashing, and nomming apples.
Defiant Blob has been particularly defiant today.
by Defiant_Blob November 12, 2010


text:
Book suggestions
In line with my previous thead on cert/course comparions, I thought it might be a good idea to get a thread in each forum, for listings of suggested books. Obviously the different forums will need different types of books. Since this is the network pen testing section, I will start with books that I have seen promoted here. If you would like to contribute, please add your books or other media along with the level and maybe a general summary of why you think it should be added to a collection.
Hacking For Dummies- Beginner:
http://www.amazon.com/Hacking-Dummies-K ... pd_sim_b_5
I actually nearly forgot this one, even with it being in my drawer right now. A good introduction to hacking, includes information on the hacking process, tools, techniques and maybe a little tactics? If you are thinking about becoming a pentester, take a look, see if you like it.
Hacking exposed -Beginner to medium experience:
http://www.amazon.com/Hacking-Exposed-N ... 448&sr=1-1
One of the more well known and well loved series, Hacking Exposed teaches you some of the common tools of the trade, includes some demonstration of the tools, but perhaps most important gives information on the hacking process, allowing one to make a methodology. Honestly, I own at least two copies of HE, i've never finished one *hides* but whenever I do have the time to read them it reminds me how dangerous the enemy is, and sometimes, how easy it can be.
Professional Penetration Testing- Beginner to med:
http://www.amazon.com/Professional-Pene ... 863&sr=1-1
This is one of my favorites, I wish I had it with me here. A great book for the aspiring penetration tester. This book gives instructions for building a nice lab, and suggestions for additional targets such as live cd's. Awesome book.
Nmap Network Scanning-Beginner to advanced?:
http://www.amazon.com/Nmap-Network-Scan ... pd_sim_b_6
From start to finish, this book is NMAP. Being the beloved tool that it is, i'm surprised no one hasnt grabbed this book and developed an IDS signature for every scan nmap has. But I wouldnt want to give anyone any ideas. If you are new to network scanning, get this book because you will see nmap at some point in your career, either for you, or against you.
Hacking: The Art of Exploitation- ? to advanced:
http://www.amazon.com/Hacking-Art-Explo ... pd_sim_b_5
This is one of those books I opened and saw gibberish staring back at me. I saw code looking back, taunting me. Well, i've picked up the book since then, but i've never taken it home. But make no mistake, if the reviews on amazon are a good judge of character, this book will make a great addition to your library.
okay, thats all I have at the moment, any other suggestions?


text:
Some were sad. Some were not. And some were just ridiculously adorable.
All made me want my own zoo pictures.
So I went.
Well. I guess only the captive animals would provide quiet study time.
At one point I thought the zoo keepers had realized they needed to contain some of the mysteriously loose animals, since I saw one in a sort of enclosure...
I never really got over my confusion about how the zoo people decided which animals to leave out of captivity. Because seriously. Notice the crossed arms of my roommate:
I think actually my roommate and I will soon move into the zoo. Perhaps someone will feed us. And we will live long and happy lives as entertainment for hordes of small children and pregnant mothers. Yes I think that is a fine plan.
We will fit in quite well.


text:
The Last Windrow: Elected officials need rural ethics
I hoped for a "shutdown" on the farm a couple dozen times over the years I roamed the plowed fields and stubble of northwest Iowa. Somehow my dad never saw the value in that idea. In fact, if I suggested any reason that there was "nothing to do," somehow he came up with some job that I didn't like.
There were no "shutdowns" in the country where I grew up. In cases where money was tight, well, we just didn't spend it. My mother would go to that REA calendar with pockets that hung on the west wall of our kitchen, pull out all the charge stubs for the month, sit down with her checkbook and write out checks until the money from the milk check was gone.
Usually there were more bills than income, but somehow arrangements were made with our creditors that bought us another week or month. In the end, all bills were paid without a credit card.
This "shutdown" syndrome is foreign country to me. I was taught from the cradle that if there was a job to be done or a need to be filled, just "do it." There were no majority votes. There were no committees or panels or commissions. You don't have time to think too deeply when the cows just broke the fence and were heading for the neighbor's corn field. You had to act and you didn't have time to call a committee meeting or check the political winds that blew across the countryside. If you didn't stop the herd, there was a serious price to be paid.
I think our country was founded on such a simple rural philosophy. It was hand-to-mouth living whereby you and your neighbors were expected and even mandated to act in an orderly, efficient manner. If you even thought about shutting down a service that was essential to the good of the country, you would be held in contempt by those you affected by your decision. You might actually have been tossed in the pen.
Here we sit at this time, October 2013, with the Statue of Liberty closed. Yellowstone Park has buffalo roaming and Old Faithful is still spouting, but there is no one there to look at them. Good luck if you get salmonella food poisoning. You might have to wait for a diagnosis. If you want to shoot a duck on federal property that you paid for, you'll probably get a ticket. Funds to help families of those killed in our military were suspended.
What IS going on here?
While our congresspeople are still receiving checks and benefits, those doing the actual work are being furloughed. My upbringing taught me that "what is good for the goose is also good for the gander." Ever heard that? I heard it many times when someone thought I was getting a benefit and my brother was not.
No, I never heard the word "shutdown" when I was a farm kid. Rather I heard phases like "get to work," "do a day's work for a day's dollar," "show up on time," "treat others as you would be treated by them" and other phrases that at the time I dismissed as old folk's talk. Now I know they were valuable adages.
Just wish some of those who are elected to be leaders of this country would adopt a little of that rural ethic. Somehow they seem to have lost their way. I hope they find it fast. The cows are out and heading for the neighbor's cornfield.
See you next time. Okay?


text:
|2012-08-29, 09:55
|Link #441
Giga Drill Breaker
Join Date: Jan 2009
and i know Kenpachi would not win but they did not even show how he lose
|2012-08-29, 10:03
|Link #444
Senior Member
Join Date: Dec 2005
Let me be the first to say that I actually don't mind the fact that Kenpachi got defeated off-panel. Considering the snail pace at which this series moves, it makes me pleasantly pleased when Kubo skips straight to the end of certain things if it means cramming a little more plot into the chapter--especially when most of us could've already predicted the outcome (because lets face it, Kenpachi for all intents and purposes stood very little chance of beating the big bad "Juha Bach" right here and now). So unless Kenpachi had something new he was going to show us, I honestly didn't need to see him fight anyways.
With that said, I approve of this chapter. We got some real plot progression this week. We learned buckbeards name, the fact that Ken was indeed one of the 5 war potentials, and we have Yamamoto showing a side of him we've never seen. Kubo/Yamamoto also didn't waste anytime in going straight to the main event. Since Juha Bach defeated Kenpachi (pretty easily it seems), I'm willing to bet Yamamoto's going to be next.
Its the perfect setup to introduce Squad 0. Because once Yamamoto's defeated (and he will be defeated), the renewed spirit of the Gotei 13's remaining forces is going to be crushed leaving nothing behind but hopelessness & despair. My only question now is whether or not Squad 0 will show up in time to save Yamamoto from being killed.
|2012-08-29, 10:10
|Link #446
Tastes Cloudy
Join Date: Jul 2006
Location: Snake Way
Age: 28
So much complaining. Kenpachi has had so many figbts where he OPed them with ease and you all get mad that he gets beat off screen by THE LEADER? Im the biggest kenpachi fan here and im not complaining one bit.
|2012-08-29, 10:17
|Link #447
Join Date: Jun 2009
^yes, but, but, but ...he was to lose epically ^^
remember the week Kubo was sick and wrote Kenpachi was to do something "epic"?
week after he swats some annoying flies (that was NOT epic for Kenpachi standards)
and week after that he's off-panelled. the lulz, truely "epic" troll even for kubo standards XD
|2012-08-29, 10:21
|Link #448
Senior Member
Join Date: Oct 2007
Fighting in Bleach is meant to send messages and reveal new things, neither of which Kenpachi does. Look at his fight against Noitora, his big reveal was that if he uses TWO hands instead of one, he can swing HARDER. Now, I ask you, after seeing Kenpachi fight three major times in the series, do we really expect something amazing from his fight? Especially with those novels that just came out not too long along with hevy focus on the 'Kenpachi' tradition.
I'm glad he was beaten off screen so we won't have to stall another chapter at least on a fight with an end we all knew was coming. What DOES bother me is that not even Bach's clothes are torn a bit, not even the sleeve that Kenpachi cut and we saw him block with--is he wearing Superman's costume!?
Anyways, good stuff, wish more happened though other than the captains getting riled up at Yamamoto's 'KILL EVERYTHING' mood. Especially since some of them didn't need riling up, it's not like they were all on the desperate side fo the battle just yet. Also, KOMA ROAR!!!! AWOOOO
|2012-08-29, 10:32
|Link #450
Senior Member
Join Date: Oct 2007
|2012-08-29, 10:44
|Link #452
Senior Member
Join Date: Oct 2007
|2012-08-29, 12:19
|Link #456
Senior Member
Join Date: Mar 2008
|2012-08-29, 12:28
|Link #457
Senior Member
|2012-08-29, 13:14
|Link #459
Senior Member
Join Date: Jul 2007
Age: 26
I have no problem with Kenpachi being kicked off screen and I'm fine with Obito since I liked that idea the most. The awesome Madara never got me fascinated.
And you couldn't possibly expect Kenpachi to kick the dudes ass, could you? He is a main boss after all who sadly belongs to Ichigo.
If Byakuya got slaughtered in just few chapters by a standard opponent then Kenpachi being kicked off screen makes a lot of sense.
|2012-08-29, 13:48
|Link #460
Senior Member
Join Date: Nov 2011
|bleach, chapter
|Thread Tools


text:
Other Services
Free Tools
Using your phone to pay for things simply by tapping it or swiping it at a store's checkout terminal may sound like a convenience of the future, but it's already here.
Thanks to a wireless technology called near field communications (NFC), mobile users in Japan, the U.K. and a few other countries are already using their phones at restaurants, stores, and even to pay highway tolls. And, the idea of a mobile wallet is spreading to other countries. In fact, Gartner predicts that the value of mobile transactions will grow to $245 billion globally by 2014.
NFC works via a chip that allows for a simple data exchange between two devices that are within close proximity to each other, usually within just a few centimeters. It is considered to be safer for exchanging information than technologies like Bluetooth because of its short range. Also, instead of transmitting your personal information it simply exchanges credentials to prove your identity.
Using NFC, your mobile phone acts like a wallet, allowing you to pay for products and services, redeem coupons, and even collect customer rewards. Unlike mobile banking, which gives you the ability to check your accounts and make some online transfers and payments, NFC turns your phone into a smart debit or credit card.
The technology can also be used to exchange data between two mobile devices, potentially allowing you to transfer money to someone else.
All of the major credit card companies and many major banks have announced plans for mobile payment systems. Additionally, PayPal will be rolling out their mobile payment system very soon.
But, with the popularity of mobile payments growing we also have to consider the risks. For instance, it's possible for attackers to use technologies that allow them to "eavesdrop" on your payments or steal and transmit your credentials by extending the range of the wireless signal. Your data may also be manipulated or corrupted by an attacker.
So, if you decide to take advantage of this technology just be aware of the risks and take the following steps to protect your money and ensure mobile security:
NFC may be a relatively new technology, but you can increase your mobile security by taking a few tried and true precautions.
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I will be speaking at a Black Marble event on the 30th November on the new TFS vNext announcements for TFS on Azure. Though this event is target as hosted TFS, I will be doing demos of the new web based UI for agile project management in TFS that is common across all VNext versions.
Hope to see you there


text:
Arts in Education—Professional Development for Arts Educators
Twenty-one (21) new awards were made in FY 2003.
|Grantee Name:
|Lower Kuskokwim School District
|Project Address:
| Box 305
Bethel, AK 99559
|Project Director:
| Bev Williams
Phone: 907-543-4850
Fax: 907-543-4904
The Alaska Arts Education Collaboration Project is a capacity building program to equip Alaskan educators with the research base and knowledge about effective practices in arts education that will improve motivation and increase student performance in targeted Title I schools. The Project is a collaboration with the Lower Kuskokwim School District, the Alaska Arts Education Consortium, the University of Alaska Southeast and the Alaska State Council on the Arts.
The project is based in the Lower Kuskokwim School District (LKSD) in western Alaska, home to twenty-seven Title I schools and 15 schools identified by the state as in need of improvement. Headquartered in the town of Bethel, the district is comprised of 22 remote village schools (K-12) spread over an area of 55,000 square miles. The villages range in population from approximately 40 to 800. Excluding Bethel, 94% of the population is Native Alaskan and Yup'ik is the primary language. Many students are at risk of educational failure.
From a base in this district, the Project grows into a statewide initiative. The Collaboration Project strategies emerged out of an historical review of successful statewide professional development initiatives. The project design and strategies are rooted in three goals focused on arts integration, improvements in teaching, and student engagement and achievement:
- Increase the capacity of K-12 teachers in Title I schools to provide high quality, research-based arts education,
- Increase the performance and achievement of students in Language Arts, in targeted Title I schools through their active involvement in the arts.
- Train and support a cadre of arts educators as a statewide leadership team, in order to sustain the role of the arts in Alaskan schools.
At the end of the three year grant, 30 teacher-instructional assistant teams from Title I schools in the Lower Kuskokwim School District will be trained in arts integration and will design interdisciplinary instructional units focused on the arts. A cadre of 30 highly trained Teacher Leaders, from LKSD and other targeted Title I districts will facilitate a minimum of 30 professional development workshops and/or credit courses across Alaska, in collaboration with the Alaska Arts Education Consortium.
|Grantee Name:
|Hanford Elementary School District
|Project Address:
| 714 North White Street
P.O. Box 1067
Hanford, CA 93232
|Project Director:
| Sylvia Dorsey-Robinson
Phone: 559-585-2217
Fax: 559-583-0723
The Hanford Elementary School District's (HESD) Fostering Reading through Art and Music (FRAME) project is establishing a professional development program for the arts and an integrated arts curriculum at Jefferson Elementary, Richmond Elementary, Roosevelt Elementary, Martin Luther King Elementary, and Lincoln Elementary.
The City of Hanford, a rural community of 41,000, is located in Kings County in the heart of California's central valley. HESD serves the largest population of K-8 students in the county in its eight elementary schools, two junior highs, and one alternative education site. The majority of the district's students live in poverty (73% qualify for free/reduced meal services). At the five participating school sites, an average of 85% of the students live in poverty while overall academic achievement is low.
The program is based on research on the impact of arts on learning and its effect on students in high poverty settings. This research has provided data that demonstrate how an arts-integrated curriculum can improve academic performance in reading and mathematics, energize teachers, and develop positive student attitudes about their community (Catterall, Waldorff, 2001).
FRAME is organized around the vision of providing opportunities for all students to become responsible, creative, understanding, and thoughtful citizens. FRAME incorporates arts content and achievement standards with California's academic content standards and current educational research on best practices and student learning. The goals of the program are to increase student achievement; to provide high quality professional development and support linked to the implementation of arts standards and arts-integrated instruction; to integrate arts into literacy lessons and other content areas; to bring local artists and arts agencies into partnerships with teachers at all grade levels; and to develop an integrated arts curriculum to be disseminated throughout all schools in the district.
|Grantee Name:
|Alameda County Office of Education
|Project Address:
| 313 Winton Avenue
Hayward, CA 94544
|Project Director:
| Louise Music
Phone: 510-670-4174
Fax: 510-670-4207
The Professionalization of Visual Art Teaching Project (PV ATP) is a strategic partnership between the Alameda County Office of Education (ACOE), the Harvard Graduate School of Education (HGSE), California College of Arts and Crafts CCAC) and three New Small Autonomous (NSA) schools in Oakland, California, which is designed to develop a model for standards-based, visual arts instruction. The overall goal is to propel new thinking in shaping effective strategies that address the professional development needs of teachers in visual art education. PVATP also will foster development of CCAC's new Subject Matter in Art (SMART) program, a pre-credentialing program in art approved this summer by the California Commission on Teacher Credentialing.
To achieve its goals, PV ATP will employ rigorous and successful professional development approaches along with the new curriculum development frameworks and visual arts assessment tool developed by Project Zero, research arm of the HGSE. Artists from CCAC and teachers from the NSA schools will be trained in using these innovative educational methods. They will apply the training in coaching and classroom contexts and will collectively evolve teaching, learning, and curriculum development methods over the course of the project, giving shape to a successful model that can be shared with colleagues and the field at the end of the project.
Anticipated immediate outcomes of this project are a cadre of highly qualified art teachers and an integrated art curriculum. The ultimate outcome is student intellectual development and academic achievement.
|Grantee Name:
|California Academy for Liberal Studies Charter School
|Project Address:
| 3838 Eagle Rock Blvd.
Los Angeles, CA 90065
|Project Director:
| Susan McGreevy-Nichols
Phone: 323-525-0042
Fax: 323-525-0408
California Academy for Liberal Studies (CALS), in partnership with the Galef Institute and the California Alliance for Arts Education, will implement an intensive two-year professional development program for CALS art specialists. The project includes an independent evaluation and national dissemination activities.
The proposed program will use the Galef Institute's Different Ways of Knowing strategy to:
- Provide rigorous training for arts specialists in standards-based planning protocols for effectively integrating the arts across all curricular areas;
- Provide rigorous training for arts specialists in research-based instruction and assessment strategies to improve their teaching practices and their capacity to reach subgroups of students identified in the No Child Left Behind Act;
- Refine training protocols and tools for arts specialists and classroom teachers integrating arts to reflect the goals of No Child Left Behind.
The training will position our arts specialists within the school and community:
- As collaborators with classroom teachers, by providing learning experiences that are accessible, rigorous, and exciting to all children;
- As knowledgeable professionals who are able to design and document student work that meets standards in the arts and other content areas;
- As collaborating partners with community artists in service to high quality arts leaning for students.
The program of intensive training will follow two standards: 1) classroom implementation of Arts Standards; and 2) Arts integration across curriculum.
Training opportunities will include:
- Professional development workshops and job embedded coaching
- Study groups, on-line training, on-going support, and networking
|Grantee Name:
|Stockton Unified School District
|Project Address:
| 701 N. Madison Street
Stockton, CA 95202
|Project Director:
| Dean Gorby
Phone: 209-933-7030
Fax: 209-933-7031
Stockton Unified School District (SUSD), a large urban district, that serves low-income families is requesting funds to implement PAVALA TUTTI, an innovation project designed to provide comprehensive and sequential Visual and Performing Arts training and experiences for both district and classroom-level educators and also enrich the educational experiences of students.
PAVALA TUTTI is a collaboration between K-3 classroom teachers and district-wide music/fine arts teachers to develop and deliver instructional lessons and units that meet performance standards in language arts, performing arts, and visual arts. At the center of the project is the district-adopted Houghton Mifflin K-3 language arts curriculum and instructional schedule, to which all training, lessons, and assessments will be aligned.
PAVALA TUTTI is designed to address the specific needs of students attending three high-poverty SUSD elementary schools. Program components include professional development in visual/performing and language arts for music/fine arts teachers and K-3 classroom teachers, Level I Orff-Schulwerk (music /movement) certification for teachers; on-going sustained collaboration between arts teachers and elementary teachers.
PAVALA TUTTI will have a significant impact on a district that has not adopted district-wide arts curriculum, does not include the arts as part of the core curriculum for all students, and currently offers no professional development for classroom teachers in the arts.
|Grantee Name:
|Bridgeport Board of Education
|Project Address:
| 45 Lyon Terrace
Bridgeport, CT 06604
|Project Director:
| Nancy Goncalves
Phone: 203-332-2756
Fax: 203-332-7288
The Bridgeport Public School District and Fairfield University are collaborating to conduct a year-round research-based professional development institute for K-12 music educators. The Institute focuses on the development, enhancement, and expansion of standards-based music education programs for students in a city with a district-wide qualification for Title I assistance.
The Institute has seven components. They are: 1) development, testing, and refinement of a research-based curriculum that will meet the National Standards for Music Education; 2) development and refinement of strategies to increase student achievement in music and other disciplines; 3) identification and use of music that is relevant to urban students from diverse heritages and low socioeconomic backgrounds; 4) development of classroom teachers' professionalism and leadership skills by raising confidence through knowledge, training, and support; 6) provision of basic technology training and instruction in cutting-edge music software programs; and 7) creation and development of opportunities for teachers to share and discuss new methods and teaching strategies with their peers.
Fairfield University is also developing a new certification/Master's program with extensive support from the Connecticut Department of Higher Education. This reinforces the Bridgeport Public School District by providing a convenient place for their current music teachers to obtain a Master's degree and also helps the city by creating a qualified pool of music teachers in the region.
|Grantee Name:
|District of Columbia Public Schools
|Project Address:
| 825 North Capitol Street, N.E
8th Floor
Suite 8034
Washington, D.C. 20002-4232
|Project Director:
| Robert Rice
Phone: 202-442-5599
Fax: 202-442-5602
"Theory into Practice: Enhancing the Teaching of the Visual Arts in District of Columbia Public Schools" is a professional development program offered by the District of Columbia Public Schools in partnership with the American University Department of Art and School of Education. The project seeks to assist visual arts teachers in District of Columbia Public Schools with strengthening the theory and practice of their own art, and to provide them with instructional strategies to create exciting learning opportunities for their students.
This program aims to increase students' knowledge and skills to understand and love art and architecture, and to use the specific ways of thinking and learning in art to increase their achievement in other disciplines. The project will provide DCPS visual arts teachers with an opportunity to explore research-based methodologies for art instruction through graduate study and offers them advanced arts education in aesthetics, art criticism, art history, and architecture, and the pedagogical tools for increasing students' achievement. The aim of the program is to marry art and architecture content, the DCPS curriculum, effective instruction, and authentic assessment. As such, the program will produce a corps of forward-looking DCPS teachers who will be equipped to lead the transformation of their schools with the ultimate goal of increasing students' achievement in art as well as related disciplines.
To meet the goals and objectives of "Theory into Practice: Enhancing the Teaching of the Visual Arts in District of Columbia Public Schools" DCPS art teachers will attend a variety of all day workshops, evening seminars, lectures, and three-week intensive Summer Institutes. The program consists of a total of 16-18 days per year over the course of three years, and teacher participants must commit to all activities in order to be eligible to participate in the program.
|Grantee Name:
|School Board of Highlands County
|Project Address:
| 426 School Street
Sebring, FL 33870
|Project Director:
| Frank Gibbs
Phone: 863-531-0400
Fax: 863-531-0405
Project H-Arts: Heartland Arts Rewards Teachers and Students, seeks to provide professional development activities for elementary teachers that focus on the integration of arts instruction into other subject area content. The Heartland Educational Consortium, a regional non-profit educational service agency with a history of providing high-quality professional development to public schools will act as the lead. HEC is a consortium with six member school districts in central, rural Florida. Project H-Arts will serve schools where 75% or more of the students are from low-income families.
Project H-Arts will focus on professional development for K-5 teachers on how to infuse arts into language arts, mathematics and science classes. The professional development activities will use a technology-based distance learning delivery system, thus making it available to a much wider audience on a cost-effective basis. The professional development activities will prepare K-5 teachers to utilize arts activities to teach reading, writing, math, and science.
An advisory board will provide leadership and a knowledge base regarding resources. It and will be comprised of recognized arts and professional development leaders in Florida. In addition to the project advisory board, a design team will be established. The team will be made up of the Project Director and subject matter experts. The design team will be responsible for the design and development of professional development activities focused on the integration of the arts in the K-5 curriculum.
|Grantee Name:
|School Board of Orange County
|Project Address:
| 445 W. Amelia Street
Orlando, FL 32801-1127
|Project Director:
| Carolyn Minear
Phone: 407-317-3200, ext. 2751
Fax: 407-317-3231
The Orange County Public Schools is the 4th largest public school system in Florida. This year's enrollment is 151,557 for K-12. The Professional Development program in OCPS particularly addresses the needs of teachers who work with students who have a variety of learning needs and styles, cultural backgrounds and often live in poverty.
The OCPS is a minority school district with 43 percent white students, 29 percent black students, 23 percent Hispanic, and 5 percent other. Forty-seven percent of the students served live below the poverty line and the majority of the parents have less than an eighth-grade education.
The University of Central Florida (UCF) has partnered with OCPS to provide training and professional development opportunities for arts instructors. The teachers and students at Rolling Hills and Rosemont, two elementary schools served under this grant, are receiving help in the following areas:
- A strong mentorship program for teachers;
- Training from University music educators;
- Implementation of technology into the daily instructional routine.
The project, Music: Personal, Cultural, Universal, has as its overarching priority the improvement of student achievement. This project was an outgrowth of the Music Education National Conference Symposium, "Vision 2020: Future Directions in Music Education," and was also linked to the National Board of Professional Teaching Standards certification. By providing research-based professional development to teachers in the areas of reflective practice, collaboration, and working with mentors and engaging in music education practice, teachers will be better equipped to address the challenges of teaching these students.
The objectives of this program are to:
- Develop high quality in-service professional development modules for music teachers;
- Train teachers with up-to-date research base information;
- Establish sustained and on-going collaborations between teachers, mentors, and local universities;
- Create materials and models to be easily replicated.
|Grantee Name:
|Atlanta Public Schools
|Project Address:
| Center for Learning and Leadership
130 Trinity Avenue, SW
6th Floor C 72
Atlanta, GA 30303
|Project Director:
| Cynthia Terry
Phone: 404-802-2698
Fax: 404-802-1601
The Atlanta Public School system (APS) is the largest urban school district in Georgia. The district employs over 4,000 certified teachers who deliver instruction to 53,485 students. There are approximately 285 arts instructors in the district. APS operates 91 traditional schools serving students in kindergarten through grade twelve and five nontraditional/alternative schools servicing students with special needs.
Targeted professional development is being used to improve teacher's pedagogical skills and classroom practices, and to align arts instruction with the school curriculum. Arts teachers and regular second grade teachers from the participating schools have formed arts teams.
Pre-service arts teachers from Georgia State University and Clark Atlanta University were selected to participate in the design and implementation of this program. The objectives of the (APS) Professional Development program are as follows:
- Improve lesson planning and instructional delivery;
- Implement new instructional strategies;
- Improve academic achievement of the students in the classroom where the program participants are working.
Improving the quality of arts instruction through the mastery of arts standards is supported by the Georgia Quality Core Curriculum (QCC). Professional Development training of arts instructors has been designed to allow students to have a broader base of knowledge and demonstrate higher achievement level through arts projects, portfolios, the Georgia Criterion-Referenced Competency Test (CRCT), and the Georgia High School Graduation Test. References used for Professional Development training included Strong Arts, Strong Schools, by Charles Fowler and Arts with the Brain in Mind, by Eric Jensen.
Atlanta's use of fusing arts with other core academics at Centennial Place Elementary school have shown visual arts teachers using kites to teach math by focusing on fractions and division. Students also have used movement and dance to learn a variety of geometric figures, and KidsPic software has been used to reconstruct faces to create ultimate composite pictures. This has given teachers the opportunity to fuse social studies, geography, and science while allowing students to study the progression of age on a person's face.
|Grantee Name:
|Jefferson County Public Schools
|Project Address:
| VanHoose Education Center
P.O. Box 34020
Louisville, KY 40232
|Project Director:
| Sharon Wuorenmaa
Phone: 502-485-3150
Fax: 502-485-6543
Jefferson County Public Schools (JCPS), the 26th largest district in the county, is partnering with local arts organizations to implement the Continuing Education Option (CEO) Arts Project in 31 schools that have at least 75% of their students eligible for free- and/or reduced-price meals. CEO Arts is a four-phase program that addresses a critical need found in all Jefferson County schools-not all arts teachers are "highly qualified" as defined by No Child Left Behind.
CEO Arts is focusing on three innovative strategies to create highly qualified arts teachers-1) an alternative certification course, Continuing Education Option, 2) Web-based courses and tutorials, and 3) professional artists teaching the teachers.
By the end of the CEO Arts Project, 35 teachers from 31 schools will have: 1) completed the Kentucky Education Professional Standards Board Continuing Education Option alternative certification program; 2) produced five Web-based tutorials; 3) participated in arts institutes and professional development sessions, 4) presented professional development at the school, district, and state level; and 5) increased their knowledge of Kentucky's arts (visual art, dance, music, drama/theatre) core content. The goals of the grant are to increase by a total of 10 points, the state-mandated student assessment scores in Arts and Humanities and to reduce by 10 points, the achievement gap between white and African-American students.
|Grantee Name:
|Minneapolis Public Schools
|Project Address:
| 807 NE Broadway
Minneapolis, MN 55413
|Project Director:
| Cheryl Paschke
Phone: (612) 668-5346
The goal of Mirrors & Windows: Minneapolis Arts Educator Professional Development Program is to strengthen arts teaching in order to enable all students in high poverty schools to become more engaged in learning and to meet high arts and other academic standards. This professional development project of Minneapolis Public Schools will provide greater opportunities for arts educators in high-poverty schools to become stronger in their arts fields, and in their capacity to understand and meet the needs of all their increasingly diverse students, with special emphasis on those at-risk of failure.
The project has three goals that aim at achieving a significant, high-quality, and effective program over three-year's time to provide inspiring and effective services support, resources, and collaboration with 95 arts educators in three cohorts resulting in:
- Improved use and assessment of arts standards;
- Inclusion of culturally-rich strands in teaching practice and programs;
- Change in education through interdisciplinary education and teaching practice that accommodates and engages students' special needs and untapped resources;
- Definitive program evaluation about the program's impact;
- Identifying, documenting, and facilitating the sharing of specific strategies.
To accomplish these goals, arts educators participating in Mirror and Windows will be guided through a process that increases their readiness to make a permanent, positive change in their teaching content and practice.
The Project will serve approximately 95 arts specialists at about 40 K-12 schools with a 75 percent or higher poverty rate. Participants will be teachers licensed to teach art, dance, music, and theater.
|Grantee Name:
|Newark Public Schools
|Project Address:
| 2 Cedar Street
Newark, NJ 07102
|Project Director:
| William May
Phone: 973-268-5182
Fax: 973-268-5995
The Arts Infusion Project presents a vision for reforming middle level education in the Newark Public Schools through increased and enhanced implementation of the arts standards across all disciplines. By providing research-based professional development of an interdisciplinary nature, the project will make the visual arts more central to the learning experience of at-risk students in ways that will increase student achievement and improve literacy.
By harnessing the expertise of Heidi Hayes Jacobs, Ed.D, a nationally respected authority on interdisciplinary curriculum design, and the exemplary educational resources of the Newark Museum, a major arts education institution and respected provider of professional development, Art Infusion will inspire visual arts educators in implementing the arts standards and will promote integration of arts learning opportunities into other subjects through arts-infused interdisciplinary curriculum units.
Through a series of in-depth professional development programs, gallery experiences, studio workshops, and one-on-one personalized coaching, teams of teachers, who share the same group of students within the same grade level, will be guided and supported as they develop arts integrated curriculum units to enhance and extend learning through visual arts. To provide more in-depth, specialized arts education training, summer institutes will be conducted for visual arts educators. Teachers will be actively challenged to use what they have learned to shape the direction, content, and activities of the arts integrated curriculum. From an initial group of 50 teachers, representing 10 schools, additional teams from these same schools will join the programs in years two and three. The project will yield tangible outcomes through the 60 arts integrated curriculum units positively impacting 3,000 students.
|Grantee Name:
|Poughkeepsie City School District
|Project Address:
| 11 College Avenue
Poughkeepsie, NY 12603
|Project Director:
| Dr. Helen Blankenship
Phone: 845-451-4985
The Poughkeepsie City School District with a poverty rate of 76 percent, and BOCES, a state agency that provides professional education for teachers and school districts have embarked on an initiative called Middle Papaya.
This project will move the district from a traditional curriculum to one based on an integrated performing arts, project model. The after-school programming is designed to complement this model.
The project goals include:
- Engaging and motivating teachers to participate in creating a paradigm shift to arts-based learning;
- Building upon professional development initiatives already underway and providing opportunities and resources for effective professional development;.
- Offering teachers and other stakeholders opportunities to learn about, participate in, and develop a passion for the arts along with their students.
|Grantee Name:
|McCurtain County Educational Co-op/McCare
|Project Address:
| 103 Northeast Ave. A
Idabel, OK 74745
|Project Director:
| Steve Daniel
Phone: 580-286-3344
Fax: 580-286-5598
McCurtain County is a local education agency in rural Southeastern Oklahoma. McCare has formed a collaborative partnership with the Oklahoma Arts Council, The University of Central Oklahoma, the Oklahoma State Department of Education and Oklahoma's A+ Schools to implement Southeastern Oklahoma Arts Reform Project (Project Soar).
McCare has engaged a diversified cadre of qualified teachers, professors, and artists to serve as consultants and trainers. As a result of the training, the teachers' increased skills and knowledge will enable them to develop a product: an educational program composed of interdisciplinary thematic units that will be content-based, integrated into the curriculum and aligned with state standards.
The goal for project SOAR is to integrate an arts education program into the framework of an overall school reform effort aimed at improving student academic achievement in the state mandated testing program through ongoing comprehensive professional development. Project SOAR will improve teaching and student achievement through the following objectives:
- Develop and implement a research-based professional development plan for teachers in 39 school sites to integrate arts into the four core areas;
- Create exemplary interdisciplinary thematic units to improve student academic achievement in the four core areas;
- Develop a website to share interdisciplinary thematic units aligned to state standards, PASS, and National Arts Standards.
|Grantee Name:
|Portland Public Schools PPS Dist. #1 Multnomah County
|Project Address:
| PO Box 3107
Portland, OR 97208
|Project Director:
| Carol Egan
Phone: 503-916-5840
ARTSplash, will establish an innovative and sustainable professional development model designed to accelerate the implementation of a sequential, standards-based art education program in grades preK-5; develop a cadre of arts education mentors and district leaders; increase teachers' content knowledge and ability to provide standards-based instruction and assessment in music, drama, and the visual arts; create an electronic archive of both arts-centered and integrated curriculum units in each discipline. The curriculum units will be developed and implemented by teachers in classrooms serving a significant proportion of students from low-income families. They will be aligned with academic benchmarks and local school improvement goals for raising student achievement.
A team of three teachers from each of 12 low-income elementary schools will attend in-depth monthly professional development during the academic year. Each teacher will be linked with an arts-specialist mentor coach; approximately 90 teachers and administrators will attend an annual five-day summer institute, a set of over 100 preK-5 curriculum units will be reviewed, archived, and shared. They will be focused on meeting established benchmark standards in the arts or on integrating the arts into other content areas. Connections among the schools, arts organizations , professional artists, and higher education will be strengthened.
A website and archive, maintained by the Portland State University Graduate School of Education, will support ongoing networking and dissemination of research-based best practices. Population Served: teachers, administrators, and students at 12 Title 1 elementary schools, where the percentage of the enrollment eligible for the free and reduced-price lunch program ranges from 75 percent to 100 percent the average being approximately 85 percent.
|Grantee Name:
|Florence School District No.3
|Project Address:
| PO Drawer 1389
125 S. Blanding Street
Lake City, SC 29560
|Project Director:
| Dave Altus
Phone: 803-734-3079
Fax: 803-734-4064
Florence School District Three, in partnership with the South Carolina Department of Education, the University of South Carolina, Converse College, and Columbia College, proposes to offer technology-rich professional development for arts educators in all 247 eligible public schools in the state. High intensity institutes in visual arts (University of South Carolina, Columbia), music (Converse College, University of South Carolina at Columbia), and dance (Columbia College) will be offered.
Each teacher attending one of the institutes will receive a new multimedia computer, software, and peripheral equipment unique to their arts specialty. Pre-institute coursework will use web-based reading assignments and web-based discussion groups hosted on a web server that will be set up for each course. This aspect of the project will enable teachers to gain experience in using a virtual "blackboard" program, as well as gain a sense of the many applications for computer technology in the visual and performing arts.
During each five-day residential institute, teachers will learn to use computer technology within the context of the arts classrooms. Emphasis will be placed on establishing the connection between technology as an instructional tool and state-adopted South Carolina Visual and Performing Arts Frameworks and the attendant South Carolina Visual and Performing Arts Curriculum Standards. These two documents outline what every child should know and be able to do in an arts-rich curriculum.
The project will be evaluated using data from the South Carolina Palmetto Achievement Challenge Test (PACT), the states' high-stakes achievement test for grades three through eight. A repeated measure, Analysis of Variance, will be used to test for statistically significant difference in language arts and mathematics achievement between students in arts-rich and arts-poor classes.
|Grantee Name:
|Greenville County School District
|Project Address:
| 301 Camperdown Way
P.O. Box 2848
Greenville, SC 29602
|Project Director:
| Roy Fluhrer
Phone: 864-241-3330
Fax: 864-241-3502
This project is developing a long-range, comprehensive professional development program focused on the planning and implementation of standards-based curriculum using arts integration methods. The project uses the arts to enhance the curriculum in all core subjects to raise the level of student behavior and academic performance.
A primary component of the project is training in methods that galvanize teachers and students. Through two other projects funded by the U.S. Department of Education-the Tanglewood Project and the Tanglewood Arts Integration Training Institute (TAITI)--the needs of the low-performing Tanglewood Middle School are addressed through the implementation of an arts-integrated curriculum. Tanglewood Middle School teachers and area professional artists are trained through the TAITI, then teacher/artist teams plan and execute arts-integrated units based on the state academic and achievement standards. To sustain, expand, and replicate the training and methods used at TAITI, the Greenville County Arts Integration Training Institute (GCAITI) will be established for all elementary and secondary Title I schools.
An additional part of the School District of Greenville County Professional Development Project is the continuous professional development in standards-based, arts-integration techniques available to Greenville County teachers throughout the school year.
Project Goals include:
- To expand the single school, Tanglewood Arts Integration Institute, into a countywide Greenville County Arts Integration Training Institute that will serve as the vehicle for training teachers in Title I schools and area professional artists in the effective use of the arts as a method of instruction in classrooms.
|Grantee Name:
|Houston Independent School District
|Project Address:
| 3830 Richmond Avenue
Houston, TX 77027
|Project Director:
| Annetra Piper
Phone: 713-892-6818
Fax: 713-892-6188
The Literacy Education Employing Kodaly Strategies Project (LEEKS) is based on research that shows the contributions of the Kodaly approach to music in developing concentration, memory, abstract thinking, and imagination as well as emotional stability. Social and language skills have also been shown to be enhanced through music. (Forrai, 1976).
Project LEEKS is designed to increase the content knowledge of music teachers, as well as instruction in how they can develop a sequential program of instruction from lesson to lesson and year to year. The aim is to increase the musicianship of the individual teachers and provide the teachers with a cognitive approach to teaching music through sequential planning and activities that focus on emergent musical literacy and music literacy goals.
The project is designed to:
- Increase the emergent music literacy and music literacy skills of students based on the Kodaly concept.
- Increase the emergent literacy and literacy skills of students, ages 4-14, in at-risk environments.
- Implement an effective research-based, replicable K-12 music educators' professional development model.
- Increase the technological skills of teachers by providing professional development.
Project LEEKS serves 60 music teachers from schools that qualify as Title I. LEEKS provides a minimum of 94 hours each year of research-based professional development in the effective use of teaching techniques and strategies based on the Kodaly concept of music education. Participating music educators attain music content knowledge to meet the Texas Essential Knowledge and Skills. They also attain content knowledge of the National Standards for Music Education and the pedagogy to effectively teach them.
The collaborating partners in Project LEEKS are Southwest Texas State University Kodaly Certification Program and the Houston Independent School District.
|Grantee Name:
|Northside Independent School District
|Project Address:
| 5900 Evers Road
San Antonio, TX 78238
|Project Director:
| James Miculka
Phone: 210-706-8649
Fax: 210-706-7260
This grant is to the Northside Independent School District (NISD), on behalf of its 12 Title I elementary schools. The project goal is to develop model fine arts programs that are process-oriented and student-centered through the professional development of master-level arts teachers. Teachers and students from 12 NISD Title I elementary schools are participating in the SEFA Program.
The SEFA program objectives support:
- The intellectual and leadership professional development or continuing education for teachers;
- The deliberate exposure to community fine arts to meet and exceed student needs;
- Initiatives for student achievement and involvement;
- Access to technological arts instruction; and
- The dissemination of information.
This project fosters partnerships already established with the following local arts and higher education institutions: the San Antonio Symphony, the San Antonio Museum of Art, the Southwest School of Art and Craft, the Witte Museum, the McNay Art Museum, the San Antonio Children's Museum, and the School of Music at Southwest Texas State University.
The SEFA Program: 1) provides teachers with the opportunity to benefit from high quality, ongoing professional development in music and visual arts, and 2) provides students from high poverty schools access to an improved fine arts education through enriched activities and increased exposure to the arts and the local arts community. The program thus enhances the implementation of arts education and promotes the integration of arts instruction in other subject areas.
|Grantee Name:
|Milwaukee Public Schools
|Project Address:
| 5225 W. Vliet St.
Milwaukee, Wisconsin 53208
|Project Director:
| Barry Applewhite
Phone: 414-475-8050
Fax: 414-475-8277
Milwaukee Public Schools (MPS) will implement the Professional Arts Development in our Schools (PADS) initiative serving 50 elementary and K-8 schools to serve as a model for integrating arts education into urban educational reform. MPS, the University of Wisconsin-Milwaukee, Milwaukee Institute of Art and Design, Milwaukee Symphony Orchestra, Milwaukee Arts Museum, the Department of Public Instruction, Techniques Music Academy, Haggerty Art Museum, and the Florentine Opera are working in partnership to improve the educational performance and future educational potential of students in high poverty, low performing schools.
The following objectives will guide this initiative:
- Increase cross-curricular integration of the arts curriculum into core curricular subject matter
- Increase students' exposure to arts
- Increase and improve teacher collaborative lesson planning among core subjects teachers
- Strengthen comprehensive art partnerships between schools and visual arts/music/dance
The project outcomes include:
- Provide professional development on how to integrate arts into curriculum modules and class activities to classroom teachers
- Expand professional alliances using artist-in-residence from partnership community agencies as well as other state and national resources
- Increase the number of arts related opportunities for students by 75% at each school
- Expand after school arts programming for the target population community utilizing Community Learning Centers


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Sold Out: Family Explorers Bay Sail
NatureBridge Golden Gate
Saturday, April 20, 2013 from 9:30 AM to 12:00 PM (PDT)
Event Details
We apologize for the inconvenience, but this event has been sold out. Please check out our other upcoming family programs here. Also check back this summer for information about our fall Family Explorers Bay Sail.
Saturday, April 20: 9:30am-noon
Set sail for family adventure on the Schooner Seaward. Spend your Saturday morning navigating the bay, hoisting sails, singing sea chanties, and learning a bit about bay ecology. NatureBridge has partnered with Call of the Sea to create this unique 2.5 hour experience filled with breathtaking views and one-of-a-kind memories.
*All ages are welcome. Life jackets provided. Sail departs from the dock outside Bay Model, Sausalito.
$30/person, pre-registration required
*Tickets are non-refundable and non-transferable
*Registration ends 24 hours prior to event
When & Where
Bay Model
2100 Bridgeway
Saturday, April 20, 2013 from 9:30 AM to 12:00 PM (PDT)
Add to my calendar
NatureBridge Golden Gate
NatureBridge's Family Programs are designed to help your family connect with your local national park, the Golden Gate National Recreation Area. Enjoy your park in all seasons while you learn more about nature and get ideas about how your family can help care for the environment.


text:
The Luxe Appeal of Dorset Green
Dorset Inn • Dorset, VT
Escape Kit
- A Two-Night Stay for Two in a Standard Room ($209), Sundays through Thursdays, From Now until July 2, 2013
- Or, a Two-Night Stay for Two in a Standard Room ($245), Fridays and Saturdays, From Now until July 2, 2013
- Daily Breakfast for Two
- Afternoon Tea
- Combine Vouchers to Stay Up to Four Nights
The Destination
The picturesque town of Dorset, Vermont––ranked among New England's best small towns by Boston magazine—is not unlike something ripped from a postcard. Quiet, snowy winters draw ski enthusiasts to the powdery slopes at Stratton and Bromley Mountain, and rolling green hills peppered with wild flowers make it easy to understand why the Lincoln family made a home here. Largely untouched by time, the white clapboard homes and rustic village streets still maintain a nostalgic Colonial feel.
The Digs
Old World furniture combined with country décor and working fireplaces lend a colonial charm to the The Dorset Inn, founded in 1796 and the Green Mountain State's oldest continually operating inn listed on the National Register of Historic Places. In 2007, Country Living named The Dorset Inn of the Month, and Yankee magazine dubbed it the third Best Historic Inn. Country-style breakfasts are served in the sunny garden room, and dinners at the inn's restaurant—recently recognized as one of America's Best Restaurants for Wine Lovers by Wine Spectator—are a pure delight.
"Since 1796, the inn that houses this restaurant has been continuously operating, and even today you can count on three meals a day, every day of the year."-- Read Fodor's Review of Dorset Inn
escapes 30-day promise
LivingSocial gives you up to 30 days to return your unused voucher for a full refund. Once you've made a reservation, you are subject to the merchant's cancellation and refund policy. If you want to secure your preferred dates of travel, we strongly recommend that you complete reservation with the merchant within 30 days of your purchase—after that, LivingSocial will not issue any refunds.
the fine print
- Up to 2 vouchers may be combined to extend stay
- Valid for travel until 7/2/13
- Reservations required and subject to availability
- Not valid on group or existing reservations
- Merchant cancellation/re-scheduling policy applies; voucher subject to forfeiture
- Blackout dates are 3/8-9, 5/24 - 26, 6/7-8, and 6/14-15
- Based upon double occupancy
- Standard Rooms are Arthur Jones, Marsh, Earnest West, Williams, Gilbert, Nichols, Fenton, Prentiss, Ethan Allen, Connaway, Cephas, Wilson, Pleissner, Aiken, Frost, Rockwell, Orvis, and McWaine
- Taxes and gratuities are not included and will be collected at redemption
- Nights must be used consecutively
- All deal components must be redeemed during one stay
- Other conditions apply • PAID AND PROMOTIONAL VALUES EXPIRES ON July 2, 2013 • PAID VALUE DOES NOT EXPIRE • PAID VALUE EXPIRES ON July 2, 2018 • PROMOTIONAL VALUE EXPIRES ON July 2, 2013 • Enjoy By July 2, 2013
Other conditions apply
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Baby Gym
Give your child the best start developmentally with Baby Gym, a fun, intimate and stimulating program delivered by an early childhood specialist. With over 20 years hands on experience in childhood movement, Sue Keogh progresses babies and toddlers development from 8 weeks to 3 years.
Baby Gym is a stimulating, safe and friendly program that helps your child to develop physically, intellectually and socially, whilst educating parents in the best way to assist their child's progress. Even more importantly its a chance to have fun together!
Hour long classes allow time for individual physical exercise on the equipment, musical games and dances, free play and parachute play.
The classes are a great mix of 1-on-1 time with an experienced teacher, group work and free play.
- Baby Gym 1 - 8 weeks to 7 months
The journey begins.
Learn baby massage and delightful exercises to stretch and stimulate baby's muscles, build strength, coordination and trunk stability.
A work out for baby which promotes good digestion and healthy sleep patterns.
Games and music for sensory motor stimulation, fun and laughter.
- Baby Gym 2 - 7 to 13 months
Individual exercises tailored for each baby, designed especially for their stage of development.
Your little crawler will delight in reaching new milestones as they explore, climb and play in a safe environment.
Mat time includes songs, games and dances to develop language, rhythm and socialization.
- Toddler Gym 13 - 36 months
These little gymnasts tumble, climb and balance as they grow in confidence, flexibility, coordination and strength.
They will love the new and exciting activities as they develop their skills in this progressive developmental movement program.
Classes include individual challenging exercises, music, dance and parachute play.
The program encourages toddlers in the development of their social skills with carefully designed group activities which improve listening skills, attention span and confidence which greatly enhance readiness for pre-school.
Classes are held in Kew East on Tuesdays and Macleod on Wednesdays and Fridays, running during school terms.
Cost per class is $16.00 and fees are payable for the term on the first day.
Come and try one class before joining for the term by contacting Sue.
Contact: 0400 240 791
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Highly Recommended!!By Caroline Wallis on 10/04/2016 8:24:44 PM
My little girl is now nearly 2 years old and we've been going to baby gym for over a year now. I have been really impressed with baby gym, from the obvious care taken in the developmental design of the programmes to their smooth implementation where the children are gently encouraged to participate in individual exercises tailored to the development and skills of each chi (...) Read more
Loved It!By sabrina.karim.399 on 13/12/2014 10:22:38 AM
Sue has been wonderful in helping my once very shy little boy to a confident little one who now can play with other bubs and toys without a care in the world! Her sessions are so much fun and every week we have a blast. I can't recommend Sue's classes highly enough!
Highly recommendedBy Jewels on 13/09/2014 11:27:53 PM
Sue is great. From little babies to active toddlers, all the kids are entertained whilst developing important skills and milestones. My daughter absolutely loves attending and we have both made great friends with other mothers and bubs.
Baby Gym McleodBy Liliana on 10/12/2013 8:51:38 PM
I wanted to say how great Sue has been for my son. My son started Baby Gym with little confidence in performing tumble rolls, climbing ladders, walking beams and other activities. With Sue's program, guidance and encouragement she has further developed his motor skills and he now has the confidence in performing these activities by himself. What I love about Sue is she w (...) Read more
You'll love itBy Lou on 29/12/2012 10:28:58 AM
I can highly recommend baby gym, both my children have been right through from baby classes to toddler classes. They are coordinated and physically confident as a result of the individualised program Sue did with them. Mostly it is just great fun for the kids and parents alike and little ones always sleep well after a babygym class!
Toddler Gym - MacleodBy Shirley on 27/12/2012 3:16:31 PM
I have taken Byron to Toddler Gym for the last 2 terms. He is 2 years old and is impatient to head off to 'Big Boy Gym - as he calls it - from the moment he gets up on a Friday. He joined in the activities right from his first session and I can see his increase in confidence, skills and enjoyment as he tackles, balancing, climbing, tumbling and other physical tasks with (...) Read more
Baby Gym, MacleodBy Kirsty on 9/03/2012 10:09:59 AM
I have recently joined Baby Gym after some Mums in my Mothers' Group recommended it. My son and I have had a blast, taking part in various activities and playing on the equipment. Everything is age appropriate and Sue works at the pace of each child. It is particularly fantastic to be able to take ideas home for playtimes there. Each Friday my son and I have a great ti (...) Read more
Baby Gym, Kew EastBy Andrew on 23/02/2012 12:12:40 PM
Baby Gym has assisted in developing my son holistically in all of the developmental areas. Sue's activities are carefully planned to promote not just the physical skills of coordination and body perception but skills necessary for information and auditory processing, turn taking and developing a sense of belonging to a social group. Sue is sensitive to the child's needs an (...) Read more
Baby Gym. MacleodBy Victoria on 30/06/2011 11:45:20 PM
My daughter has been attending Baby Gym for several terms. I love how she practices what she learns when she is at home and she obviously benefits from the activities. The activities become more challenging as the children get older and are age appropriate. Now she is older she completes activities in front of her friends and is rewarded with lots of clapping and encoura (...) Read more
Baby Gym MacleodBy sally.kerr2 on 23/05/2011 8:26:08 PM
Both my daughters love going to their weekly gym class with Sue. After watching my eldest daughter progress through the various gym classes I have been so happy to see her confidence to try all activities grow. She loves the song and dance time on the mat and particularly looks forward to the parachute at the end of each session. Seeing the enjoyment that my eldest gets fr (...) Read more


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I built my self a prototype bank frame recently. Holds all kinds of cages. Hope it works and they don't make a mess of it. I won't be going into any Carnie nucs for sure..some ol lazy Italians will do best.
That is a bungee type cord stretched in front of the top row of cages. Corn dog sticks wedged into the groves of the frame for simple dividers


text: Good to see that Chevrolet is still a big-time sponsor for Major League Baseball (MLB) and also a ton of baseball and softball leagues for kids around the country. :great: I'm in Texas so we've been big Texas Rangers fans this year. I'm trying to get them to list my tweets to @theRangersGame that they've been doing live at games when they ask a question and people tweet in with responses. But because I respond with [MENTION=19196]GMtruck[/MENTION]club (Chevy Truck Forum), I think they're scared to post my responses. BOO HOO! OK BASEBALL FANS! What's everything think of the last month of the season? Have you been to any games? Who do you think will be going into the playoffs this year from both leagues? Can Mike Trout's prodigy skill be enough to pull the Angels into a solid wildcard slot? What about the other teams and their shots? I don't think technically that anyone is mathematically eliminated yet (except maybe Houston - they're coming to the American league next year anyhow).