text:
NBC's Richard Engel revealed harrowing details of his five days as a captive of a Syrian armed group, telling of endless threats and mock executions by the kidnappers.
The Jewish newsman spoke out after he and his crew were freed Tuesday during a dramatic firefight at a rebel checkpoint.
"Then they took us to a series of safe houses and interrogation places, and they kept us blindfolded, bound," Engel said. "We weren't physically beaten or tortured. It was a lot of psychological torture, threats of being killed," and mock shootings, he said. "It was a very traumatic experience."
Engel, 39, who along with production crew members Ghazi Balkiz and John Kooistra disappeared after crossing into northwestern Syria from Turkey on Thursday, said their kidnappers were members of a militia loyal to President Bashar al-Assad.
Their ordeal ended when their captors, who frequently moved them bound and blindfolded between safe houses, on Monday night unexpectedly drove into checkpoint set up by an Islamist rebel group. Two of their kidnappers were killed in the ensuing firefight, and the three spent the night with the Islamist rebels, Engel told the network.
The three were kidnapped when they were driving with anti-Assad rebels in a rebel-controlled area, Engel, an American, told NBC's "Today" program from Antakya, Turkey.
A group of about 15 heavily armed men wearing ski masks "jumped out of the trees and bushes on the side of the road," seized the three and put them in a container truck, Engel said.
"We tried to joke around a little and keep our spirits up," Engel said, adding that they could peek under blindfolds but were not allowed to talk.
Engel's colleagues spoke of moments of despair as they worried about their families. "During the ordeal … I made good with my maker, I made good with myself. I was prepared to die many times," Kooistra said.
NBC identified the rebels at the checkpoint as members of the Ahrar al-Sham brigade, a Syrian rebel group.
The network said it had not been able to contact them until they were freed. NBC had attempted to keep the crew's disappearance secret but several media outlets ignored the requested blackout.
There was no claim of responsibility and no request for ransom, NBC said, but Engel said of the captors: "This was a group known as the Shabiha. This is a government militia. These are people who are loyal to President Bashar Assad."
The kidnappers spoke openly about their loyalty to the government and their faith, he said, and were planning to exchange him and his team for four Iranian agents and two Shabiha members held by Syrian rebels.
Ahrar al-Sham, an extremist Salafist group that includes a large contingent of foreign fighters, has been at the forefront of rebel offensives in northern Syria.
Members of the group have told Reuters the unit wants to establish an Islamic caliphate in Syria, not a pluralistic democracy, when Assad is overthrown. But they have not shown hostility to Western journalists covering the conflict.
Engel has reported on the popular uprisings that swept the Arab world since 2011.
At least 40,000 people have been killed in Syria's uprising, which started in March 2011 with street protests that were met with gunfire by Assad's security forces, and which spiralled into the most enduring and destructive of the Arab revolts.
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text:
Pleasant Two Bedroom Apartment
Størrelse55 m²
- Familie / Barne vennlig
- Kjøkken
- Internett/WiFi
Oversikt over eiendommen
|Elbestrass, 70 376 Stuttgart, Tyskland
|Privat rom
|Eiendoms ID
There is one bedroom with two single beds, as well as a convertible couch which sleeps 2 more in the living room.
The bathroom has a shower, with a separate toilet.
A television and radio is also available for your entertainment.
Just outside the front door (approx 5 minutes) is the U-Bahn station Stuttgart-Münster, from where you can reach Stuttgart main station in about 15 minutes.
Stuttgart's city center many attractions such as the multi-award winning State Opera, two automotive world-class museums, exclusive art exhibitions, fascinating history, famous architecture, and much more. In addition, the Stuttgart Region thrilled with culinary delights, world-class wines and memorable events.
HusreglerPlease contact me before making any booking request.
|Pris for >2 gjester
|196 NOK pr. gjest/natt ekstra
|Innsjekking etter
|Etter avtale
|Check-in før
|Etter avtale
|Utsjekking før
|Etter avtale
Vurdering av denne eiendommen
Vurderinger for denne vertens andre eiendommer
The host cancelled the booking, this review is automated.
Thanks Brigite it was great to stay in your apartment. Clean, beautifull, close to the city center!
It was a wonderful experience in Stuttgart with my parents in Brigitte's house. We enjoyed there for 12 nights! We cooked, chilling, and relaxing in her apartment. All the facilities are very good and clean! The beds were nice for sleeping well. Thank you so much.
I spent a few days in Brigittes nice apartment in Ruid, Ostfildern together with my son. We did not spent much time in the apartment, but it is a nice apartment with plenty of space for two (and probably also for more persons. It was clean with a nice kitchen and a very nice bathroom with an enormous bathtub and the toilet in a separate room. We were taken care of from the minute we arrived by Brigittes friendly neighbor who showed all the rooms and facilities. Ruid is a very nice little town with a combination of peace and all the necessary shops and the U-bahn a short walk from the apartment. I can highly recommend the apartment.
A very nice apartment in a very good location. Exellent for short-term accomodation in Stuttgart. The owner is very friendly and outgoing lady. Thank you!
This is a very nice, clean apartment, we easily slept 7 people and the kitchen was well equipped. It is in a good location for transport links to the city. The owners were flexible with arrival times which was really helpful as we were arriving in 2 groups. I would recommend this apartment and would stay again. Thanks Brigitte!
Schöne Ferienwohnung, mit dem Bus sehr schnell im Zentrum, wir haben uns sehr wohlgefühlt.
Leider entsprach die Wohnung überhaupt nicht den Textinformationen der Ausschreibung (die Fotos stimmen allerdings):
kein seperates WC, Lagebeschreibung ist falsch (U-Bahn 1?), offenen Kamin?
kein Balkon,
Die Wohnung ist in einem unordentlichen Zustand. In vielen Schubladen und Schränken liegen unsortiert Dinge herum, fremde Jacken an der Garderobe, insgesamt abgewohnte Wohnung, enges winziges Bad, für 6 - 8 Personen eine Zumutung (wir waren zu 4 Personen), keine Leselampen im Schlafboden oben.
Für 6 Personen z.B nur 4 Stühle - 4 Messer, 4 grosse Teller?
Tutto ok
- Kvalitetssikret innkvartering
- Hver vert er verifisert via telefon
- Sikker betaling med SSL-kryptering

subset: commoncrawl


text:
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text:
I'll be starting my first topbar hive this year. I was considering making some frames for it as they can serve several useful purposes, such as introducing cut-out comb, repairing fallen comb or just getting the bees started right before introducing regular top bars. I played around with it a bit and came up with a jig to fabricate uniform size frames. Once the jig was finalized I was able to turn these frames out very quickly. I did a "destruct" test on a frame and they are really strong (used 1" narrow crown staples with TiteBond III)
You can see some photos here:
These frames incorporate a triangular comb guide. In effect, I can't see how they would be any different from a standard lang foundationless frame except for the shape. I'd appreciate any thoughts on this design.
Cy Brewster


text:
Web Exclusive
Lessons of McGuire, Raymond and Majerus shaped new Bucks coach Boylan
By Chris Jenkins
Photo courtesy Milwaukee Bucks/NBAE
Even during his playing days at Marquette, Jim Boylan thought he might want to be a coach some day. And could you imagine a better trio of mentors than Al McGuire, Hank Raymonds and Rick Majerus?
Boylan, the point guard for Marquette's 1977 national championship team, recently took over as head coach of the Milwaukee Bucks after the team and Scott Skiles agreed to part ways. It's Boylan's second shot at an NBA head coaching job, after an interim head coaching stint with the Chicago Bulls during the 200708 season.
As he sets out to prove himself once again, he acknowledges the influence that his coaches at Marquette he played for McGuire, who had Raymonds and Majerus as assistants, in 197677; Raymonds took over as head coach for the 197778 season had on him as a player.
"When I was at Marquette, watching Al and Hank and Rick was really a great classroom," Boylan says. "Because if you look at those three guys, they're very, very different. And they brought different personalities to their coaching and a little bit different styles."
When Boylan remembers McGuire, he thinks of competitiveness and toughness. With Raymonds, it's his understanding of the organization and attention to detail it takes to prepare for a game that stood out. And when it comes to Majerus, passion is the trait Boylan remembers along with Majerus' willingness to do the grunt work.
"So that combination of those three people really had a great influence on shaping my philosophy of coaching," Boylan says. "When I think back to that time, I really feel just so fortunate to have been around those three people. And then you throw in the fact that on top of that we won a national championship with that group, and it just makes everything that much more special."
McGuire passed away in 2001 and Raymonds in 2010. Then Majerus died in December 2012 at the age of 64. Boylan who attended the memorial service at Church of the Gesu on campus still can't believe he's gone.
"It was hard," Boylan says. "Rick was a guy that was always there at the right time. It was interesting because several people said that when they were eulogizing him. That he was always there at the right time, and it was amazing how he could do that. He would always call me at the right time. He was an amazing person, generous beyond belief, fun to be around. A knowledgeable, smart guy, could talk about any subject, was a well-versed person. It was sad. And he was so young. And you hate to see that happen. But I carry him in my heart and have fond memories."
Boylan will coach the Bucks through the end of this season, and a shot at the playoffs remains a realistic possibility. Boylan plans to enjoy the ride something he didn't really do the first time he took over for Skiles, in Chicago.
"I was too stressed out about trying to resolve every little thing," Boylan says. "And I couldn't. And so that frustrated me. Instead of seeing the big picture, I focused in too much on the tiny details and it kind of restricted me. So when I took this job, I said I'm not going to let that happen. I'm going to enjoy it and see the big picture, and I'm going to coach my butt off and see what happens."


text:
The Pulaski Technical College Collision Repair Technology program will host its second annual Automotive Tradeshow Saturday, Oct. 23, from 9 a.m. to 4 p.m. on the Pulaski Tech campus, 3000 West Scenic Drive, North Little Rock. The event is free and open to the general public.
Ken Leslie, instructor of collision repair technology, said the event is one of a kind in central Arkansas and promises to be a fun-filled day of entertaining and educational activities for those interested in automobiles, motorcycles and related technology.
Activities will include a car and bike show sponsored by O'Reilly Auto Parts, with trophies awarded in 10 classifications. Dash plaques also will be awarded to the first 100 participants. Entry fee is $15 in advance or $20 the day of the show.
There will be a model car show and a coloring book contest for kids sponsored by PPG Industries. Other events include an auto swap market, car corral, demonstrations by AirbrushGuy.com and Duke Pinstriping, a guest appearance by Elvis impersonator Butch Dicus and free hot dogs and soft drinks from 11 a.m. to 2 p.m. Area firefighters also will participate in an extrication seminar and demonstration.
Participants also will have an opportunity to meet area automotive vendors and view the latest products. Door prizes will be awarded throughout the day.
Proceeds from the event will benefit the Pulaski Tech Collision Repair Technology SkillsUSA fund. For more information, contact Ken Leslie at (501) 812-2259.
Pulaski Technical College


text:
Bristol charity helps keep the heat on
BRISTOL, Tenn. - The calendar says Spring is almost a week old, but you wouldn't know it from standing outside.
The StormTrack 5 weather team says temperatures are well below average for this time of year. That means homes are keeping the heat on longer, fighting off near-freezing temperatures.
It also means that more people need help keeping the heat going -- that's where groups like Bristol Faith in Action come in to play. "The number of people requesting gas and electric heating assistance is up by fire percent," says Faith In Action's executive director Tyler Franklin.
Bristol Faith in Action has already helped 174 people in 2013; 93 households were helped in March alone. They've spent $11,788 this month and $21,298 in 2013 so far.
"We have x amount of money and we budget a certain amount per month," says Franklin. "We know that the winter months are always going to be heavier, so we do budget more money for the winter months, but not at the level we're currently seeing."
Franklin tells News 5 they are seeing people without traditional means of staying warm. "What we're funding is that people have been disconnected from electric service, and so they are supplementing what they have by using kerosene heaters," he said.
Faith in Action says they provide up to ten gallons of kerosene at a time, but Franklin adds ten gallons doesn't go very far when trying to heat a house.
Franklin says they will help anyone in need, and not just with keeping the heat going. "If some tragedy has happened in their life and they need help with a rent payment, a mortgage payment, a utility bill, with food, then that's what we're here to do," he told us.
To get help, all that's needed is a visit to the Bristol Faith in Action office. They are located at 703 Chester Street in Bristol, Virginia.
Faith in Action asks that anyone seeking help brings a photo ID, Social Security card, and their most recent utility bill.
They are open every week, Tuesday through Friday from 10 a.m. until 2 p.m.
In order to receive financial assistance, clients must make an appointment three to five days in advance of their due date.


text:
Social Development Minister Paula Bennett says Glenfield's Beneficiaries Advocacy and Information Service is still getting a bigger Government subsidy than it got under Labour, despite the loss of a $50,000 grant.
The organisation said yesterday it could be forced to close within three weeks after the loss of some funding from the Government.
Mrs Bennett said the $50,000, which the service claimed it no longer receives from her ministry, was a grant from the Community Response Fund, set up in 2009 to help NGOs during the global financial crisis. That fund expired last year.
Mrs Bennett said the organisation had received $29,200 annually since 2009 through the citizens support fund, meant for groups advocating for beneficiaries, and more than $135,880 in one-off grants through the response fund.
"The service recently met with the ministry and has been advised about further funding options available to them," she said.
But service manager Karen Pattie said she was told there was no money available, and had received an email from the ministry's Family and Community Services regional funding adviser stating: "We also do not fund advocacy services".
Ms Pattie said the service, which employs one fulltime staff member and another part-time, cannot operate on just $29,200.
"That was the reason why we were granted the $50,000 through the response fund," she said.
"Without it, we will just not be able to carry on."


text:
Have fun with your new sewing area!!!
Welcome to the Quilting Board!
Have fun with your new sewing area!!!
Very nice! All in reach! Your pictures too!
Sometimes you just have to sit in a chair and jog in order to get anywhere.
hey..whatever works!!! Looks great
Great space and just the right size ironing board.
Very cozy & I love your little rocking chair pincushion. I would love to have one, too. I'm sure you will be sewing up a storm in your little piece of heaven on earth. God speed as you stitch.
Vonda-Texas MiMi of 4 Beautiful Grandbabies
It's nice, and you get to hang out with your hubby while you sew!
Nice set up..I especially like your vintage machine.
Very nice...sounds like all you need is a little space heater for some extra warmth. We have one in our family room and it takes that edge off of 60 degrees.
I am going to have to take a hint from your cozy little corner . I have to move again this time going down to one 12 x 13 room for me personally bedroom and sewing room . Should be very interesting. I now have a 11x15 room just for my sewing.
Even a tiny cozy little space is better than nothing. Yours looks so nice and neat. Happy sewing!
She who dies with the most fabric, didn't sew fast enough!


text:
Town Square
PAUSD: Passion for Learning/Thinking outside the box
Original post made by Parent of incoming kinder, Nixon School, on Feb 20, 2007
I think the focus on the PAUSD school being good because of test scores is misleading, because these are also a special group of families that are able to live here. I feel that the most important aspect of education is fostering a true love of learning, excitment for exploration and encouraging novel problem solving and thinking outside the box.
Also in talking to the principle of our neighborhood school, she seemed to brush the open ended questions off, and say I would be happier at private school. But not all of us can afford private school, nor really want to if we can avoid it.
So how does your neighborhood school do on these matters? Am I just hearing from a small subset of unhappy parents?
I am focused on neighborhood schools, as the lotteries are moot for the choice programs - we didn't get any of those(the SI reportedly had 3 spots for English speaking non-sibs and 90+ applicants!).
Comments (39)
a resident of Old Palo Alto
on Feb 21, 2007 at 4:41 am
You can think as much outside the box as you want, however if you and not getting enough math and science your box may not mean anything more than a stupid lunch box.
a resident of Nixon School
on Feb 21, 2007 at 8:12 am
I would rather not make this a post about educational philosphy, but my philosophy is that kids WANT to learn, and they will learn all the math and science and reading necessary, if guided, while exploring passions and learning to problem solve. Hands on learning, interdisciplinary learning, etc are all great tools. I am NOT a so-called "unschooler" - I believe in education, I have just seen too many kids coming into Stanford that can pass the SAT, but don't know what they love, don't know how to figure that out without someone telling them, and see learning as drudgery. They have a hard time adjusting because so much of college requires a passion for learning and the most successful thinkers stimulate novel thought in others (e.g. thinking outside the box).
Again, I am most interested in whether the PAUSD really is about the test scores, preparing kids for SATs, etc. or whether the impression that I have of "getting the work done in the manner the teacher says wihtout creativity" is blatantly wrong. Getting info second hand is difficult, so I am hoping to expand my catchment of comments.
a resident of Palo Verde
on Feb 21, 2007 at 8:58 am
My kids are in Palo Verde - we moved to Palo Alto to give the kids an opportunity to get an all round education and not an education just focused on academics. We have not regretted this decision at all.
Most of my friends, who live in the South Bay are sending their kids to a private school. If I compare the academics between the schools, the kids from the private schools know way way way more ! At second grade they already know what a "square root" means. Their spellings are way advanced ..in comparison, the PAUSD's math at the second grade level is at a much slower pace. But - the math is there, the reading is there, the science is there - its done at a slower pace, while encouraging the children to "understand" and not just "remember".
My kids have enough time to read books that are outside the cirriculum which helps them explore the library and the literature that is out there. This is what I found was another thing that was missing with my friend's kids - they had too much reading material coming home from school. Yes, they learnt how to read - but they are not learning to make the decision of "if they like a certain book, if they want to continue with that category of books".
In the end, to me, it all depends on how adaptive the child is. If the child has a tendency to explore - then PAUSD does definitely provide the opportunities to learn way beyond the cirriculum. But there are children who fare well in a much controlled environment - and for these children the "in-the-box" will work much better.
a resident of College Terrace
on Feb 21, 2007 at 9:45 am
Parent -- I share your concerns one hundred percent (I started a thread here a while back about creativity and PA schools and got some depressing responses). I have heard the same complaint from Stanford professors, too. Stanford students are supposed to be the cream of the crop and yet many have little passion for learning and little creativity in their thinking -- we're not doing any of our children a favor if this is what the best are like.
If you want to put it in economic terms, turning out kids like that is bad for the country. I prefer to put it in humane terms -- turning out kids like that is bad for the kids. I think we owe it to our children to offer them a path to a life-long love of learning -- not the cynical passing of tests for the sake of passing.
Is it bad in the PAUSD? My impression is that some PAUSD elementary schools are less grade-obsessed than others, but the reality is that the district is working within a State environment that has chosen to measure educational achievement in very narrow terms and within a town where many parents also measure education very narrowly.
Kindergarten in the district (like elsewhere) is now very academic. Many children have a hard time adjusting to it and pressure is being applied down even further in to preschool to get children 'prepared' for kindergarten when kindergarten used to be about getting children prepared for grade school. From everything I've heard, by middle school here the academic-only pressure is really on and burnout is a real problem.
So what to do about it? I know the school district is aware of the danger of student burnout and of the stress that a scores-obsessed school culture can impose on students. Officially the district pledges to educate 'the whole child' and not just turn out high-scoring but unmotivated drones.
Private schools are (for the most part) not a realistic alternative because tend to answer to parents who are even more grade obsessed than parents with children in public school.
The only answer to this problem, I suggest, is for parents like yourself (and me!) to get actively involved in the school district, to lobby for change in thinking, especially among other parents.
That certainly shouldn't involve lowering expectations for students. I think children who are motivated will do very well academically. But it might involve being willing to have lower test scores because we are spending less time on teaching to the test and more time working with children to engage them with their material and foster their curiosity – to take trips and do experiments and follow their interests in ways that there simply isn't time for now because we want everyone to test exceptionally well.
We need everyone to be taught the basics. We need to aim for every child to score at or above grade level.
But we also need to give our children the message that we respect them for taking risks, for making mistakes, for trying new things that may not be their forte but which allow them to know themselves better and find out what they do love.
Read Po Bronson's recent New York Magazine cover feature [Web Link] to see what an obsession with measurable intelligence does to children's willingness to try anything new.
Would parents -- and local owners of real estate -- be willing to put up with such a change in focus? I think a lot would be unhappy about lower test scores initially. But maybe if the school community communicates its broader definition of success and explains how precisely its graduates are making a better contribution to society that insecurity can be overcome.
I think a lot of the educators in the district and some Board members are sympathetic to this argument. What really needs to happen is for more parents to get on board -- that involves education that can come from the school district and from other parents.
A lot of people talk about PAUSD being a beacon or lighthouse school district – one the nation watches. A new emphasis on educating children for a life of learning (what they will urgently need, after all, to do well in the global economy) at the expense of state-rankings would get plenty of (positive) national attention, I'd argue.
a resident of Palo Verde School
on Feb 21, 2007 at 9:54 am
While I do agree with Elementary School Parent above, I would point out that although I do not have many friends in private schools with which to compare, I do have friends with children in Ohlone which may be what the type of system the original poster has in mind. This system tends to have a different approach from the neighborhood schools here and I have not heard of a private school with a similar approach. It may be worth getting into this lottery because there is the possibility that this school may take in more kinders this year due to the overall size of the school being increased.
I would also like to point out that although we do expect our schools to teach our children academically, we do have great opportunities outside school to give them a love of learning and how to be balanced individuals. There is a movement to enroll even high achievers in extra classes to keep them ahead of their class and there are plenty of opportunities for this in Palo Alto. There is also a great wealth of classes (see the Enjoy catalog) and after school activities, boy/girl scouts, sports,etc. etc. and in many ways these outside school activities become the catalyst of who your children turn out to be.
a resident of College Terrace
on Feb 21, 2007 at 10:12 am
PV parent says: "There is a movement to enroll even high achievers in extra classes to keep them ahead of their class and there are plenty of opportunities for this in Palo Alto."
I think that's symptomatic of the problem we're talking about here. Non-academic after school activities are surely what such children need -- not more of the same when they are already doing well academically. What is the point of that? And more importantly, what are the costs -- to them and to us in terms of narrowing their development?
I agree that outside interests help a child discover what they want to be. And there are wonderful resources for that here that can take some of the pressure off schools. Of course unstructured play might be the best way of all to allow a child to make that discovery. We need to give the next generation of Jobs and Wozes time to tinker, the next wave of Jerry Garcias or Donnas time to write songs, the next wave of innovative writers, botanists, politicians, world-changers time and space to know who they are and find out what motivates them -- rather than making those decisions for them.
a resident of Another Palo Alto neighborhood
on Feb 21, 2007 at 11:52 am
I've been in the PAUSD system with two kids for over 7 years (1 kid K-5, now in JLS, and second K-2 so far), and the experience I see is NOTHING like what you described. The teachers are all, without exception, looking for ways to nurture the whole child, including creativity and attempting to provide challenge at the right level. The teachers will LECTURE the parents on keeping stress down, and expectations simple. The teachers are resistent to putting too much emphasis on test scores. They RESIST giving you specific scores on report cards. They will tell you how LITTLE the test scores actuall mean before they hand them over to you. They actually fight parents who push too hard, too fast on academics. My daughter's Kinder teacher actually got in an argument with a Dad at back to school night because he was pushing on the need for early computer exposure, she was completely against it.
The parents you are supposedly talking to are way off base. Or they (or you) are intentionally instigating a bad rep for PAUSD for some reason.
Reading between the lines of your post - it sounds like the kinds of complaints coming from the neediest, most demanding, types - the ones who think the school system owes them a customized program. If this is you, then that's probably why your principal suggested you look in to private school - you're probably driving the principal crazy over analyzing the neighborhood school. And you're going to drive everyone including yourself, your kid, your teacher, your classmate parents, your principal, crazy by having unrealistic expectations.
Here's how it works in Palo Alto. Bring your kid (show up), and let the teachers do their thing. They're good teachers and they care about the kids. Volunteer your time at the PTA and in the classroom. If your kid needs more, you'll be the first to know - the teachers will tell you. If they need less or have challenges, you'll be the first to know - the teachers will tell you. Then YOU pick up the slack - the world doesn't owe you a living. The teachers don't do everything for every person. They do their best.
And to Simon, Kindergarten is NOT "very academic". Ridiculous. First Grade isn't even very academic. In fact my son was bored stiff in Kindergarten because it was all about art and the most basic of basics. He finally started to do his 'work' in First grade because it finally was something other than art!
And middle school is not all about burn out. My sixth grader is playing after school sports, taking piano, and choir, she does less than an hour ~total~ of homework per night (because she futzes around with it), and then she still sits around bored at home half the time.. And she goes to bed at 8:30! (voluntarily!)
Where are you people getting this stuff? Are you making this up because you're complainers? It sounds like it.
The real problem in Palo Alto these days is that everyone thinks they need to complain about something, nothing is good enough, because its not perfectly customized to their special whims and fancies. There are a whole heck of a lot of people instigating problems in the PAUSD school system in recent months, so they can get something 'special' and as far as I can tell, those are the parents that are just a bunch of spoiled brats.
a resident of Palo Verde School
on Feb 21, 2007 at 12:11 pm
I would like to clarify my post above in case it has been misconstrued. I tried to give an open minded opinion and stay out of personal preferences.
There are many classes and activities which are academic and non academic for those who are interested in doing this in Palo Alto. Many people do feel the need for them and that is why places like "Score" in midtown are doing so well. There are also many other activities in the Enjoy catalog, girls/boys scouts, Little League, AYSO, etc. for those who want to get involved in these type of activities. Many people do have their kids over scheduled, but many just like to do a lot less. Some like to do nothing other than have playdates or trips to the park after school. Any of these activities will help to mold a child. My own preference is to let the child have activities they enjoy but also to have time at home to do their own thing. Unfortunately, nowadays, doing their own thing often involves playing video games or watching tv, rather than writing songs or playing around with electronics kits. It is hard being a parent and we give each other advice but we are learning too.
School is where a child learns academics, and yes if they are failing at school, the teachers will let you know. You as a parent are the one to teach the remainder, whether it be from some type of after school activity that you actively pursue, or from free time. The important thing is to get to know your child and help them to find out what interests them and then give them the opportunity to do this. You may end up learning something you knew nothing about, but remember that it is a bonding opportunity and the more time you spend now with your child in their realm rather than pushing them into yours, the more you will have precious memories later and a happier relationship with your adult offspring.
a resident of Community Center
on Feb 21, 2007 at 12:26 pm
With two who were educated entirely in PAUSD, one of whom now is in college, the other a junior at PALY, I feel pretty comfortable saying that they both came out just fine educationally and personally, and their school education, along with their mother, deserve the lion's share of the credit.
I think the most important thing that either kid said to me over the years was "I want to play with a friend." And we would arrange for them to do so.
a resident of College Terrace
on Feb 21, 2007 at 12:31 pm
Parent -- I'm glad to hear of your experience. It sounds like the teaching staff at your schools are responding to parents in just the way I would hope. That they need to do that, though, perhaps suggests that grade-obsessed parents are more prevalent -- and may therefore have more impact on the values and directions of the district -- than you suggest.
Please don't be too hard on the original poster. He/she was repeating what s/he'd heard about the schools and asking for reactions. What's wrong with that?
So you don't think burnout is an issue in PAUSD -- that's very good news. But to ask whether it is so is surely not to be a pot-stirring 'complainer' but to be a responsible parent. How else are parents with children entering the district supposed to be making their vaunted 'choices'?
Do you think, maybe, your hostility is perhaps misdirected – do you really think parents should not ask questions of the schools they attend? Should we really just send our children to school and take whatever we get? Is that really what you are saying?
I'm with you on not wanting a balkanized school system where everyone carves out their little niche program. And I agree that teachers shouldn't be micromanaged. Maybe parents advocating that are what you are against. Then fine.
But this is PUBLIC education--born out of a conversation between the participants. Information (what the original poster was asking for) is what makes such a conversation productive of the best possible educational environment for our children.
Where are we getting this high-pressure-academics stuff? From talking with parents. From seeing the school district offering discussions on stress-reduction. From the national conversation on teaching to the test. From the way that real estate agents sell Palo Alto schools. From the flowering of academic prep factories in our neighborhoods. It's out there.
As for kindergarten -- a lot of educators tell me it is more academic than it used to be. I'm glad it isn't more so. If your child was bored, that's too bad. Palo Alto is supposed to be a differentiated instruction district, so I'd hope that teachers could provide stimulating material for each child that matches their ability. Did you ask for more challenging tasks or were you happy to let your play out the year?
a resident of Another Palo Alto neighborhood
on Feb 21, 2007 at 1:03 pm
You're right - my hostility was directed not at this poster but at another group out there currently that has emerged that thinks a public school system needs to be everything to every person.
A public school system, should be expected to do its best for as many as possible, and yes that means being somewhat generic in a lot of areas, focusing on the highest priorities, and 'differentiating' only within some limited bounds, as resources permit, because it IS a public school system, with limited resources.
When parents want to get a customized specialized education, they need to go elsewhere - either at home, or to a private school. I am very angry with the group of parents right now who think they need to build a language academy within PAUSD or else... or else what? Their kids are all going to be a bunch of failures? That's a lie and they know it. PAUSD school system is very good, and their kids will get a very good education if they bring them.
But that's not good ~enough~ for them, because they want different-special-out of this world-customized. And they're willing to damage the entire district to get it - for themselves, to serve their own self centered needs, and no one elses. Its selfish and spoiled.
You are right. I shouldn't have misdirected my anger at the original poster so I apoligize to Parent of Incoming Kider. But he/she should be aware that they're getting bad information from a few individuals for some reason. The school system she described in her original post is not the way this one operates.
And, to answer your last question, when I saw my son was bored in Kindergarten I didn't go sit on PAUSD or his teacher to make it all perfectly right and wonderful for him and him alone. I encouraged her to give him more challenge when she could. And she sometimes did. But I made sure he had more advanced books, and activities, math and spelling games, and some afterschool activities, etc at home. And yes, I went to a few extra parent teacher conferences, and consoled that teacher who was worried and mistaking his lack of interest in his work, for lack of motivation for learning in general - when in reality, he was just not interested in coloring and cutting and pasting.
But what I didn't do was get all twitterpated about how awful PAUSD is, and figure that the whole community owed me a refund because my kid wasn't being perfectly served hand and foot by the system.
There is something to be said for being part of a COMMUNITY and not an island unto yourself, and not being all about 'getting yours', but instead understanding that being part of community also means using the community resources for the betterment of the whole (rather than the perfected betterment of you personally). So in my case 19 kids were doing great, and the 20th kid was doing OK, and I had to adjust to that. It was right for 95% of the population, and that's a public education... So be it.
Yes, go ahead and ask the questions - and if its not working for most then be a catalyst for change. But when its working well for most, and just not working for YOU then take a closer look at what needs fixing..
a resident of Ventura
on Feb 21, 2007 at 1:33 pm
I like the tone of this thread - are things getting more civil around here?
If I could offer my $0.02 as a teacher, I think tensions arise sometimes because despite the values most often espoused publicly, there are other values that come into play when things get tense, and students get unintended messages. On the first item, what I mean is that we talk about the intrinsic rewards of learning, the whole child, creativity, etc., and then teachers (me included) have a tendency to slip into use of "college" as the measuring stick of choice. We certainly should prepare students for college, but not because college is in and of itself the goal, but rather a path to some other options. I've also heard parents start talking about college readiness in middle school, and thinking about course selections in terms of college applications in ninth grade. I've heard parents overlook or deny symptoms of trouble and insist to me that certain grades and certain colleges should be first and foremost in everyone's mind.
Then, unintended messages. I imagine telling my children in ten years (when they hit high school) that they should learn for learning's sake, find their own path, etc., but then they'll look around at me, their mom, their grandparents, aunts and uncles - 4 Ph.D.s, 4 M.D.s, 3 M.A.s, from Stanford, Brown, MIT, Northwestern, NYU, Cal, UCLA, Davis. Probably like a lot of other families around here. So I can say what I want, but what pressure will they feel regardless of what I say? I've had students who have no idea what Ivy League schools are really like but they know they want to go there. They don't like reading, pressure, or purely intellectual pursuits, but they want to go to Harvard or Yale with a 3.3 GPA. So there's a degree of pressure and conformity in the air around here that's hard to counteract. Doesn't mean we should give up, but it's a challenge to be sure.
a resident of Another Palo Alto neighborhood
on Feb 21, 2007 at 2:16 pm
Parent, your anger is misdirected at parents who do not believe PAUSD is preparing their kids for the 21st century. Your beliefs and values are not their beliefs and values, and vice versa. That's why there are alternative programs in this district and why there are policies that support both neighborhood and alternative schools. If you don't like the policy that provides for different educational values, then tell that to the school board instead of blaming other parents who are playing by the rules set by the school board.
a resident of Nixon School
on Feb 21, 2007 at 2:23 pm
I really appreciate all the comments. It is useful to me to hear the conversation - and perhaps I am dense but I never sensed any hostility in any of the posts. I appreciate people's honest, non-sugar coated opinions.
I have seen a few private schools that espouse the kind of philosophy I entertain - these are generally described as "progressive education schools" like Peninsula School. The kids there are much more academic then I would have thought - the kinders are reading and writing at much the same level at the public school kids, but the education is individualized too. But despite trying to get into these places repeatedly, the bottom line is we don't have the money to pay. I certainly don't hold the schools in ill-will for picking a choosing which financial aid students they can accept and increasing diversity.
Regardless, I appreciate the point that the public school cannot be everything for everyone. While I feel strongly about how I would like my child to have, I realize that there are others who feel differently. My best friend wishes it is more academic and feels she has seen the research to back her point of view up - and we are still friends : ). It does seem like a lot of it has to do with teachers too. I wonder if neighborhood school could do more to help "match" parents and teachers, within reason of course??? Just a thought. Of course, I do realize that if they do some of that, some parents will scream because it didn't work out perfectly for them.
The unintended messages are paramount. I deep down was proud that my child learned to read before Kindergarten, even though I also knew that it didn't matter in the long run and feel that kids shouldn't be forced into academics too early. I often wonder whether that spurred by son's interest in reading, if he could just sense that. And, I do want my child to have the doors open to do whatever he wants. I come from a rural state, where academics wasn't valued - football was. I had to fight to get out amid the "people from here just don't go to top colleges or college at all" attitude. But now the doors have been opened and I see the value in that education. But then again, I wasn't burned out by the time I got to college and grad school, because it was all my instrinsic love of learning that got me there.
I do in a strange sense find comfort in the responses here. It is good to be reminded of my power as a parent regardless of what the school is saying, and to influence the conversation with the schools. I have met more people that seem to espouse the values of education that I do than not (or maybe they are just being nice!), but I would hope that starting the conversation could translate into change if that is indeed true.
a resident of Palo Alto High School
on Feb 21, 2007 at 9:44 pm
Dear Parent of incoming kinder,
Let's look down the line - at the high school level.
Thank you for asking such thoughtful questions.
My thoughts do not have to do with creativity, different styles of learning, etc., but rather certain parenting practices around here. They will affect you and your child.
Some of us have children who are now at the high school level in PAUSD but who were not educated at a young age in PAUSD. So, I have to focus on what I see day to day at the high school level. I will tell you that there is often a high stress level in the high schools, it is very competitive with constant chatter of SAT scores and grades (and constant attempts at oneupmanship (sic)), and it is tiresome. To me it is in poor taste. (I'm not sure how you would be able to avoid this in a high-achieving district, though.)
I also know that a lot of the "credit" for children skipping a grade level in math, etc. is due to parent-paid structured tutoring, coaching, and heavy-duty summer courses. While there are some actual child geniuses out there (more power to them - the real ones sometimes don't brag!), there are also many quite ordinary students who are enrolled in bigtime efforts to boost their scores over their mid-high achieving peers. Some parents are quite committed to this course of action in this time of heavy competition. So even if you are in the public school system here, be fully aware you may feel compelled to pay big bucks so your child can have the chance to compete on a (semi) level playing field.
By the way, I do not have criticism of PAUSD teachers or the curriculum - they are not the issue.
I DO feel teachers should be required to obtain correct background information on their students each year, by directly asking parents if their child has already done the curriculum (Trig or whatever). I know this information is usually hidden from teachers.
Years ago there was a firestorm at one of the high schools like Saratoga High when it was discovered *some* students in an AP Math course had done the identical course the preceding summer at West Valley College but of course neglected to mention that fact as their classmates sweated out the course material at the high school and worked for their grades (which would affect their college admission prospects)! There was a dilemma as the principal tried to figure out what to do with this situation - I recall he ended up leaving the school.
For some this parent practice means an easy A. Some of us have kids who actually come to a class like this to learn the material then and there, but my students tell me they are the minority in this. It is quite common to be heavily "prepped" in advance and this practice is demoralizing to other students and gives some credibility to the idea that some are only there for the grades, not for the interest (or the adventure) of learning and standing on one's own two feet and being responsible for one's own performance.
a resident of Crescent Park
on Feb 22, 2007 at 12:12 am
It would be interesting to check on how the overacheiving students (prodded by overacheiving parents) fare once they get into the college of their choice. I bet a large percentage either burn out, or settle into a less self-challenging routine more suited to normal humans.
a resident of Ventura
on Feb 22, 2007 at 1:05 am
In a recent article about a talk given by Denise Pope Clark, there was mention of long-term study that looked at what happened to students who were admitted to Ivy League schools but then chose other options. Apparently, they did just as well professionally but were more satisfied and fulfilled. (Sorry for the lack of any citation on that - maybe someone else out there knows more?)
I'm sure many of us know of or experienced some disheartening or even tragic story of a super-bright high achiever who crashed and burned after high school, and likewise, stories of "late bloomers" who had no interest or motivation in high school but latched on to something later, developed their strengths, and thrived. So, as a parent I'm learning more all the time what it means to have hopes and aspirations for your own child, but as a teacher and as someone who's simply been around a while (the decades are adding up), I have plenty of reason to know quite well that you can't predict the future, can't control it or guarantee it, and you have to be willing to do like Steve Martin in the movie Parenthood, and just ride the darned roller coaster.
a resident of Adobe-Meadow
on Feb 22, 2007 at 8:29 am
Lets be honest parents - most of us, who value and respect education and those who have seen what good education means to life in general, want our children to excel, want our children to get the best possible education. How many of us have told our kids - oh, its ok, you don't want to focus on math in the elementary school, thats fine - its not going to make a major difference anyways -- or -- ok, you don't want to read even though you are in the second grade -- thats ok !
When our children face such challenges, don't we, as parents, go the extra mile and work with the child to get him/her to an acceptable level ( acceptable level to us as parents and not what the district expects ). Don't we get involved with the homework, don't we get involved with the science projects? Why do we do all this - we do this because we know the value of the education and we all know what it means to get a good foundation.
True - some kids are early high achievers and some kids are late bloomers. Fast forward to the college admissions -- how will you feel when your child gets accepted in a good college? Won't you at that time, be thankful about the number of hours that you had spent with your child in school, trying to get the basic concepts correct, trying to get the basic math correct.
I think, as parents, we are runnng away from the truth when we declare that "I don't want to push my child, its ok with me if my child does not do well in the school system". Whether we admit to oursleves or not, we all push our children to some level. Some try to hide behind "we have to do this, because its peer pressure" - but we all feel happy when the child comes home with a "star" sticker !
I am not for private tutions, I am not for 100% academics, but I take homework seriously, I take science projects seriously, I take the softball games seriously and I take the playdate committments seriously ... these are somethings that are important to me and I feel that they lay a good foundation for the future education, social interaction and basic respect for the mankind. Like most parents, I hope that my children will get into a good college, they will turn out to be good and decent human beings. I know I will be the first one to arrive at the college graduation ceremony and I know I will attempt to be the loudest one to cheer when my child gets the college degree. Do I know all this is going to be a reality, do I know right now if my child will actually complete 4 years of college - no I don't and in the end I know I will love my children no matter what. But, if this becomes a reality, I will not regret the emphasis on the importance of education, the hours that I spend/will spend with them through the coming years ... I feel its my duty as a parent to guide them, it will help the future generations to come to lead a comfortable life.
a resident of Palo Alto High School
on Feb 22, 2007 at 11:23 am
I think it is also true to say that for good Paly students, not necessarily excellent students, but hard working, well rounded, students with good grades, it is hard to get into college because these high achievers are applying to all the UCs, good colleges, etc. and end up with 10 - 15 acceptances to choose between. They of course can only accept 1, but all these other places are not offered to our good students, who get no acceptances at the UCs, or whatever. These good students then have to go somewhere else for their first two years of college and reapply after two years to get into the college of their choice. They usually make it because they are used to working well and do much better than their college peers from less well performing school districts. Consequently, it would be better for good students to move from Palo Alto for their senior year so they can compete against the better students in other districts which do not perform so well.
This is not speculation, I know that many students from past years have failed to get into good colleges from PAUSD and successfully transferred to the best after two years in a state university, where they excelled to the extent that they were bored in college!!
a resident of Ventura
on Feb 22, 2007 at 11:06 pm
I understand and respect the concerns expressed by the parents above, but I wish they were the exception rather than the rule. First of all, I hope I never get to the point where I am listing all the homework and projects I get involved with. If it matters to you more than the student, that's a warning light - back off. If you're consistently suggesting, correcting, and fixing, back off. Don't become a helicopter parent hovering over everything. Teach your children a more valuable lesson, more valuable than any grade, any project, any particular college. It's called self-reliance. If they need the extra help, teach them how to find it rather than just giving it out all the time. Is the A on that science project so gratifying to a child who knows that it was Mom's idea to use the tri-fold board instead of a flat poster, and it was Dad's suggestion to include this visual or that one? Back off. Your involvement sends the message that their ideas aren't good enough, their work isn't good enough, B's aren't good enough, and certain schools aren't good enough. Instead, teach them how to think and do for themselves. Maybe easy for me to say now when my kids are young, but I've seen enough of the damage done from the teacher perspective. And take it from me, there's nothing more unpleasant than busting a kid for turning in their parents' work. Talk about an awkward situation.
I've tried in my small way to practice with my 6-year old son. He has homework, but I won't make him do it. At this age, I'll remind him, and so far, he's only chosen to do it late one time. Later, when there are school consequences for lateness, I might remind him about those, but I vow I will never add consequences on my end. Nor will I ever pay him or reward him for grades. Education and knowledge are their own rewards, or they're not. That's how I was raised. No punishment or rewards for grades, no parents involved in my schoolwork. (Okay - my mom typed ONE paper for me, in 9th grade, when I had a typewriter but hadn't taken lessons yet!).
Another instance of putting good habits into practice early... When I arrived at my son's after-care and found him alone on the playground crying, I didn't ask the staff a thing about it. I asked my son, and when he explained it, I asked him if he wanted to follow up with the staff. When he said yes, I sent him alone to talk to them. When it was all over, ten minutes later, I didn't ask the staff member what happened, I just asked my son if the situation was better. Now, if this were a regular problem, I'd pursue it differently. But good, hands-off habits come in small steps over time. I don't want to sound boastful, but I'm proud that I stayed out. I'm sure it made all the children and adults involved feel better about it, and my son learned (and will have to relearn many times) that he can handle things himself by communicating. This won't work every time, but so far so good. As for the college admission thing, I don't know what the parents are saying to each other, or the kids are saying to the parents, but I haven't encountered many students on the school end who are complaining much when the whole college thing is sorted out. I do hear kids say they chose the wrong college for the wrong reason when they come back sometimes. I can't recall any adults ever still nursing the wounds of a college rejection. Once we get on with our lives, things seem to have turned out for the best. R E L A X!
a resident of Barron Park
on Feb 23, 2007 at 12:32 am
Al - I like your writings...
My eldest enjoyed Briones, JLS and Gunn. He is REALLY enjoying the UC he's in.
Please, parents, don't push too hard. I swear he was just going to kindergarten yesterday. Slow down, cherish them, challenge them, don't do their hoimework, it's not yours to do. Your job is to guide them, not BE them. You have a hard enough job just raising them.
Also, talk to your kids' teachers as if they were the professionals - with respect and throw in some admiration if warranted. Don't throw things in their faces at the end of the day or first thing in the morning - make an appointment, you will get a much more thorough, thoughtful conversation that will benefit the both of you and most of all, benefit your child.
You probably know all of this, I don't mean to lecture, but knowing and doing are aften worlds apart. Keeping the discussion on the high road serves us all well.
a resident of Palo Alto High School
on Feb 25, 2007 at 11:20 am
As the parent of three PAUSD students, one in high school and two in college, I have had both positive and negative experiences with the teachers and administrators in the district. Some teachers are wonderful and you can "behave", as some have suggested, in a open and productive manner. Unfortunately, some teachers and administrators will see this type of parental behavior as weak and will dictate to those parents, even if not in the best interest of the student. Don't be naive, there are both competent and incompetent teachers out there and our district is no exception. Be assertive or deferential as dictated by the teacher or administrator at issue. This is public school and you have to keep your head out of the sand, determine the true nature of the education that your child is receiving and act accordingly. At the end of the day, don't fool yourself or your kids into thinking that grades don't count in our society...they do. The U.C.'s won't even look at a low "B" student unless the SAT scores are over 1800. If you and your student don't care about the U.C.'s, then just ignore this fact, but if you or your student are interested in pursuing admission to a U.C., a 3.0 GPA and SAT scores in the 550 range will eliminate you from consideration....regardless of your student's accomplishments outside of school. It's a decision that each student must make for themselves. There's no right or wrong answer.
a resident of Another Palo Alto neighborhood
on Feb 25, 2007 at 10:13 pm
Sorry, Parent of Three, but you seem to be relying on something other than, um, the actual informatoin. What is your source for the statement about schools that "won't even look" at certain students?
---OK, this is from the district guide to college applications. Last years seniors in the district who were admitted to UCs:
berkeley: GPA range 4.0-2.96, 3.82 avg. GPA, SAT verbal/math avg. 715/742
davis: gpa range 4.0-2.45, 3.59 avg, sat 649/696
irvine: range 4.0-2.38, 3.51 avg, sat 643/690
ucla: range 4.0-2.38, 3.81 avg, sat 714/742
merced: range 3.94-2.35, 3.3 avg., sat 613/673
riverside: range 3.94-2.7, 3.37 avg, sat 598/666
ucsd: range 4.0-2.45, 3.37 avg, sat 684/721
ucsb: range 4.0-3.02, 3.63 avg, sat 669/698
ucsc: range 4.0-2.35, 3.49 avg, sat 641/677
and yeah, grades count in this society, but in the long run, they don't count nearly as much as a person's ethics, knowledge, personal qualities and habits, whether or not those were reflected by grades they got back in high school, so don't make your kids think otherwise... or is it too late?
a resident of Another Palo Alto neighborhood
on Feb 25, 2007 at 10:22 pm
not wanting to be misinterpreted - I'm not saying the UCs aren't competitive. It's obvious they are. But at least we should have more and accurate information out there.
a resident of Ventura
on Feb 26, 2007 at 9:43 am
Thanks, "scoop." It would have been interesting to examine the numbers with more of a breakdown and distribution of those numbers. For example, how many of those admitted with a lower GPA had higher-than-average SAT scores to balance out their application? And was there much a gap between the mean and the median GPA? Still, I appreciate your contribution here. I hope some other people take note.
a resident of Another Palo Alto neighborhood
on Feb 26, 2007 at 10:08 am
I have only this anecdotal evidence to relate: last year UCSD and UCDavis sent a form letter to rejected applicants saying, " 40,000 students have applied for +/- 4000 openings, and of those 40,000 applicants, 12,000 have a 4.0 or better GPA".
a resident of Palo Alto High School
on Feb 26, 2007 at 10:49 am
I regret to inform you, Scoop, that your information is no longer accurate beginning with the 2007 admission requirements at the UC's. Unfortunately, you failed to do your homework and inquire about the facts before you wrote your comment; a comment that will mislead many readers. The facts are as follows:
1. If your have a student who is in the top 4% of their class then they will be admitted.
2. If your student doesn't fit into category one above, then he or she must fit into at least one of the following categories:
(a) Qualify by testing criteria alone by achieving an eligibility index score of at least 410 on all SAT testing. What that means is that your student must score at least a 700 on the Math, 700 on the Critical Reading, 700 on Writing and 700 on each of two SAT II subject tests. Not an easy task, even for some of the very brightest students.
(b) The other pathway is to qualify through a combination of SAT scores and GPA. However, you must have at least a 3.00 GPA to qualify beginning with admissions this fall of 2007. Don't fool yourself, Scoop, the students needs at least a 3.00 GPA in order to gain admission, unless they are brilliant and have SAT scores like those set forth in (a) above. Otherwise, a student must score at least a 500 on everything and have a 3.00 GPA to meet basic eligibility requirements. This will gain you admission to a Merced or Riverside campus. This is not a ticket to Berkeley, UCLA etc.
Of course, if there is a special need situation with learning disabilities present, then the rules change on a case by case basis.
Scoop, the only mistake I made was stating that 550, instead of below 500, will eliminate you from consideration. However, you probably already noticed that the information you provided in your posting illuminated the fact that the admission SAT scores at all of the UC's last year were above 598. Most UC's admitted students with SAT scores in the mid-600 to mid-700 range. Doesn't sound like I gave you bad information to me.
Final Note: I was not talking about the long term morality issues that you seem to have run to at the end of your posting. The point of my posting was to illuminate the fact that for college admission, grades and SAT scores do count, like it or not. You can attack the person who is stating it, but it is a fact.
a resident of Another Palo Alto neighborhood
on Feb 26, 2007 at 7:21 pm
thanks for clarifying the difference between past and present/future - I'm all about more information, more accurate information, and less drama.
a resident of Palo Alto High School
on Feb 26, 2007 at 8:49 pm
[Post removed by Palo Alto Online staff.]
a resident of Another Palo Alto neighborhood
on Feb 26, 2007 at 11:59 pm
When I said "less drama" I was talking about the other drama, like grades are sooooo important and better get those test scores, and how utterly important it is to ~ahem~ certain people that their kids go to a "good" college because... what - it would reflect badly on the parents? Let the kids find their own way, and what the heck let them get lost along the way... that's how you really find yourself. Some of the most fulfilled people I know went to those "ghastly" lesser public schools and then totally changed careers two or three times anyways. Some of the most miserable people I've ever met are wildly successful in terms of degrees and prestige and income, and they were the parents of my friends and totally messed up their kids with all that "success" and affluence. So what if your kid didn't kick ass in high school and couldn't get into THE college of his/her/(your?) choice. If the kid didn't click so much with high school pressure and grades, why so gung ho on pushing into top colleges? And if they get academic later, there's still ways in through JC or jr. transfer, or master degrees. This community is so whacked sometimes, so fixated, so determined to make kids follow in the parents footsteps I guess.
[Portion removed by Palo Alto Online staff.]
a resident of Another Palo Alto neighborhood
on Feb 27, 2007 at 1:08 am
And as for "reader" and the letter about all the 4.0 applicants - thanks for sharing that. Great eye-opener. See folks, even if you or your students stress and stress and stress some more to get those grades, no guarantees at those coveted top schools (unless maybe you've got those legacy connection$). And you know they didn't only accept 4.0s, so that's even more thousands of 4.0s not getting in. So here's a thought - let your kids pursue their interests, develop a passion for something, encourage them to learn and challenge themselves, don't sweat every 0.1 and never utter the words "it'll look good for college"! Help them understand, realistically, all the options and the consequences without pushing - and I mean all, as in "the following grades get people into the following schools generally, AND there are these other FINE options if you can't or don't want to break your a** to get every A"). Jeez, considering how hard some people push in the community, with letters and meetings and teachers and Town Squre (!), you gotta wonder what it's like to be a student in their house. But anyway... when the time comes for college, THERE WILL BE GOOD OPTIONS for everyone, and they will have enjoyed the ride through HS, (hopefully), and they'll be enthusiastic about pursuing something somewhere, instead of plowing into college burnt out already and not really excited about learning as much as partying. You don't always get your first choice, but you make the best of other good options. Heck, I didn't get the jobs I wanted right out of college and I got a bit down about it, then I went another way and no regrets at all. What a good thing I didn't get those jobs that first year. Can others out there relate to that feeling - thought it was bad at the time (girlfriend/boyfriend dumped me, college rejection, lost out on a great job), and then my life went this other direction and thatnk god it did.
a resident of Palo Alto High School
on Feb 27, 2007 at 6:32 am
Scoop--You really need to stop attacking people just because they are successful. Unmotivated, poor and stupid doesn't guarantee happiness either. [Portion removed by Palo Alto Online staff.] Those numbers you provided from the district guide in your earlier posting are self-reported acceptance numbers. Let's focus on providing accurate and complete facts here. {Portion removed by Palo Alto Online staff.]
a resident of Ventura
on Feb 27, 2007 at 10:37 am
Parent of Three - I believe you do a disservice to the debate by your last post. I, for one, appreciate seeing someone taking on the prevaling attitude, and I fail to see what you've characterized as "attacking people." I think that "got the scoop" has been critiquing a tendency towards overly narrow definitions and undue pressures. Nowhere do I see a suggestion that people should be attacked for their success, but rather the bold suggestion that, if success is defined by degrees and money, it hardly suffices as a singular worthy goal in life.
You also offer this nifty retort: "Unmotivated, poor and stupid doesn't guarantee happiness either." Again, I can't see what you're responding to. Did someone suggest that those qualities do guarantee happiness? The comment suggests that you're standing up for the idea that grades and colleges can be directly equated with motivation, wealth and intelligence. But, as I mentioned in one of my earlier posts, that may be a correlation, but there are other paths to the same outcomes.
Now let's see if we can't continue the dialogue without any more [Portion removed by Palo Alto Online staff.] (n.b., that was me copying and pasting, not anything really removed).
a resident of Another Palo Alto neighborhood
on Feb 27, 2007 at 3:16 pm
yeah, what SkepticAl said!
But just FYI, I dont want to seem down on academics or UCs or other competitive schools. I've got my degrees and honors from top universities in CA, I work hard and I think I'm doing fine for myself thank you very much. But that's me - I like academia and I thrive under pressure. I've just seen too many kids, personally and professionally, dealing with lots of stress and mistaken notions of what's at stake at this point in their lives, and around here we have an overabundance of role models of one sort, and a lack of role models who chose other routes to success.
a resident of Old Palo Alto
on Mar 5, 2007 at 8:55 pm
a resident of Palo Verde
on Mar 6, 2007 at 10:23 pm
I think the bigger problem is that we have very mediocre teachers across the board. The older generation is forgetting and younger people simply don't know what a great teacher is. A teacher who inspires students, to whom students look up to and whom they respect is a thing of the past. Don't get me wrong - most teachers nowadays do care about students, but they are so often rather incompetent in the subjects they are teaching, afraid of being intellectually challenged, they lack that important combination of passion and depth of knowlegde which makes up an inspirational teacher . Where are the Platos of modern times? Where are the prototypes of the English teacher in "Dead Poet's Society". I had a chance to interact and observe a number of teachers in PAUSD and I have not seen anybody who could come close. Mediocracy and mediocrity, but with good intentions.
a resident of Midtown
on Mar 6, 2007 at 11:47 pm
My son, at his Palo Alto elementary school, was told by his teacher that he was not to proceed faster than his classmates on math material that was very easy for him, that he had to wait for the rest of the class...
So much for encouraging talent and exploration...
a resident of College Terrace
on Mar 7, 2007 at 8:58 am
Sigh, that's disappointing to hear given that PAUSD is supposed to offer differentiated instruction. Can you tell us what you did about the situation? Did you speak with the teacher? What did he or she say? Did you take it further?
a resident of Midtown
on Mar 7, 2007 at 4:01 pm
Simon, sadly, I did not do anything. His teacher is a sweet-heart, but I have years of experience with the Palo Alto school district and trying to enrich gifted students' education through the school goes nowhere.
Two examples:
My daughter (now in college) was identified as gifted in writing. Nothing was ever offered to her above and beyond what he classmates did... It was not until high school and AP classes that she got anything extra, if AP classes qualify as an extra.
When my son already knew everything his fourth grade teacher was going to teach about electricity, I approached her and ask that he get to do a special project. She said she would look into it, but eventually came up empty handed... Of course she was not electricity expert herself... It was up to us to do the enrichment and we turned outside the schools to do it.
One board election campaign, I went to a small neighborhood meeting of a candidate once. I brought up the topic of GATE children. Her anwer basically was along these lines: "Well, we have so many GATE students in Palo Alto we can't do much... they'll be fine anyway... it is the low performing students who need our attention." I believe it is still the prevailing attitude throughout the district, especially with No Child Left Behind (although it predates No Child Left Behind). In the race to ever improve test scores, the obvious thing to do is focus on underachieving students and leaving the other students alone.
Did I say that my son is bored at school?...
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Cherries and Berries
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Re: Sporks Lucky DNA 2: the Quickening
wootvan wrote:Love it, especially the dorky bow tie
Thank you! Here's a closeup of the bow tie (and everything else):
Awesome! Want it!
Re: Vinyl
You GMV - I am a sucker for vinyl shirts.
Nice layout, very cool
The color is just sick!!
Re: Little Red Riding Bug
Correct me if I'm wrong but don't the two ink colors have to be the complimentary colors? This design has the two ink colors as black and red and the shirt color is green... Or am I misunderstanding the rules?
Awesome artwork
Re: Caution: Rumble Zone
Umm...that doesn't look like a warning sign that the middle cone is flashing. Is it just me or does it look like it's flipping the bird?
Bullet1979 wrote:Correct me if I'm wrong but don't the two ink colors have to be the complimentary colors? This design has the two ink colors as black and red and the shirt color is green... Or am I misunderstanding the rules?
You are correct in that the two ink colors need to complement each other. The two ink colors in this design are green and red, not sure if it's appearing black-ish on your monitor.
melquam wrote:Not a photo! This is a scanned in drawing I did... then did 30 dpi halftone on the entire drawing. Angry.
I think this is a common problem that a lot of artists have, the simple solution would be not to make your drawings from photos to help eliminate that photographic look.
Re: Zombie Unicorn
I'm back on board. Looks great!
Re: Dragons Blow
I like how you snuck monkeys in there under the guise of "smoke". Looks good. Gmv
Re: Space Voyage
This shirt makes absolutely NO sense.
shan24 wrote:Thanks for the comments! I have resubmitted this now with less rectanglyness
good job. I like it better now.
bluejester wrote:Umm...that doesn't look like a warning sign that the middle cone is flashing. Is it just me or does it look like it's flipping the bird?
They only have 4 fingers. He's shaking his fist and pointing at the barrel.
Re: Big Head, Little Arms version 2
I'm trying to decide if I should take one of these down to keep from splitting votes. Any comments on which is better? This or this?
Re: Big Head, Little Arms version 1
Again, trying to decide if I should take one of these down. Which one better illustrates the story? This or this?
Re: The Fourth Horseman
Awesome use of heather gray! GMV +1
Re: Happy New Years
I think you need to include some green.
Re: The Blue Dress
Very slick indeed. Thumbs up! GMV
I like this one with the head butt. I love designs that tell a story. Kudos! GMV
Re: The Sun Sets on a Concrete Forest
Cool design, I think this is my favorite piece I've seen of yours
Re: A Better Cat Trap
Big Ears McWiskers XIV (mice aren't very good at coming up with names) has nearly completed his newest invention - the robotic bulldog! Soon the days of cowering in fear of the dreaded death beast know only as Princess will be over.
Orange and blue on black
I tried to get the most out of my two colors by using negative space. The glow of the dogs eyes and the light of the welder cast everything in high contrast blue and orange light.
I'm using three different halftones in this design. A gravel based halftone for the dog, a fur based halftone for the mouse, and traditional dot based halftone for the dogs eyes and the welding flame.
Comments and suggestions appreciated!
Re: Purple Mountains Majesty
Excellent character work and nicely roughed. Kingly cartoon expression :D GMV!
Re: Spring Egg
Good job, babygirl. That's your second submission so far. I'm proud of you.
uniique wrote:Hellz yeah. GMV expo
Thanks mate! (o;
Amazing man!! (o;
So fun, love it!! (o;
much fun! (o;
Re: In the Night
ahhhh thats perfect then! in that case, i really hope it climbs. best of luck!
Great as usual!! , votadisimo! (o;
dunz0 wrote:One of my recent favorite songs! This illustration is awesome :D
Absolutely fantastic song.
amazing, love the halftone gradients. (o;
Re: Balance
HAH! I totally knew this was either PS or "he & she who shall not be named"
Very strong presence in this piece!
Re: woolly
Wooly romp thru modernville! I like the blend from mammoth to building. Good work
I really like the green color. Good job, peanut.
kitsune13 wrote:It's my Lasombra kitty too Very cute!
How could anyone not want a cute cat on a shirt? Everyone loves cats! 'Specially black ones with gold eyes.
View All →


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Investment opportunities in an evolving environment.
Christopher Dann is a partner with Booz & Co. Sartaz Ahmed is a principal and Owen Ward is a senior associate with Booz & Co.
Investment opportunities in an evolving environment.
The global economic downturn has cast at least a measure of doubt on the business case for renewable energy technologies, leaving some industry observers to point to previous periods of renewables growth in questioning whether the market is resilient enough this time to withstand volatile energy prices and a shifting political climate.
Yet, despite this uncertainty, the market has evolved in important ways, setting the stage for it to maintain its economic viability and continue to grow. One of the hallmarks of the renewables sector today is its structural diversity in terms of the technologies, players, and geographic regions involved in its growth.
For that growth to continue, companies and investors participating in the sector will need to explicitly address uncertainty through effective risk management and contingency planning. In many cases, even those investments with promising near-term prospects will need to be evaluated on the basis of their ability to adapt to future fluctuations in demand. The relatively favorable investment climate of the past decade attracted a bevy of companies that lacked the expertise to build and sustain a competitive advantage. With industry consolidation now on the horizon, those that survive will be the ones that develop the strategic and operational capabilities required to capture value and manage regulatory and market risk.
Green Boom
Beginning in 2005, a number of diverse factors came together to accelerate the growth of new renewable energy generation in the United States ( see Figure 1 ). Power prices jumped as natural gas prices reached a historical high, technology advances led to significant reductions in renewable energy costs, and the investment community began to invest in the sector in earnest.
But by far the biggest driver behind the growth of renewables during this time was meaningful policy support, at both the federal and state levels. With a focus on fighting climate change and jump-starting new industries, legislators adopted a wide range of incentive mechanisms to support the development and adoption of renewable energy technologies. These mechanisms included the renewable portfolio standard (RPS), renewable energy credit (REC), feed-in tariff (FIT), investment tax credit (ITC), and production tax credit (PTC), along with various cash grants.
More than 30 U.S. states have enacted renewable portfolio standards, which mandate the use of renewable power for a certain percentage of retail electricity sales and are largely seen as the most effective policy approach to supporting the growth of renewable energy. Though each state implements its own timing, targets, and compliance, most states start with moderate targets that, in some cases, reflect existing renewable generation capacities. However, in almost all cases, the targets for 2015 and beyond are well above 2005 levels, and as a result, they have stimulated much investment and planning. Wind power, the least expensive renewable power source, has been the dominant choice of most states to date, but technology-specific set-asides have


text:
Pine River City Council prepares for road work
The Pine River City Council swore in Mayor Jim Sabas on Tuesday, Jan. 8, after he was re-elected in November. Council members Tamara Hansen and Ron Derksen were absent but will be sworn in by City Clerk Wanda Mongan at a later date.
City Engineer Bryan Brown updated the council on preparations being done for road work to be done on First Street in 2014. This work was approved last year to secure county funding. Brown also discussed Safe Routes to School, another program from last year.
With this program, the council hopes to pave a safe walking trail behind the Pine River Square Apartments and Townhomes. This route would bring students from the school to Second Street, and then to the First Lutheran Church, where pizza parties are often held after sporting events.
In addition, street lamps would likely be constructed to shed light on the alley during darker months.
Safe Routes to School has been discussed in the past; however, it has been turned down because of funding issues. Last year the state allotted money for grants to train crosswalk guards and supplying crosswalk materials, but not funding for infrastructure. Brown will assess the Safe Routes to School project to make it more appealing to the state and increase the likelihood of being awarded a grant.
In other business Jan. 8, the council:
• Discussed developing a city website. The council currently shares the Pine River Chamber of Commerce website where it has a city page. If the city had a site of its own, it would be able to post more council related documents.
• Approved a policy allowing city workers to bring city vehicles home overnight with prior approval from a supervisor.
• Gave Police Chief Paul Sand permission to bring his police car home at night.
• Approved reimbursement to be paid to Stan Miller for constructing a taxi lane at the municipal airport. This reimbursement is contingent on evidence that the taxi lane was built to FAA specifications. The city is also researching whether the state will reimburse the city for these funds.
• Approved a request by Ryan Nelson, of Jr.'s No. 19, for the closure of Barclay Avenue from Highway 371 to River Street on May 4 to make parking space for a car show and street dance. This approval was contingent upon approval from the Minnesota Department of Transportation and the majority of the businesses in the affected area. Nelson is also seeking a nonprofit organization to sponsor a strong beer and wine license for the event.
• Named The Pine River Journal as the official newspaper and Pine River State Bank, US Bank, First National Bank of Walker and Lakes State Bank as official depositories. These were all unchanged from last year. The city attorney (Ted Lundrigan) and city engineer (Bolton & Menk) were likewise unchanged.


text:
Conservatively Speaking
State Senator Mary Lazich (R-New Berlin) represents parts of four counties: Milwaukee, Waukesha, Racine, and Walworth. Her Senate District 28 includes New Berlin, Franklin, Greendale, Hales Corners, Muskego, Waterford, Big Bend, the town of Vernon and parts of Greenfield, East Troy, and Mukwonago. Senator Lazich has been in the Legislature for more than a decade. She considers herself a tireless crusader for lower taxes, reduced spending and smaller government.
Prudent and Wise Fiscal Management Results in Victory Lap for Taxpayers
The Legislative Fiscal Bureau (LFB) released a revised estimate of the gross general fund balance at the end of the 13-15 biennium. The LFB revised its projected June 30, 2015, state general fund balance to more than $1 billion, an increase of $911.9 million. This revised increase is due to increased estimated tax collections, increased estimated lapses to the general fund, decreased departmental revenues, and decreased expenditures.
Thanks to Governor Walker and the legislature, Wisconsin is on the right economic path. A projected $892.7 million increased estimated tax collections show reforms enacted by the legislature spurred economic growth in Wisconsin. Reducing taxes and spending stimulates the economy and increases growth.
The estimated $911.9 million in anticipated revenue is the latest example of the consequences of the legislature's responsible approach to finances. During October 2013, the legislature approved and the Governor signed into law, $100 million property tax relief. That property relief is in addition to the nearly $650 million income tax reductions in the 2013-2015 budget.
This site uses Facebook comments to make it easier for you to contribute. If you see a comment you would like to flag for spam or abuse, click the "x" in the upper right of it. By posting, you agree to our Terms of Use.


text:
Title Profile & Character Information
"Dead girl walking," the boys say in the halls. "Tell us your secret," the girls whisper, one toilet to another. I am that girl. I am the space between my thighs, daylight shining through. I am the bones they want, wired on a porcelain frame. Lia and Cassie were best friends, wintergirls frozen in matchstick bodies. But now Cassie is dead. Lia's mother is busy saving other people's lives. Her father is away on business. Her stepmother is clueless. And the voice inside Lia's head keeps telling her to remain in control, stay strong, lose more, weigh less. If she keeps on going this way - thin, thinner, thinnest - maybe she'll disappear altogether. In her most emotionally wrenching, lyrically written book since the National Book Award finalist Speak, best-selling author Laurie Halse Anderson explores one girl's chilling descent into the all-consuming vortex of anorexia. Winner of the Margaret A. Edwards Award 2009
2009 Publishers Weekly Best Children's Books
2009 New York Times Editors' Choice
Terms of Use


text:
Third Annual "Am I In Heaven? Nope You're In The Barstool Sports Halloween Facebook Feed"
[nggallery id=2180]
I don't care what's going on, I will never forget to post our annual Barstool Sports Halloween Facebook Feed gallery. Doesn't matter that the city is in a tizzy. Doesn't matter that the Sox just won the World Series and we've got stories coming in from everywhere. None of that matters one bit. Because when it comes to national holidays starring scantily clad women, I'll be there. I'll drop everything I'm doing to get it done. That's dedication to the craft of smut. That's the Barstool difference.


text: Dean Maxwell served as the law school's second dean, from 1958-1969, guiding the school to its first standings as a nationally ranked institution. From 1953 to 1981 he was Michael J. Connell Professor of Law. At the helm of a very young law school, Dean Maxwell broke new ground, introducing the school's first interdisciplinary offerings, appointing the first two African-American and first women faculty members and launching an initiative to diversify the student body. He was awarded the UCLA Distinguished Teaching Award in 1976 and the UCLA Medal in 1982. Dean Maxwell's legacy can be found in the professionalism, warmth and collegiality of the extended UCLA Law family.


text:
Royal Armouries bids farewell to its long-standing chairman - Monday, 14 November 2011
Royal Armouries' chairman Ann Green CBE has bowed out following 13 highly successful years at the helm of Britain's oldest museum.
Ann – who has worked tirelessly to raise the profile of museums and to improve the visitor experience – can look back on many achievements and personal successes during her years in office.
Ann is succeeded by interim chairman, General Lord Dannatt GCB CBE MC DL, who is also Constable of the Tower of London.
Her many highlights as chairman include:
- Establishing a new museum in the United States in 2004, thanks to a unique collaboration with the Frazier International History Museum in Louisville, Kentucky. This was the first time a British national museum had opened a branch in the USA.
- Saving the Pattern Room – the Royal Armouries' National Firearms Centre is the custodian of the national collection of firearms. Started in 1631, this collection was moved from the Tower of London in 1841 to the Royal Small Arms Factory at Enfield, following a fire. Then known as the Enfield Pattern Room, it moved again to Nottingham in 1989. It was finally reunified with the rest of the Royal Armouries' firearms collection in 2005, when it was gifted by the Ministry of Defence, following closure of the Nottingham site.
- Welcoming representatives from Japan – and speaking in Japanese – at the opening of the Shogun exhibition.
- Leading the £3.5 redevelopment of Fort Nelson in Hampshire – home to the national collection of big guns – into a museum for the 21st Century.
- Receiving the CBE – for services to museums!
Looking back, Ann said, "There have been many highlights and achievements. I will particularly miss the camaraderie of the Board, which has become an active, worthwhile and highly effective body.
"I am standing down because 13 years is a long time to serve on any Board – my tenure as chairman has already been extended twice. Looking ahead, I have been appointed as Chairman of the Governors and Pro-Chancellor at York St John University, and I am relishing that new challenge very much. My links with our heritage continue though, as I retain the chairmanship at Hadrian's Wall Heritage"
Director General and Master of the Royal Armouries, Lieutenant-General Jonathon Riley, led the tributes to Ann, on behalf of the museum's trustees and staff.
He said, "We are indebted to Ann and we wish her every good fortune in her new post. We will miss her considerable experience and drive, her highly-effective business and communications skills, plus dedication and tireless commitment to both the Armouries, and to Britain's national heritage.
"The Royal Armouries of today bears little resemblance to the organisation of 13 years ago, when Ann's tenure began. We are in great shape to continue her sterling work and efforts, and to continue safeguarding the national collection for generations to come."
A prominent Yorkshire businesswoman, Ann has been a trustee of the Royal Armouries since 1998 and Chairman since April 2003. She is also director of several private companies.
As a result of her wide experience of the public, private and voluntary sectors, Ann was appointed a non-executive director of the Department of Culture, Media and Sport for two years in May 2009. Other current directorships include Stag Security Services Ltd and she also chairs Hadrian's Wall Heritage Ltd, a private company formed four years ago to improve the visitor experience and help regenerate the Hadrian's Wall corridor.
With an extensive interest in the USA and Canada, Ann is a member of the Frazier International History Museum's Board in Louisville, Kentucky and has been honoured both as a Kentucky Colonel and with the freedom of the city of Louisville.
For more information and the latest news about the Royal Armouries:
Royal Armouries website
Royal Armouries newsletter
Follow us on Twitter
Find us on Facebook
Notes to editors
- Royal Armouries is the national museum of arms and armour and has sites in Leeds, HM Tower of London, Fort Nelson and Louisville, Kentucky. It is the first British national museum to open a permanent presence in another country
- Admission to the museum is free. However, there may be a small charge for some special events.
- Open all year daily, 10am-5pm. Closed 24-25 December
- Information Line: 0113 220 1999
- Website: www.royalarmouries.org
- The Royal Armouries Museum should not be confused with Royal Armouries International plc, the private sector corporate hospitality business.
Download the PDF press release.


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Hi-Hat Pad for DTXPRESSIIISP
This hi-hat pad design attaches to a standard hi-hat stand. Inside of the pad is a sensor system and built-in hi-hat clutch that feels,realistic when pressed. The RHH130 also features a dual zone design consisting of pad and edge sections that offer greater dynamic realism. The pad can also produce a foot splash.
The colors and finishes shown may vary from those on the actual products.


text:
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